COVID-19

 

In March 2020, 290 million children were out of school globally due to lockdowns, while 11 million of these children are girls projected to not return to school after the pandemic (UNESCO, 2020). Barriers to girls’ education like child marriage, gender-based violence, and poverty are only exacerbated during COVID-19, particularly in South Asia. Most educational institutions have shifted to remote and virtual learning during lockdowns, but unequal access to technology persists and keeps girls from continuing their education in a safe manner. Women in South Asia are 70 % less likely than men to use the internet, thus numerous girls have missed months of schooling and are behind in their studies (Henderson, 2020). 

 

It is essential to identify how COVID-19 school closures have affected girls in South and East Asia so governments can make gender-responsive decisions. Some of the impacts of school closures on girls include:  

 

• Forced marriage by families who are financially strained as a result of the pandemic

• More unpaid work in the home due to prevailing gender norms

• Higher rates of insufficient primary and secondary school proficiency due to school closures

 

Key Recommendations

 

To avert the impending education crisis for all children, especially girls, strong political and organizational leadership is needed. Girls’ education needs to be regarded as a priority that deserves significant funding and resources. Although COVID-19 has severely stagnated progress for girls, it is also an opportunity to build back better and stronger. UNICEF published a gender-responsive education guide to address COVID-19 related issues in South Asia, and some of the key recommendations in that report are highlighted as follows (Henderson, 2020): 

 

• Invest in teachers: Policymakers must direct funds to and prioritize the wellbeing, training, and recruitment of female teachers. Teachers provide a fulfilling education and enable girls and boys’ personal and academic development. As COVID-19 has put a large strain on teachers’ mental and physical health, ensuring they get the support they need is more important than ever. Additionally, training teachers to recognize and support girls who are victims of violence because of the pandemic is crucial.

 

• Involve girls and public, private and civil society in the decision-making process: Every level of society must be involved and consulted when policymakers make decisions for girls’ education. This means strengthening school-community partnerships so that families and girls themselves can have their concerns voiced and acted upon. Involving local school clubs and youth organizations can also provide valuable input for the reopening and function of schools. 

 

• Reform curriculum: Because of little to no education during the school closures, children need more time to re-familiarize with in-school instruction and more support on school subjects after COVID-19. This is a good opportunity to tailor education to the needs and pace of different students, especially marginalized or disadvantaged groups. 

 

• Prioritize flexible learning strategies: Poor communities in South Asia will bear the brunt of the economic losses caused by the pandemic. Consequently, the girls of these communities will likely have to contribute more domestically and financially. It is then crucial that schooling is flexible and accommodating for children who cannot devote as much time to their education post-pandemic.