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AUTHOR(S) Chizaram Onyeghala; Datonye Alasia; Orezioghene Eyaru (et al.)
AUTHOR(S) Nigel Rollins; Nicole Minckas; Fyezah Jehan (et al.)
AUTHOR(S) Francesca Crovetto; Fàtima Crispi; Elisa Llurba (et al.)
AUTHOR(S) Nadia A. Sam-Agudu; Helena Rabie; Michel Tshiasuma Pipo (et al.)
AUTHOR(S) Itai Dattner; Yair Goldberg; Guy KatrielI (et al.)
AUTHOR(S) Laura Vergara‐Merino; Nicolás Meza; Constanza Couve‐Pérez (et al.)
AUTHOR(S) Manal A. Shehata; Ahmed Adel; Ayman F. Armaneous (et al.)
AUTHOR(S) Eric Lachassinne; Loïc de Pontual; Marion Caseris
AUTHOR(S) Ann E. Aronu; Awoere T. Chinawa; Edmund N. Ossai (et al.)
Corona virus pandemic (COVID 19) has emerged as the single most important topical issue and poses a challenge to medicine. Adolescent school children are exposed to a varying degree. The study is aimed to determine the knowledge of the mode of spread and preventive practices among college adolescents attending six secondary schools in Enugu metropolis.
AUTHOR(S) Kubra Aykac; Burcu Ceylan Cura Yayla; Yasemin Ozsurekci (et al.)
AUTHOR(S) Giovanna Mascheroni; Marium Saeed; Marco Valenza; Davide Cino; Thomas Dreesen; Lorenzo Giuseppe Zaffaroni; Daniel Kardefelt Winther
Italy was the first country in Europe to implement a nationwide lockdown. Children and their families lived in nearly complete isolation for almost two months. Students missed 65 days of school compared to an average of 27 missed days among high-income countries worldwide. This prolonged break is of concern, as even short breaks in schooling can cause significant loss of learning for children and lead to educational inequalities over time. At least 3 million Italian students may not have been reached by remote learning due to a lack of internet connectivity or devices at home.
This report explores children’s and parents’ experiences of remote learning during the lockdown in Italy, drawing on data collected from 11 European countries (and coordinated by the European Commission’s Joint Research Center). It explores how children's access and use of digital technologies changed during the pandemic; highlights how existing inequalities might undermine remote learning opportunities, even among those with internet access; and provides insights on how to support children’s remote learning in the future.
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La didattica a distanza durante l’emergenza COVID-19: l’esperienza italiana
L'Italia e’ stata il primo paese in Europa ad aver applicato la misura del lockdown su tutto il territorio. I bambini e le loro famiglie hanno vissuto in quasi completo isolamento per circa due mesi. Gli studenti hanno perduto 65 giorni di scuola rispetto ad una media di 27 negli altri paesi ad alto reddito del mondo. Questa interruzione prolungata rappresenta motivo di preoccupazione, in quanto persino interruzioni piu’ brevi nella didattica possono causare significative perdite nel livello di istruzione dei ragazzi e portare col tempo a diseguaglianze educative. Almeno 3 milioni di studenti in Italia non sono stati coinvolti nella didattica a distanza a causa d una mancanza di connessione ad internet o di dispositivi adeguati a casa.
Questo rapporto analizza l’esperienza della didattica a distanza di ragazzi e genitori in Italia durante il lockdown, sulla base dei dati raccolti in 11 paesi europei (e coordinati dal Centro comune di ricerca della Commissione Europea). Studia il cambiamento nell’accesso e nell’uso delle tecnologie digitali dei bambini e ragazzi durante la pandemia; mette in evidenza come le diseguaglianze esistenti possano diminuire le opportunità offerte dalla didattica a distanza, anche tra coloro che hanno accesso ad internet; e fornisce approfondimenti su come sostenere la didattica a distanza di bambini e ragazzi in futuro.
This research brief is an addition to a series of five briefs, which provide an overview of available evidence shown in the Campbell-UNICEF Mega-Map of the effectiveness of interventions to improve child well-being in low- and middle-income countries. These briefs summarize evidence as mapped against the five goal areas of UNICEF’s 2018–2021 Strategic Plan, although it is anticipated that they will also be useful for others working in the child well-being space.
AUTHOR(S) Sunil Malik; Payas Joshi; Pradeep Kumar Gupta (et al.)
AUTHOR(S) Jakob Peter Armann; Carolin Kirsten; Lukas Galow (et al.)
This serial SARS-CoV-2 seroprevalence study aimed to quantify the number of undetected SARSCoV-2 infections in educational settings in secondary school in Dresden, Germany. Grade 8–12 students and their teachers were invited to participate in serial blood sampling and SARS-CoV-2 IgG antibody assessment.
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