Experience tells us that public health outbreaks have distinct gendered impacts, and that preparedness and response efforts must understand the gender dimensions of these crises to avert widening inequalities and seize opportunities to advance gender equality. The COVID-19 pandemic is no different. Most governments around the world have temporarily closed educational institutions in recent months in an attempt to contain the spread of COVID-19.

The ongoing COVID-19 crisis has disrupted education provision all over the world, including adult learning and education (ALE). In August 2020, a United Nations Policy Brief, Education

Since the Covid-19 outbreak and the worldwide school closures thereafter, ministries of education have endeavoured to ensure continuity of learning and encourage schools and educational institutions to

In light of the far-reaching consequences of the COVID-19 pandemic on education systems around the world, with 89% of the world’s student population affected by COVID-19 school closures as of 1 April 2020, governments and partner organizations have ramped up efforts to facilitate the continuity of learning1. It is important to acknowledge that the current crisis will have long-lasting consequences for education systems in terms of access, quality, equity and management, which are likely to persist beyond the pandemic.

An estimated 1.5 billion students have been affected by school closures globally as a result of theCOVID-19 pandemic. This represents more than 91 per cent of the total

By mid-April 2020, almost every country in the world had implemented nationwide closures of schools and other educational institutions in response to the COVID-19 pandemic, affecting over

Education systems around the world are facing an unprecedented challenge in the wake of massive school closures mandated as part of public health efforts to contain the spread of COVID-19.Gove

COVID-19 has caused unprecedented disruption to education systems worldwide, leading to immense learning losses. The crisis has revealed and exacerbated pre-existing inequalities and marginalization of learning

The COVID-19 pandemic has necessitated lockdowns, school closures, physical distancing and loss of familiar environments. The restriction on movement, disruption of routines, curtailment of social interactions and deprivation of traditional learning methods has led to increased pressure, stress and anxiety for young people, their families and communities. Parents and adult care-givers are struggling to meet the challenges of home schooling while juggling work and community obligations, caring for family members and maintaining individual well-being.

Evidence tells us that a range of health and protection risks arise from a global pandemic, school closures and attempted distancing measures. Issues vary across settings, reflecting the nature of the pandemic, other crisis situations present, resourcing, extent of enforced isolation measures, and family or household structure.