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In Italy, more than 700,000 asylum seekers and migrants arrived in the country between 2014-2020. Newly arrived children including refugees and migrants need to quickly acquire Italian skills to succeed in school and society. To help address this urgent need, the Akelius digital learning application was introduced in Bologna and Rome for Italian and English language learning in the 2021/22 school year. This research presents findings from the first year of implementation of the Akelius digital learning application in Italy. Results show the use of the application supported self-paced learning, boosted students’ motivation and confidence and the use of the tool was especially beneficial for newly arrived children and children with disabilities. The report also explores challenges and good practices to inform improvements in the use of digital learning in classrooms.
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In Bosnia and Herzegovina, the number of refugees and migrants arriving in the country has increased from just a few dozen arrivals annually prior to 2017 to 95,000 between 2018 and 2022. This increase has put incredible strain on the country’s education systems.

AUTHOR(S)

Svetlana Poleschuk; Andrea Soldo; Thomas Dreesen
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Digital learning has the potential to offer interactive and personalized learning for children, in and out of school, including the most marginalized. However, depending on programme design, delivery, and use, digital learning can also exacerbate learning inequalities. This report presents tangible findings on the implementation and use of digital learning to improve outcomes for marginalized children in Lebanon. This report focuses on the UNICEF-Akelius Foundation Partnership and its implementation of a digital course used on tablets and mobile phones for language learning of Syrian refugees in Lebanon. The report provides findings across three areas: First, the report investigates the digital course’s use in a blended learning environment where it was used on tablets by students as part of traditional face-to-face classroom instruction with teachers. Second, the analysis examines the transition to remote learning where the course was used on devices owned by the household, supported by teachers remotely. Third, the report estimates the effectiveness of the use of the digital course during this period of remote learning from August–November 2020 showing positive results for language and art competencies.

AUTHOR(S)

Thomas Dreesen; Akito Kamei; Despina Karamperidou; Sara Abou Fakher; Lama Marji; Javier Santiago Ortiz Correa
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Mradi wa nyongeza ya fedha “Cash plus’ wa majaribio unaohusu Ustawi na Mabadiliko Salama kwa Vijana unaotekelezwa Tanzania, kwa kifupi “Ujana Salama”, unalenga kuimarisha maisha ya vijana wa vijijini. Vijana hawa kutoka kaya maskini wanakabiliwa na changamoto nyingi za kiafya na kiuchumi, zikiwemo kukatisha masomo shuleni, mimba za utotoni, maradhi yaambukizwayo kwa njia ya ngono, ukatili, unyanyasaji na unyonyaji.
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Mradi huu wa majaribio wa ‘Cash Plus’ unaohusu Ustawi na Mabadiliko Salama na Yenye Afya kwa Vijana nchini Tanzania, kwa ufupi “Ujana Salama”, unalenga kuimarisha maisha ya vijana wa vijijini. Vijana hawa wa umri wa balehe wanatoka katika kaya maskini na wanakabiliwa na hatari nyingi za kiafya na kiuchumi. Mradi huu unatekelezwa na Mfuko wa Maendeleo ya Jamii Tanzania (Tanzania Social Action Fund (TASAF)) na kuendeshwa kupitia Mpango wa Kunusuru Kaya Maskini (Productive Social Safety Net (PSSN)). Mpango huo unawalenga vijana wa umri wa balehe katika kaya zinazonufaika na Mpango wa Kunusuru Kaya Maskini (ruzuku inayojumuisha uhawilishaji pesa, Ujenzi au ukarabati wa miundombinu na kuimarisha njia za kujiingizia kipato katika kaya). Msaada wa kiufundi unatolewa na UNICEF Tanzania na Tume ya Kudhibiti UKIMWI Tanzania (TACAIDS).
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“Ujana Salama” (‘Safe Youth’ in Swahili) is a cash plus programme targeting adolescents in households receiving the United Republic of Tanzania’s Productive Social Safety Net (PSSN). Implemented by the Tanzania Social Action Fund (TASAF), with technical assistance of the Tanzania Commission for AIDS (TACAIDS) and UNICEF Tanzania, the ‘plus’ component includes in-person training, mentoring, grants and health services. The impact evaluation studies the differential impact of the integrated programme (cash plus intervention targeting adolescents) with respect to the PSSN only. It is a mixed methods study, including baseline (2017), Round 2 (2018), Round 3 (2019) and Round 4 (2021) surveys. This brief summarizes findings from the Round 3 survey, which was conducted one year after the training, three months after the mentorship period, and one to two months after grant disbursement.
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This brief provides midline findings from the impact evaluation of a cash plus model targeting youth in households receiving the United Republic of Tanzania’s Productive Social Safety Net (PSSN). Implemented by the Tanzania Social Action Fund (TASAF), with technical assistance of the Tanzania Commission for AIDS (TACAIDS) and UNICEF Tanzania, the programme aims to improve livelihood opportunities and facilitate a safe transition to adulthood. The 'plus' component included training on livelihoods and sexual and reproductive health (SRH)-HIV, mentoring and productive grants, as well as linkages to youth-friendly health services. The impact evaluation is a longitudinal, mixed methods study. The midline analysis was conducted immediately after training (before mentoring, disbursement of productive grants and health facility strengthening).
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AUTHOR(S)

Despina Karamperidou; Nikoletta Theodorou; Thomas Dreesen; Mathieu Brossard; Akito Kamei; Javier Santiago Ortiz Correa
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This paper explores children’s accounts of violence in Andhra Pradesh, India, and the ways in which factors at the individual, family, community, institutional and society levels affect children’s experiences of violence. The paper analyses cross-sectional survey data and case studies from longitudinal qualitative data gathered over a seven-year period, from Young Lives.

AUTHOR(S)

Virginia Morrow; Renu Singh
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29 items found