CONNECT
search advanced search
UNICEF Innocenti
Office of Research-Innocenti
search menu

Parental Engagement in Children’s Learning

Insights for remote learning response during COVID-19
Parental Engagement in Children’s Learning: Insights for remote learning response during COVID-19

Author(s)

Mathieu Brossard; Manuel Cardoso; Akito Kamei; Sakshi Mishra; Suguru Mizunoya; Nicolas Reuge

 

Publication date: 2020-09

Publication series:
Innocenti Research Briefs

No. of pages: 6

Download the report

(PDF, 1.87 MB)

Abstract

This research brief is one of a series that explores the impact of COVID-19 on education. It focuses on the potential parental role in learning and its association with foundational reading and numeracy skills. Fifty-three per cent of children in low- and middle-income countries cannot read and understand a simple text by the end of primary school age. In low-income countries, the learning crisis is even more acute, with the ‘learning poverty’ rate reaching 90 per cent. In the midst of the COVID-19 pandemic, 191 countries have implemented countrywide school closures, affecting 1.6 billion learners worldwide. In India alone, 320 million students from pre-primary to tertiary level are affected by school closures. In sub-Saharan Africa, 240 million are affected. With children currently not able to study in classrooms, the importance of learning at home is amplified and the task of supporting children’s learning has fallen on parents at a much larger rate. This is a significant burden, particularly for those who are also teleworking and those with limited schooling themselves.

Available in:
English

Related Innocenti Project(s):

More in this series: Innocenti Research Briefs

Interventions to Reduce Violence Against Children in Low- and Middle-income Countries: Evidence and gap map research brief of phase 1 and 2 findings
Publication Publication

Interventions to Reduce Violence Against Children in Low- and Middle-income Countries: Evidence and gap map research brief of phase 1 and 2 findings

Evidence on interventions for reducing violence against children (VAC) has steadily increased over the years. Yet, gaps remain when it comes to research investment priorities and future studies. This brief summarizes the key findings from the Evidence Gap Map on interventions to reduce violence against children in low- and middle-income countries. It includes findings from Phase 1 (English-language publications) and Phase 2 (Arabic, Chinese, French, Portuguese and Spanish publications). All technical details can be reviewed in the main report.
Let Us Continue Learning: Lessons from Madagascar for improving access and retention of vulnerable children in secondary school
Publication Publication

Let Us Continue Learning: Lessons from Madagascar for improving access and retention of vulnerable children in secondary school

This brief builds on programme monitoring data, impact evaluations and qualitative insights from the field to highlight lessons learnt and actionable recommendations for accessing and continuing vulnerable children’s secondary education.
It’s Not Too Late to Act on Early Learning: Understanding and recovering from the impact of pre-primary education closures during COVID-19
Publication Publication

It’s Not Too Late to Act on Early Learning: Understanding and recovering from the impact of pre-primary education closures during COVID-19

This paper presents a new estimate that pre-primary school closures in 2020 may cost today’s young children US$1.6 trillion in lost earnings over their lifetimes. Children in middle-income countries will be most greatly affected. However, most low- and middle- income countries are leaving pre-primary education out of their responses to COVID-19. This paper also draws lessons from evaluations of accelerated, bridging and remedial programmes on how introducing or expanding these transition programmes in the early years can mitigate the long-term impact on learning from pre-primary school closures.
Continuing learning for the most vulnerable during COVID-19: Lessons from Let Us Learn in Afghanistan, Bangladesh, Liberia, Madagascar and Nepal
Publication Publication

Continuing learning for the most vulnerable during COVID-19: Lessons from Let Us Learn in Afghanistan, Bangladesh, Liberia, Madagascar and Nepal

The COVID-19 pandemic has disrupted every aspect of society. In mid-April 2020, 192 countries had closed their schools, putting 9 out of 10 enrolled children out of school. These closures disproportionately affected marginalized children, worsening existing inequities across education systems worldwide.