Library Home | Reset filters
Select one or more filter options and click search below.
Donna Koller; Maxime Grossi; Meta van den Heuvel (et al.)
Fernando Donizete Alves; Aline Sommerhalder; Concetta La Rocca (et al.)
Non-state actors’ role extends beyond provision of schooling to interventions at various education levels and influence spheres. Alongside its review of progress towards SDG 4, including emerging evidence on the COVID-19 pandemic’s impact, the 2021/2 Global Education Monitoring Report urges governments to see all institutions, students and teachers as part of a single system. Standards, information, incentives and accountability should help governments protect, respect and fulfil the right to education of all, without turning their eyes away from privilege or exploitation. Publicly funded education does not have to be publicly provided but disparity in education processes, student outcomes and teacher working conditions must be addressed. Efficiency and innovation, rather than being commercial secrets, should be diffused and practised by all. To that end, transparency and integrity in the public education policy process need to be maintained to block vested interests. The report’s rallying call – Who chooses? Who loses? – invites policymakers to question relationships with non-state actors in terms of fundamental choices: between equity and freedom of choice; between encouraging initiative and setting standards; between groups of varying means and needs; between immediate commitments under SDG 4 and those to be progressively realized (e.g. post-secondary education); and between education and other social sectors.
Michelle E. Forsythe; Yun-Wen Chan
The COVID-19 pandemic has exacerbated the bleak situation of education in Syria. Recurrent lockdowns and suspension of activities over 2020 and 2021 have limited children’s physical access to school and has worsened the poor economic situation across the country obliging many Syrian families to apply coping mechanisms including removing their children from schools. All of the above has resulted in an estimated 2.5 million children aged 5-17 years – one-third of the school-age population – are out of school. They are unable to exercise their basic right to education as laid out in the Convention on the Rights of the Child (1989). A further 1.6 million school-age children are at risk of being denied this right. These astonishing numbers indicate that a generation is growing up deprived of school in Syria. Those children are also more likely to suffer further violations, including falling victim to violence, child marriage, and engagement in worst form of child labour.
Arisa Yamaguchi; Mariko Hosozawa; Ayaka Hasegawa (et al.)
Few studies have used direct reports by children to assess how the rights documented in the United Nations Convention on the Rights of the Child (CRC) have been affected during the pandemic of coronavirus disease 2019 (COVID-19). Data were obtained from the CORONA-CODOMO Survey, a web-based survey conducted from April to May 2020 in Japan, targeting children aged 7–17 and parents/guardians of children aged 0–17. This study focused on self-reports from children, including two open-ended questions asking their needs and opinions. The results were analyzed according to the five categories of rights defined by the CRC: education, health, safety, play, and participation.
Benjamin Mallon; Gabriela Martinez-Sainz
Nicole Dulieu; Melissa Burgess; Chiara Orlassino (et al.)
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.
Subscribe to updates on new research about COVID-19 & children
Check our quarterly thematic digests on children and COVID-19
COVID-19 & Children: Rapid Research Response