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These timely Guidelines were developed precisely with the aim to assist countries and stakeholders to conduct assessments of their national education legal and policy frameworks. The first edition was published in 2014. Today, more than being just a revision, the new Guidelines have been entirely re-designed and re-written to reflect the new context, trends and challenges. They build on the new knowledge we produced, capitalize on the work carried out in countries, and use improved methodological tools.
The COVID-19 pandemic has caused the largest disruption of education in history. Throughout 2020 most governments around the world temporarily closed schools and other learning spaces in an attempt to contain the spread of the virus. At the peak of the pandemic in April 2020, schooling was disrupted for over 1.5 billion learners in more than 190 countries. This unprecedented disruption to education has the potential to roll back substantial gains made on girls’ education inrecent decades, with broader immediate and longer-term effects on the achievement of the Sustainable Development Goals, including those related to poverty reduction, health and well-being, inclusive quality education and gender equality.
If all children are to reach their full potential in life, they must have an equal chance of receiving an education of good quality. The critical importance of education for the prospects and prosperity of individuals, communities and entire nations is recognized in Agenda 2030 and the Sustainable Development Goals (SDGs), with SDG 4 calling for inclusive and equitable quality education for all. However, too often, the most marginalized children are left behind, including girls, ethnic and linguistic minorities, migrants and refugees, children with disabilities, and those from low-income families or living in remote areas. Yet education’s unique power to act as a catalyst for wider development goals can be fully realized only if it is equitable.If all children are to be fully included in education, we need to understand the factors that inhibit and exclude the most vulnerable from learning. The 2021 Central and Eastern Europe, Caucasus and Central Asia report on inclusion and education aims to fill key knowledge gaps and provide evidence-based recommendations to assist governments and other key education stakeholders in strengthening inclusion and SDG 4 implementation across the region.
Daniel Lopez de Romaña; Alison Greig; Andrew Thompson (et al.)
In September 2020, the British Academy was asked by the Government Office for Science to produce an independent review to address the question: What are the long-term societal impacts of COVID-19? This short but substantial question led us to a rapid integration of evidence and an extensive consultation process. As history has shown us, the effects of a pandemic are as much social, cultural and economic as they are about medicine and health. This study aimed to deliver an integrated view across these areas to start understanding the long-term impacts and how to address them. This evidence review concluded that there are nine interconnected areas of long-term societal impact arising from the pandemic which could play out over the coming COVID decade, ranging from the rising importance of local communities, to exacerbated inequalities and a renewed awareness of education and skills in an uncertain economic climate.
Debapriya Bhattacharya; Sarah Sabin Khan; Towfiqul Islam Khan
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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COVID-19 & Children: Rapid Research Response