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Farhana Alam; Md Sajib Rana; Samira Ahmed Raha (et al.)
This study is part of a cross-country series designed to share emerging findings in real time from qualitative interviews with adolescents and school teachers in the context of covid-19. Our sample for this study was purposefully selected from an ongoing baseline GAGE impact evaluation study, and includes two cohorts: younger adolescents (10–14 years) and older adolescents (15–19 years), all of whom are in-school (grades 7 and 8). Adolescent respondents were drawn from both urban and rural schools in Chittagong and Sylhet divisions of Bangladesh. The objectives of the research are as follows: 1) to understand adolescents’ experiences of transition from childhood to adulthood, and to identify differences in their experiences by age, gender, disability and geographic location; 2) to identify adolescents’ knowledge of covid-19, and how the pandemic response has affected adolescent lives. To inform the pandemic response, this study aims to understand adolescents’ knowledge, perceptions and practices during the covid-19 pandemic, their challenges and worries, and the coping mechanisms they are using to deal with the evolving situation.
Gina Crivello; Agazi Tiumelissan; Karin Heissler
These timely Guidelines were developed precisely with the aim to assist countries and stakeholders to conduct assessments of their national education legal and policy frameworks. The first edition was published in 2014. Today, more than being just a revision, the new Guidelines have been entirely re-designed and re-written to reflect the new context, trends and challenges. They build on the new knowledge we produced, capitalize on the work carried out in countries, and use improved methodological tools.
The COVID-19 pandemic has caused the largest disruption of education in history. Throughout 2020 most governments around the world temporarily closed schools and other learning spaces in an attempt to contain the spread of the virus. At the peak of the pandemic in April 2020, schooling was disrupted for over 1.5 billion learners in more than 190 countries. This unprecedented disruption to education has the potential to roll back substantial gains made on girls’ education inrecent decades, with broader immediate and longer-term effects on the achievement of the Sustainable Development Goals, including those related to poverty reduction, health and well-being, inclusive quality education and gender equality.
This study provides a global overview and an analysis of the adoption of legal provisions for free and compulsory pre-primary education at national level . By providing a rights-based perspective to the implementation of pre-primary education, the study aims to complement existing literature on SDG Target 4 .2, which focuses mainly on policy outcomes . This study also fills a gap in the existing literature monitoring rights in ECCE, which fall short of providing guidance on the operation alization of the recommendation on universalizing at least one year of pre-primary education of education 2030 . The data collected for this study includes an independent examination of publicly available national legal frameworks, which provide the guarantee within which countries can expand and implement the free and compulsory nature of pre-primary education . This study produces evidence on how countries have implemented international human rights frameworks, which guarantee the right to education and the protection against discrimination in fulfilling this right . By strengthening the global knowledge base on this subject, this study can be used as advocacy opportunity, demonstrating the value and importance of adopting legal provisions for one year of free and compulsory pre-primary education .
If all children are to reach their full potential in life, they must have an equal chance of receiving an education of good quality. The critical importance of education for the prospects and prosperity of individuals, communities and entire nations is recognized in Agenda 2030 and the Sustainable Development Goals (SDGs), with SDG 4 calling for inclusive and equitable quality education for all. However, too often, the most marginalized children are left behind, including girls, ethnic and linguistic minorities, migrants and refugees, children with disabilities, and those from low-income families or living in remote areas. Yet education’s unique power to act as a catalyst for wider development goals can be fully realized only if it is equitable.If all children are to be fully included in education, we need to understand the factors that inhibit and exclude the most vulnerable from learning. The 2021 Central and Eastern Europe, Caucasus and Central Asia report on inclusion and education aims to fill key knowledge gaps and provide evidence-based recommendations to assist governments and other key education stakeholders in strengthening inclusion and SDG 4 implementation across the region.
N. Jones; S. Guglielmi; A. Małachowska (et al.)
This report aims to support timely and context-relevant policy and programming in Bangladesh, Ethiopia, the State of Palestine (Gaza and West Bank) and Jordan by adding to the evidence base on adolescent girls’ and boys’ experiences during COVID-19. Drawing on mixed methods research it captures the risks and opportunities adolescents face across four low- and middle-income country contexts six to nine months after lockdowns in response to the pandemic were first introduced. With a focus on the intersectional challenges faced by adolescents including by gender, age, marital status, disability and context, the report covers three key domains: education and learning; violence and bodily integrity; and voice, agency and community participation. This is the companion report to a report published in August 2020, ‘I have nothing to feed my family’, which focused on the immediate, short-term effects of COVID-19 and associated lockdowns on girls and boys across the same contexts. The report concludes with key recommendations for policy and programming actors so that efforts to ‘build back better’ post-pandemic can be more effectively informed by adolescents’ experiences and voices.
Jennifer R. Head; Kristin L. Andrejko; Qu Cheng (et al.)
Friederike Blume; Andrea Schmidt; Andrea C. Kramer
Lee Yong Tay; Shu-Shing Lee; Kalaivani Ramachandran
Stanisława Nazaruk; Joanna Marchel; Aleksandra Kruszewska (et al.)
Neisha Sundaram; Chris Bonell; Shamez Ladhani (et al.)
Tao Hu; Ying Wang; Ling Lin (et al.)
COVID-19 was first recognized in late 2019 in China, at which time school closures forced most students to isolate at home or maintain social distance, both of which increased smartphone use, daytime sleepiness and post traumatic disorder (PTSD) risks. However, to date, no research has fully explored these behavioral risks or the consequences. Two thousand and ninety home-confined students from two Chinese high schools participated in an online-based questionnaire battery that assessed their sociodemographic characteristics, COVID-19 related exposures, daytime sleepiness, problematic smartphone use, and PTSD. The subsequent data were subjected to mediation analysis, and structural equation models (SEM) were employed to explore the variable relationships.
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