As part of the coordinated global education response to the COVID-19 pandemic, UNESCO, UNICEF and the World Bank have conducted a Survey on National Education Responses to COVID-19 School Closures.
The COVID-19 pandemic has wreaked unprecedented havoc on children, families and communities around the globe, disrupting vital services and putting millions of lives at risk. Since March, attempts to avert the global health crisis have seen nationwide school closures in 194 countries.
The unforeseen challenges caused by the COVID-19 pandemic have taken a significant toll on people across the world, with populations affected in diverse ways.
This research was conducted in March and April 2020 to explore children and young people’s reflections and perceptions on the COVID-19 outbreak.
School closures are a common short run policy response to viral epidemics. The authors study the persistent post-epidemic impacts of this on the economic lives of young women in Sierra Leone, a context where women frequently experience sexual violence and face multiple economic disadvantages.
This study reports the findings from the Global Survey on Youth and COVID-19 conducted by partners of the Global Initiative on Decent Jobs for Youth between April and May 2020. This was at the time when the COVID-19 pandemic had rapidly translated into an economic crisis.
The WHO/UNICEF Joint Monitoring Programme (JMP) produces internationally comparable estimates of progress on drinking water, sanitation and hygiene (WASH) and is responsible for monitoring the Sustainable Development Goal (SDG) targets related to WASH.
Even before the COVID-19 pandemic, the world was living a learning crisis. Before the pandemic, 258 million children and youth of primary- and secondary-school age were out of school. And low schooling quality meant many who were in school learned too little.
This rapid review focuses on identifying evidence and lessons learned on the links between life skills interventions in emergency settings and the prevention of unwanted pregnancies and early marriage and return to education post crisis amongst adolescent girls.
This rapid review explores the evidence and lessons learned about engaging girls in life skills interventions at a distance (i.e. through mobile, online, radio or other) both in emergency and nonemergency settings.