The stakes for this race have never been higher: At the height of the COVID-19 lockdown earlier this year, more than 90 percent of the world’s children and youth – about 1.6 billion – were out of school. This unprecedented disruption of education has particularly disrupted the lives of the most vulnerable and marginalized communities, and threatens future generations to move forward.
Even some schools have carefully reopened and others are engaging with students through various forms of distance education, with some 25 million children around the world never coming back to class There is danger, UNICEF education chief Robert Jenkins warns in a new three-part podcast series, “Learning to Overcome.”
- 25 million children around the world can never resume their teachings – until we no longer work to help them learn
- From high-tech to low-tech, UNICEF is finding avenues for children to access the services they need during the epidemic.
- UNICEF is training teachers to support the mental health of their students
25 million children around the world can never resume their teachings – until we no longer work to help them learn
Created by UNICEF and Imaginable Futures, is a philanthropic investment firm, a learning and focusing firm of the Omidyar Group, which seeks to “learn to overcome” and ensure children’s educators, innovators and entrepreneurs to ensure quality distance education Ensures equal access to bring along.
In three episodes, “Academics Are Not Enough: Nurturing Social-Emotional Learning in Homes and Classrooms,” which launches on October 5, Jenkins addresses some of the ways UNICEF distance education solutions address educational, social, and emotional needs. Have to complete. Students are growing up under different circumstances. NPR veteran Gwen Thompkins Jenkins and human rights activist Leslie Udwin, CEO and founder of Think Equal, control the conversation between an education nonprofit.
From high-tech to low-tech, UNICEF is finding avenues for children to access the services they need during the epidemic.
Finding the right way to deliver education services is just one part of the equation, as Uddwin points out, citing the need to address the overall needs of children and to cope with the escalation of stress and violence in the home during an epidemic.
“It’s about giving all children the right to a foundation for positive outcomes in life,” she says. “Covid has come together and broken down the walls and now there is a tinge of light that is both defining the darkness we have lived in and continues to live in. And this is a chance to understand that light and give it something To do something meaningful. “
UNICEF is training teachers to support the mental health of their students
According to Jenkins, the most effective ways to help children stay emotionally healthy, to engage teachers personally or remotely, and with parents to support teachers’ mental health of their students Training how they can help their children return to school and plan their return.
“Children take emotional cues into their lives from adults, including their parents and teachers,” says Jenkins. “Therefore it is important for all of us that parents and teachers work together to engage children and support their social and emotional well-being.”
The epidemic has put incredible strain on families around the world, but children are resilient. With the right support, Jenkins says, “Kids can bounce back.”
Photo by Adam Nieścioruk