Closure of educational institutes in pandemic has affected 40m Bangladeshi students: Unicef
Prolonged closure of educational institutions throughout the pandemic has affected over 40 million Bangladeshi students from pre-primary to higher education level, Unicef said in a new analysis released just as summer break is coming to an end in many parts of the world.
The longer children remain out of school, the less likely they are to return as they face increased risks of violence, child labour and child marriage, it said.
"Schools closures and lack of in-person teaching and learning activities have an extremely serious impact not only on children's education but also on their health, protection and psychosocial well-being," said Tomoo Hozumi, Unicef Representative in Bangladesh.
"Marginalised children are suffering the heaviest losses which push them further into poverty and inequalities now and in the future. It is crucial that we prioritise a safe reopening of schools and invest in remediation of learning losses for those most affected. Our decisions today will influence these children throughout their entire lives," he added.
A child's first day of school – a landmark moment for the youngest students and their parents around the world – has been delayed due to Covid-19 for an estimated 140 million young minds, Unicef said.
For an estimated eight million of these students, the wait for their first day of in-person learning has been over a year and counting, as they live in places where schools have been closed throughout the pandemic, the analysis said.
This number includes almost four million first-time learners from Bangladesh, the second-longest Covid-19 school closure in the world where educational institutions have been closed since March 17, 2020.
"The first day of school is a landmark moment in a child's life – setting them off on a life-changing path of personal learning and growth. Most of us can remember countless minor details – what clothes we wore, our teacher's name, who we sat next to. But for millions of children, that important day has been indefinitely postponed," said Unicef Executive Director Henrietta Fore.
"As classes resume in many parts of the world, millions of first graders have been waiting to see the inside of a classroom for over a year. Millions more may not see one at all this school term. For the most vulnerable, their risk of never stepping into a classroom in their lifetime is skyrocketing."
The first grade sets up the building blocks for all future learning, with introductions to reading, writing, and math. It's also a period when in-person learning helps children gain independence, adapt to new routines, and develop meaningful relationships with teachers and students. In-person learning also enables teachers to identify and address learning delays, mental health issues, and abuse that could negatively affect children's well-being, the analysis said.
In 2020, globally schools were fully closed for an average of 79 teaching days. However, for 168 million students, after the pandemic began, schools were shuttered for nearly the entire year. Even now, many children are facing an unprecedented second year of disruption to their education. The associated consequences of school closures – learning loss, mental distress, missed vaccinations, and heightened risk of drop out, child labour, and child marriage – will be felt by many children, especially the youngest learners in critical development stages.
Unless mitigation measures are implemented, the World Bank estimates a loss of $10 trillion in earnings over time for this entire generation of students. Existing evidence shows the cost of addressing learning gaps are lower and more effective when they are tackled earlier, and that investments in education support economic recovery, growth and prosperity.
Unicef urges governments to reopen schools for in-person learning as soon as possible, and to provide a comprehensive recovery response for students. Together with the World Bank and Unesco, Unicef is calling for governments to focus on three key priorities for recovery in schools such as targeted programmes to bring all children and youth back in school where they can access tailored services to meet their learning, health, psychosocial well-being, and other needs.
This also includes effective remedial learning to help students catch up on lost learning and support for teachers to address learning losses and incorporate digital technology into their teaching.
"Your first day of school is a day of hope and possibility – a day for getting off to a good start. But not all children are getting off to a good start. Some children are not even starting at all," said Fore." We must reopen schools for in-person learning as soon as possible, and we must immediately address the gaps in learning this pandemic has already created. Unless we do, some children may never catch up."