NEW YORK/PARIS/ROME, 30 April 2020 – UNESCO, UNICEF, WFP and World Bank today issued new guidelines on the safe reopening of schools amidst ongoing closures affecting nearly 1.3 billion students worldwide.
The agencies also warn that the widespread closures of educational facilities in response to the coronavirus pandemic present an unprecedented risk to children’s education and well being, particularly for the most marginalised children who rely on school for their education, health, safety and nutrition.
The new guidelines note that while there is not yet enough evidence to measure the impact of school closures on disease transmission rates, the adverse effects of school closures on children’s safety and learning are well documented.
In England, 90 per cent of vulnerable children are not attending school[i] and Unicef UK warns that phased re-opening of schools, continued restrictions to movement and a reduction in essential services means heightened risks to their safety, wellbeing and education.
Sacha Deshmukh, Executive Director of Unicef UK, said:
“Low school attendance of vulnerable children is deeply concerning. School provides more than an education – for many it is their only safe space.
“We know that in the UK, continued closures are likely to widen inequality gaps, with the poorest and most vulnerable children expected to suffer “learning loss” and have lower education attainment. This will have far reaching implications on their futures.”
The guidelines offer practical advice for national and local authorities on how to keep children safe when they return to school. The best interests of children and overall public health considerations – based on an assessment of the associated benefits and risks to education, public health and socio-economic factors – must be central to national and local authorities’ decisions to reopen schools, the guidelines say.
“Reopening schools must be done with the safety and best interests of children at the heart of decision making. We urge the UK Government to use these guidelines as they consider a phased reopening of schools, and develop a comprehensive children’s recovery plan that outlines ongoing support for learners who may have fallen behind during school closures,” Deshmukh added.
Schools must look at how they can reopen better – with improved learning and more comprehensive support for children at school including health, nutrition, psychosocial support and water, sanitation and hygiene facilities.
“In the poorest countries, children often rely on schools for their only meal of the day. But with many schools now closed because of COVID, 370 million children are missing out on these nutritious meals which are a lifeline for poor families. They are also being denied the health support they normally get through school. This could do lasting damage, so when schools reopen it is critical that these meal programmes and health services are restored, which can also help to draw the most vulnerable children back to school,” said David Beasley, WFP Executive Director.
As countries grapple with when to reopen schools, UNESCO, UNICEF, WFP, and the World Bank – as part of the Global Education Coalition – urge governments to assess the benefits of classroom-based instruction compared to remote learning, and the risk factors related to reopening of schools, noting the inconclusive evidence around the infection risks related to school attendance.
“While many students are falling behind in their learning journey because of prolonged school closures, the decision of when and how to reopen schools, while far from straightforward, should be a priority. Once there is a green light on the health front, a whole set of measures will need to be in place to ensure that no student is left behind. These guidelines provide all-round guidance for governments and partners to facilitate the reopening of schools for students, teachers and families. We share one goal: to protect and advance the right to education for every learner,” said UNESCO Director-General Audrey Azoulay.
The guidance includes:
- Policy reform: Policy implications address all dimensions of the guidelines, including clear policies for school opening and closure during public health emergencies, reforms needed to expand equitable access for marginalised and out of school children as well as strengthen and standardize remote learning practices.
- Financing requirements: Address the impact of COVID-19 on education and invest in strengthening education systems for recovery and resilience.
- Safe operations: Ensure conditions that reduce disease transmission, safeguard essential services and supplies and promote healthy behaviour. This includes access to soap and clean water for safe handwashing, procedures on when staff or students feel unwell, protocols on social distancing and good hygiene practices.
- Compensating learning: Focus on practices that compensate for lost instructional time, strengthen pedagogy and build on hybrid learning models such as integrating approaches in remote and distance education. This must include knowledge on disease transmission and prevention.
- Wellness and protection: Expand the focus on students’ well-being and reinforce the protection of children through enhanced referral mechanisms and the provision of essential school-based services including healthcare and school feeding.
- Reaching the most marginalised: Adapt school opening policies and practices to expand access to marginalised groups such as previously out-of-school children, displaced and migrant children and minorities. Diversify critical communications and outreach by making them available in relevant languages and in accessible formats.
“Once schools begin to reopen, the priority becomes reintegrating students into school settings safely and in ways that allow learning to pick up again, especially for those who suffered the biggest learning losses. This is a critical moment as it is the launching pad for a new normal that should be more effective and equitable. To manage reopenings, schools will need to be logistically prepared with the teaching workforce ready. And they will need to have plans specifically for supporting learning recovery of the most disadvantaged students. The guidelines offer a framework for moving forward that the major UN agencies are aligned around,” said Jaime Saavedra, World Bank Global Director for Education.
UNICEF works in some of the world’s toughest places, to reach the world’s most disadvantaged children. Across more than 190 countries and territories, we work for every child, everywhere, to build a better world for everyone.
For further information, please contact:
Yemi Lufadeju, UNICEF, T: 07391017115 E: YemiL@unicef.org.uk
early years settings in England – summary of returns to24 April 2020