Innocenti Digest Children and COVID-19 Research Library Quarterly Digest Issue 4: Marginalized girls’ learning and COVID-19 Published: 2022 Innocenti Digest Progress towards SDG 4 – Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all – was already in jeopardy before COVID-19. The world was facing a learning crisis, with 48% of children unable to read and understand a simple text by the age of 10. For the most marginalized children, the learning crisis was even more severe. In low-income countries, 94% of girls (and 93% of boys) were not able to read by the age of 10, compared with 7% of girls (and 8% of boys) in high-income countries. The COVID-19 pandemic has exacerbated pre-existing disparities to the detriment of the girls and boys who were already being left behind. This digest spotlights 13 research papers, and summarizes lessons and evidence of the impacts of COVID-19 on marginalized girls’ learning, drawing from UNICEF Innocenti’s Children and COVID-19 Research Library launched in 2020. + - Cite this publication | No. of pages: 11 | Tags: adolescent girls, COVID-19, education of girls, educational planning, girls, learning, marginality, remote learning, schools × COPY BIBLIOGRAPHIC CITATION 2022 Children and COVID-19 Research Library Quarterly Digest Issue 4: Marginalized girls’ learning and COVID-19. , pp. 11.
Innocenti Research Report Foundational literacy and numeracy in rural Afghanistan: Findings from a baseline learning assessment of accelerated learning centres AUTHOR(S) Sophia Kan; Mirwais Fahez; Marco Valenza Published: 2022 Innocenti Research Report In Afghanistan, 93% of children cannot read a simple text by the age of 10. Education is not available to everyone, especially for girls and children in remote areas. A form of community-based education, called Accelerated Learning Centers (ALCs), can help close the distance barrier and meet the needs of out-of-school children and girls. In May 2021, an assessment of foundational literacy and numeracy skills of ALC students and nearby government school students was conducted. Results show that children at ALCs are learning at similar levels or better compared with children who attend government schools. This report provides insight into practices to improve education in rural areas in Afghanistan. + - Cite this publication | No. of pages: 64 | Tags: access to education, afghanistan, basic education, child education, education, education of girls, equity, female education, gender-responsive programmes, inequity, literacy, non-formal education, out-of-school youth, rural areas, teachers × COPY BIBLIOGRAPHIC CITATION Sophia Kan; Mirwais Fahez; Marco Valenza 2022 Foundational literacy and numeracy in rural Afghanistan: Findings from a baseline learning assessment of accelerated learning centres. , pp. 64.
Innocenti Working Papers COVID-19: Missing More Than a Classroom. The impact of school closures on children’s nutrition AUTHOR(S) Artur Borkowski; Javier Santiago Ortiz Correa; Donald A. P. Bundy; Carmen Burbano; Chika Hayashi; Edward Lloyd-Evans; Jutta Neitzel; Nicolas Reuge Published: 2021 Innocenti Working Papers In 2019, 135 million people in 55 countries were in food crises or worse, and 2 billion people did not have regular access to safe, nutritious and sufficient food. COVID-19 has exacerbated these hardships and may result in an additional 121 million people facing acute food insecurity by the end of 2020. Further, since the beginning of the pandemic, an estimated 1.6 billion learners in 199 countries worldwide were affected by school closures, with nearly 370 million children not receiving a school meal in 150 countries. The paper presents the evidence on the potential negative short-term and long-term effects of school meal scheme disruption during Covid-19 globally. It shows how vulnerable the children participating in these schemes are, how coping and mitigation measures are often only short-term solutions, and how prioritizing school re-opening is critical. For instance, it highlights how girls are at greater risk of not being in school or of being taken out of school early, which may lead to poor nutrition and health for themselves and their children. However, well-designed school feeding programmes have been shown to enable catch-up from early growth failure and other negative shocks. As such, once schools re-open, school meal schemes can help address the deprivation that children have experienced during the closures and provide an incentive for parents to send and keep their children, especially girls, in school. + - Cite this publication | No. of pages: 29 | Thematic area: Education, Nutrition | Tags: COVID-19, COVID-19 response, education, education of girls, nutrition programmes, school attendance × COPY BIBLIOGRAPHIC CITATION Artur Borkowski; Javier Santiago Ortiz Correa; Donald A. P. Bundy; Carmen Burbano; Chika Hayashi; Edward Lloyd-Evans; Jutta Neitzel; Nicolas Reuge 2021 COVID-19: Missing More Than a Classroom. The impact of school closures on children’s nutrition. , pp. 29.
Innocenti Research Briefs Is University Education More Important for a Boy than for a Girl? Social approval of unequal educational opportunity across 21 countries AUTHOR(S) Yekaterina Chzhen; Zlata Bruckauf Published: 2017 Innocenti Research Briefs The attitudes that we hold are shaped and nurtured by society, institutions, religion and family; they involve feelings, beliefs and behaviours and represent a form of judgement. These attitudes and values define the power relations, dynamics, opportunities and choices between men and women, boys and girls. Societies vary significantly in the scale of egalitarian attitudes and beliefs related to gender roles and opportunities in education, politics, the family, and the workforce. Progress towards more egalitarian gender values is crucial for achieving gender equality among children and young people, which in turn is a pre-condition for sustainable development. + - Cite this publication | No. of pages: 6 | Thematic area: Adolescents, Education, Gender Issues | Tags: education, education of girls, gender issues × COPY BIBLIOGRAPHIC CITATION Yekaterina Chzhen; Zlata Bruckauf 2017 Is University Education More Important for a Boy than for a Girl? Social approval of unequal educational opportunity across 21 countries. , pp. 6.
Innocenti Research Briefs Does Keeping Adolescent Girls in School Protect against Sexual Violence? Quasi-experimental Evidence from East and Southern Africa AUTHOR(S) Tia Palermo; Michelle Mills Published: 2017 Innocenti Research Briefs Sexual violence against women and girls is widespread globally. In their lifetime, one in three women will experience intimate partner physical or sexual violence and 7 per cent will experience forced sex by someone other than an intimate partner. This study finds protective effects of educational attainment against lifetime experience of sexual violence among women in Uganda, but not in Malawi. Further, in our pathway analyses, we find large impacts on delaying marriage in both countries. These results suggest that policies aimed at increasing educational attainment among girls may have broad-ranging long-term benefits. + - Cite this publication | No. of pages: 2 | Thematic area: Adolescents, Child Protection, Education, Gender Issues | Tags: adolescents, education of girls, gender based violence, research methodology, sexual violence, violence × COPY BIBLIOGRAPHIC CITATION Tia Palermo; Michelle Mills 2017 Does Keeping Adolescent Girls in School Protect against Sexual Violence? Quasi-experimental Evidence from East and Southern Africa. , pp. 2.