The COVID-19 (coronavirus) pandemic is unleashing a human development crisis. On some dimensions of human development, conditions today are equivalent to levels of deprivation last seen in the mid-1980s. But the crisis is hitting hard on all of human development's constitutive elements: income (with the largest contraction in economic activity since the Great Depression), health (directly causing a death toll over 300,000 and indirectly leading potentially to an additional 6,000 child deaths every day from preventable causes over the next 6 months) and education (with effective out-of-school rates - meaning, accounting for the inability to access the internet - in primary education expected to drop to the levels of actual rates of the mid-1980s levels). This, not counting less visible indirect effects, including increased domestic violence, yet to be fully documented. The pandemic was superimposed on unresolved tensions between people and technology, between people and the planet, between the haves and the have-nots. These tensions were already shaping a new generation of inequalities-- pertaining to enhanced capabilities, the new necessities of the 21st century, as defined in the 2019 Human Development Report. But the response to the crisis can shape how those tensions are addressed and whether inequalities in human development are reduced. This note takes a capabilities approach to document the severity of the unfolding human development crisis. Such an approach implies an evaluative framework to assess the crisis and shape the policy response that emphasizes the potential for people to be and do what they aspire in life as opposed to material resources or economic activity. To assess the crisis, the note draws from original simulations that are based on an adjusted Human Development Index-- with the education dimension modified to reflect the effects of school closures and mitigation measures--and that incorporate current projections of gross national income (GNI) per capita for 2020.

The COVID-19 pandemic is unleashing a human development crisis. On some dimensions of human development, conditions today are equivalent to levels of deprivation last seen in the mid-1980s. But the crisis is hitting hard on all of human development’s constitutive elements: income (with the largest contraction in economic activity since the Great Depression), health (directly causing a death toll over 300,000 and indirectly leading potentially to an additional 6,000 child deaths every day from preventable causes over the next 6 months) and education (with effective out-of-school rates – meaning, accounting for the inability to access the internet – in primary education expected to drop to the levels of actual rates of the mid-1980s levels). This, not counting less visible indirect effects, including increased domestic violence, yet to be fully documented.The pandemic was superimposed on unresolved tensions between people and technology, between people and the planet, between the haves and the have-nots. These tensions were already shaping a new generation of inequalities—pertaining to enhanced capabilities, the new necessities of the 21st century, as defined in the 2019 Human Development Report. But the response to the crisis can shape how those tensions are addressed and whether inequalities in human development are reduced. For more see: http://hdr.undp.org/en/hdp-covid

With specially commissioned introductions from international experts, the Psychological Insights for Understanding COVID-19 series draws together previously published chapters on key themes in psychological science that engage with people’s unprecedented experience of the pandemic. This volume collects chapters that address prominent issues and challenges presented by the SARS-CoV-2 pandemic to families, parents, and children. A new introduction from Marc H. Bornstein reviews how disasters are known to impact families, parents, and children and explores traditional and novel responsibilities of parents and their effects on child growth and development. It examines parenting at this time, detailing consequences for home life and economies that the pandemic has triggered; considers child discipline and abuse during the pandemic; and makes recommendations that will support families in terms of multilevel interventions at family, community, and national and international levels. The selected chapters elucidate key themes including children’s worry, stress and parenting, positive parenting programs, barriers which constrain population-level impact of prevention programs, and the importance of culturally adapting evidence-based family intervention programs. Featuring theory and research on key topics germane to the global pandemic, the Psychological Insights for Understanding COVID-19 series offers thought-provoking reading for professionals, students, academics, policy makers, and parents concerned with the psychological consequences of COVID-19 for individuals, families, and society.

This book looks at the COVID-19 pandemic and its likely aftermath through a four-dimensional prism - aspirations, emotions, thoughts, and sensations to understand human behavior. That perspective opens possibilities to turn the current crisis into an opportunity for positive change; because systematically influencing the various components of our being, individually and collectively, begins by understanding their nature and interaction. Beyond influence this interplay between dimensions can be optimized; which is the purpose of the C-Core (completion, compassion, creativity, cooperation) introduced in the book. In addition, the four determinants that shape institutions: priorities, people, positions, programs - the P-Puzzle are looked at. This book combines theory and concrete suggestions both for policymakers in charge of designing the collective landscape and for individuals who must adapt to, and shape, a new ‘normal’. COVID-19 is a reminder that humans around the World are fundamentally the same. Whether in the long run the Pandemic will bring out the best or the worst in humans depends on individual and collective choices to nurture our best individual and collective selves. COVID-19 may either expand life quality by adding a new breadth of solidarity or reduce Society to mere survival.

Human development has become a significant term since it was introduced in development discourse in the 1990s. It has remained a veritable term in discussing the living standards of any country. But human development is under threat by the novel corona virus. COVID-19 was detected in Wuhan, China at the end of 2019, but quickly spread across the world in the first quarter of 2020 causing unprecedented disruptions of varying proportions not seen since the 20th century. Using the constituents of human development, i.e. life expectancy, education and per capital, recognised by the United Nations Development Program, this paper brings to fore the disproportionate impacts of the pandemic on human development in Nigeria. This is largely because the human development index of countries in the sub-Saharan Africa is low, consequently, these countries are not able to withstand massive impact of a pandemic. It is hoped that the governments of developing countries such as Nigeria would seize the opportunity the pandemic presents and change strategies by bridging the gap of inequalities, improving the capabilities of its peoples, diminish poverty and increase the enablers that will improve the human development of its people.

Worldwide, the COVID-19 pandemic has been an enormous shock to mortality, economies, and daily life. But what has received insufficient attention is the impact of the pandemic on the accumulation of human capital—the health, education, and skills—of young people. How large was the setback, and how far are we still from a recovery? Collapse and Recovery estimates the impacts of the pandemic on the human capital of young children, school-age children, and youth and discusses the urgent actions needed to reverse the damage. It shows that there was a collapse of human capital and that, unless that collapse is remedied, it is a time bomb for countries. Specifically, the report documents alarming declines in cognitive and social-emotional development among young children, which could translate into a 25 percent reduction in their earnings as adults. It finds that 1 billion children in low- and middle-income countries missed at least one year of in-person schooling. And despite enormous efforts in remote learning, children did not learn during the unprecedentedly long school closures, which could reduce future lifetime earnings around the world by US$21 trillion. The report quantifies the dramatic drops in employment and skills among youth that resulted from the pandemic as well as the substantial increase in the number of youth neither employed nor enrolled in education or training. In all of these age groups, the impacts of the pandemic were consistently worse for children from poorer backgrounds. These losses call for immediate action. The good news is that evidence-based policies can recover these losses. Collapse and Recovery reviews governments’ responses to the pandemic, assessing why there was a collapse in human capital accumulation, what was missing in the policy architecture to protect human capital during the crisis, and how governments can better prepare to withstand future shocks. It offers concrete policy recommendations to recover losses in human capital—programs that will end up paying for themselves in the long term. To better prepare for future shocks such as climate change and wars, the report emphasizes the need for solutions that bring health, education, and social protection programs together in an integrated human development system. If countries fail to act, the losses in human capital documented in this report will become permanent and last for multiple generations. The time to act is now.