{"id":3896,"date":"2020-09-17T10:21:23","date_gmt":"2020-09-17T10:21:23","guid":{"rendered":"https:\/\/gracamacheltrust.org\/?p=3896"},"modified":"2020-09-17T10:21:23","modified_gmt":"2020-09-17T10:21:23","slug":"education-post-covid-19-if-children-lose-out-we-all-lose-out","status":"publish","type":"post","link":"https:\/\/test.gbstudio.co.za\/gmt\/nutrition-highlight\/education-post-covid-19-if-children-lose-out-we-all-lose-out\/","title":{"rendered":"Education Post Covid-19: If children lose out, we all lose out."},"content":{"rendered":"

 <\/p>\n

\"\"

Photo Credit: Zach Vessels<\/em><\/p><\/div>\n

 <\/p>\n

The COVID-19 pandemic is first and foremost a health crisis. When it began to escalate worldwide, many countries to protect students, closed schools, colleges and universities. Since then the pandemic has brought unprecedented educational disruption with 1.2 billion students and youth across the continent affected due to the school closures, reports the United Nations Educational, Scientific and Cultural Organisation (UNSECO).<\/p>\n

 <\/p>\n

 <\/p>\n

\"\"<\/a>

Global monitoring of school closures caused by Covid-19<\/em>. Source: UNESCO<\/a><\/p><\/div>\n

 <\/p>\n

Note:<\/em><\/strong> Figures correspond to number of learners enrolled at pre-primary, primary, lower-secondary, and upper-secondary levels of education as well as at tertiary education levels. Enrolment figures based on latest UNESCO Institute for Statistics data.<\/em><\/p>\n

 <\/p>\n

The social, mental and economic toll of school closures affects everyone in society, however the most vulnerable are marginalised boys and girls and their families. UNESCO notes that learning disruptions intensify already existing disparities within the education system but also in other aspects of their lives. Some of the challenges are highlighted in the table below:<\/p>\n

 <\/p>\n

\"\"<\/p>\n

 <\/p>\n

 <\/p>\n

These social and economic disparities were part of the discussions at the Global Education Forum 2020<\/strong> virtual conference on September 10. It featured several world leaders and education stakeholders including former British Prime Minister Gordon Brown and Mrs.Gra\u00e7a Machel, who delivered a keynote address that emphasised on the importance of education as a key driver for a better future.<\/p>\n

 <\/p>\n

The speakers called for urgent actions to be taken to tackle the learning disruptions that many countries are facing. All of them in agreement that success could only be achieved we continue to work collaboratively. Mrs. Machel noted that progress on gender equality, girls\u2019 education and opportunity for all, will not be possible without progress on education as a whole. \u201cGetting girls into schools can help protect them from risks \u2013 but only if we make sure that they learn while they are in school will we really maximize their potential to drive change.\u201d<\/p>\n

 <\/p>\n

Her sentiments are echoed in the UNESCO #LearningNeverStops campaign that recognizes that around the world, 130 million girls were out of school before COVID-19. Now, the pandemic threatens to halt the education of more than 11 million girls. Fewer girls in the classroom, mean fewer women who can make valuable social and economic contributions to their communities later on.<\/p>\n

 <\/p>\n

 <\/p>\n

\"\"

#Learningneverstops. Source: UNESCO.<\/em><\/p><\/div>\n

 <\/p>\n

As more countries are leaning towards the opening of schools, Ms Machel cautioned, \u201cAs the discussion, today has highlighted, we need to make rapid progress on Action area 1, to safely reopen schools, and Action area 2, to measure and adapt schools to the new normal. All other action areas will build on these \u2013 we need to first guarantee children\u2019s safety and ensure they can return to school.\u201d<\/p>\n

 <\/p>\n","protected":false},"excerpt":{"rendered":"

    The COVID-19 pandemic is first and foremost a […]<\/p>\n","protected":false},"author":1,"featured_media":3195,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"inline_featured_image":false,"_rtcl_gb_attr":"","footnotes":""},"categories":[119,113],"tags":[726,92,727,728,100,94,345],"class_list":["post-3896","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-childrens-ryt-highlight","category-nutrition-highlight","tag-learningneverstops","tag-covid-19","tag-education-in-africa","tag-global-education-forum","tag-graca-machel","tag-graca-machel-trust","tag-unesco"],"acf":[],"_links":{"self":[{"href":"https:\/\/test.gbstudio.co.za\/gmt\/wp-json\/wp\/v2\/posts\/3896","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/test.gbstudio.co.za\/gmt\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/test.gbstudio.co.za\/gmt\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/test.gbstudio.co.za\/gmt\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/test.gbstudio.co.za\/gmt\/wp-json\/wp\/v2\/comments?post=3896"}],"version-history":[{"count":0,"href":"https:\/\/test.gbstudio.co.za\/gmt\/wp-json\/wp\/v2\/posts\/3896\/revisions"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/test.gbstudio.co.za\/gmt\/wp-json\/wp\/v2\/media\/3195"}],"wp:attachment":[{"href":"https:\/\/test.gbstudio.co.za\/gmt\/wp-json\/wp\/v2\/media?parent=3896"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/test.gbstudio.co.za\/gmt\/wp-json\/wp\/v2\/categories?post=3896"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/test.gbstudio.co.za\/gmt\/wp-json\/wp\/v2\/tags?post=3896"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}