how are poor and the weaks are have been affected Covid 19 700 - 1000 word limit
Answers
Explanation:
The COVID-19 pandemic has created the
largest disruption of education systems in
history, affecting nearly 1.6 billion learners
in more than 190 countries and all conti-
nents. Closures of schools and other learn-
ing spaces have impacted 94 per cent of the
world’s student population, up to 99 per cent
in low and lower-middle income countries.
The crisis is exacerbating pre-existing educa-
tion disparities by reducing the opportunities
for many of the most vulnerable children, youth,
and adults – those living in poor or rural areas,
girls, refugees, persons with disabilities and
forcibly displaced persons – to continue their
learning. Learning losses also threaten to extend
beyond this generation and erase decades
of progress, not least in support of girls and
young women’s educational access and reten-
tion. Some 23.8 million additional children and
youth (from pre-primary to tertiary) may drop
out or not have access to school next year due
to the pandemic’s economic impact alone.
Similarly, the education disruption has had,
and will continue to have, substantial effects
beyond education. Closures of educational
institutions hamper the provision of essen-
tial services to children and communities,
including access to nutritious food, affect the
ability of many parents to work, and increase
risks of violence against women and girls.
As fiscal pressures increase, and development
assistance comes under strain, the financing
of education could also face major challenges,
exacerbating massive pre-COVID-19 education
funding gaps. For low income countries and low-
er-middle-income countries, for instance, that
gap had reached a staggering $148 billion annu-
ally and it could now increase by up to one-third.
On the other hand, this crisis has stimulated
innovation within the education sector. We have
seen innovative approaches in support of edu-
cation and training continuity: from radio and
television to take-home packages. Distance
learning solutions were developed thanks to
quick responses by governments and partners
all over the world supporting education conti-
nuity, including the Global Education Coalition
covened by UNESCO. We have also been
reminded of the essential role of teachers and
that governments and other key partners have
an ongoing duty of care to education personnel.
But these changes have also highlighted that the
promising future of learning, and the accelerated
changes in modes of delivering quality educa-
tion, cannot be separated from the imperative of
leaving no one behind. This is true for children
and youth affected by a lack of resources or
enabling environment to access learning. It is
true for the teaching profession and their need
for better training in new methods of educa-
tion delivery, as well as support. Last but not
least, this is true for the education commun