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Smart, successful, strong: the case for investing in adolescent girls' education in aid and COVID-19 response and recovery

Girls Vulnerable children Disadvantaged students Educational achievement High school students Online learning Secondary education Education equity Southeast Asia Indo-Pacific Region Pacific Area
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Smart, successful, strong 7.52 MB

This report shines a light on the impact of COVID-19 on adolescent girls in South East Asia and the Pacific and their experiences of accessing secondary education over the last twelve months. The report is a collaboration between Plan International’s offices in Australia, Indonesia and Vietnam, with support from colleagues and partners across the Asia Pacific region.

This report is intended to be a rallying cry to all donors and governments to act now, not only to stop the unravelling of decades of progress in education, but to create an equal world; one where all children can live happy and healthy lives and where girls can take their rightful place as equals. A world where girls are supported by their families, their communities and their governments to fulfil their right to 12 years of education.

Key findings:

  • With children at home, job losses and other pressures, home environments were not always safe or supportive learning environments for adolescent girls.
  • The pandemic has had significant impacts on the well-being of adolescent girls, which has made it difficult for girls to continue with their education.
  • Remote learning has posed serious disruptions to adolescent girls’ ability to access and complete secondary education.
  • With learning shifting from schools to adolescent girls’ homes and online over the last 12 months, girls expressed concerns regarding online and offline violence.
  • The research found that the loss of income as a result of the pandemic and the number of households that were predicted to drop below the poverty line in the Pacific, made the financial impact of COVID-19 one of the most significant risks to a girl’s education.
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