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This research brief is an addition to a series of five briefs, which provide an overview of available evidence shown in the Campbell-UNICEF Mega-Map of the effectiveness of interventions to improve child well-being in low- and middle-income countries. These briefs summarize evidence as mapped against the five goal areas of UNICEF’s 2018–2021 Strategic Plan, although it is anticipated that they will also be useful for others working in the child well-being space.
Giovanna Mascheroni; Marium Saeed; Marco Valenza; Davide Cino; Thomas Dreesen; Lorenzo Giuseppe Zaffaroni; Daniel Kardefelt Winther
Italy was the first country in Europe to implement a
nationwide lockdown. Children and their families lived in nearly complete
isolation for almost two months. Students missed 65 days of school compared to
an average of 27 missed days among high-income countries worldwide. This
prolonged break is of concern, as even short breaks in schooling can cause
significant loss of learning for children and lead to educational inequalities
over time. At least 3 million Italian students may not have been reached by remote
learning due to a lack of internet connectivity or devices at home.
This report explores children’s and parents’ experiences of
remote learning during the lockdown in Italy, drawing on data collected from 11
European countries (and coordinated by the European Commission’s Joint Research
Center). It explores how children's access and use of digital technologies
changed during the pandemic; highlights how existing inequalities might
undermine remote learning opportunities, even among those with internet access;
and provides insights on how to support children’s remote learning in the
La didattica a distanza durante l’emergenza COVID-19: l’esperienza italiana
L'Italia e’ stata il primo paese in Europa ad aver applicato la misura del lockdown su tutto il territorio. I bambini e le loro famiglie hanno vissuto in quasi completo isolamento per circa due mesi. Gli studenti hanno perduto 65 giorni di scuola rispetto ad una media di 27 negli altri paesi ad alto reddito del mondo. Questa interruzione prolungata rappresenta motivo di preoccupazione, in quanto persino interruzioni piu’ brevi nella didattica possono causare significative perdite nel livello di istruzione dei ragazzi e portare col tempo a diseguaglianze educative. Almeno 3 milioni di studenti in Italia non sono stati coinvolti nella didattica a distanza a causa d una mancanza di connessione ad internet o di dispositivi adeguati a casa.
Questo rapporto analizza l’esperienza della didattica a distanza di ragazzi e genitori in Italia durante il lockdown, sulla base dei dati raccolti in 11 paesi europei (e coordinati dal Centro comune di ricerca della Commissione Europea). Studia il cambiamento nell’accesso e nell’uso delle tecnologie digitali dei bambini e ragazzi durante la pandemia; mette in evidenza come le diseguaglianze esistenti possano diminuire le opportunità offerte dalla didattica a distanza, anche tra coloro che hanno accesso ad internet; e fornisce approfondimenti su come sostenere la didattica a distanza di bambini e ragazzi in futuro.
Artur Borkowski; Javier Santiago Ortiz Correa; Donald A. P. Bundy; Carmen Burbano; Chika Hayashi; Edward Lloyd-Evans; Jutta Neitzel; Nicolas Reuge
In 2019, 135 million people in 55 countries were in food crises or worse, and 2 billion people did not have regular access to safe, nutritious and sufficient food. COVID-19 has exacerbated these hardships and may result in an additional 121 million people facing acute food insecurity by the end of 2020. Further, since the beginning of the pandemic, an estimated 1.6 billion learners in 199 countries worldwide were affected by school closures, with nearly 370 million children not receiving a school meal in 150 countries.
The paper presents the evidence on the potential negative short-term and long-term effects of school meal scheme disruption during Covid-19 globally. It shows how vulnerable the children participating in these schemes are, how coping and mitigation measures are often only short-term solutions, and how prioritizing school re-opening is critical. For instance, it highlights how girls are at greater risk of not being in school or of being taken out of school early, which may lead to poor nutrition and health for themselves and their children. However, well-designed school feeding programmes have been shown to enable catch-up from early growth failure and other negative shocks. As such, once schools re-open, school meal schemes can help address the deprivation that children have experienced during the closures and provide an incentive for parents to send and keep their children, especially girls, in school.
Evidence and objective assessment are needed more than ever
to help enhance the rights and well-being of the world’s children. Researching the changing world around us and evaluating progress are two sides of the same coin, both critical to reimagining a better future for children. In recognition of this,
UNICEF celebrates and showcases innovative and influential research and
evaluations from our offices around the world every year. For 2020, Innocenti and the
Evaluation Office joined forces to find the most rigorous UNICEF studies with
greatest influence on policies and programmes that benefit children.
Dominic Richardson; Alessandro Carraro; Victor Cebotari; Anna Gromada
Dita Nugroho; Hsiao-Chen Lin; Ivelina Borisova; Ana Nieto; Maniza Ntekim
The first years of a child’s life are critical to building the foundations of learning that help them succeed in school and beyond. Investment in early childhood education results in positive returns, not only for individual children, but also for building more efficient and effective education systems. Recent analysis estimated that every US dollar spent on pre-primary education results in US$9 of benefits to society.
This brief summarizes the key findings and observations from a report on the remote learning options – be it online, television, radio, paper- or mobile-based – that countries around the world have made available for pre-primary students and their families while schools are closed during the COVID-19 pandemic. The report was informed by the joint UNESCO-UNICEF-World Bank survey of national education responses to COVID-19 and emerging good practices from 10 country case studies.
Despina Karamperidou; Nikoletta Theodorou; Thomas Dreesen; Mathieu Brossard; Akito Kamei; Javier Santiago Ortiz Correa
Gilmar Zambrana Cruz; Gwyther Rees
All children are being affected by the COVID-19 pandemic, often in multiple ways.
The COVID-19 pandemic is a universal crisis that has been devastating for children, families and communities, and shows no signs of abating as 2021 approaches. Examining the available evidence to understand the potential and actual societal effects on children and identifying viable evidence-based solutions are critical pathways to inform timely policy and programmatic responses. This Executive Summary of the UNICEF Innocenti report Beyond Masks: Societal impacts of COVID-19 and accelerated solutions for children and adolescents provides a review of literature on the societal impacts of the COVID-19 pandemic, as well as past health and economic shocks, and possible solutions for mitigating impact at individual, household and societal levels.
The evidence base on the societal impacts of the pandemic is still nascent. For children, it is weaker still, largely due to the paucity of age-disaggregated data and the relatively low number of paediatric studies, particularly in low- and middle-income countries and especially beyond the biomedical sphere. Consequently, in order to best inform child-sensitive responses, we also examined evidence from prior epidemics and shocks to find insights to inform the current COVID-19 crisis. We looked at the prior societal impacts of previous infectious disease epidemics, including Ebola, Zika, SARS, MERS and tuberculosis, and particularly HIV/AIDS where there is a very robust evidence base.
While there are promising signs of potential breakthroughs for vaccines, rapid non-invasive tests and treatment options – all of which will help to slow and address the impacts of the pandemic – it is likely to be a long time before these interventions are available to all children and families, and particularly the poorest and most disadvantaged. As a result, there is an urgent need to find scalable and cost-effective solutions to the continued and deepening impact of the COVID-19 crisis on them.
Anna Gromada; Gwyther Rees; Yekaterina Chzhen
A new look at children from the world’s richest countries offers a mixed picture of their health, skills and happiness. For far too many, issues such as poverty, exclusion and pollution threaten their mental well-being, physical health and opportunities to develop skills. Even countries with good social, economic and environmental conditions are a long way from meeting the targets set in the 2030 Agenda for Sustainable Development. Focused and accelerated action is needed if these goals are to be met.
The evidence from 41 Organisation for Economic Co-operation and Development (OECD) and European Union (EU) countries tells its own story: from children’s chances of survival, growth and protection, to whether they are learning and feel listened to, to whether their parents have the support and resources to give their children the best chance for a healthy, happy childhood. This report reveals children’s experiences against the backdrop of their country’s policies and social, educational, economic and environmental contexts.
UNICEF Innocenti's Children and COVID-19 Library is a database collecting research from around the world on COVID-19 and its impacts on children and adolescents.
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