UNICEF / COVID-19 SCHOOLS IMPACT

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30-Mar-2022 00:01:51
As the COVID-19 pandemic enters its third year, 23 countries – home to around 405 million schoolchildren – are yet to fully open schools, with many schoolchildren at risk of dropping out, according to a new UNICEF report released today. UNICEF

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STORY: UNICEF / COVID-19 SCHOOLS IMPACT
TRT: 1:51
SOURCE: UNICEF
RESTRICTIONS: PLEASE CREDIT UNICEF ON SCREEN
LANGUAGE: NATS

DATELINE: RECENT, MADAGASCAR, ECUADOR
SHOTLIST:
FEBRUARY 2022, STE MARIA, MADAGASCAR, JORDAN

1. Aerial shot, fishing boat, shoreline
2. Med shot, children looking out
3. Close up, girl looking out
4. Wide shot, girl exiting hut
5. Med shot, girl gutting fish
6. Close up, fish
7. Wide shot, palm trees, students heading to school
8. Med shot, teacher writing on blackboard
9. Med shot, teacher talking to class
10. Med shot, notebook
11. Med shot, girl writing on notebook
12. Close up, girl
13. Close up, notebook

18 MARCH 2022, MANTA, ECUADOR

14. Aerial shots, Manta
15. Various shots, young woman on the bus
16. Med shot, young woman entering school
17. Various shots, young woman, classroom
18. Close up, young woman writing
19. Med shot, young woman, teacher
20. Med shot, young woman studying at home
21. Close up, young woman writing

27 MARCH 2022, AZARQ REFUGEE CAMP, JORDAN

22. Wide shot, classroom in refugee camp
23. Med shot, students heading to classroom
24. Various shots, students, classroom
25. Med shot, teacher
26. Various shots, students, classroom
27. Close up, student writing
28. Close up, notebook

STORYLINE:
As the COVID-19 pandemic enters its third year, 23 countries – home to around 405 million schoolchildren – are yet to fully open schools, with many schoolchildren at risk of dropping out, according to a new UNICEF report released today.

UNICEF’s report “Are children really learning?” features country-level data on the impact of the COVID-19 pandemic and related school closures on children and an updated analysis of the state of children’s learning before the pandemic. It points out that 147 million children missed more than half of their in-person schooling over the past two years. This amounts to 2 trillion hours of lost in-person learning globally.

In addition to data on learning loss, the report points to emerging evidence that shows many children did not return to school when their classrooms reopened.

Data from Liberia show 43 percent of students in public schools did not return when schools reopened in December 2020.

The number of out-of-school children* in South Africa tripled from 250,000 to 750,000 between March 2020 and July 2021. In Uganda, around 1 in 10 schoolchildren did not report back to school in January 2022 after schools were closed for two years. In Malawi, the dropout rate among girls in secondary education increased by 48 percent, from 6.4 percent to 9.5 percent between 2020 and 2021. In Kenya, a survey of 4,000 adolescents aged 10-19 years found that 16 percent of girls and 8 percent of boys did not return when schools reopened.

Out-of-school children are some of the most vulnerable and marginalized children in society. They are the least likely to be able to read, write or do basic math and are cut off from the safety net that schools provide, which puts them at an increased risk of exploitation and a lifetime of poverty and deprivation.

The report highlights that while out-of-school children suffer the most significant loss, pre-pandemic data from 32 countries and territories show a desperately poor level of learning, which has likely been exacerbated by the scale of learning lost to the pandemic. In the countries analyzed, the current pace of learning is so slow that it would take seven years for most schoolchildren to learn foundational reading skills that should have been grasped in two years and 11 years to learn foundational numeracy skills.

In many cases, there is no guarantee that schoolchildren learned the basics. In the 32 countries and territories examined, a quarter of Grade 8 schoolchildren – around 14 years old – did not have foundational reading skills, and more than half did not have numeracy skills expected of a Grade 2 student, about seven years old.


*Out-of-school children are defined as children of primary- and secondary school-age not enrolled in education. This is different from the schoolchildren whose schools remain partially or fully closed due to COVID-19 restrictions.
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UNICEF
Alternate Title
unifeed220330d
Asset ID
2723781