Children residing in Child Care Institutions (CCIs, commonly known as orphanages) in India have often found themselves to be the forgotten lot, when it comes to support and development initiatives by the government. This has also been the case during the current lockdown.
Hon. Joseph Mucheru, Cabinet Secretary for ICT, Innovation and Youth, (CS) and Kenya’s representative in the Generation Unlimited (GenU) Global Board convened today the UN Kenya Country team to identify opportunities on how to swiftly expand education, training and employment opportunities for young people, on an unprecedented scale.
Prior to the COVID-19 pandemic, we estimated that 75 million children and youth - of whom 39 million are girls - were not able to access a quality education in countries impacted by armed conflicts, forced displacement, natural disasters and climate change-induced emergencies. The impact of COVID-19 has both globally and exponentially deepened the already existing critical education crisis.
(UNESCO/Ministry of Education and Higher Education/ECW) - The COVID-19 pandemic has translated into a major education crisis. In Lebanon, 1.2 million children are affected by school closures and have seen their learning routines disrupted. While Lebanon has switched to distance teaching and learning to mitigate the effects of this disruption, challenges related to preparedness, infrastructure and capacity, as well as the digital gaps, have put additional strains on students, parents, teachers, and the educational authorities.
Covid-19 is the most significant event since the Second World War. It changes everything.
It brings great sadness to many of us as we lose loved ones, as we see people losing their jobs, and as we see people around the world suffering immensely.
As the COVID-19 mayhem carries on in most countries, the role of mothers, daughters, and female caregivers have been affected the most. Besides looking after the household and home schooling children, they are also working on the front lines, actively or passively caring for their respective communities.
The World Bank and the International Monetary Fund (IMF) have a historic opportunity to help stabilize a world reeling from COVID-19. Doing so will require the institutions to change course and aggressively support poor countries’ ability to invest broadly in the government services their populations need.
Denmark is Education Cannot Wait’s (ECW) third largest donor, with US$79.1 million in contributions to date. In this insightful interview with Denmark’s Minister for Development Cooperation, Rasmus Prehn, we explore the importance of girls’ education and gender equality, the humanitarian-development nexus, expanded engagement with the private sector, education in emergency response to the COVID-19 pandemic and more. A former high school teacher, with a master’s degree in social science, Minister Prehn has been a member of Danish Parliament since 2005, and was named Minister for Development Cooperation on June 27, 2019. Minister Prehn is the former chairman of the Danish Research, Education and Further Education Committee, a tireless advocate for education in emergencies, and a true champion for achievement of the Sustainable Development Goals, especially SDG4: inclusive and equitable, quality education for all.
An invisible adversary has thrown the world – Global South and Global North alike – into disarray. The psychosocial and economic consequences of the COVID-19 crisis will remain with us long after it has been overcome. There will be no anti-viral return to the pre-coronavirus status quo, nor can we afford to idly wait for a viral transformation of our world. The future is not inevitable, abstract promise – it will depend on our collective readiness to forge it, or to be forged by it.
South Africa’s education system is complex, with historical inequalities
dating back to apartheid. Most of the country’s pupils come from disadvantaged backgrounds. Language is an issue; most pupils do not speak
English as a mother tongue, yet English dominates in many classrooms. And, as the COVID-19 crisis has showed, there’s a huge digital divide
Thandika Mkandawire (1940-2020) had a wicked sense of humour. But he was so considerate that he often made himself the butt of his jokes which typically had a moral. When others struggled to pronounce his surname, he would help them out, “Me kinda weary”.
Soon schools in Timor-Leste, Ukraine, and Kosovo, where some 6.5 million children are currently at home, will hopefully start teaching their children once again -- albeit online.
Since the founding of the United Nations in 1945, space for multilateral policy development and commitment has grown. Its growth in the global health field augurs well as we find ways to mitigate the spread of the novel coronavirus.
We are living in a crisis unprecedented since World War II: COVID-19. The pandemic brutally sweeps across the globe, where we already face a massive global learning crisis and multiple brutal humanitarian crises. How much more can those left furthest behind in forced displacement and armed conflicts take?
The Education Cannot Wait Global Fund (ECW) allocates a total of US$15 million in an initial series of emergency grants for the rapid delivery of holistic education services to protect and support vulnerable children and youth hit by the COVID-19 pandemic in 16 countries/emergency contexts. These girls and boys are already impacted by armed conflicts, forced displacement, natural disasters and protracted crises. An additional series of grants to support the response in other crisis-affected countries will be released shortly and reach partners in-country in the coming days.
“I come from Baglung District, a part of Dhawalagiri Zone in Nepal. My house overlooks the river. Do you know, our district is known for the suspension bridges?”, her eyes glimmer for a fraction of a second and then she breathes a heavy sigh! Her right hand is still wrapped in a scarf, while with the other she pats her 17-month-old. “If I ever get a chance I will take you to my village, we have a lot of medicinal plants.” She pauses while tears roll down as she continues our Facetime session. “I was 16 when I had my first child and I was 17 when my arm was broken by my mother-in-law.”
Henrietta H. Fore became UNICEF’s seventh Executive Director on 1 January 2018. She has worked to champion economic development, education, health, humanitarian assistance and disaster relief in a public service, private sector and non-profit leadership career that spans more than four decades.
Armed conflicts, forced displacement, climate change induced disasters and protracted crises have disrupted the education of 75 million children and youth globally. And that number is growing in an unprecedented way with the spread of COVID-19. Education has been hit particularly hard by the COVID-19 pandemic with 1.53 billion learners out of school
and 184 country-wide school closures, impacting 87.6% of the world’s total enrolled learners. Drop-out rates across the globe are likely to rise as a result of this massive disruption to education access.