written by Marla Spivack
By ensuring that all girls are receiving inclusive, effective instruction in well-functioning education systems, we can grow closer to achieving SDG 4’s promise of universal literacy and numeracy and lifelong learning.
Today is International Women’s Day. Among the unprecedented challenges that COVID-19 presents, there are many, many, many issues in women’s lives that deserve urgent attention. Amid all of those pressing challenges, we should not lose sight of how COVID-19 is affecting today’s girls, who will become tomorrow’s women.
COVID-19 and girls’ schooling
COIVD-19 has closed schools. According to UNESCO, nearly 1.5 billion children in more than 180 countries were affected by the closures. For girls with access to the internet, this means time spent in front of screens, where too little is known about how the abrupt transition to online learning will affect their progress. But for girls in disadvantaged countries and communities who lack access to the technology that enables remote schooling, school closures have severely curtailed or even completely paused their learning.
Fortunately, schools are starting to open up again. This is welcome news. But school systems will have to act quickly to help girls catch up from this lost year of learning. Simulations and empirical estimates suggest that when children miss out on time in school, they can continue to fall farther behind after they return unless sufficient attention is paid to ensuring that classroom instruction matches children’s actual, post-lockdown learning levels rather than simply defaulting where the curriculum would have been under business as usual. Education systems need to focus on foundations when schools reopen, assess where students are when schools reopen, provide adequate time for remediation, and streamline curricula so that children don’t fall farther behind when they are back in the classroom.
Those are the immediate steps systems can take to help children catch up from this crisis, but the reopening of schools is also the right time to ask: what kind of school systems are girls returning to?
Even before the pandemic, far too many girls had their future potential stymied by ineffective education systems
The World Bank’s Learning Poverty measure paints a stark picture of the poor quality of the education most children in low- and middle-income countries receive. 53 percent of boys and girls in low- and middle- income countries reach the age of 10 without mastering basic reading skills. In the world’s poorest countries, the figures are even more grim, as Figure 1 shows.
Continue reading To Improve Women’s Lives, Start by Improving Girls’ Education