BRAC UNIVERSITY – Coronavirus disease (COVID-19): Guidelines on Prevention and Preparedness (for students, faculty and staff) (posted 10 March 2020).
BUILDING STATE CAPABILITY – Governments are most important in times of public crisis, such as the COVID-19 pandemic. Individuals look to their governments to empower or deploy the powers and potentialities of the collective. But many people tasked with leading public organizations in times of crises struggle to know if and how to rise to the occasion. This is a particular challenge in governments that have low capability or are trying to build capability. BSC’s new Public Leadership through Crisis blog series offers ideas for leaders questioning how they can help and what kind of leadership is required in crises.
COVID-19 GUIDANCE FOR SCHOOLS IN NIGERIA
The Nigeria Centre for Disease Control has published new guidance for COVID19 prevention in schools and educational settings.
https://ncdc.gov.ng/themes/common/docs/protocols/175_1583410399.pdf
CONSIDERATIONS FOR DISABLED CHILDREN AND ADULTS
People experiencing social disadvantage and marginalization are known to be disproportionately impacted by ill-health.
SUPPORTING CHILDREN WITH LEARNING DISABILITY AND/OR AUTISM WITH ISOLATION
Children with a Learning Disability require a very concrete, literal and predictable world to feel secure. Some strategies can help do that.
JAMA NETWORK – Proactive versus reactive school closures (2007).
The paper analyses data and examines the role of non pharmaceuticals interventions such a proactive school closures in delaying temporal effects of a pandemic. It concludes that proactive school closing saved substantial numbers of lives. St. Louis closed the schools about a day in advance of the epidemic spiking, for 143 days. Pittsburgh closed 7 days after the peak and only for 53 days. The death rate for the epidemic in St. Louis was roughly one-third as high as in Pittsburgh.
https://jamanetwork.com/journals/jama/fullarticle/208354
MAKERERE UNIVERSITY – Makerere University in Uganda has developed a dedicated website to provide Africa with facts and research-based information on COVID-19. Also, the Makerere University School of Public Health in collaboration with the Ministry of Health has designed and organised a 1-hour training/sensitisation on preparing the workplace for COVID-19.
https://news.mak.ac.ug/2020/03/making-workplaces-ready-coronavirus-disease-covid-19
OECD– Education responses to COVID-19
With the spread of the covid-19, countries are implementing emergency plans to slow down and limit the spread of the virus –and prepare for a possible longer-term disruption of school and university attendance.
Times Educational Supplement (TES) – Five well-being rules for teachers working from home
https://www.tes.com/news/5-wellbeing-rules-teachers-working-home
Times Educational Supplement – Four lessons from a self-isolating teacher
https://www.tes.com/news/coronavirus-4-lessons-self-isolating-teacher
Times Educational Supplement – Planning guide for school closures or partial closures – will happen in the future, and it is important to plan as early as possible. The guide indicates what needs to be considered including: basic checks before any closure, issues for boarding schools, issues for special schools, benefits and risks of free technology and connections between staff.
https://www.tes.com/news/coronavirus-your-complete-planning-guide-closures
Times Educational Supplement – 5 lessons from a school in lockdown. St Louis School in Milan prepared well for being closed owing to Coronavirus, but principal Jennie Devine explains these five things still took her by surprise.
https://www.tes.com/news/coronavirus-5-lessons-school-lockdown
Times Educational Supplement – Coronavirus in schools : what should teachers do? Unions and the Department for Education (UK) issued advice for teachers (11 March 2020).
https://www.tes.com/news/coronavirus-schools-what-should-teachers-do
Times Educational Supplement – Coronavirus and schools: LIVE – A one-stop shop for teachers who want to know what impact the outbreak of the virus will have on their working lives.
https://www.tes.com/news/2020/march/16/coronavirus-and-schools-live
UNICEF – What parents should know: how to protect yourself and your children
https://www.unicef.org/pakistan/coronavirus-disease-covid-19-what-parents-should-know
THE UNIVERSITY OF THE WEST INDIES – The UWI COVID-19 Task Force aims to leverage the University’s knowledge and experts to assist the Caribbean in its readiness and response to the virus outbreak, mindful that the region’s best defence is a coordinated and collaborative approach.
http://www.uwi.edu/covid19/index.php
WHO, IFRC and UNICEF – Key Messages and Actions for COVID-19 Prevention and Control in Schools. Guidance to protect children and support safe school operations. Guidance includes practical actions and checklists for administrators, teachers, parents and children. It also advises national and local authorities on how to adapt and implement emergency plans for educational facilities (updated March 2020).