As
the COVID-19 crisis evolves, needs unique to the nature of living in the
pandemic continue to arise and require responses. COVID-19 impacts education
sector stakeholders living in conflict-affected contexts. The effects of
COVID-19 might also lead to conflict as a result of resource limitations and
protracted exposure to stressful circumstances.
This
effort recognises that education can have two faces: it can promote peace and
it can promote violence. COVID-19 can quickly change the context in which
children live, increasing exposure to protection risks Stigma and
discrimination related to COVID-19 may make children more vulnerable to
violence and psychosocial distress. Disease control measures that do not
inclusively consider the specific needs and vulnerabilities of women and girls
as well as learners with disabilities may also increase their protection risks
and lead to negative copying mechanisms.
But
these changes have also highlighted that the promising feature of learning, and
the accelerated changes in modes. Of delivering quality education, cannot be
separated from the impretative of leaving no one behind . This is true for
children and youth affected by lack of
sources or enabling environment. To acess learning. It is true for the teaching
profession and their need for better traiining in new methods of education
delivery, as well as support. Last but not least, this is true for the
education community.
References:https://hundred.org/en/collections/quality-education-for-all-during-coronavirus
