Data Must Speak: Des écoles qui inspirent le changement : recherche sur les écoles modèles positives au Mali

Data Must Speak: Des écoles qui inspirent le changement : recherche sur les écoles modèles positives au Mali

AUTHOR(S)
Michèle Boujikian; Sara Ameziane Hassani; Alexis Le Nestour; Renaud Comba

Published: 2023 Innocenti Research Report

Que pouvons-nous apprendre des comportements et des pratiques des écoles modèles positives au Mali ? Ce rapport présente des résultats importants issus de données qualitatives sur les comportements et les pratiques des acteurs de l'éducation dans les écoles modèles positives au Mali visant à améliorer les apprentissages des élèves.  

Data Must Speak - une initiative mondiale mise en œuvre depuis 2014 - vise à combler les lacunes en matière de preuves pour atténuer la crise de l'apprentissage en utilisant les données existantes. La recherche DMS sur les approches modèles positives est cocréée et mise en œuvre conjointement avec les ministères de l'Éducation et des partenaires clés. La recherche DMS s'appuie sur des méthodes mixtes et des approches innovantes (c'est-à-dire l'approche sur les modèles positive, les sciences du comportement, la recherche sur la mise en œuvre et la science de la mise à l'échelle) pour générer des connaissances et des enseignements pratiques sur " ce qui fonctionne ", " pourquoi " et " comment " mettre à l'échelle des solutions concrètes pour les décideurs politiques nationaux et la communauté internationale.  

La recherche DMS est actuellement mise en œuvre dans 14 pays : Brésil, Burkina Faso, Côte d'Ivoire, Éthiopie, Ghana, République démocratique populaire lao, Madagascar, Mali, Népal, Niger, République-Unie de Tanzanie, Tchad, Togo et Zambie. 

Growing up in an ‘inner area’: The views of children and young people living in inner Cilento

Growing up in an ‘inner area’: The views of children and young people living in inner Cilento

AUTHOR(S)
Alessandro Carraro; Caterina Arciprete; Gwyther Rees

Published: 2023 Innocenti Research Report
The characteristics of the local area in which children live have a fundamental influence on their daily lives. Growing up in an area that is ‘on the margins’ threatens children’s rights, well-being and development. A lack of local services and resources is a form of poverty that all children and young people in the area experience, irrespective of their family circumstances, and this poverty shapes their lives in the present and in the future.

For this reason, UNICEF Innocenti has initiated a new programme of research – MAPS (Monitoring and Analysing child Poverty across Space). As a pilot for this programme, it selected one of the internal areas of Italy – that is isolated areas characterized by low population density, depopulation and an ageing demographic. 

The report “Growing up in an inner area: The lives of children and adolescents living in inner Cilento” presents the results of this study. The research involved children and adolescents from 6 to 21 years old through a range of qualitative and quantitative methods, as well as parents of children aged 0-5, adults in the community and key informants. 

The results of the research reveal a complex picture. While some characteristics of the area positively influence children’s lives, others risk depriving them of the opportunities that they need when growing up. The recommendations emphasize the need for a collective awareness of the urgent need to promote the development of the area starting with the revival of communities. It is essential that there is greater investment in services for children and young people in order to guarantee community well-being and build a more promising future.
Brief 1 - Parenting Programmes to Reduce Violence Against Children and Women: Why it is important

Brief 1 - Parenting Programmes to Reduce Violence Against Children and Women: Why it is important

AUTHOR(S)
Prevention Collaborative; UNICEF Innocenti – Global Office of Research and Foresight; Equimundo .

Published: 2023 Innocenti Research Briefs
While reducing children’s exposure to violence in the family requires working with individuals and families, communities, services, and systems to change attitudes, behaviours, and norms, this four-part evidence brief series intentionally highlights parenting programmes. In many communities, parenting programmes are already reaching parents and caregivers. Evidence suggests these programmes can be strengthened to reduce violence against both children and women and to promote gender equality, in addition to enhancing parenting and child outcomes. The first three briefs of this series offer insights into how violence against children (VAC) and violence against women (VAW) often co-occur in families and distills the evidence supporting the potential that parenting programmes designed to prevent violence and promote nurturing environments for children, can also help reduce other forms of violence in the family. 
Cite this publication | No. of pages: 16
Brief 2 - Parenting Programmes to Reduce Violence Against Children and Women: What gender-transformative programmes look like

Brief 2 - Parenting Programmes to Reduce Violence Against Children and Women: What gender-transformative programmes look like

AUTHOR(S)
UNICEF Innocenti – Global Office of Research and Foresight; Prevention Collaborative; Equimundo .

Published: 2023 Innocenti Research Briefs
While reducing children’s exposure to violence in the family requires working with individuals and families, communities, services, and systems to change attitudes, behaviours, and norms, this four-part evidence brief series intentionally highlights parenting programmes. In many communities, parenting programmes are already reaching parents and caregivers. Evidence suggests these programmes can be strengthened to reduce violence against both children and women and to promote gender equality, in addition to enhancing parenting and child outcomes. The first three briefs of this series offer insights into how violence against children (VAC) and violence against women (VAW) often co-occur in families and distills the evidence supporting the potential that parenting programmes designed to prevent violence and promote nurturing environments for children, can also help reduce other forms of violence in the family. 
Brief 3 - Parenting Programmes to Reduce Violence Against Children and Women: How to adapt programmes to address both types of violence

Brief 3 - Parenting Programmes to Reduce Violence Against Children and Women: How to adapt programmes to address both types of violence

AUTHOR(S)
UNICEF Innocenti – Global Office of Research and Foresight; Prevention Collaborative; Equimundo .

Published: 2023 Innocenti Research Briefs
While reducing children’s exposure to violence in the family requires working with individuals and families, communities, services, and systems to change attitudes, behaviours, and norms, this four-part evidence brief series intentionally highlights parenting programmes. In many communities, parenting programmes are already reaching parents and caregivers. Evidence suggests these programmes can be strengthened to reduce violence against both children and women and to promote gender equality, in addition to enhancing parenting and child outcomes. The first three briefs of this series offer insights into how violence against children (VAC) and violence against women (VAW) often co-occur in families and distills the evidence supporting the potential that parenting programmes designed to prevent violence and promote nurturing environments for children, can also help reduce other forms of violence in the family. 
Women in Learning Leadership (WiLL): What does women's school leadership look like in Chad?

Women in Learning Leadership (WiLL): What does women's school leadership look like in Chad?

Published: 2023 Innocenti Research Report

Effective school leaders are indispensable for driving school and student learning improvements. Inspired by emerging literature highlighting a positive correlation between female school leaders and learning outcomes and the underrepresentation of women in school leadership, the Women in Learning Leadership project in Chad adopts a gender lens to examine school leadership in the country.

 

This research highlights the significant underrepresentation of women in the education sector in Chad. Only one out of five teachers (20 per cent) and 1 out of 20 school leaders – a mere 5 per cent – are women. The report (in French, with an English Executive Summary) presents the granular and sub-national distribution of women leaders and the multifaceted reasons for their underrepresentation in the Chadian education ecosystem. It also explores the differential education outcomes in schools led by female and male school leaders.

The findings demonstrate that Chad remains a profoundly unequal society, and several barriers at different levels of the education system prevent women from rising into leadership positions. Recommendations targeting the identified barriers are highlighted to enhance female representation at the leadership levels.

This is a translated executive summary of the first report on Women in Learning Leadership in Chad, originally produced in French. The full report in French is available here.

Women in Learning Leadership: Le leadership des femmes dans les apprentissages au Tchad

Women in Learning Leadership: Le leadership des femmes dans les apprentissages au Tchad

Published: 2023 Innocenti Research Report
Des directeurs et directrices d'école efficaces sont indispensables pour améliorer l'apprentissage des élèves et la qualité de l'enseignement. Inspiré par une littérature émergente soulignant une corrélation positive entre les femmes directrices d'école et les résultats d'apprentissage et la sous-représentation des femmes dans la direction des écoles, le projet "Women in Learning Leadership" au Tchad adopte une perspective de genre pour examiner la direction des écoles dans le pays. 

Cette recherche met en évidence la sous-représentation significative des femmes dans le secteur de l'éducation au Tchad. Seul un enseignant sur cinq (20 %) et un chef d'établissement sur vingt (à peine 5 %) sont des femmes. Le rapport (en français, avec un résumé en anglais) présente la distribution détaillée et sous-nationale des femmes leaders et les raisons multiples de leur sous-représentation dans l'écosystème éducatif tchadien. Il explore également les différences de résultats scolaires dans les écoles dirigées par des femmes et des hommes. 

Les résultats démontrent que le Tchad reste une société profondément inégalitaire et que plusieurs obstacles à différents niveaux du système éducatif empêchent les femmes d'accéder à des postes de direction. Des recommandations ciblant les barrières identifiées sont formulées afin d'améliorer la représentation des femmes aux niveaux de direction.

Effective school leaders are indispensable for driving school and student learning improvements. Inspired by emerging literature highlighting a positive correlation between female school leaders and learning outcomes and the underrepresentation of women in school leadership, the Women in Learning Leadership project in Chad adopts a gender lens to examine school leadership in the country.

This research highlights the significant underrepresentation of women in the education sector in Chad. Only one out of five teachers (20 per cent) and 1 out of 20 school leaders – a mere 5 per cent – are women. The report (in French, with an English Executive Summary) presents the granular and sub-national distribution of women leaders and the multifaceted reasons for their underrepresentation in the Chadian education ecosystem. It also explores the differential education outcomes in schools led by female and male school leaders.

The findings demonstrate that Chad remains a profoundly unequal society, and several barriers at different levels of the education system prevent women from rising into leadership positions. Recommendations targeting the identified barriers are highlighted to enhance female representation at the leadership levels.
Including Refugee Learners in National Education Systems

Including Refugee Learners in National Education Systems

AUTHOR(S)
Rachel Marcus; Susan Nicolai; Carmen León-Himmelstine; Shelby Carvalho; Asma Zubair; Ruth Rodas-Kamminga

Published: 2023 Innocenti Research Report
Including Refugee Learners in National Education Systems identifies key factors that underpin effective inclusion of refugee learners in national education systems and outlines barriers to achieving this goal. 

Based on an in-depth review of global evidence and literature and interviews with key stakeholders in refugee education, the report highlights key findings, including the importance of:

• Government leadership and coordination efforts 
• Effective international cooperation 
• Awareness of policies and guidance with education systems
• Capacity to support refugee inclusion. 

The report presents in-depth country case studies from Ecuador and Rwanda, providing information on diverse regional and country frameworks relating to educational inclusion. 
The Rwanda case study suggests that refugee inclusion in education can be achieved with a broad orientation towards inclusion and non-discrimination, even in the absence of specific policies and strategies focused on refugees. 

The Ecuador case study emphasizes that positive policies do not always filter down to those with responsibility to implement them and highlights the importance of efforts to ensure that teachers, school administrators and district-level staff are aware of new policies and have the capacity to enact them.
Crescere nelle aree interne: Le esperienze di vita di bambini, bambine e adolescenti nel contesto del Cilento Interno

Crescere nelle aree interne: Le esperienze di vita di bambini, bambine e adolescenti nel contesto del Cilento Interno

AUTHOR(S)
Alessandro Carraro; Caterina Arciprete; Gwyther Rees

Published: 2023 Innocenti Research Report
Il contesto territoriale influisce sugli aspetti fondamentali della vita quotidiana di ogni bambino, bambina e adolescente. Vivere in un territorio ai margini compromette mette a rischio la possibilità di vedere soddisfatti i propri diritti di cittadinanza e rappresenta può rappresentare una seria minaccia per il benessere e lo sviluppo di chi in queste aree nasce e cresce. La mancanza di servizi e risorse locali è una forma di povertà che tocca tutti i bambini dell’area, indipendentemente della loro situazione familiare, e che condiziona la loro vita presente e futura.

Per questa ragione, UNICEF Innocenti ha avviato un nuovo programma di ricerca intitolato MAPS (Monitoring and Analysing child Poverty across Space). Come studio pilota per questo programma, è stata scelta una delle “aree interne” in Italia, ossia aree isolate caratterizzate da bassa densità di popolazione, spopolamento e indicatori di anzianità elevati.

Il rapporto “Crescere nelle aree interne: Le esperienze di vita di bambini, bambine e adolescenti nel contesto del Cilento Interno” presenta i risultati di questo studio. La ricerca ha coinvolto bambini e adolescenti dai 6 ai 21 anni attraverso una serie di metodi qualitativi e quantitativi, insieme a genitori di bambini dagli 0 ai 5 anni, adulti nella comunità e informatori chiave.

I risultati dell'indagine hanno rivelato un quadro complesso. Mentre alcune caratteristiche del territorio influiscono positivamente sulla crescita dei bambini, altre rischiano di privare i ragazzi e le ragazze di alcune opportunità che sono fondamentali nel periodo della crescita. Le raccomandazioni sottolineano la necessità di una presa di coscienza collettiva sull'urgenza di promuovere lo sviluppo dei territori a partire dalla rinascita delle comunità. È essenziale che gli investimenti siano diretti verso servizi per bambini ed adolescenti al fine di garantire il benessere della comunità e costruire un futuro più promettente.


The characteristics of the local area in which children live have a fundamental influence on their daily lives. Growing up in an area that is ‘on the margins’ threatens children’s rights, well-being and development. A lack of local services and resources is a form of poverty that all children and young people in the area experience, irrespective of their family circumstances, and this poverty shapes their lives in the present and in the future.

For this reason, UNICEF Innocenti has initiated a new programme of research – MAPS (Monitoring and Analysing child Poverty across Space). As a pilot for this programme, it selected one of the internal areas of Italy – that is isolated areas characterized by low population density, depopulation and an ageing demographic. 

The report “Growing up in an inner area: The lives of children and adolescents living in inner Cilento” presents the results of this study. The research involved children and adolescents from 6 to 21 years old through a range of qualitative and quantitative methods, as well as parents of children aged 0-5, adults in the community and key informants. 

The results of the research reveal a complex picture. While some characteristics of the area positively influence children’s lives, others risk depriving them of the opportunities that they need when growing up. The recommendations emphasize the need for a collective awareness of the urgent need to promote the development of the area starting with the revival of communities. It is essential that there is greater investment in services for children and young people in order to guarantee community well-being and build a more promising future.
Teachers for All: Pour une répartition plus équitable des enseignants en Côte d’Ivoire

Teachers for All: Pour une répartition plus équitable des enseignants en Côte d’Ivoire

AUTHOR(S)
Pierre Gouëdard

Published: 2023 Innocenti Research Report
Une distribution équitable des enseignants est un critère primordial pour que chaque enfant puisse développer au mieux son potentiel d’apprentissage, quels que soient son école ou lieu de résidence. 

En Côte d’Ivoire, des progrès significatifs ont été réalisés en termes de recrutement des enseignants en vue d’améliorer l’encadrement pédagogique des élèves. Cependant, leur répartition demeure perfectible puisque les ratios élèves-enseignants varient grandement entre les écoles et au sein de celles-ci. C’est pourquoi, le Ministère de l’éducation nationale et de l’alphabétisation (MENA) a récemment initié la mise en œuvre d’un train de réformes afin d’améliorer la transparence et la réactivité du processus d’allocation des enseignants. 

Ce rapport décrit le paysage enseignant en Côte d’Ivoire, ainsi que les réformes engagées par le MENA, et propose des pistes de réflexion pour améliorer le maillage enseignant dans le pays, afin de favoriser l’accès de tous les enfants à une éducation de qualité. 

 
An equitable distribution of teachers is an essential criterion for ensuring that every child can develop his or her full learning potential, regardless of school or place of residence. 

In Ivory Coast, significant progress has been made in terms of teacher recruitment to maintain manageable class sizes. However, teacher repartition has to be improved, as pupils-teacher ratios vary widely between and within schools. For this reason, the Ministry of National Education and Literacy (MENA) recently initiated a reform package to improve the transparency and responsiveness of the teacher allocation process. 

This report describes the teaching landscape in Ivory Coast, as well as the reforms undertaken by the MENA, and suggests ways to improve the mapping of teachers according to school needs in order to promote access to quality education for all children. 
Children’s exposure to hate messages and violent images online

Children’s exposure to hate messages and violent images online

AUTHOR(S)
Daniel Kardefelt Winther; Mariya Stoilova; Moritz Büchi; Rogers Twesigye; David Smahel; Sonia Livingstone; Marie Bedrosová; Nikol Kvardová

Published: 2023 Innocenti Research Report

The digital environment is largely unregulated and might expose children to age-inappropriate or potentially harmful content. There has been particular concern about children’s exposure to hate messages and violent images online and how this affects their well-being and rights. Efforts to mitigate exposure to such content are gaining momentum but more evidence is needed to guide policy, regulation and industry practice. This brief provides a cross-national comparison of children’s exposure to hate messages and violent images online across 36 countries, and analyses it in relation to internet access at the country level. The purpose is to understand what children in different countries are experiencing and if exposure to this content is driven by the level of internet access in the population. The results act as a starting point for exploring which countermeasures may be more effective in terms of policy and legislation, and to encourage industry to develop proactive solutions to protect children in online spaces.

Data Must Speak: Comprendre les facteurs de performance des écoles maliennes

Data Must Speak: Comprendre les facteurs de performance des écoles maliennes

AUTHOR(S)
Arsène Kafando; Alexis Le Nestour; Renaud Comba

Published: 2023 Innocenti Research Report

Le système éducatif malien vise à garantir unaccès universel et équitable à une éducationde qualité à tous les enfants maliens en âged’être scolarisés. Malgré les progrès réalisés dans la mise en œuvre d’une éducation de qualité au Mali, il reste certains défis.

Quelles ressources et quels facteurs contextuels sont associés à de bonnes performances scolaires en Mali? En fusionnant et en analysant les bases de données administratives existantes en Mali, ce rapport permet d'identifier les écoles modèles positives - celles qui obtiennent de meilleurs résultats que les autres écoles bien qu'elles partagent des contextes et des ressources similaires.

La recherche DMS sur les modèles positive est cocréée et mise en œuvre conjointement avec les ministères de l'Éducation et des partenaires clés. La recherche DMS s'appuie sur des méthodes mixtes et des approches innovantes (c'est-à-dire l'approche modèle positive, les sciences du comportement, la recherche sur la mise en œuvre et la science de la mise à l'échelle) pour générer des connaissances et des enseignements pratiques sur " ce qui fonctionne ", " pourquoi " et " comment " mettre à l'échelle des solutions locales pour les décideurs politiques nationaux et la communauté internationale travaillant dans le secteur de l'éducation.

La recherche DMS est actuellement mise en œuvre dans 14 pays : Brésil, Burkina Faso, Côte d'Ivoire, Éthiopie, Ghana, Madagascar, Mali, Népal, Niger, République démocratique populaire lao, République-Unie de Tanzanie, Tchad, Togo et Zambie.
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