For every three months that closure continues to be avoided spread of COVID-19, there will be an additional 15 million cases of gender-based violence in the world, according to United Nations estimates (2020).
Next to the deep physical and psychosocial impacts to witness an act of violence, UNESCO reported that this experience could have immediate and long-term implications for learning and well-being, as well as an increase in school violence.
More than 190 countries have closed their face-to-face activities of educational institutions to prevent the spread of the Covid-19 virus and thus mitigate its impact. This has given rise to three main areas of action: the development of distance learning modalities, through the use of a variety of formats and platforms (with or without the use of technology); the support and mobilization of staff and educational communities, as well as attention to the overall health and well-being of students, highlighted the study “Education in the times of the Covid-19 pandemic“, made by ECLAC and UNESCO.
place to live
In their research, they believe that isolation measures mean, for a large part of the population, living in overcrowded conditions for a long period of time, which has serious implications for the mental health of the population and the increase in situations of violence.
51.2% of girls, boys and adolescents living in urban areas of Latin America live in houses with a certain type of housing precariousness. Two out of 10 live in moderately precarious housing and three out of 10 face severe housing insecurity. In other words, more than 80 million girls, boys and adolescents in urban areas face a kind of housing shortage and about 18 million live in homes with severe housing insecurity.
“Overcrowding prevents the existence of an adequate space for study and rest, which affects cognitive development in childhood and the trajectory of work and well-being in adulthood, while promoting a greater propensity for abuse.”
They point out that, in emergencies, schools are a fundamental place for emotional support, risk monitoring, continuity of learning and social and material support for students and their families.
“Maintaining psychological, social and emotional well-being is a challenge for all members of the educational community: students, families, teachers and educational assistants. Those who work in education, families and communities need to develop vital coping skills and emotional resilience.
“In this context, socio-emotional learning is a valuable tool to mitigate the harmful effects of the socio-health crisis and a condition for learning. This requires support, support and resources specifically geared to this dimension, ”according to the study.
A survey of International Association of University Presidents (IAUP), together with Universities in Santander (700 rectors worldwide) found that the pandemic will generate economic impacts, enrollment and infrastructure needs in universities.
45% of university leaders anticipate an increase in financial support requirements for their students. They emphasized the need for investment in infrastructure, especially related to institutional technological capacity issues, with principals anticipating the need for possible investment in the development of continuing education programs, student employability support programs and entrepreneurship support.
Covid-19 deeply affects the collaboration of universities with industry and the business sector, 56% of educational institutions predict a decrease in their collaboration with these sectors this year.
“The main concerns identified in the responses include the academic success of students (68%), the financial sustainability of institutions (57%), the methodology of keeping students involved (51%), inclusion (49%) and the decrease in the number of students (44%). “, Concluded Arturo Cherbowski.