GCRF_NF46 Children's learning and development in the time of Covid19: Evidence from an ongoing longitudinal study in Ghana

  • Funded by UK Research and Innovation (UKRI)
  • Total publications:1 publications

Grant number: EP/V028200/1

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Key facts

  • Disease

    COVID-19
  • Start & end year

    2020
    2021
  • Known Financial Commitments (USD)

    $104,969.04
  • Funder

    UK Research and Innovation (UKRI)
  • Principle Investigator

    Pending
  • Research Location

    Ghana, Africa
  • Lead Research Institution

    Imperial College London
  • Research Category

    Secondary impacts of disease, response & control measures

  • Research Subcategory

    Social impacts

  • Special Interest Tags

    Gender

  • Study Subject

    Non-Clinical

  • Clinical Trial Details

    N/A

  • Broad Policy Alignment

    Pending

  • Age Group

    Adults (18 and older)Children (1 year to 12 years)

  • Vulnerable Population

    Unspecified

  • Occupations of Interest

    Unspecified

Abstract

The COVID-19 pandemic and related social and economic crises are undermining children's education in low- and middle-income countries through school closures, unequal access to remote-learning activities, and increased household food insecurity and poverty. Groups at greater risk, including girls and children from the poorest families, are likely being disproportionately affected, amplifying existing inequalities in child education, health and broader development. We embed in an ongoing longitudinal project, Quality Preschool for Ghana, a study of the pandemic's repercussions on children's education and broader development for a representative sample of urban Ghanaian boys and girls aged 10-12 years (N=~2,000), their households, and teachers (N=~400). We have four main goals. First, we investigate household and child vulnerability and resilience to the crisis, with three phone surveys with parents and one phone survey with children starting in late summer, followed by already-funded child and parent direct assessments later in the 2020-2021 school-year. Second, with three additional phone surveys with teachers, we generate new data on how children, parents and teachers are faring with the remote-learning implemented during school closures and with re-entry into in-person schooling should that happen in the 2020-21 school year. Third, by piggy-backing on already-funded data collection activities planned for later in the Fall 2020 and Spring 2021, and combined with four prior rounds of data on these children starting in preschool, we examine inequalities in the effects of the crisis on learning and broader child development domains (health, psycho-social outcomes). Fourth, we monitor changes in poverty and food security and examine their associations with later-in-life children's educational outcomes. The proposed study provides the Ghanaian government with unique, real-time data to inform remote-learning, school-reentry, how children, families and teachers are coping with the crisis, and social-protection efforts. Results will provide timely and much-needed academic and policy insights for Ghana and broader global educational efforts to protect children from the long-term effects of the pandemic on their learning and development.

Publicationslinked via Europe PMC

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Medium-term protective effects of quality early childhood education during the COVID-19 pandemic in Ghana.