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In the Latin America and Caribbean region, more than 19 million children have a disability. In Jamaica, disability is a major factor of exclusion from the education system. The Accessible Digital Textbooks for All (ADT) initiative, implements accessible digital tools and content to make learning accessible to all students – with and without disabilities – in the same classroom. This report presents the research results of the ADT prototypes testing for children with and without disabilities in Jamaica. The report provides results across three areas: • It analyses teachers’ and students’ familiarity with technology, including their experience utilizing technology to support education and learning. • It investigates the pedagogical practices used for inclusive education and to integrate the ADT prototypes as tools to support inclusion and learning. • It recommends ways to improve the prototypes and outlines elements needed for their further development, implementation and scale-up in the education system. This study is part of longer-term research that examines the implementation of accessible digital textbooks in multiple countries. Future research aims to explore the impact of the use of ADTs on both student learning and inclusion on a larger scale.

AUTHOR(S)

Marta Carnelli; Sophia Torres; Rebecca Tortello
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The experience children and young people who migrated from their homes in Afghanistan – especially those who have been forced to return – can be described as a spiral of harm and neglect. For many, poverty and a desire to help their families drives them from their homes. Far too often, the journey exposes them to harm and economic exploitation. Many are forced to return, where re-entry into Afghanistan communities brings discontentment. These are among the findings of As They Move: Child and Youth Experiences of Migration, Displacement and Return in Afghanistan. The evidence-based research report is uses surveys and interviews of more than 1,500 children and young people in Afghanistan. The study was conducted by UNICEF Afghanistan Country Office, in partnership with UNICEF Innocenti – Global Office of Research and Foresight with the support of UNICEF Netherland.

AUTHOR(S)

Zeudi Liew; Mark Gill; Lucy Hovil
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Annual Report 2022

Miscellanea

2023     1 Jun 2023
The world is facing unprecedented compounding crises. The war in Ukraine, the prolonged COVID-19 pandemic, a looming economic crisis, energy shortages, the increasing cost of living, and the ongoing effects of climate change and the associated food insecurity have created challenges across the world, and continue to disrupt the lives of children, their families and communities. More than ever, UNICEF needs to understand the implications of the emerging situation to be able to adapt programmes and approaches effectively to achieve the objectives of the 2022–2025 Strategic Plan, especially that of aiding recovery from the COVID-19 pandemic and accelerating efforts towards achieving the Sustainable Development Goals (SDGs). UNICEF Innocenti directed much of its research and foresight work in 2022 towards generating and supporting the use of quality research and analysis to inform programming for children, prioritizing focus on the most marginalized populations. The office collaborated closely with UNICEF offices and partners in countries, regions and globally, and published research and evidence regularly. The office also facilitated knowledge management on research, including ethics, capacity development and standard-setting for the organization. Our foresight team undertook horizon-scanning, trend analysis, risk assessments and scenario analysis, making policy recommendations on major global and emerging issues. Besides this, the office leveraged major reports and convened top thinkers to lead global discourse and to position UNICEF as a thought leader.
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The Accessible Digital Textbooks for All (ADT) initiative, implements accessible digital tools and content to make learning accessible to all students - with and without disabilities - in the same classroom.

AUTHOR(S)

Marta Carnelli; Thomas Dreesen; Claudia Pacheco
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La pandémie a aggravé une crise de l'apprentissage et mis en péril les objectifs mondiaux. Et pourtant, même dans les contextes éducatifs les plus difficiles, certaines écoles obtiennent de meilleurs résultats que d'autres, situées dans des contextes similaires et avec un niveau de ressources équivalent. Pourquoi ces écoles exceptionnelles, connues sous le nom d'écoles "modèles positives", obtiennent-elles de meilleurs résultats en matière d'apprentissage, de rétention, d'équité et d'égalité des sexes ? Data Must Speak (DMS) - une initiative mondiale mise en œuvre depuis 2014 - vise à combler les lacunes en matière de preuves tangibles pour atténuer la crise de l'apprentissage en utilisant les données existantes. Le volet recherche de DMS est cocréé avec les ministères de l'éducation. Il s'appuie sur des méthodes mixtes pour générer des connaissances, parallèlement à des enseignements pratiques sur ce qui fonctionne, pourquoi et comment mettre à l'échelle des solutions de terrain pour les décideurs politiques nationaux et la communauté internationale dans le domaine de l'éducation. La recherche utilise des approches innovantes et complémentaires telles que l’approche modèle positive, des sciences comportementales, de la recherche sur la mise en œuvre et de la science de la mise à l'échelle pour identifier et mettre à l'échelle les comportements et les pratiques des écoles "modèles positives". Cette revue méthodologique présente les définitions, concepts et méthodologies clés de ces approches afin de guider et d'informer le développement et la mise en œuvre de la recherche DMS au niveau national. En s'appuyant sur des exemples existants tirés de la recherche sur l'éducation et d'autres domaines, cet revue propose également les meilleures pratiques et les leçons tirées de ces approches qui peuvent être utilisées comme référence commune et langage standard pour leurs applications futures.

AUTHOR(S)

Lorena Levano Gavidia; Cirenia Chavez; Alvaro Fortin; Luca Maria Pesando; Renaud Comba
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De nouvelles études montrent une association positive entre les femmes dirigeantes d'école et les résultats des élèves. Certaines études suggèrent que les femmes dirigeantes scolaires sont plus susceptibles que leurs homologues masculins d'adopter des pratiques de gestion efficaces pouvant contribuer à l'amélioration des résultats. Cependant, les femmes restent largement sous-représentées aux postes de direction des écoles, en particulier dans les pays à revenu faible ou intermédiaire. Cette publication présente de nouvelles connaissances sur l'association entre les femmes dirigeantes d'école et les résultats scolaires, et attire l'attention sur la sous-représentation des femmes dans les postes de direction d'école. Elle souligne la nécessité de poursuivre les recherches sur le genre et la direction des écoles afin d'identifier les politiques et les pratiques qui peuvent être mises en œuvre pour augmenter la représentation des femmes et étendre les pratiques de gestion de haute qualité adoptées par les femmes dirigeantes à un plus grand nombre d'écoles afin d'améliorer les résultats scolaires de tous les enfants.
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Annual Report 2021

Miscellanea

2022     11 Apr 2022
The UNICEF Innocenti Annual Report 2021 highlights the key results achieved in research and evidence to inform policymaking and programming.
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Even before the onset of the COVID-19 pandemic, there were serious questions about whether children were actually learning. With widespread school closures and other disruptions to the education system brought about by the pandemic, the learning crisis has escalated to new heights. As the pandemic enters its third year, 23 countries – home to around 405 million schoolchildren – are yet to fully open schools, with many schoolchildren at risk of dropping out. Over the past two years nearly 147 million children missed more than half of their in-person schooling, amounting to 2 trillion hours of lost learning. Children have to get back to the classroom, but changes are needed to ensure that they really learn, starting with the foundational basics of reading and numeracy. This report offers unique insight into the extent of the learning crisis by providing an in-depth picture of which children are most at risk of not acquiring foundational learning skills. The analysis of 32 low- and middle-income countries and territories uses newly released data to examine the equity perspectives of the crisis, exploring learning outcomes among different subgroups of children, with a focus on the most vulnerable.

AUTHOR(S)

Vidhya Ganesh; Robert Jenkins; Mark Hereward; Yanhong Zhang; Suguru Mizunoya; Peggy Kelly; Diogo Amaro; Sakshi Mishra; Garen Avanesian; Yixin Wang; Michelle Kaffenberger; Jason Silberstein; Silvia Beatriz Montoya; Mathieu Brossard
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The pandemic has aggravated a learning crisis and put global goals in jeopardy. And yet, even in the most challenging educational contexts, some schools outperform others located in similar contexts and with an equivalent level of resources. Why do these exceptional schools, known as ‘positive deviant’ schools, achieve improved outcomes in learning, retention, equity and gender equality? Data Must Speak (DMS) – a global initiative implemented since 2014 – aims to address the evidence gaps to mitigate the learning crisis using existing data. DMS’s research component is co-created with ministries of education. It relies on mixed methods to generate knowledge, alongside practical lessons about ‘what works’, ‘why’ and ‘how to’ scale grassroots solutions for national policymakers and the broader international community of education stakeholders. The research utilizes innovative and complementary approaches of positive deviance, behavioural sciences, implementation research and scaling science to identify and scale up behaviours and practices of ‘positive deviant’ schools. This methodological review presents key definitions, concepts and methodologies of those approaches to guide and inform the development and implementation of the DMS research at country level. By drawing on existing examples from research on education and other fields, this review also offers best practices and lessons learned from those approaches that can be used as a common reference and standard language for future application.

AUTHOR(S)

Lorena Levano Gavidia; Cirenia Chavez; Alvaro Fortin; Luca Maria Pesando; Renaud Comba
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51 items found