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AUTHOR(S) Catherine Porter; Annina Hittmeyer; Marta Favara (et al.)
This study aimed to provide evidence on how young people’s mental health has evolved in Low-and-Middle-Income-Countries (LMICs) during the progression of the COVID-19 pandemic. Identify particularly vulnerable groups who report high and/or continuously high rates of mental health issues. Two consecutive phone-surveys (August–October and November–December 2020) in Ethiopia, India, Peru and Vietnam interviewed around 9000 participants of a 20-year cohort study who grew up in poverty, now aged 19 and 26. Rates of at least mild anxiety/depression measured by GAD-7/PHQ-8 were each compared across countries; between males/females, and food secure/food insecure households.
AUTHOR(S) Patrick Opoku Asuming; Deborah Aba Gaisie; Caesar Agula (et al.)
AUTHOR(S) Michelle J. Neuman; Shawn Powers
AUTHOR(S) Brad Olsen
Interest in scaling promising innovations to effect systemic change in education around the world has grown over the last decade. Scaling has become fashionable because the modern landscape of educational improvement is littered with short-term projects that temporarily succeeded only to later dissipate, isolated pursuits that never crossed into broad adoption, or specialized policy programs that floundered. Moving beyond 20th-century technical-rational implementation and acknowledging the mixed history of global development in low-and middle-income countries, newer iterations of scaling have sought to collaboratively embed promising education ideas and technologies into whole systems. Increased recognition of the interconnectedness of culture, governments, global development architecture, and the learning sciences has reframed education scaling as a holistic process of mutual adaptation and collective transformation. Lasting impact has replaced size or scope as the goal. As a result, this past decade of scaling and research has offered hope and possibility—even as it has also underscored the sometimes maddening complexity of this work.
AUTHOR(S) Suzanna Awang Bono; Ching Sin Siau; Won Sun Chen (et al.)
AUTHOR(S) Salima Meherali; Bisi Adewale; Sonam Ali (et al.)
AUTHOR(S) Kingsley Appiah Bimpong; Benjamin Demah Nuertey; Anwar Sadat Seidu (et al.)
AUTHOR(S) Jessica Omukuti; Matt Barlow; Maria Eugenia Giraudo (et al.)
AUTHOR(S) Sarah Blake; Miriam Temin; Tara Abularrage (et al.)
AUTHOR(S) Anouk Pasquier Di Dio; Will Brehm; Elaine Unterhalter
COVID-19 has shaken up – and continues to shake up – education systems all over the world in ways that we have yet to fully appreciate, much less address. The global COVID-19 pandemic has left few, if any, people, institutions and systems unaffected. Suddenly in 2020, issues that had previously been dismissed as “Third World Problems” became lived experience for many who had previously been able to ignore them if they chose to. Those who were already marginalised experienced the worst suffering. The ongoing pandemic is marked by continuities of the inequalities present before: both between North and South, as well as between “economic Souths in the geographic North and Norths in the geographic South.” (Mahler, 2017, p. 1). Enduring, complex and complexly interconnected inequalities (and insufficient responses to them) have been exacerbated by this additional systemic shock. Inadequate action to address these issues before this pandemic means that vulnerabilities during it are further aggravated. Moreover, where sudden disasters shock a system, less attention and funding is given to existing long-term, slow burn stressors. Shocks related to COVID-19 continue to have devastating effects on pupils, teachers and parents, and also on the ways we can think about the purposes and practices of education – and also research into education.
AUTHOR(S) Kate Shaw; Tendai Chigavazira; Tamara Tutnjevic
How COVID-19's impact on hunger and education is forcing children into marriage. Even before the COVID-19 pandemic, most experts estimated child marriage would continue for many more decades. Because the pandemic has increased poverty levels and hunger, and decreased access to education, the risk of girls becoming child brides is also increasing. This report pairs data from World Vision’s Youth Healthy Behaviour Survey with global literature to better understand the conditions which enable child marriage and how these conditions may be changing because of the global pandemic. The report analyzes 14,964 observations from children and youth aged 12 to 18 from World Vision programming sites in Ethiopia, Ghana, India, and Zimbabwe. Case studies also provide insights into the lives of girls within these communities.
AUTHOR(S) M. G. Atim; V. D. Kajogoo; D. Amare (et al.)
AUTHOR(S) Abiola Awofeso; Lotus McDougal; Y-Ling Chi (et al.)
In an updated review of how the COVID-19 pandemic has been affecting women’s and girls’ health in low- and middle-income contexts, this study examined 247 studies between January and March 2021 (peer-reviewed papers, pre-prints, and working papers that met specific search terms, and contained empirical analyses and findings). This collection of evidence largely reinforces previous findings that in many areas, women are bearing the greatest burdens of the crisis. Evidence continues to mount that there has been disruption of access to and utilization of maternal health services and contraceptive services, disproportionately worse mental health for women versus men, as well as worsened mental health for pregnant women during the pandemic. This review also identifies new research indicating mixed evidence on COVID-19- related knowledge and behaviors and COVID-19 morbidity and mortality by gender. Gaps remain on several health issues (e.g., non-communicable diseases, infectious diseases other than HIV). Existing research also focuses primarily on describing and quantifying the burden of these gendered health impacts, rather than sharing effective mitigation strategies.
AUTHOR(S) Carolina Alban Conto; Spogmai Akseer; Thomas Dreesen (et al.)
A snapshot survey carried out by Save the Children in 6 countries where schools have reopened, suggests that 18 months into the COVID-19 pandemic, significant numbers of the most vulnerable children are still out of school. This is not because of fear of the virus, but a result of child labour, child marriage, financial hardship, relocation and other consequences of the pandemic - and girls are particularly at risk. These briefs summarise the “out-of-school” context in these 6 countries – Afghanistan, Ethiopia, Malawi, Nigeria, Somalia, 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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