For every three months that we continue the confinement to avoid the propagation of Covid-19, has 15 million additional cases of gender violence in the world, according to the estimates of the United Nations (2020).
Junto con los profundos Physical and psychosocial impacts to present an act of violence, UNESCO has informed that this experience can have immediate and far-reaching implications in learning and benefiting, as well as in increasing violence in schools.
More than 190 countries have closed their pre-school educational activities with the aim of avoiding the spread of the Covid-19 virus and thus mitigating its impact. It has its origins in three main action camps: the display of distance learning modalities, including the use of a variety of formats and platforms (with its own use of technology); the support and mobilization of the staff and the educational communities, and the attention to the health and the full benefit of the students, support the study “The education during the Covid-19 pandemic”, Produced by Cepal and the UNESCO.
Vivienda
In the investigation considered that the means of confinement are significant, for the greater part of the population, live in conditions of inaction for a prolonged lapse, which have serious implications for the mental health of the population and in increasing violence situations.
51.2% of nieces and nephews and adolescents living in urban areas in Latin America reside and live with some type of residential precaution. Of each 10 lives in moderate housing precautionary conditions and three of them 10 live grave precautionary situations. That is, more than 80 million children, children and adolescents in urban areas have some type of housing in their living conditions and there are 18 million residents living in precarious housing conditions.
“Impaired haciamiento count with an adequate space to study and descend, what repercussions in the cognitive development in the child and the laboratory and office trays in adulthood, in the vez that favor a mayor propensity in abusive situations”.
Given that in emergency situations, schools are a fundamental place for emotional support, risk monitoring, continuity of apprenticeships and social and material support for students and their families.
“Maintaining psychological, social and emotional benefits is a challenge for all members of educational communities: students, families, teachers and education assistants. Those who work in education, families and communities need to develop vital adaptation and emotional resilience skills.
“In this market, socio-emotional learning is a valuable tool for mitigating the effects of the social crisis and a condition for learning. It requires support, support and resources specially oriented to this dimension, ”says the study.
Survey
A survey of the International Association of University Presidents (IAUP, by its English seal), in conjunction with Santander Universidades (700 rectors at world level), found that the pandemic will generate economic impacts, in matriculation and infrastructure needs in Universities.
45% of university education leaders anticipate an increase in financial aid requirements for their students. Infrastructure that requires investment in infrastructure, leagues specifically on institutional technology capacity topics, the rectors anticipate the need for possible investments in the development of continuing education programs, support programs and self-employment.
The Covid-19 is profoundly affecting the collaboration of universities with industry and the business sector, with 56% of the educational institutions providing a career in its collaboration with these sectors this year.
The main pre-occupations detected in the responses include the academic success of the alumni (68%), the financial sustainability of the institutions (57%), methodology for maintaining the alumni involved (51%), inclusion (49%) and the caida in the matriculation register of students (44%) ”, concluded Arturo Cherbowski.