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Amairisa Kouki; Robert M. Sauer
Nopi Rantika; Shilpa Fitria; Kharisma Putri
Muhammed Akat; Kasım Karataş
Eri Susanto; Suyadi Suyadi
In response to the unprecedented educational challenges created by
school closures due to the COVID-19 pandemic, more than 90 per cent of
countries have implemented some form of remote learning policy. This
factsheet estimates the potential reach of digital and
broadcast remote learning responses, finding that at least 463 million
students around the globe remain cut off from education, mainly due to a
lack of remote learning policies or lack of equipment needed for
learning at home. This data primarily stems from the UNESCO-UNICEF-World
Bank Survey on National Education Responses to COVID-19 School Closures
(June-July 2020), as well as household microdata from sources like
Multiple Indicator Cluster Surveys (MICS), Demographic and Health
Atsuko Muroga; Htet Thiha Zaw; Suguru Mizunoya; Hsiao-Chen Lin; Mathieu Brossard; Nicolas Reuge
Merike Darmody; Emer Smyth; Helen Russell
Padmini Iyer; Muslihah Albakri; Helen Burridge (et al.)
While the UK government has announced some relaxation of statutory regulations for children in care, advice at the time of writing indicates that local authorities in England and Wales remain obligated to allow looked-after children ‘reasonable contact’ with their birth families during the current COVID-19 lockdown. In light of this advice, it is crucial to understand how digital technologies can be managed to maintain contact while prioritising children’s best interests. This briefing paper highlights the key findings of a rapid evidence review that examines what is known about the implications of digital contact for the well-being of children who have been separated from their birth relatives in public law contexts. It also reviews relevant literature on digital contact in private law contexts, such as separation and divorce, and draws out key lessons for managing digital contact between birth relatives and children in public law placements.
Francisco Cabrera-Hernandez; Maria Padilla-Romo
Dita Nugroho; Chiara Pasquini; Nicolas Reuge; Diogo Amaro
Some countries are starting to reopen schools as others develop plans to do so following widespread and extended closures due to COVID-19. Using data from two surveys and 164 countries, this research brief describes the educational strategies countries are putting into place, or plan to, in order to mitigate learning impacts of extended school closures, particularly for the most vulnerable children. In addition, it highlights emerging good practices.
Oskar Hougaard Jefsen; Christopher Rohde; Bettina Nørremark (et al.)
Yin Zhang; Jilei Lin; Hongmei Xu (et al.)
More paediatric‐confirmed cases have been reported with the global pandemic of COVID‐19. This study aims to summarize the key points and supply suggestions on screening paediatric COVID‐19 patients more appropriately. We retrospectively included paediatric patients who have accepted SARS‐CoV‐2 RT‐PCR testing in Children's Hospital of Chongqing Medical University (30 January 2020 to 13 February 2020) and compared them with paediatric‐confirmed COVID‐19 cases. Besides, a review was carried out by analysing all current literature about laboratory‐confirmed paediatric cases with COVID‐19.
Maria Spinelli; Francesca Lionetti; Massimiliano Pastore (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