For every three months they continue confinement to avoid the propagation of Covid-19, there will be an additional 15 million cases of gender-based violence in the world, according to United Nations estimates (2020).
Along with the deep ones physical and psychosocial impacts witnessing an act of violence, UNESCO has reported that this experience can have immediate and long-term implications for learning and well-being, as well as for increased school violence.
More than 190 countries have closed their face-to-face activities of educational institutions in order to prevent the spread of the Covid-19 virus and thus mitigate its impact. This has given rise to three main fields of action: the displacement of distance learning modalities, through the use of a diversity of formats and platforms (with or without the use of technology); the support and mobilization of staff and educational communities, and care for the health and well-being of students, the study emphasized.Education in times of the Covid-19 pandemic“, Made by Cepal and the UNESCO.
Housing
In the research they consider that the measures of significant confinement, for a large part of the population, live in conditions of hacking for a prolonged lapse, which has serious implications for the mental health of the population and in the increase of situations. of violence.
51.2% of girls, boys and adolescents living in urban areas in Latin America live in households with some form of housing insecurity. Two out of 10 live in conditions of moderate housing insecurity and three out of 10 face situations of severe housing insecurity. It is said that more than 80 million girls, boys and adolescents in urban areas will face some kind of deprivation in their housing conditions and about 18 million will reside in households with severe housing insecurity.
“Overcrowding prevents adequate space to study and rest, which has an impact on cognitive development in childhood and work and well-being trajectories in adulthood, while promoting a greater propensity for situations of abuse.”
They mention that in emergency situations, schools are a key 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 education assistants. Those working in education, families, and communities need to develop vital skills for coping and emotional resilience.
“In this context, socio-emotional learning is a valuable tool for mitigating the harmful effects of the socio-health crisis and a condition for learning. This requires accompaniment, support and resources especially oriented to this dimension “, according to the study.
Survey
A survey of the International Association of University Presidents (IAUP, in its acronym in English), in conjunction with Santander Universities (700 rectors worldwide), it was found that the pandemic will generate economic impacts, on enrollment and on infrastructure needs in Universities.
45% of college education leaders anticipate an increase in financial support requirements for their students. Pointing out that they require investment in infrastructure, especially linked to issues of institutional technological capabilities, the rectors anticipate the need for possible investments in the development of continuing education programs, student employability support programs and business support.
Covid-19 is profoundly affecting the collaboration of universities with industry and the business sector, with 56% of educational institutions preventing a drop in their collaboration with these sectors this year.
The main concerns detected in the responses include the academic success of students (68%), the financial sustainability of institutions (57%), methodology to keep students involved (51%), inclusion (49%) and the fall in the enrollment of students (44%) ”, concluded Arturo Cherbowski.