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Melissa Holland; Jessica Hawks; Lauren C. Morelli (et al.)
Yun Wen; Choon Lang Quek Gwendoline; Sin Yee Lau
Courtney O’Connel; Luka Lucić
Cynthia Bansak; Martha Starr
Reo Takaku; Izumi Yokoyama
ChristopherA. Kearney; Joshua Childs
Corina Konstantinou; Xanthi D. Andrianou; Andria Constantinou (et al.)
Sébastien Hine; Emma Wagner
The COVID-19 education emergency has not affected all children equally. Refugee children already faced significant barriers in accessing good quality learning because of poverty and discrimination. The pandemic has further compounded these challenges. Progress under threat highlights the impact this pandemic is having on refugee children, including in the ten countries with the largest refugee populations where Save the Children works. Refugees are much less likely to access remote learning, will have lost many months of learning and may drop-out of school. The pandemic has severely impacted their learning and wellbeing, which was already more complex than their host community peers due to the very nature of forced displacement.
This policy brief proposes reforms in primary and secondary education as developing Asia copes with the impact of the coronavirus disease (COVID-19). It explores blended learning modalities that can be applied beyond the pandemic.
The suspension of in-person classes as a consequence of the COVID-19 pandemic profoundly affected the education systems in Latin America and the Caribbean (LAC) and compromised the achievements reached around the goals established in the SDG4-Education 2030 Agenda. This report analyzes the possibilities, restrictions and needs that the countries of the region will face during the process of returning to in-person classes, considering five dimensions: (i) safe schools (school infrastructure, access to water and sanitation); (ii) human resources (principals and teachers); (iii) access to ITC and connectivity; (iv) education financing and (v) information and planning.
In Mongolia, following school closures and term break from February to September 2020 affecting more than 600,000 children, the Government put learning at the heart of reopening, dedicating the first month of the new school term to the assessment of learning and remedial lessons and activities. UNICEF supported the Ministry of Education and Science in the development and distribution of teacher guidance for remedial classes covering all core subjects from pre-primary to upper secondary.
Hollie Warren; Oliver Fiala; Richard Watts
As we enter 2021, the world continues to grapple with containing the deadly spread of the COVID-19 virus. And education continues to be the silent victim of this pandemic. Save Our Education Now sets out five, evidence-based actions that governments should prioritize to ensure that children whose education has been disrupted by the pandemic can safely return to school and catch up on the learning they have missed out on. Our new analysis suggests that just over US$50 billion is needed from donors to implement these actions and protect the futures of the most marginalized children from the pandemic.
Keyi Lyu; Ying Xu; Hao Cheng (et al.)
Lisa B. Thorell; Charlotte Skoglund; Almudena Giménez de la Peña
UNICEF Innocenti's Children and COVID-19 Library is a database collecting research from around the world on COVID-19 and its impacts on children and adolescents.
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COVID-19 & Children: Rapid Research Response