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AUTHOR(S) Riaz Ahmed; Waseem Barkat; Adeel Ahmed (et al.)
As Lebanon’s triple crisis continues to worsen, youth are struggling to find hope, support and opportunities amid mounting despair. The combined impact of an economic meltdown, the COVID-19 pandemic and the 2020 Beirut Port explosions are forcing youth from all backgrounds to take on responsibilities beyond their ages, with detrimental impacts on their mental health and on access to opportunities. More and more young people are dropping out of education or any type of learning to engage in ill-paid, irregular and informal work to generate whatever income they can to help their families cope with the mounting challenges. UNICEF’s new assessment shows that 3 in 10 young people in Lebanon have stopped their education, while 4 in 10 reduced spending on education to buy essential items like basic food and medicine. The combined impact of the crises has led to a significant increase in mental health issues among young people, resulting in risky behaviour and substance abuse, as well as an increase in gender-based violence (GBV). Approximately one in four adolescents in Lebanon suffers from a psychiatric disorder. Alarmingly, 94 per cent of adolescents with a mental disorder have not sought any treatment. In September 2021, UNICEF conducted a Youth-Focused Rapid Assessment (YFRA), interviewing around 900 youth and adolescents aged 15 to 246 across Lebanon. One in four reported often feeling depressed and just over half the respondents said their lives worsened over the past year.
AUTHOR(S) Roberto Samaniego; Remi Jedwab; Paul Romer (et al.)
Pandemic shocks disrupt human capital accumulation through schooling and work experience. This study quantifies the long-term economic impact of these disruptions in the case of COVID-19, focusing on countries at different levels of development and using returns to education and experience by college status that are globally estimated using 1,084 household surveys across 145 countries. The results show that both lost schooling and experience contribute to significant losses in global learning and output. Developed countries incur greater losses than developing countries, because they have more schooling to start with and higher returns to experience. The returns to education and experience are also separately estimated for men and women, to explore the differential effects by gender of the COVID-19 pandemic. Surprisingly, while the study uncovers gender differences in returns to education and schooling, gender differences in the impact of COVID-19 are small and short-lived, with a loss in female relative income of only 2.5 percent or less, mainly due to the greater severity of the employment shock on impact. These findings might challenge some of the ongoing narratives in policy circles. The methodology employed in this study is easily implementable for future pandemics.
AUTHOR(S) Rabea Malik; Najaf Zahra; Ayesha Tahir (et al.)
AUTHOR(S) Debra Shepherd; Nompumelelo Mohohlwane
AUTHOR(S) Angel Mukuka; Overson Shumba; Henry M. Mulenga
AUTHOR(S) Sohela Mustari; Mehe Zebunnesa Rahman; Susmita Kar (et al.)
AUTHOR(S) S. Amin; I. M.I. Hossain; S. Ainul (et al.)
Poor learning remains a central challenge in Bangladesh despite considerable progress in advancing schooling access and reducing gender gaps in education. The learning crisis is feared to have been exacerbated during extended school closures and limited alternative opportunities for schooling during the COVID-19 pandemic. This brief summarizes findings on learning loss among adolescent girls during the pandemic in rural Bangladesh.
AUTHOR(S) Sneh Gautama; Shamsunnahar Setu; Mohd Golam Quader Khan (et al.)
AUTHOR(S) Carolina Alban Conto; Spogmai Akseer; Thomas Dreesen (et al.)
AUTHOR(S) Sudarshan Maity; Tarak Nath Sahu; Nabanita Sen
AUTHOR(S) Sinéad Harmey; Gemma Moss
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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