COVID 19: Parenting During the Pandemic
The number of hours participants, or someone in their home, helped their child or children engage in learning activities related to their schooling in an average week during the COVID-19 pandemic
Method and Limitations:
Between June 9-22, Statistics Canada crowdsourced a questionnaire regarding parenting during the pandemic. The crowdsourcing process invited Canadians aged 15 years and older to participate in data collection on a voluntary basis, and a total of 32,228 responses were received between June 9-22.
These results are based on the question, “In an average week during the COVID-19 pandemic, how many hours did you or someone in your home help your child or your children engage in learning activities related to their schooling?”
Data were collected using crowdsourcing and were not collected under a sample design using a probability-based sample. Data were benchmarked to the following control totals: Counts of three types of families from the T1FF: families with only children 0 to 5 years old; families with only children 6 to 14 years old; families with children 0 to 14 years old.
Results are subject to potential bias due to the fact that responses from participants may not represent non-participants. Caution should be exercised when interpreting the results and no inference to the Canadian population as a whole should be made based on these. These results reflect only the responses provided to this question. These results exclude non-responses.
Statistics Canada: Impacts of COVID-19 on Canadians: Parenting during the Pandemic, 2020
COVID 19: Parenting During the Pandemic in the Sustainable Development Goals
Click on the SDG to reveal more information
4. Ensure inclusive and quality education for all and promote lifelong learning
Obtaining a quality education is the foundation to improving people’s lives and sustainable development. Major progress has been made towards increasing access to education at all levels and increasing enrolment rates in schools particularly for women and girls. Basic literacy skills have improved tremendously, yet bolder efforts are needed to make even greater strides for achieving universal education goals. For example, the world has achieved equality in primary education between girls and boys, but few countries have achieved that target at all levels of education.