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Intersecting barriers to adolescents’ educational access during COVID-19: Exploring the role of gender, disability and poverty

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Listed:
  • Jones, Nicola
  • Sanchez Tapia, Ingrid
  • Baird, Sarah
  • Guglielmi, Silvia
  • Oakley, Erin
  • Yadete, Workneh Abebe
  • Sultan, Maheen
  • Pincock, Kate

Abstract

This article explores the social determinants of adolescents’ access to education during the COVID-19 pandemic in three diverse urban contexts in Bangladesh, Ethiopia and Jordan. It provides novel empirical data from the Gender and Adolescence: Global Evidence longitudinal study, drawing on phone surveys (4441), qualitative interviews with adolescents aged 12–19 years (500), and key informant interviews conducted between April and October 2020. Findings highlight that the pandemic is compounding pre-existing vulnerabilities to educational disadvantage, and that gender, poverty and disability are intersecting to deepen social inequalities. The paper concludes by reflecting on policy implications for inclusive distance education in emergencies.

Suggested Citation

  • Jones, Nicola & Sanchez Tapia, Ingrid & Baird, Sarah & Guglielmi, Silvia & Oakley, Erin & Yadete, Workneh Abebe & Sultan, Maheen & Pincock, Kate, 2021. "Intersecting barriers to adolescents’ educational access during COVID-19: Exploring the role of gender, disability and poverty," International Journal of Educational Development, Elsevier, vol. 85(C).
    • Handle: RePEc:eee:injoed:v:85:y:2021:i:c:s073805932100081x
    DOI: 10.1016/j.ijedudev.2021.102428
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    References listed on IDEAS

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    1. Deon Filmer & Lant Pritchett, 2001. "Estimating Wealth Effects Without Expenditure Data—Or Tears: An Application To Educational Enrollments In States Of India," Demography, Springer;Population Association of America (PAA), vol. 38(1), pages 115-132, February.
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    Cited by:

    1. Naureen Durrani & Vanessa Ozawa, 2024. "Education in Emergencies: Mapping the Global Education Research Landscape in the Context of the COVID-19 Crisis," SAGE Open, , vol. 14(1), pages 21582440241, February.
    2. Nicola Jones & Megan Devonald & Rebecca Dutton & Sarah Baird & Workneh Yadete & Kiya Gezahegne, 2022. "Disrupted education trajectories: Exploring the effects of Covid‐19 on adolescent learning and priorities for “building back better” education systems in Ethiopia," Development Policy Review, Overseas Development Institute, vol. 40(S2), October.
    3. Ardington, Cally & Wills, Gabrielle & Kotze, Janeli, 2021. "COVID-19 learning losses: Early grade reading in South Africa," International Journal of Educational Development, Elsevier, vol. 86(C).
    4. Malik, Samreen & Mihm, Benedikt & von Suchodoletz, Antje, 2022. "COVID-19 lockdowns and children’s health and well-being," Journal of Economic Psychology, Elsevier, vol. 93(C).
    5. Naureen Durrani & Gulmira Qanay & Ghazala Mir & Janet Helmer & Filiz Polat & Nazerke Karimova & Assel Temirbekova, 2023. "Achieving SDG 4, Equitable Quality Education after COVID-19: Global Evidence and a Case Study of Kazakhstan," Sustainability, MDPI, vol. 15(20), pages 1-23, October.
    6. Korkmaz, Özge & Erer, Elif & Erer, Deniz, 2022. "Internet access and its role on educational inequality during the COVID-19 pandemic," Telecommunications Policy, Elsevier, vol. 46(5).
    7. Reem Alkharouf & Ali Shehadeh & Khaled Khazaleh & Azzam Al-Azzam & Muneer Khalayleh, 2023. "Assessing Refugee Preferences for SDG 2 (Zero Hunger) Solutions in Irbid Camp and Sakhra Region: Cultivated Roofs and Refrigerators as Food Banks Interventions," Sustainability, MDPI, vol. 15(15), pages 1-27, August.

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