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AUTHOR(S) Gurumoorthy Poobalan; Junaidi Asman; Roslee Talip (et al.)
AUTHOR(S) Lauren M. Zaeske; Taylor P. Harris; Amanda Williams (et al.)
AUTHOR(S) Jiahong Su; Davy Tsz Kit Ng; Weipeng Yang (et al.)
AUTHOR(S) Eleonora Mihaela Popa
AUTHOR(S) Xuemei Bai; Xiaoqing Gu
Self-regulated learning (SRL) ability is the key determinant of the success of full-time online learning. Thus, exploring the influencing factors of SRL and their influencing mechanisms is necessary to improve this ability among K-12 students. The purpose of this study was to investigate the influence mechanism of teacher autonomy support on students' online SRL by examining the structural relationship among teacher autonomy support, parental autonomy support, students' self-efficacy, and students' online SRL.
AUTHOR(S) Ina Nurhayati; Nani Ratnaningsih; Khomsatun Nimah (et al.)
AUTHOR(S) S. Suharsiwi; W. S. Pandia; A. Suradika (et al.)
AUTHOR(S) Elizabeth McChesney
AUTHOR(S) Helen Perry
Since the onset of the COVID-19 pandemic and associated worldwide economic decline, East and Southern Africa (ESA) has suffered job losses and an increase in poverty, interruptions in healthcare services, and declined nutrition levels. Young adults whose place in the labor market is often informal, temporary, and tenuous at best have suffered greater job and income losses than their parents. As part of ensuring that recovery efforts also reduce the number of youth, especially young women, not in employment, education, or training (NEET), UN Women in ESA commissioned a quantitative study on the NEET status of youth aged 15-24 years in nine countries in the region. This report summarizes the country findings and provides a detailed analysis of available NEET data for youth aged 15-24 years with a view to supporting evidence-based policy advocacy and action in this area. The study covers Botswana, Ethiopia, Kenya, Malawi, Mozambique, Namibia, Rwanda, South Africa, and Uganda.
The COVID-19 pandemic illuminated the vulnerabilities of our education systems, worsening existing inequalities and digital divides even as it highlighted the essential value of accessible, inclusive and quality education. Learning communities, expected to make rapid, sweeping changes, were caught unprepared, causing learning losses that will reverberate for years to come. This was particularly true for many countries in Africa, where further infrastructural development, training, domestic resources and funding were – and are – needed to mitigate the effects of pandemic-related education disruptions that exacerbated the pre-COVID-19 learning crisis. Unprecedented change has followed, involving new collaborations and innovations that engaged the regional community at every level, from policy-makers to school leaders, teachers and learners, through original examples of ingenuity and transformation.
AUTHOR(S) Huong Le Thu; Schwabe Markus
The analyses made and findings presented in this paper are based on the data collected through a rapid assessment carried out in July/August 2021 by UNESCO staff (Section of Education Policy, Education Sector) from various sources including information available online (articles, papers, blogs, websites of countries’ Ministries of Education), media reports, national and international organizations’ databases and reports (e.g. the UNESCO-UNICEF-World Bank-OECD Survey of National Education Responses to COVID-19 (2021) and the UK ENIC Special ReportonCOVID-19 -Guide to International Secondary Assessment in 2020.
AUTHOR(S) Vagner Beserra; MiguelNussbaumbMónicaNavarrete Nussbaum; Mónica Navarrete (et al.)
AUTHOR(S) Behiye Dagdeviren Ertas; Onur Batmaz; Ahmet Kilic
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