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Les pays d'Afrique de l'Ouest et du Centre ont mis en œuvre des mesures nationales pour poursuivre les activités d’apprentissage pendant la fermeture des écoles. Ces mesures reposaient sur une combinaison de modalités de diffusion : des plateformes en ligne, des médias audiovisuels, des téléphones portables et des supports imprimés. Cependant, plusieurs obstacles ont empêché de nombreux enfants et adolescents de la région de profiter de ces opportunités d’apprentissage, dans un contexte où, même avant la pandémie, près de 50 % d’entre eux n'atteignaient pas les compétences minimales en lecture à la fin du cycle primaire. En s’appuyant sur les données régionales disponibles, ce rapport met en évidence les principales leçons à tirer en matière d’apprentissage à distance et fournit des recommandations concrètes pour renforcer la résilience des systèmes éducatifs nationaux face aux fermetures des écoles.

AUTHOR(S)

Marco Valenza; Yacouba Dijbo Abdou; Thomas Dreesen
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Effective collaboration around knowledge management and organizational learning is a key contributor to improving the impact of international development work for the world’s most vulnerable people. But how can it be proven? With only 10 years from the target date for the Sustainable Development Goals, nine of the world’s most influential agencies set out to show to the connection between the use of evidence, knowledge and learning and a better quality of human life. This book – a synthesis of stories, examples and insights that demonstrate where and how these practices have made a positive impact on development programming – is the result of the Multi-Donor Learning Partnership (MDLP), a collective effort to record the ways each of these organizations have leveraged intentional, systematic and resourced approaches to knowledge management and organizational learning in their work.

AUTHOR(S)

Piers Bocock; Chris Collison
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Le Bilan Innocenti 17 examine comment 43 pays de l'OCDE/UE réussissent à offrir un environnement sain aux enfants. Disposent-ils d’eau potable ? Respirent-ils un air de qualité ? Vivent-ils dans des foyers exempts de plomb et de moisissure ? Combien d’enfants vivent dans des foyers surpeuplés ? Combien d’entre eux ont accès à des espaces de jeu verts, loin des dangers de la circulation routière ? Les données indiquent que la richesse d’une nation ne signifie pas qu’un environnement sain est assuré. Un trop grand nombre d’enfants ne bénéficient pas d’un foyer sain dans lequel s’épanouir, ce qui nuit irréversiblement à leur bien-être actuel et futur. Au-delà de l'environnement immédiat des enfants, le phénomène de surconsommation dans les pays les plus riches entraîne une dégradation de l’environnement pour les enfants du monde entier. Cette dégradation constitue une menace, non seulement pour les enfants à l’échelle planétaire, mais aussi pour les générations futures. Afin de protéger et améliorer l’environnement des enfants, les gouvernements, les décideurs, les entreprises et toutes les parties prenantes sont appelés à agir sur un ensemble de recommandations politiques.

El informe Report Card n.º 17 analiza cómo es la situación en 43 países de la OCDE/UE en la provisión de entornos saludables para los niños. ¿Tienen agua no contaminada que puedan beber? ¿Aire de buena calidad para respirar? ¿Están sus hogares libres de plomo y moho? ¿Cuántos niños viven en condiciones de hacinamiento en sus casas? ¿Cuántos tienen acceso a zonas verdes para jugar a salvo del tráfico? Los datos muestran que la riqueza de un país no garantiza un entorno saludable. Muchos niños se ven privados de vivir en hogares saludables, lo que daña de forma irreversible su bienestar actual y futuro. Más allá de los entornos inmediatos de los niños, el consumo excesivo en los países más ricos está destruyendo los entornos de la infancia globalmente. Esto amenaza no solo a los niños de todo el mundo como a las generaciones futuras. A efecto de poder proporcionar a todos los niños entornos seguros y saludables, los gobiernos, los encargados de formular políticas, las empresas y todas los actores interesados se les solicita actuar sobre un conjunto de recomendaciones de políticas.

The widespread school closures due to the COVID-19 pandemic have exacerbated the learning crisis for children living in Eastern and Southern Africa. The crisis has also shown the great need to develop resilient education systems that can provide learning when schools are forced to close. Understanding how to provide remote learning equitably utilizing multiple modalities and emphasizing low-tech solutions in Eastern and Southern Africa is critical given the great challenges facing the region in terms of electricity and connectivity access. This report provides a summary of lessons learned in the East and Southern Africa region from remote learning during COVID-19 and provides concrete recommendations on how to increase the resilience of education systems.

Digital experiences can have significant negative impact on children, exposing them to risks or failing to nurture them adequately. Nevertheless, digital experiences also potentially yield enormous benefits for children, enabling them to learn, to create, to develop friendships, and to build worlds. While global efforts to deepen our understanding of the prevalence and impact of digital risks of harm are burgeoning – a development that is both welcome and necessary – less attention has been paid to understanding and optimizing the benefits that digital technology can provide in supporting children’s rights and their well-being. Benefits here refer not only to the absence of harm, but also to creating additional positive value. How should we recognize the opportunities and benefits of digital technology for children’s well-being? What is the relationship between the design of digital experiences – in particular, play-centred design – and the well-being of children? What guidance and measures can we use to strengthen the design of digital environments to promote positive outcomes for children? And how can we make sure that children’s insights and needs form the foundation of our work in this space? These questions matter for all those who design and promote digital experiences, to keep children safe and happy, and enable positive development and learning. These questions are particularly relevant as the world shifts its attention to emerging digital technologies and experiences, from artificial intelligence (AI) to the metaverse, and seeks to understand their impact on people and society. To begin to tackle these questions, UNICEF and the LEGO Group initiated the Responsible Innovation in Technology for Children (RITEC) project in partnership with the Young and Resilient Research Centre at Western Sydney University; the CREATE Lab at New York University; the Graduate Center, City University of New York; the University of Sheffield; the Australian Research Council Centre of Excellence for the Digital Child; and the Joan Ganz Cooney Center. The research is funded by the LEGO Foundation. The partnership is an international, multi-stakeholder and cross-sectoral collaboration between organizations that believe the design and development of digital technology should support the rights and well-being of children as a primary objective – and that children should have a prominent voice in making this a reality. This project’s primary objective is to develop, with children from around the world, a framework that maps how the design of children’s digital experiences affects their well-being, and to provide guidance as to how informed design choices can promote positive well-being outcomes.
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Support from caregivers is critical for children’s learning both at home and at school. However, the COVID-19 pandemic and disruption of education systems globally created additional expectations for parents to support their children’s learning at home. This particularly affected the most marginalized children as the crises exacerbated already existing inequalities in education. This document introduces the approach and purpose of a set of resources to support the marginalized caregivers of children with disabilities with inclusive education. It presents lessons learned from proof-of-concept pilots in Armenia and Uzbekistan, followed by step-by-step guidelines on how to adopt and adapt the resources for education ministries and others who want to implement them in their education system.

AUTHOR(S)

Bella Baghdasaryan; Natasha Graham; Malin Ljunggren Elisson; Dita Nugroho
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When schools started closing their doors due to COVID-19, countries in Europe and Central Asia quickly provided alternative learning solutions for children to continue learning. More than 90 per cent of countries offered digital solutions to ensure that education activities could continue. However, lack of access to digital devices and a reliable internet connection excluded a significant amount of already marginalized children and threatened to widen the existing learning disparities. This report builds on existing evidence highlighting key lessons learned during the pandemic to promote learning for all during school closure and provides actionable policy recommendations on how to bridge the digital divide and build resilient education systems in Europe and Central Asia.

COVID-19 school closures in East Asia and the Pacific threaten to widen existing learning inequities and increase the number of children out of school. During the pandemic, governments rapidly deployed remote learning strategies, ranging from paper-based take-home materials to digital platforms. However, lack of electricity – critical to connectivity – remains a key obstacle for the region, particularly in rural areas. Therefore, while digital learning platforms were offered by most Southeast Asian countries, take-up was low. A combination of modalities – including mobile phone-based learning strategies – and collaboration with a range of non-governmental education stakeholders have the potential to enhance the reach of remote learning and to make it more engaging for students. Lessons from the regional implementation of these strategies emphasize the importance of research to understand the needs of students, educators and parents and the impact of remote learning, especially in low-resource contexts.

AUTHOR(S)

Youngkwang Jeon; Akihiro Fushimi; Dominic Koeppl; Thomas Dreesen
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63 items found