{"id":76501,"date":"2022-03-31T14:19:12","date_gmt":"2022-03-31T12:19:12","guid":{"rendered":"https:\/\/www.csregypt.com\/?p=76501"},"modified":"2022-03-31T14:19:12","modified_gmt":"2022-03-31T12:19:12","slug":"less-than-half-of-122-surveyed-states-implementing-learning-recovery-strategy-unicef","status":"publish","type":"post","link":"https:\/\/csregypt.com\/en\/less-than-half-of-122-surveyed-states-implementing-learning-recovery-strategy-unicef\/","title":{"rendered":"Less than half of 122 surveyed states implementing learning recovery strategy – UNICEF"},"content":{"rendered":"
Less than half of 122 countries featured in a new analysis<\/a> published by UNICEF<\/a> are implementing learning recovery strategies at scale to help children catch up on what they\u2019ve missed. Only half of low-income countries have a plan in place to assess where those who have returned are at in their learning.<\/div>\n
<\/div>\n
\u201cMore than two years into the COVID-19 pandemic, we are witnessing a colossal loss to children\u2019s learning. Less than half of countries are implementing learning recovery strategies at scale to help children catch up. Unless all countries implement and expand programs in the coming months, they risk losing a generation.”<\/div>\n
\n

\u201cWith a combined 2 trillion hours of in-person schooling lost due to school closures since March 2020, students in more than 4 in 5 countries have fallen behind in their learning.\u00a0 Less well-off children have seen their learning falling back. In particular, the most marginalized \u2013 those living in poverty and rural areas, children with disabilities, and the youngest students \u2013 have fallen the furthest behind.”<\/p>\n

\u201cBasic, foundational skills upon which every aspect of education is built have been erased in many countries. Children have forgotten how to read and write; some are unable to recognize letters. Children who were poised to start school for the first time never got the chance to learn these skills in the first place, as early childhood education disappeared in most countries. Without urgent remedial action, this could carry serious lifelong consequences in terms of health and well-being, future learning and employment.”<\/p>\n

\u201cWhile we have seen pockets of data that point to a staggering number of children not returning to school once their classrooms reopened, some countries are not collecting or not able to collect information on how many children have or have not returned to school, so we are flying blind. A quarter of low-income countries \u2013 already with high out-of-school populations \u2013 do not have the data to show how many students have returned to school.”<\/p>\n

\u201cThe alarm was sounded many times. Six months into the pandemic, with a lack of access to remote learning, we already knew that at least a third of schoolchildren globally were completely cut off from their education. We knew that some 24 million children and youth were at risk of dropping out altogether. We knew child labor and child marriage would rise. And yet, not enough is being done to help children recover what they\u2019ve lost.”<\/p>\n

\u201cAt a time when it\u2019s needed the most, education funding has and continues to fall desperately short. Countries allocated on average 3 percent of their COVID-19 stimulus packages to education. In low- and lower-middle-income countries, the allocation was less than 1 percent.”<\/p>\n

\u201cWhile countries scramble to recover, they are overlooking the single, most-effective long-term recovery and sustainability tool \u2013 education.”<\/p>\n

\u201cGovernments must double down on efforts\u00a0to get every child into school. Education is a fundamental human right. The multiple and intersecting barriers \u2013 including poverty, cultural norms, and poor quality teaching \u2013 preventing children from accessing their education must be broken down. Every child needs to be assessed on their learning and based on the results, they must have access to quality, tailored, catch-up classes to recover what they\u2019ve lost and beyond. Teaching should be adjusted to the level they currently are at in their learning.\u00a0 Teachers must be given the training, support and resources they need. And finally, schools must go beyond places of learning and support children\u2019s well-being and safety.”<\/p>\n

\u201cThis is a now-or-never moment to act and transform education in order to save this generation.\u201d<\/p>\n<\/div>\n","protected":false},"excerpt":{"rendered":"

Less than half of 122 countries featured in a new analysis published by UNICEF are implementing learning recovery strategies at scale to help children catch up on what they\u2019ve missed. Only half of low-income countries have a plan in place to assess where those who have returned are at in their learning. \u201cMore than two […]<\/p>\n","protected":false},"author":410,"featured_media":76502,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[6029,984],"tags":[],"yoast_head":"\nLess than half of 122 surveyed states implementing learning recovery strategy - UNICEF - Csr Egypt<\/title>\n<meta name=\"description\" content=\"Less than half of 122 countries featured in a new analysis published by UNICEF are implementing learning recovery strategies\" \/>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/csregypt.com\/en\/less-than-half-of-122-surveyed-states-implementing-learning-recovery-strategy-unicef\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Less than half of 122 surveyed states implementing learning recovery strategy - 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