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AUTHOR(S) Marco Valenza; Thomas Dreesen; Sophia Kan
AUTHOR(S) Sophia Kan; Thomas Dreesen; Marco Valenza
AUTHOR(S) Sally Youssef; Nicola Jones; Agnieszka Małachowska (et al.)
Vulnerable Lebanese and Palestinian refugee adolescents in crisis-stricken Lebanon, amid a global pandemic, face the most enormous challenges to their education. With increasing socioeconomic vulnerabilities and shrinking opportunities, and the ever more fragile education sector, adolescents’ education is increasingly at risk. In 2021, an estimated 260,000 Lebanese children and 440,000 refugee children dropped out of school. This report focuses on Palestinian and Lebanese adolescents’ access to education and learning, and their opportunities to exercise voice and agency, highlighting the impact of the Lebanese crisis on their lives. It draws on findings from the Gender and Adolescence: Global Evidence (GAGE) longitudinal study, involving adolescents from Syrian and Palestinian refugee communities and vulnerable Lebanese host communities. Using interactive participatory tools, including participatory photography, GAGE aims to gain a better understanding of ‘what works’ to empower different groups of adolescents (especially girls) in conflict-affected contexts.
AUTHOR(S) Redentor E. Serrano; Elizabeth N. Farin
The world experienced the COVID-19 Pandemic, which severely affected the quality of Education, especially in the Philippines. The option was to change the face-to-face approach to a modular approach. This study aimed to determine the effectiveness of the modular learning approach to students’ academic performance. The study was conducted in Sta. Cruz District in the province of Zambales, Philippines. A Descriptive Research Design was employed. A total of one hundred fifty-four (154) teacher-respondents were randomly selected. There was a significant difference in the perception towards dimensions on the level of effectiveness in the implementation of modular learning approach as to Technical Support, Subject Content, Construction, Delivery and Retrieval Mechanism, Assessment of Student Achievement, Adherence to IATF Health Observance Protocols, and School and Local Government Unit Support. This modality's modular learning approach has improved and increased students’ academic performance. The students were rated “Satisfactory” in their academic performance. On the other hand, there is a negligible relationship between academic performance and the level of effectiveness in implementing the modular learning approach.
AUTHOR(S) Liza Erviana Erviana; Ismarwati ; Yuli Isnaeni
AUTHOR(S) Wenting Zhu; Qianqian Liu; Xiumin Hong
We are in a learning crisis. To give young people the best chance to succeed, we need to support them holistically. The first step is to identify where children and youth are in building the range of skills they need, monitor progress in their development and ensure no child or young person is left behind. The Recovering Learning report published jointly by UNICEF and the Education Commission, and supported by Generation Unlimited, contributes to these efforts by providing a comprehensive view of skills attainment among children and youth. The report highlights the need to improve tracking progress in skills development, especially in light of the global priority to recover education in response to COVID-related disruptions. To succeed in the global commitment to support the holistic development of children and young people, we need better and more inclusive data to recover and reimagine our education system RAPID-ly. We also need to mobilize increased and improved investment in education to finance transformation, including through innovative instruments.
During the COVID-19 pandemic, Cambodia had one of the longest periods of school closure in the region with face-to-face education suspended for more than half of the official school calendar over the years 2020 and 2021. It led to substantial learning gaps among students of all grades. To address those, significant investments are now needed in remedial education in the country. To contribute to this effort and to collect more evidence on how to address these learning gaps, World Vision International Cambodia piloted the Catch-Up Learning project in April and May 2022. The present report presents the key learnings from this pilot project and includes recommendations on how to better respond to the COVID-19 learning crisis in Cambodia.
AUTHOR(S) Sayibu Abdul Badi
The Youth As Researchers (YAR) initiative is a youth development programme, designed to ensure, support, and advance youth voices. It provides training and mentoring that supports youth to design and conduct social research, with a view to informing policy-making, programme design and future research.The initiative was first conceived by the UNESCO Chair on Children, Youth and Civic Engagement (Ireland), as a model to engage vulnerable youth in re-designing their own futures. It is premised on the belief that no-one knows better than young people themselves about their problems, and the solutions that will work for them. It gained traction in the current context, as UNESCO’s Member States are looking for innovative ways to address the challenges youth are facing. In engaging with the Social and Human Science Sector, and with UNESCO’s field offices, the youth-led research agenda delivered a strong message on the need to underpin policy decisions with scientific facts, and to ensure civil society is consulted on the issues at hand.
In the last two years, the COVID-19 pandemic has wreaked havoc in Latin America and the Caribbean. The region has suffered a triple curse, as it faced the largest combined impact in health, economic and educational terms. The disproportionate impact of the pandemic on people´s lives, livelihoods, and human capital formation represents, without doubt, one of the worst crises in LAC’s history. As we seek to rebuild better and foster more inclusive and sustainable growth, the main concern, nonetheless, is not the heavy toll of the pandemic, but the future of an entire generation of children and young people who have endured this massive shock. This report is the first evidence-based assessment of this educational catastrophe in Latin America and the Caribbean. The report intends to systematically document the impact that COVID-19 has had on the region’s education sector two years after. The 24 months since the outbreak of the pandemic in March 2020 is described sequentially, focusing firstly on the features of the “triple curse”, and then on the direct impact on schooling, learning and skills development. The report also addresses significant cross-sectoral impacts, namely those related to digital and transferable skills.
AUTHOR(S) Margaret Ebubedike; Michael Boampong; Kiki James
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.
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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