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UNICEF Innocenti's complete catalogue of international peer reviewed journals

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Potential effects of COVID-19 school closures on foundational skills and Country responses for mitigating learning loss

AUTHOR(S)
Maria Carolina Alban Conto, Spogmai Akseer, Thomas Dreesen, Akito Kamei, Suguru Mizunoya, Annika Rigole

Published: 2021
This article investigates to what extent disrupted schooling and dropout affects children’s acquisition of foundational skills prior to and during the COVID-19 pandemic. Using household survey data from thirteen low- and lower-middle-income countries, we find that missing or dropping out of school is associated with lower reading and numeracy outcomes. Drawing on global surveys conducted during the pandemic, we find that countries’ remote learning responses are often inadequate to keep all children learning, avoid dropout, and mitigate the learning losses our findings predict, particularly for marginalized children and those at the pre-primary level.
Does Keeping Adolescent Girls in School Protect against Sexual Violence? Quasi-experimental evidence from East and Southern Africa

AUTHOR(S)
J. Behrman, Amber Peterman, Tia Palermo

Published: 2017

Purpose

We examine the relationship between educational attainment in adolescence on young women's lifetime experience of sexual violence in Malawi and Uganda.

Methods

Exposure to Universal Primary Education policies in the mid-1990s serves as a natural experiment to estimate the causal effect of schooling on women's subsequent experience of sexual violence using an instrumented regression discontinuity design and Demographic and Health Survey data.

Results

We find a one-year increase in grade attainment leads to a nine-percentage point reduction (p < .05) in the probability of ever experiencing sexual violence in a sample of 1,028 Ugandan women (aged 18–29 years), an estimate which is considerably larger than observational estimates. We find no effect of grade attainment on ever experiencing sexual violence among a sample of 4,413 Malawian women (aged 19–31 years). In addition, we find no relationship between grade attainment and 12-month sexual violence in either country. Analysis of pathways indicates increased grade attainment increases literacy and experience of premarital sex in Malawi and reduces the probability of ever being married in both countries.

Conclusions

Keeping girls in school results in a number of benefits for young women; however, protects against lifetime experience of sexual violence only in Uganda. It is possible that overall higher grade attainment, particularly at secondary school levels is driving this effect in Uganda. More research on this relationship is needed, as well as on effective interventions, particularly those which can be taken to scale related to enhancing the quality and quantity of education.

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