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Children and COVID-19 Research Library

UNICEF Innocenti's curated library of COVID-19 + Children research

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511 - 525 of 677
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COVID-19 and Girls’ Education in East Asia and Pacific
Institution: UNICEF - East Asia and Pacific
Published: October 2020 UNICEF Publication
This brief summarizes the impact of COVID-19 on the education of girls in countries across the East Asia and Pacific region and proposes considerations for national stakeholders and policy makers in their school reopening efforts and beyond. The Brief also highlights and provides specific examples of UNICEF’s programmatic interventions to ensure that girls are not left behind in the efforts to reimagine more inclusive and equitable quality education systems after COVID-19.
Financing social spending in times of COVID-19 briefing
Institution: Save the Children
Published: October 2020
This briefing has three specific aims: 1) to assess the latest developments in government expenditure and revenue trends in low and lower-middle income countries, to understand how the protracted crisis is impacting; 2) to review latest available information about government budgetary allocations to education, health and social protection; 3) to provide recommendations for governments, international agencies and the private sector.
Save our future: averting an education catastrophe for the world’s children
Institution: Save the Children
Published: October 2020

At the time of writing, the world is facing an education catastrophe. The measures taken to prevent the spread of COVID-19 has impacted education for children all over the world. Due to school closures, hundreds of millions of children are not learning or getting services that are vital for their development and well-being. Many of the world’s children were not learning even before the pandemic, and without rapid action, this learning crisis is likely to spread. This paper sets out seven priority action areas to deliver changes crucial to advert an education catastrophe for the world's children.

Learning losses in Pakistan due to COVID-19 school closures: a technical note on simulation results

AUTHOR(S)
Koen Geven; Amer Hasan

Published: October 2020
Pakistan was among the first countries in the world to institute widespread school closures as a result of Coronavirus 2019 (COVID-19). This note presents results from a series of simulations that aim to capture the impacts that school closures in Pakistan may have on the learning levels, enrollment, and future earnings of children and students. In this note, the authors present an overview of how these numbers are calculated and how to interpret them. This note draws on a simulation exercise for all countries on which data is available, including Pakistan, conducted by researchers at the World Bank.
Cite this research | No. of pages: 9 | Language: English | Topics: Education | Tags: child education, educational policy, remote learning, school attendance | Countries: Pakistan | Publisher: World Bank
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What have we learnt? Findings from a survey of ministries of education on national responses to COVID-19
Institution: UNESCO, *UNICEF, The World Bank
Published: October 2020 UNICEF Publication
According to this new report published by UNESCO, UNICEF and the World Bank, schoolchildren in low- and lower-middle-income countries have already lost nearly four months of schooling since the start of the pandemic, compared to an average of six weeks among high-income countries. Compiling data from surveys on national education responses to COVID-19 from 149 countries between July and October, the report also finds that schoolchildren in low- and lower-middle income countries were less likely to have access to remote learning or to be monitored on a day-to-day basis by teachers and were more likely to have delays in their schools reopening.
Cite this research | Open access | No. of pages: 51 | Language: English | Topics: Education | Tags: COVID-19 response, education, government policy | Publisher: UNESCO, *UNICEF, The World Bank
Adolescents’ experiences of covid-19 and the public health response in urban Ethiopia

AUTHOR(S)
Sarah Baird; Joan Hamory; Nicola Jones (et al.)

Institution: Gender and Adolescence Global Evidence
Published: September 2020
This factsheet provides a rapid snapshot of adolescents’ knowledge and attitudes towards covid-19 in Ethiopia and presents key findings on the impact of covid-19 across GAGE’s six focal capability domains: education and learning; health, nutrition, and sexual and reproductive health; psychosocial well-being; economic empowerment; voice and agency; and bodily integrity.
Adolescents’ experiences of covid-19 and the public health response in Jordan

AUTHOR(S)
Sarah Baird; Nicola Jones; Agnieszka Małachowska (et al.)

Institution: Gender and Adolescence Global Evidence
Published: September 2020
Covid-19 has rapidly disrupted the lives of individuals across the globe. While the direct health effects are largely concentrated among the elderly, the virus will almost certainly have multidimensional effects on young people’s well-being in both the short and long term. This factsheet is part of a cross-country series designed to share emerging findings in real time from quantitative interviews with adolescents in the context of covid-19. The young people involved are part of the Gender and Adolescence: Global Evidence (GAGE) programme’s longitudinal research in East Africa, the Middle East and South Asia. This factsheet is a rapid snapshot of adolescents’ knowledge and attitudes towards covid-19 in Jordan and presents key findings on the impact of covid-19 across GAGE’s capability domains: education and learning; health, nutrition and sexual and reproductive health; psychosocial well-being; economic empowerment; voice and agency; and bodily integrity.
The impact of COVID-19 lockdown on internet use and escapism in adolescents

AUTHOR(S)
Blossom Fernandes; Urmi Nanda Biswas; Roseann Tan-Mansukhani (et al.)

Published: September 2020   Journal: Revista de Psicología Clínica con Niños y Adolescentes

The COVID-19 pandemic has had a significant impact on everyday functioning, considerable measures being taken to reduce the spread of the virus. Schools and social avenues have been placed on prolonged lockdowns, with people continuing to maintain physical distance. Adolescents and young people have had to endure significant stress alongside dealing with developmental characteristics. Amidst all of this, studies report an increase in gaming addiction and internet use with detrimental impact on psychosocial well-being. The aim of the present study was to examine the impact of lockdown on internet use in adolescents, comparing their habits from before the pandemic. Furthermore, this research aimed to investigate the relationship between gaming addiction, internet use and COVID-19 worries. Adolescents from several countries (e.g., India, Malaysia, Mexico and the UK) completed online questionnaires, shared via social media and youth networks. These measures included questions on internet, social media, gaming, depression, loneliness, escapism and COVID-19. Results show that adolescents generally have increased their use of social media sites and streaming services.

COVID-19 and the global education emergency: planning systems for recovery and resilience

AUTHOR(S)
Prachi Srivastava; Alejandra Cardini; Iván Matovich (et al.)

Published: September 2020
COVID-19 has caused the largest education disruption in history and exposed the scale to which education systems were unprepared for crises. Country-wide school closures were a near-universal policy response deemed necessary in the first phase. However, they have serious negative effects and deepen inequities. The G20 countries face dual challenges. They must respond domestically and, some, as OECD DAC donors. This brief recommends crisis-sensitive educational planning with a strong equity focus to ensure education continuity, predicated on comprehensive health measures. It suggests actions for the G20 countries and donors to rebuild and support resilient education systems, moving from first response to recovery.
In solidarity with girls: gender and education in crisis
Published: September 2020

Drawing on the ‘build back better’ principle, this brief contributes to policy dialogues and discussions on how we can plan for and work towards more equal, gender-responsive school systems once restrictions are lifted. This policy brief builds on the content of an intergenerational dialogue that is representative of the wider youth network that each advocate represents. The dialogue focused on the gendered impacts of school closures and youth-led, innovative responses that are being undertaken in different contexts. It also explored some policy measures and actions aimed at governments, policymakers, and other key stakeholders to promote girls’ return to school. This brief contributes to policy dialogues and discussions on how we can transform our education systems to work better for girls. The intergenerational dialogue on which this policy brief is based discussed the existing inequalities that have been exacerbated through the pandemic, with a focus on the gender digital divide. The brief also outlines concrete actions to rebuild a ‘new normal’ in education post COVID-19, alongside visions for more gender equal, inclusive education systems. The recommendations are aimed at governments, policymakers, funders and other key stakeholders in the gender and education space.

Coming together for refugee education
Institution: UNHCR - United Nations High Commissioner for Refugees
Published: September 2020
This report, the fifth annual education report from UNHCR, predicts that unless the international community takes immediate and bold steps against the catastrophic effects of COVID-19 on refugee education, the potential of millions of young refugees living in some of the world’s most vulnerable communities will be further threatened. It is based on 2019 data from twelve countries hosting more than half of the world’s refugee children.
The effect of Covid-19 on education in Africa and its implications for the use of technology
Published: September 2020
This report, and the survey findings behind it, provides a unique insight into the perspectives of EdTech experts regarding the impact of the Covid-19 pandemic on education in Africa. It is based on the findings of a survey of the eLearning Africa network, which attracted approximately 1650 responses from respondents in 52 countries in Africa.
Moving towards children as partners in child protection in COVID-19 guide: from participation to partnerships

AUTHOR(S)
Vanessa Currie; Laura H.V. Wright; Helen Veitch (et al.)

Published: September 2020
At the outset of the COVID-19 pandemic, children and youth were facing unprecedented challenges caused by quarantine measures and school closure policies in nearly every country in the world. At the same time these challenges emerged, child-focused organizations found it harder than ever to communicate with children, needing to adapt their methods of hearing children’s voices and ensuring children’s participation to virtual and physically distanced realities. These adaptations are seemingly harder for adults and their organizations than for children, who are creative, innovative, and tech-savvy. Despite the COVID-19 challenges, children around the world have found meaningful ways to s upport and protect their peers, families, and communities. Children are on the frontlines of innovative responses and are working closely with their adult allies. The leadership demonstrated through these child-adult partnerships is the underlying inspiration for this guide.
Considerations for school-related public health measures in the context of COVID-19
Institution: *UNICEF, UNESCO, WHO - World Health Organization
Published: September 2020

This Annex is intended to help policy makers and educators with making decisions on running schools as safely as possible during the COVID-19 pandemic. At the forefront of all considerations and decisions should be the continuity of education for children for their  overall  well-being,  health  and  safety.  Nonetheless,  all  decisions  will  have  implications  for  children,  parents  or  caregivers,  teachers and other staff and more broadly, their communities and societies. This document was developed with input from the Technical Advisory Group (TAG) of Experts on Educational Institutions and COVID-19 and experts from WHO, UNICEF, and UNESCO, who jointly reviewed the latest evidence to develop this interim guidance, which considers equity, resource implications, and feasibility.

Modeling reading ability gain in kindergarten children during COVID-19 school closures

AUTHOR(S)
Xue Bao; Hang Qu; Ruixiong Zhang

Published: September 2020   Journal: International Journal of Environmental Research and Public Health
By 15 April 2020, more than 1.5 billion students worldwide experienced school closures in an effort to slow the spread of a novel coronavirus, severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2), during the worldwide coronavirus disease 2019 (COVID-19) pandemic. These interruptions in formal in-person educational experiences caused adverse consequences on school-age children’s academic outcomes. Using a pre-existing database, this paper calculates changes in children’s reading ability without formal education (i.e., the summer months).
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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

UNICEF Innocenti is mobilizing a rapid research response in line with UNICEF’s global response to the COVID-19 crisis. The initiatives we’ve begun will provide the broad range of evidence needed to inform our work to scale up rapid assessment, develop urgent mitigating strategies in programming and advocacy, and preparation of interventions to respond to the medium and longer-term consequences of the COVID-19 crisis. The research projects cover a rapid review of evidence, education analysis, and social and economic policies.