UNESCO-UNEVOC Logo

Logo UNESCO-UNEVOC (fr)

UNESCO-UNEVOC Logo open menu
 

En bref

Le Centre International UNESCO-UNEVOC: Qui nous sommes | Ce que nous faisons | Nous rejoindre | Nous contacter


Notre réseau

Le Réseau UNEVOC: En savoir plus sur le Réseau | Explorez le Réseau
Espace Membres: Tableau de bord du Centre UNEVOC


Compétences pour le travail et la vie

Domaines thématiques: Inclusion et jeunes | Innovation et avenir de l'EFTP | Engagement du secteur privé | Les ODD et l'écologisation de l'EFTP
Nos programmes et projets clés: BILT: Connecter innovation et apprentissage | Renforcer la résilience de l’EFTP | Programme pour le leadership en EFTP | Journée mondiale des compétences des jeunes
Activités passées: Réponse COVID-19 | i-hubs: Former des pôles d'innovation | Forums mondiaux de l'EFTP | Conférences virtuelles | YEM Portail de connaissances


Ressources

Nos services et ressources: Publications | Forum TVET | Profils nationaux d'EFTP | Glossaire TVETipedia | Pratiques prometteuses |
Journal et événements: Grandes Manifestations EFTP | Journal UNEVOC


Bibliothèque en ligne de l'UNEVOC

Accédez aux publications et ressources liées à l'EFTP de l'UNESCO-UNEVOC et d'autres entités de l'UNESCO.
 


Voir
Éditeur:  UNESCO
Publié:  2021
Licence: 
CC BY-SA

When schools shut: Gendered impacts of COVID-19 school closures

This UNESCO global study exposes failure to factor in gender in COVID-19 education responses and widening gaps in access to quality education following school closures.

Citing some 90 countries, the study shows that despite governments' and partners’ swift responses to school closures, remote learning strategies in most countries failed to account for gender-based considerations and barriers that children face at home. Research in local communities in Bangladesh, Cote d’Ivoire, Kenya, Mali and Pakistan demonstrates widespread limitations of access to tech-based remote learning, and increased household responsibilities and demands for labour that have reduced children’s time to study. The closures have also severely impacted children’s mental health, resulting in anxiety, isolation, and fears of increased violence – particularly among the most marginalized and those in contexts of crisis.

A growing number of children are at risk of not returning to school. The study calls for the education community to tackle disengagement in education and low return-to-school rates in vulnerable communities by understanding and addressing gender disparities and inequalities in policies and programme delivery, for example through targeted financial support to families, the deployment of no-tech and low-tech remote learning solutions, and equipping schools to provide psychosocial support.

Learn more about the global study and its key findings here; more language versions will be available shortly.


share on
   

Tags:  COVID19   gender   feature  





 

unevoc.unesco.org

Data privacy statement | Contacts | © UNESCO-UNEVOC