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AUTHOR(S) Richard Miller; Katrina Liu
AUTHOR(S) Sonia Mukhtar
AUTHOR(S) Lisette Hornstra; Linda van den Bergh; Jaap J. A. Denissen (et al.)
AUTHOR(S) Youngkwang Jeon; Akihiro Fushimi; Dominic Koeppl (et al.)
COVID-19 school closures in East Asia and the Pacific threaten to widen existing learning inequities and increase the number of children out of school. During the pandemic, governments rapidly deployed remote learning strategies, ranging from paper-based take-home materials to digital platforms. However, lack of electricity – critical to connectivity – remains a key obstacle for the region, particularly in rural areas. Therefore, while digital learning platforms were offered by most Southeast Asian countries, take-up was low. A combination of modalities – including mobile phone-based learning strategies – and collaboration with a range of non-governmental education stakeholders have the potential to enhance the reach of remote learning and to make it more engaging for students. Lessons from the regional implementation of these strategies emphasize the importance of research to understand the needs of students, educators and parents and the impact of remote learning, especially in low-resource contexts
AUTHOR(S) Radhika Nagesh; Frank van Cappelle; Vidur Chopra (et al.)
COVID-19 school closures in South Asia lasted longer than in any other region. To mitigate subsequent effects, governments and education actors in South Asia provided a range of remote learning modalities.This report presents evidence on the reach and effectiveness of these remote learning strategies through a meta-analysis of studies from the region. Large differences in students’ access to connectivity and devices show that high-tech remote learning modalities did not reach all students. Lessons learned indicate that the effectiveness of one-way or low-tech modalities can be enhanced through increased engagement and support from educators. Teachers, parents and caregivers must be supported to help children learn remotely, especially in cases where they must rely on these low-tech remote learning modalities. Formative assessments are needed to understand the scale of lost learning and target responses to remediate this learning loss when schools reopen.
AUTHOR(S) Javier Santiago Ortiz Correa; Marco Valenza; Vincenzo Placco (et al.)
The implementation of remote learning in Latin America and the Caribbean during the COVID-19 school closures confirmed that the divide in access to electricity and technology remained a major hurdle for governments across the region to serve all children. School closures risk widening existing learning gaps as private schools were more prepared to use technology for remote learning and children from wealthier households received more support at home while schools were closed. As countries in the region reopen their schools, it is vital that governments incorporate key lessons learned to improve the resilience and equity of the education systems. This report presents evidence on remote learning during the COVID-19 school closures in Latin America and the Caribbean to help guide decision-makers to build more effective, sustainable and resilient education systems for current and future crises.
AUTHOR(S) Matt Brossard; Marta Carnelli; Stephane Chaudron (et al.)
AUTHOR(S) AnnMarie Alberton Gunn; Susan V. Bennett; Barbara J. Peterson (et al.)
AUTHOR(S) Bruce G. Barnett
AUTHOR(S) Kelly M. Whaling; Alissa Der Sarkissian; Natalie Larez (et al.)
AUTHOR(S) Caitlin Cavanagh; Isabelle Clough; April Gile Thomas
AUTHOR(S) Andrea E. Spencer; Rachel Oblath; Rohan Dayal (et al.)
There is concern about the effect of the COVID-19 pandemic on psychosocial functioning among school-age children, who have faced unusual stressors during this time. This study's goal is to assess mental health symptoms and social risks during COVID-19, compared to before the pandemic, for urban, racial and ethnic minority school-age children, and investigate the relationship between mental health and social risks. It is a cohort study from September 2019 until January 2021 of children age 5–11 years old recruited from an urban safety net hospital-based pediatric primary care practice.
AUTHOR(S) Jessica Omukuti; Matt Barlow; Maria Eugenia Giraudo (et al.)
AUTHOR(S) Çiğdem Haser; Oğuzhan Doğan; Gönül Kurt Erhan (et al.)
AUTHOR(S) Esther Ariyo; Micheal Amurtiya; Olaleye Yemisi Lydia (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.
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