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S. Amin; I. M.I. Hossain; S. Ainul (et al.)
Poor learning remains a central challenge in Bangladesh despite considerable progress in advancing schooling access and reducing gender gaps in education. The learning crisis is feared to have been exacerbated during extended school closures and limited alternative opportunities for schooling during the COVID-19 pandemic. This brief summarizes findings on learning loss among adolescent girls during the pandemic in rural Bangladesh.
Sneh Gautama; Shamsunnahar Setu; Mohd Golam Quader Khan (et al.)
Carolina Alban Conto; Spogmai Akseer; Thomas Dreesen (et al.)
Sudarshan Maity; Tarak Nath Sahu; Nabanita Sen
Sinéad Harmey; Gemma Moss
The COVID-19 pandemic has exacerbated the bleak situation of education in Syria. Recurrent lockdowns and suspension of activities over 2020 and 2021 have limited children’s physical access to school and has worsened the poor economic situation across the country obliging many Syrian families to apply coping mechanisms including removing their children from schools. All of the above has resulted in an estimated 2.5 million children aged 5-17 years – one-third of the school-age population – are out of school. They are unable to exercise their basic right to education as laid out in the Convention on the Rights of the Child (1989). A further 1.6 million school-age children are at risk of being denied this right. These astonishing numbers indicate that a generation is growing up deprived of school in Syria. Those children are also more likely to suffer further violations, including falling victim to violence, child marriage, and engagement in worst form of child labour.
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.
Nicolas Reuge; Robert Jenkins; Matt Brossard (et al.)
Meira Levinson; Alan C. Geller; Joseph G. Allen (et al.)
Global school closures as a result of COVID-19 have caused learning losses for millions of children despite efforts to deploy remote learning options. Greater economic insecurity among families may also affect school enrolment as many struggle to pay school fees, or require children to work to supplement family income. Ultimately, this will lead to rising dropout rates, estimated to be as much as 4% in a region where 128 million children and young people were already out of school before COVID-19. The largest number of learners at risk reside in South and West Asia. Together, the education and economic fallout from the pandemic threaten progress toward the Sustainable Development Goal for education (SDG 4). Even prior to the COVID-19 disruptions, progress towards SDG 4 was lagging in many countries in the Asia-Pacific and without significant contributions to education finance, the pandemic threatens to push the region even further behind. This report breaks down the effects of school closures. It considers, for example, how many schools were closed, and when, across the Asia-Pacific, and the effects on different levels of education from early childhood education, through to primary and secondary school. The report analyses country efforts to implement remote learning, and strategies to mitigate learning losses as the proportion of students expected to fall below minimum proficiency levels is expected to rise.
Students around the world have lost substantial instructional time owing to abrupt school closures since theoutbreak of the COVID-19 pandemic. According to UNESCO monitoring, in 2020, school buildings werecompletely closed for an average of 15 weeks (4 months) worldwide (UNESCO, 2021a). Counting partialclosures, schools were shut on average for 26 weeks (6.5 months) worldwide, equivalent to almost two-thirds of a typical school year. In response, education systems have deployed remote and hybrid learning modalities to ensure continuity of learning. These efforts have yielded mixed results, with varying degrees of improvement and reduction in inequalities in student learning depending on the modalities and implementation methods of the different education programmes. As a result, almost all students needsome catch-up learning, compelling education systems to deploy and scale up targeted interventions quicklyto help pupils bridge their learning gaps and improve learning.This paper draws key messages to help policy and practice to mitigate the disruptive effects of the COVID-19 crisis on student learning. It addresses the growing concerns of both policy and decision-makers aboutstudents’ disengagement from – or loss of – learning owing to the pandemic, as reflected in low levels of achievement at checkpoints compared to expected learning levels, reduced rates of completion and/orgrowing disparities in learners' achievement. If policy-makers do not react quickly by providing additionaland relevant support to address students’ learning needs, especially those from marginalized groups,millions of children and youth may not return to the classroom, and may eventually drop out of school.
Emma Southall; Alex Holmes; Edward M. Hill (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.
Read the latest quarterly digest on violence against children and women during COVID-19.
The first digest covers children and youth mental health under COVID-19.
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COVID-19 & Children: Rapid Research Response