This commentary aims to examine the COVID-19 disruptions to CSE programming, responses, and strategies from countries and organisations to overcome challenges caused by COVID restrictions, and to explore the potential for digital technologies to deliver information and education in new ways.
Schools are a key channel in formal reporting of violence against children, but this channel broke down with the onset of the COVID-19 pandemic. We study how widespread such reporting declines are, and to what extent they were recovered once re-openings begin.
In 2021-22, Education International (EI), with the technical support of Gender at Work (G@W), implemented a nine-month learning cycle to build further momentum among education unions in Africa to take action to end School-Related Gender-Based Violence (SRGBV).
This report summarises lessons learned by the GEC since the outbreak of the COVID-19 pandemic in early 2020. It also outlines the ‘principles’ which have guided action planning at every level and provides a timeline (including phases of response management) for effective action.
This special issue of the Journal on Education in Emergencies (JEiE) offers empirical observations of the effects the COVID-19 pandemic has had on students, parents, and teachers in conflict and crisis-affected contexts.
In the first few months of 2020, 1.5 billion children worldwide were excluded from schools by the COVID-19 pandemic.
This report presents findings from the fourth round of the Survey on National Education Responses to COVID-19 School Closures, administered between April–July 2022 with responses from Ministries of Education in 93 countries.
This paper updates the evidence of the mutualistic relationship between education and health and serves as a post-COVID-19 call for action to enhance the health and well-being of learners and teachers at school towards transformative education in the Asia-Pacific region.
School closures during the COVID-19 pandemic led to losses equivalent to over half a year’s worth of learning. This foregone learning will hamper students’ productivity and ability to earn income in the future.
South Africa's progress towards the 95-95-95 goals has been significantly slower among adolescents living with HIV (ALHIV), among whom antiretroviral therapy (ART) adherence, retention in care and viral suppression remain a concern.