Lockdowns and restricted mobility have devastated labour markets across the world. According to the International Labour Organization (ILO), the equivalent of 225 million jobs was wiped out globally due to employment and working hour losses in 2020 compared to 2019 (Q4). These working hour losses are four times higher than those experienced during the global financial crisis in 2009. The COVID-19-instigated recession has affected the quantity and the quality of jobs, with increasing levels of informal types of work with lower remuneration. Restoration of labour markets is important to minimise damage to human development and increase aggregate demand, thereby boosting economic recovery. This blog looks at why it is important to have targetted policy interventions to revive the labour market by illustrating that the impact of COVID-19 is different across occupations and industries.
The year 2020 saw close to 1.6 billion students from over 180 countries being kept out of schools for extended periods of time, in response to the COVID-19 pandemic. Despite commendable efforts by many countries to put in place alternative remote learning strategies and corrective measures, learning losses have been unavoidable and substantial.
In this second year of the pandemic, many countries are moving from emergency responses towards policies aimed at recovery. Along with reopening schools and resuming education, these also include tailored support to help students adjust to learning in the new normal, and remedial measures to make up for lost learning.
Sri Lankan schools have been largely dysfunctional for over 15 months since initial closures in March 2020, despite some brief periods of operation. This blog examines policy responses adopted in Sri Lanka’s education sector over the past year, with a view of informing its future education recovery strategy in 2021 and beyond.
For women’s month, we posed the following question to some of our researchers: what are some of the challenges women in Sri Lanka face from a gender equality standpoint and how can we tackle them? This blog carries responses from Ashani Abayasekara, Research Economist; Kithmina Hewage, Research Economist; Harini Weerasekera, Research Economist; Chathurga Karunanayake, Research Officer; and Tharindu Udayanga, Research Assistant.
Better information on the types of workers who are able to continue to carry out their tasks from home can help the government to design policies to reduce disruptions to economic activities. This blog examines the plausibility to WFH for different types of workers in Sri Lanka.
With the closure of schools following the COVID-19 outbreak and the sudden shift to online learning, poor children with no access to e-learning opportunities risk falling even further behind. In this context, some proposals made in Budget 2021 to improve the education system and reduce poverty will benefit poor children who have been disproportionately affected by the pandemic. This blog highlights some of the education-related difficulties faced by poor children in Sri Lanka based on HIES data and the recent budget proposals which could help them to overcome these difficulties.