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AUTHOR(S) Anneanne Martin; Anne Partika; Anna D. Johnson (et al.)
AUTHOR(S) Anthea Rose; Lucy Mallinson
AUTHOR(S) Luis Antonio Mata Zúñiga; Diego Angeles Colin
AUTHOR(S) Mariana Souto-Manning; Samantha A. Melvin
AUTHOR(S) Anastasia Gouseti
AUTHOR(S) Spogmai Akseer; Ximena Jativa
AUTHOR(S) Silvia Peirolo; Ximena Jativa
In Liberia, recurring school absenteeism and post abandonment are considered critical obstacles to quality education. Although national political actors recognize absenteeism as a major impediment to quality education, studies on the factors influencing teacher attendance in the country, including national policies and practices at the community and school levels, remain scarce. Also, there is a lack of knowledge on the direct and indirect ways the coronavirus pandemic and the measures adopted to contain it impact primary school teachers. This Time to Teach study seeks to fill these knowledge gaps. The report provides valuable insights into how the COVID-19 crisis may exacerbate existing education system challenges that affect teacher attendance and time on task. It also collects and strengthens the evidence base on the factors affecting the various dimensions of primary school teacher attendance to inform the design and implementation of teacher policies.
Prior to COVID-19 lockdowns, the Federal Republic of Nigeria had taken measures to improve the quality of education and of teachers’ working conditions such as by improving school infrastructure and accelerating teacher training programs, and providing incentive schemes for teachers. While education is free and compulsory, Nigeria reports the highest number of out-of-school children in the world. Economic consequences of the COVID-19 pandemic, the impact of school closures, and the shift towards remote learning are anticipated to pose further constraints and push even more vulnerable children out of the education system. Teacher absenteeism and the poor use of instructional time are also significant problems for the Nigerian education system, negatively affect students’ academic performance and learning. This Time to Teach study seeks to support both federal and state governments by providing a comprehensive understanding of teacher attendance in the country’s primary schools. It also aims to provide insights into how attendance challenges may be similar or different across the types of schools (public/Quranic/private) and settings (urban/rural) and more importantly, how these can inform teacher policy design and implementation. Though data were collected prior to COVID-19 school closures, this study also aims to provide insights on how the pandemic may further exacerbate existing challenges.
AUTHOR(S) Lisa E. Kim; Suzanna Dundas; Kathryn Asbury
AUTHOR(S) Valérian Cece; Emma Guillet-Descas; Vanessa Lentillon-Kaestner
AUTHOR(S) Guglielmo Bonaccorsi; Sonia Paoli; Massimiliano Alberto Biamonte (et al.)
In the coronavirus disease 2019 era, debate around the risk of contagion in school is intense in Italy. The Department of Welfare and Health of Florence promoted a screening campaign with rapid antigen tests for all students and school personnel. The aim of this study was to assess the circulation of severe acute respiratory syndrome coronavirus-2 (SARS-CoV-2) in the school setting by means of mass screening in every primary and middle school in Florence. All students and school personnel at primary and middle schools in Florence were asked to take part. The campaign started on 16 November 2020 and was completed on 12 February 2021. If a subject had a positive result on rapid antigen testing, a molecular test was performed to confirm the result.
AUTHOR(S) Stefanie Weinert; Anja Thronicke; Maximilian Hinse (et al.)
AUTHOR(S) Minsun Shin; Victoria I. Puig
AUTHOR(S) Filipa Seabra; António Teixeira; Marta Abelha (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.
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COVID-19 & Children: Rapid Research Response