European Union
YEM Logo open menu


Accueil: News | YEM en bref | Pourquoi YEM
Les Pays: Algérie | Israël | Jordanie | Liban | Libye | Maroc | Palestine | Tunisie

Former les jeunes

Priorités: Anticipation des compétences | Formation pour le travail | Compétences numériques | Compétences entrepreneuriales
Ressources: YEM Skills Panorama | Profils de pays | Données et Statistiques | YEM Publications | Des autres ressources utiles


La mise en réseau: Forum d'échange | Blogs et thinkpieces | Plateforme YEM pour les jeunes | Membres de la communauté | Rejoindre la communauté
Forum: Vue d'ensemble | Forum régional final YEM | YEM Forum régional

YEM Project Knowledge Resources

Here you can find UNESCO publications developed as part of the YEM Project.


Éditeur:  UNESCO
Publié:  2021

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  

European Union

Stay in touch

UNESCO Education Sector
Section for Youth, Literacy and Skills Development
7, place de Fontenoy
75352 Paris France

UNESCO-UNEVOC International Centre
UN Campus, Platz der Vereinten Nationen 1
53173 Bonn, Germany



Use of Name & Logo | Data privacy statement | Contacts