Relevant bibliographies by topics / School-based child care

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'School-based child care'

Author: Grafiati
Published: 4 June 2021
Last updated: 27 January 2023

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Journal articles on the topic "School-based child care"

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Lear, Julia Graham, Elizabeth A. Barnwell, and Donna Behrens. "Health-Care Reform and School-Based Health Care." Public Health Reports 123, no. 6 (2008): 704–8. http://dx.doi.org/10.1177/003335490812300606.

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There is growing recognition that health and health care at school can significantly impact children's health. From childhood obesity interventions to new immunization mandates, schools are at the forefront of child health discussions. The 2008 presidential campaign and the renewed focus on health-care reform raise the possibility that in 2009 school health will play a larger role in health policy conversations than previously. This article explores the proposition that both school health and national health policy will benefit from closer attention to the role of school health within the U.S.
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NATIONALASSOCIATIONOFPEDIATRIC. "School-based health care*1." Journal of Pediatric Health Care 19, no. 1 (2005): A25—A26. http://dx.doi.org/10.1016/s0891-5245(04)00363-3.

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Finn-Stevenson, Matia, Karen Linkins, and Elizabeth Beacom. "The school of the 21st century: Creating opportunities for school-based child care." Child & Youth Care Forum 21, no. 5 (1992): 335–45. http://dx.doi.org/10.1007/bf00757383.

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Felfe, Christina, and Larissa Zierow. "After-School Center-Based Care and Children’s Development." B.E. Journal of Economic Analysis & Policy 14, no. 4 (2014): 1299–336. http://dx.doi.org/10.1515/bejeap-2013-0131.

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Abstract What is the impact of after-school center-based care on the development of primary school-aged children? Answering this question is challenging due to non-random selection of children into after-school center-based care. We tackle this challenge using detailed data of the German Child Panel and employing a value-added method. While we do not find significant effects on average, our analysis provides evidence for beneficial returns to after-school center-based care attendance for more disadvantaged children. To be more precise, children of less educated mothers and low-income families
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Nair, M. K. C., M. L. Leena, Babu George, N. Kasthuri, K. Chandramohan, and P. S. Russell. "School Based Adolescent Care Services: A District Model." Indian Journal of Pediatrics 79, S1 (2011): 11–18. http://dx.doi.org/10.1007/s12098-011-0435-8.

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Barnet, Beth, Carmen Arroyo, Margo Devoe, and Anne K. Duggan. "Reduced School Dropout Rates Among Adolescent Mothers Receiving School-Based Prenatal Care." Archives of Pediatrics & Adolescent Medicine 158, no. 3 (2004): 262. http://dx.doi.org/10.1001/archpedi.158.3.262.

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Zanoni, Wladimir, and Anna D. Johnson. "Child Care Subsidy Use and Children’s Outcomes in Middle School." AERA Open 5, no. 4 (2019): 233285841988454. http://dx.doi.org/10.1177/2332858419884540.

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This article examines associations between child care subsidy use in early childhood and children’s middle school outcomes. Using a unique database linking administrative records of child care subsidy receipt with parental earnings, social assistance data, and students’ public school outcomes, we generate quasi-experimental estimates of subsidy effects on children’s reading and math test scores and school absences in third through eighth grades. Findings suggest that subsidies are associated with reduced absenteeism in seventh and eighth grades and with increased reading and math scores in thi
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Faro, Beverly, Gail Ingersoll, Heather Fiore, and Katherine S. Ippolito. "Improving Students’ Diabetes Management Through School-based Diabetes Care." Journal of Pediatric Health Care 19, no. 5 (2005): 301–8. http://dx.doi.org/10.1016/j.pedhc.2005.03.004.

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López-Núñez, Benjamín, Jolanta Aleksejūnienė, and María del Carmen Villanueva-Vilchis. "School-Based Dental Education for Improving Oral Self-Care in Mexican Elementary School–Aged Children." Health Promotion Practice 20, no. 5 (2019): 684–96. http://dx.doi.org/10.1177/1524839919840342.

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Aim. To test the efficiency and acceptance of school-based dental education for improving oral self-care in Mexican elementary school–aged children. Method. A total of 408 students from 4 schools were examined at the baseline, 3 months (follow-up rate was 94%) and 6 months observations (follow-up rate 91%). Group 1 served as a control, Group 2 received a lecture-based education, and Group 3 consisted of trained peer-leaders who educated their peers. Oral self-care practice and oral self-care skills were assessed at the baseline and both follow-ups. A number of sociodemographic and oral health
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Mukherjee, Moneesha R., Amanda J. Inns, Robert E. Slavin, et al. "School-based delivery of eye care: the Baltimore experience." Journal of American Association for Pediatric Ophthalmology and Strabismus 22, no. 4 (2018): e61-e62. http://dx.doi.org/10.1016/j.jaapos.2018.07.225.

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Dissertations / Theses on the topic "School-based child care"

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Foxley, Brittany L. "Key Considerations For Collaborative School-Based Mental Health Services: Partnering Community Psychology Principles With Systems Of Care Methodology To Address Issues Of Stigma." Antioch University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1538086256831961.

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Zadeh, Sheava T. "Academic achievement factors in children with chronic illness: A report based on the National Institute of Child Health and Human Development, from the Study of Early Child Care." Scholarly Commons, 2010. https://scholarlycommons.pacific.edu/uop_etds/2421.

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The key question not addressed by the hierarchical model (Shavelson et al., 1976) is whether academic self-concept is reflected in relations with non-academic self-concept components (i.e. a between-network issue). The present study investigated the significance of physical self-concept, as a proposed mediator variable, to assess the relationship between anxiety/depression and school absence in children with chronic illness, which was hypothesized as Model A. Additionally, this research examined proposed mediator of absence in order to assess the relationship between physical self-concept and
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Gumpo, Hlalani. "A theory-driven evaluation of an early childhood school readiness programme in an under-served area in the Western Cape Province." Doctoral thesis, University of Cape Town, 2018. http://hdl.handle.net/11427/27858.

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Early childhood development, care and education interventions coordinate resources and services that are aimed at stimulating growth for young children. Resource constraints in low and middle-income countries contribute towards a lag in childhood development initiatives compared to high-income countries. This thesis focused on the context of South Africa where the government has a long-term objective of ensuring that all children have access to quality services. However, the attainment of this goal is currently not a financially viable option, and many community-based organisations resort to a
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Chang, Pi-yu, and 張碧玉. "The Study of Problem-Based Creative Teaching at the Child Care Department in Vocational High School." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/26306179177229520370.

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碩士<br>國立屏東科技大學<br>幼兒保育系碩士班<br>94<br>This study was for the purpose of penetrating the cooperative action research and combining with Sternberg creativity theory and problem-based learning together to develop “Problem-based Creativity Teaching” for investigating the influence on students’ problem solving creativity and for inspiring teachers’ professional growth also. This study was based on 40 sophomore students at child care department of Sun-Min vocational high school as a group of subject to create the course structure of problem-based creativity teaching via testing, developing, and progre
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Duff, Miriam Anne. "The child and family living with complex health needs in the community: lived experiences and patterns of coping and relationship." 2012. http://hdl.handle.net/1993/8605.

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This study explored the perspectives of children whose complex health needs included respiratory technology dependence, and that of their parents, regarding community life and helpful patterns of coping and relationship. In-depth interviews were conducted with 7 children (3-18 yrs. old) and 8 parents. Survey data collected from 31 parents contributed to a convergent mixed methods design. Findings showed that children viewed themselves as normal, but experienced "a constricted life". Parents' active engagement in their child's life, as system navigators and advocates, was necessary to ensure th
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Le, Roux Liezel. "Die gebruik van speeltegnieke in kleuteronderwys." Diss., 2005. http://hdl.handle.net/10500/3081.

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Text in Afrikaans<br>The researcher is qualified as a pre-school teacher and experiences that pre-schoolers behave negatively at times. The researcher was exposed to playtherapy techniques in post-graduate studies . These techniques could be used by pre-school teachers to handle negative behavior. The question arises if pre-school teachers are already applying these techniques . This question is researched in this study by using research questionnaires . The study was done in and Tshwane. The dissertation consists of five chapters. In the first chapter the research proposal is discuss
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Naidoo, Ceilan Vailu. "Supporting orphaned learners through the school based support team : a case study." Thesis, 2014. http://hdl.handle.net/10210/10593.

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M. Ed. (Educational and Learning Support)<br>Society has never before experienced a human tragedy of the magnitude caused by the orphan crisis. Life for the estimated 4 million orphans in sub-Saharan Africa is often desperate where children attempt to care for themselves and each other without adequate adult· support. Orphaned children are not only traumatized by the loss of their parents, they then also lack adult guidance during crucial developmental stages of their lives, and educational concerns are usually neglected. The social costs that emerge are juvenile crime, reduced educational lev
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Bezuidenhout, Elizabeth. "Leergereedmaking van milieubenadeelde kleuters in 'n multikulturele leeromgewing." Diss., 2001. http://hdl.handle.net/10500/564.

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Summaries in Afrikaans and English<br>The aim of this study is to investigate the developmental deficits among milieu disadvantaged pre-schoolers in a multicultural learning environment and to identify the cause of these deficits. The availability of school readiness programmes and whether these programmes fulfil in the needs of milieu disadvantaged pre-schoolers are investigated. In the light of the theoretical and empirical research it appears that the profile of milieu disadvantaged pre-schoolers is in a process of change. Developmental shortcomings are experienced with regard to the
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Books on the topic "School-based child care"

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Education, Ontario Ministry of. Child care for school-aged children. Ontario Ministry of Education, 1988.

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Foster, Lisa K. Child care funding sources for California school districts. California State Library, California Research Bureau, 2008.

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Foster, Lisa K. Child care funding sources for California school districts. California State Library, California Research Bureau, 2008.

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Young, Noel. Caring for play: The school and child care connection. Exploring Environments, 1994.

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Diane, Berger, Martin Jocelyne 1952-, and Centre collégial de développement de matériel didactique., eds. Les services de garde en milieu scolaire. Presses de l'Université Laval, 1999.

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Doxey, Isabel M. School-based childcare: A report of the Canadian School Trustees' Association. The Association, 1990.

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Scraggin, Anne. A guide to school-based child care models for infants, preschool, and school age children. Superintendent of Public Instruction, State of Washingon, 1988.

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Oguntuashe, Kayode. Early childcare and education as the foundation for the holistic development of the Nigerian society: Inaugural lecture ... University of Lagos Press, 2010.

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Programming for school-age child care: A children's literature based guide. Libraries Unlimited, 1987.

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Massachusetts. Dept. of Education. Preliminary report: A plan for comprehensive child and family services to be delivered in schools. Commonwealth of Massachusetts, Dept. of Education, 1994.

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Book chapters on the topic "School-based child care"

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Rees, John, Alex Mellanby, Jenny White, and John Tripp. "Added Power and Understanding in Sex Education (A PAUSE): a sex education intervention staffed predominantly by school nurses." In Evidence-based Child Health Care. Macmillan Education UK, 2000. http://dx.doi.org/10.1007/978-0-333-98239-6_12.

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Ylimaki, Rose M., and Lynnette A. Brunderman. "Building and Sustaining School Leadership Capacity." In Evidence-Based School Development in Changing Demographic Contexts. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-76837-9_4.

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AbstractThis chapter presents our approach to building and sustaining leadership capacity with attention to three areas: (1) personal capacity and commitment to growth; (2) interactions and interpersonal capacity grounded in a culture of trust, collective responsibility and appreciation of diversity, and (3) organizational capacity in high functioning teams that take responsibility for a child-centered vision and help diffuse that vision throughout the school. Leadership in high capacity schools incorporates both formal and informal leadership capacities (Mitchell and Sackney, 2009). Team leadership is essential for building and sustaining leadership capacity in a shared direction for continous school development and diffusion of educational improvements throughout the school. As formal leaders leave to take on new positions in the district or elsewhere, the shared direction and culture of continous improvement helps to sustain progress. In this chapter, we discuss our experiences with building and sustaining leadership capacity in teams that work to develop and diffuse a shared direction for continuous school development. We begin with a discussion of the research-based content from ISSPP and other studies that informed our project. The balance of the chapter presents application in our research-practice approach in the Arizona project (AZILDR) as well as lessons learned with case examples.
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Bellei, Cristián, Mariana Contreras, Tania Ponce, Isabel Yañez, Rocío Díaz, and Constanza Vielma. "The Fragility of the School-in-Pandemic in Chile." In Primary and Secondary Education During Covid-19. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-81500-4_3.

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AbstractThis chapter examines how Chilean education was affected by the COVID-19 pandemic in 2020. Like all school systems worldwide, Chilean education was strongly impacted, with schools closing for nearly the entire academic year, which necessitated an improvised “distance education.” This new system faced enormous difficulties, especially in rural sectors and for families that lacked sufficient resources in their homes, which in the case of Chile represent a significant portion of the population. Based on secondary sources and a study conducted by the authors, this chapter begins by describing the fundamental characteristics of Chilean education before continuing with an overview of the principal actions undertaken by public authorities to confront the pandemic in the educational sphere; we then present the (scant) information available on how the suspension of in-person classes affected different school actors and summarize the basic findings of our own study on this topic, whose focus is educational experiences at home. The chapter concludes with some reflections of a more general nature that seek to situate the educational debate triggered by the pandemic in a broader context, concerning the future evolution of the education system.
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Olfos, Raimundo, and Masami Isoda. "Japanese Lesson Study for Introduction of Multiplication." In Teaching Multiplication with Lesson Study. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-28561-6_5.

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AbstractIn Chap. 10.1007/978-3-030-28561-6_2, we posed questions about the differences in several national curricula, and some of them were related to the definition of multiplication. In Chap. 10.1007/978-3-030-28561-6_3, several problematics for defining multiplication were discussed, particularly the unique Japanese definition of multiplication, which is called definition of multiplication by measurement. It can be seen as a kind of definition by a group of groups, if we limit it to whole numbers. In Chap. 10.1007/978-3-030-28561-6_4, introduction of multiplication and its extensions in the Japanese curriculum terminology were illustrated to explain how this unique definition is related to further learning. Multiplicand and multiplier are necessary not only for understanding the meaning of multiplication but also for making sense the future learning. The curriculum sequence is established through the extension and integration process in relation to multiplication. In this chapter, two examples of lesson study illustrate how to introduce the definition of multiplication by measurement in a Japanese class. Additionally, how students develop and change their idea of units—that any number can be a unit in multiplication beyond just counting by one—is illustrated by a survey before and after the introduction of multiplication. After the illustration of the Japanese approach, its significance is discussed in comparison with the Chilean curriculum guidebook. Then, the conclusion illustrates the feature of the Japanese approach as being relatively sense making for students who learn mathematics by and for themselves by setting the unit for measurement (McCallum, W. (2018). Making sense of mathematics and making mathematics make sense. Proceedings of ICMI Study 24 School Mathematics Curriculum Reforms: challenges, changes and Opportunities (pp. 1–8). Tsukuba, Japan: University of Tsukuba.). A comparison with Chile is given in order to demonstrate the sense of it from the teacher’s side. In relation to lesson study, this is a good exemplar of how Japanese teachers develop mathematical thinking. It also illustrates the case for being able to see the situation based on the idea of multiplication (Isoda, M. and Katagiri, S. (2012). Mathematical thinking: How to develop it in the classroom. Singapore: World Scientific; Rasmussen and Isoda Research in Mathematics Education 21:43–59, 2019), as seen in Figs. 10.1007/978-3-030-28561-6_4#Fig2 and 10.1007/978-3-030-28561-6_4#Fig3 in Chap. 10.1007/978-3-030-28561-6_4 of this book.
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"SCHOOL-BASED SERVICES." In How to Find Mental Health Care for Your Child. American Psychological Association, 2010. http://dx.doi.org/10.2307/j.ctv1chs49v.17.

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Gilbert, Jaesook L., Helene Arbouet Harte, and Lenore J. Kinne. "Bornlearning®Academy: A School-Based Program for Strengthening Families with Children under Age Five." In Family Involvement in Early Education and Child Care. Emerald Group Publishing Limited, 2016. http://dx.doi.org/10.1108/s0270-402120160000020002.

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Plough, Alonzo L. "Linking Education and Health to Support the Whole Child." In Culture of Health in Practice. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190071400.003.0006.

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This chapter examines the bidirectional connection between education and health. The complex, bidirectional connection between education and health can foster opportunity, making it a key component of the mantra, “Health starts where we live, learn, work, and play.” Yet access to quality education and the knowledge and foundation it provides are not distributed equitably. Schools located in areas of concentrated poverty often lack resources to fully provide even the basic academic materials and supports needed for an adequate educational experience, let alone the complete range of associated services that can help ensure a child's educational and developmental success. By making the commitments needed to support the whole child, schools, families, health care providers, and communities can help ensure that children across all population groups and geographic regions can succeed. The chapter then looks at the Whole School, Whole Community, Whole Child model, and considers a research program designed to advance the broad implementation of that model, especially in under-resourced environments. It also highlights a school-based initiative to encourage healthy eating and active living and to build resilience and foster wellness for school staff and students.
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Morganstein, Louise, and Jonathan Hill. "Child and Adolescent Psychiatry." In Oxford Assess and Progress: Psychiatry. Oxford University Press, 2014. http://dx.doi.org/10.1093/oso/9780199665662.003.0018.

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Child and adolescent psychiatry is the medical specialty that works with children, young people, and families with emotional and behavioural problems. As children and young people are still developing and grow­ing, their emotional wellbeing and functioning needs to be thought about in this context, making it different from adult psychiatry. Communication with people of all ages is vital within the specialty and information from a wide variety of sources, including parents or carers, school, and peers, is used to inform the clinical picture, in addition to history-taking and direct observations of the child’s behaviour. Play is often used to understand younger children’s thoughts and feelings. In theory, the specialty covers children and young people from birth up to the teenage years, although different services cover slightly different age ranges. The spectrum of difficulties covered within the specialty include psy­chiatric disorders also seen in adults (such as psychosis); problems spe­cific to the age group (such as separation anxiety); lifelong conditions which start in childhood (such as ADHD); and conditions that may pre­sent in different ways in childhood or adolescence (such as phobias). Approaches to treatment include psychopharmacological interven­tions, and numerous therapeutic modalities including family therapy and CBT, which can be modified for different age groups. Most work is community based, although there are specialist inpatient units which offer on-going educational opportunities to young people who need the intensive support and risk reduction of a hospital admission. Work tends to be done within MDTs using a range of knowledge and expertise to offer the most appropriate care.
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Altman, Andrew. "How to Improve Education." In Debating Education. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780199300945.003.0011.

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This chapter examines and proposes alternative measures aimed at making schooling more efficient and improving schooling for less advantaged and lower achieving students. Out of school measures would include: reducing child poverty, improving child healthcare provision, and improving pre- and postnatal nursing and medical care access for poor children. School-based measures would include improving early childhood education provision, offering better preparation for teachers and principals and reducing the barriers for teachers becoming principals, establishing an infrastructure that supports continuous improvement in teaching and learning, rewarding and supporting good teaching, and changing funding arrangements so that more resources are targeted to lower-income students.
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Sanders, Matthew R. "Using Positive Parenting Programs in Different Delivery Systems." In The Power of Positive Parenting, edited by Matthew R. Sanders and Trevor G. Mazzucchelli. Oxford University Press, 2017. http://dx.doi.org/10.1093/med-psych/9780190629069.003.0019.

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A population approach to parenting support uses diverse delivery in person and online delivery contexts to provide parents with access to evidence-based programs. No single discipline, service sector, or mode of delivery should monopolize the provision of evidence-based parenting programs. Many different helping professionals come into contact with parents seeking support for parenting issues. It is particularly important that primary care settings are deployed as destigmatized socially normative points of contact for parents. Pediatricians, general practitioners, and community child health nurses are often approached for parenting advice. Similarly, the early childhood education and child care and school settings are also important contexts for the delivery of preventively focused parenting services and programs. In addition to considering how Triple P has been applied in these contexts, this section considers how evidence-based programs can be delivered in the context of the workplace, following natural disasters, through the media, and via the Internet.
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Conference papers on the topic "School-based child care"

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"Mobile Devices and Parenting [Extended Abstract]." In InSITE 2018: Informing Science + IT Education Conferences: La Verne California. Informing Science Institute, 2018. http://dx.doi.org/10.28945/3981.

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Aim/Purpose: This presentation will discuss how mobile devices are used to keep children busy and entertained during child care activities. Mobile devices are considered the 21st “Century Nanny” since parents and caregivers use those tools to engage children’s attention for indefinite periods of time. Research background on touch screen devices and children’s age groups are presented to map age to screen activities and the type of device used. The literature is then compared to a small sample of 45 students attending Pasitos, a pre-k and 1st and 2nd grade school in El Salvador, and the type of
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Thierry Mousel, Thierry Mousel, and Peter Larsen Peter Larsen. "Child Presence Detection: Sensing technology solutions to detect unattended children in passenger cars (VitaSense) and school busses (LiDAS)." In FISITA World Congress 2021. FISITA, 2021. http://dx.doi.org/10.46720/f2020-pif-057.

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"The topic of children dying of heat stroke in vehicles has gained increasing attention in recent years. Euro NCAP has added Child Presence Detection on its Roadmap 2025, ASEAN NCAP has a similar initiative and the US Congress is currently debating a dedicated HOT CARS bill, with all initiatives aiming at reducing the risk of heat stroke fatalities in vehicles. In the US alone, there have been 849 known fatal incidents since 1998, with 2018 and 2019 having been record years with 53 respectively 52 children dying in hot cars. In-vehicle heat related fatalities occur almost anywhere in the world
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Otero-Mayer, Andrea, Consuelo Vélaz-de-Medrano, and Eva Expósito-Casas. "FAMILY INVOLVEMENT IN ECE THROUGH THE FIQ (FAMILY INVOLVEMENT QUESTIONNAIRE) IN SPAIN." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end103.

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"Family-school involvement in the education of children under 6 years of age is a complex and multidimensional area of study. In this regard, there is a great deal of research that examines the extent to which such involvement affects the development and learning of their children. The research consulted indicates that high levels of involvement and family-school collaboration in children are associated with better academic performance and socio-emotional functioning at school among other outcomes, but also with benefits for families and teachers. In the case of the present study, the Spanish
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Sewani, Salima. "Endemic of Violence and Child Labor during Covid-19 - A Narrative Case Study on the Effective Well-being Strategies for Building Resilience among Public School Going Learners in Karachi." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.6588.

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This paper reflects on the tribulations faced by the public school-going learners in Karachi during Covid-19. It also sheds light on the innovative pilot strategies that we used to support their education during the closure of the school. Through the reflective narrative case study approach, fellow teachers first gathered a few stories from learners and parents, living in their neighborhoods. They reported cases of child labor, slavery, and early marriages. We then discussed, planned, and piloted strategies to teach and support learners of grades 5 to 8 during Covid-19. We prepared educational
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Fuentealba Quilodrán, Jessica, and Macarena Barrientos Díaz. "Taller Integrado." In Jornadas sobre Innovación Docente en Arquitectura (JIDA). Universitat Politècnica de Catalunya. Iniciativa Digital Politècnica, 2022. http://dx.doi.org/10.5821/jida.2022.11567.

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The communication presents a critical and reflective approach to the Integrated Studio (2012) of the School of Architecture developed in the University of Valparaíso, Chile. This curricular proposal, as remarkable as atypical in times of generalized homologation, seeks to underline the centrality of the studio as a space that allows, from the curricular structure, the widespread desire to integrate theory and practice, focusing on the diverse contributions related to project based learning. In an education system governed by liberal dynamics and diversity in the disciplinary educational offer,
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Reports on the topic "School-based child care"

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Oza, Shardul, and Jacobus Cilliers. What Did Children Do During School Closures? Insights from a Parent Survey in Tanzania. Research on Improving Systems of Education (RISE), 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/027.

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In this Insight Note, we report results of a phone survey that the RISE Tanzania Research team conducted with 2,240 parents (or alternate primary care-givers) of primary school children following the school closures in Tanzania. After the first case of COVID-19 was confirmed in Tanzania on 16 March 2020, the government ordered all primary schools closed the following day. Schools remained closed until 29 June 2020. Policymakers and other education stakeholders were concerned that the closures would lead to significant learning loss if children did not receive educational support or engagement
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Bano, Masooda. The Missing Link: Low-Fee Private Tuition and Education Options for the Poor – The Demand-Side Dynamics in Pakistan. Research on Improving Systems of Education (RISE), 2022. http://dx.doi.org/10.35489/bsg-risewp_2022/113.

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Low-fee private schools are today recognised as important players in the education market in developing countries, as they are argued to provide at least marginally better education than is on offer in the state schools. Leading international development agencies have begun encouraging governments in developing countries to include them within the policy-planning process. Based on fieldwork in two urban neighbourhoods in Pakistan, this paper shows that low-income parents are keen to secure good-quality education for their children, but they have to choose not only between state schools and low
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Gendered effects of COVID-19 school closures: Bangladesh case study. Population Council, 2022. http://dx.doi.org/10.31899/sbsr2022.1005.

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This brief summarizes a recent study on the impacts of COVID-19 school closures in rural communities in Bangladesh. It clarifies issues of remote learning access, management, and monitoring, as well as new strains on students’ time use. It also reveals general impacts on mental and physical health, economic status, as well as gendered effects including child marriage. Based on evaluations of mitigation measures, recommendations for comprehensive policies, provision of technical, financial, and social support, and improvements in education systems emerged.
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