Early marriage and pregnancy hinder global commitment to attain gender parity in education. This article discusses educational challenges experienced by parenting college students during the COVID-19 pandemic in Uganda.
School meal programs, which provide students with meals, snacks, or take-home rations and serve as a safety net for vulnerable children worldwide, were severely disrupted by the COVID-19 pandemic.
On March 11, 2020, the World Health Organization declared COVID-19 a global pandemic, resulting in disruptions to education at an unprecedented scale.
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).
The COVID-19 pandemic resulted in widespread school closures globally, including in Kenya.
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.
The aim of this knowledge paper is to collect and synthesise emerging evidence, strategies and lessons learnt from CSE delivery in non-conventional settings in low- and middle-income countries. Also, this paper contributes to the documentation of online SRHR service delivery during COVID-19.
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.
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.