Intersecting barriers to adolescents’ educational access during COVID-19: Exploring the role of gender,disability and poverty |
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| Institution: | 1. Gender and Adolescence: Global Evidence (GAGE), Overseas Development Institute, 203 Blackfriars Road, London, SE1 8NJ, United Kingdom;2. UNICEF HQ, 3UN Plaza, New York City, 10017, United States;3. Department of Global Health, George Washington University, 950 New Hampshire Ave NW, Washington, DC, 20052, United States;4. Milken Institute School of Public Health, George Washington University, 950 New Hampshire Ave, NW, Washington, DC, 20052, United States;5. Quest Research, Training and Consultancy PLC / GAGE Ethiopia, Kirkos, Sub-City, W01, H/N: 455/505, Addis Ababa, Ethiopia;6. BRAC Institute of Governance and Development, BRAC University, SK Centre, GP, JA-4, TB Gate, Mohakhali, Dhaka, 1212, Bangladesh |
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| 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. |
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| Keywords: | Adolescents Gender Disability Inequality International education COVID-19 pandemic Low- and middle-income countries (LMICs) |
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