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UNICEF Innocenti
Office of Research-Innocenti
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Profiles

Mathieu Brossard

Chief, Education

Matt has been appointed as Chief of Education of the UNICEF’s Office of Research-Innocenti in July 2019. He joined UNICEF in 2012 as Senior Education Advisor at UNICEF Headquarters where he was leading the Education Systems, Innovations, Data and Evidence for Results (SIDER) team, responsible for leading on strategy development (including the UNICEF Global Education Strategy 2019-2030: Every Child learns); innovations; evidence and analytical tools for policy dialogue at country level. Before joining UNICEF, Matt served at the World Bank as Senior Education Economist (2006-2012), at UNESCO/IIEP/Pole de Dakar as Education Policy Analyst (2001-2006) and at the UNESCO Institute for Statistics as Education Statistician (1998-2001). Matt is a graduate of the French National School of Statistics and Economics and also holds a “Diplôme d’Études Approfondies” in Sociology from Paris Institute of Political Studies (Sciences-Po).

Publications

Unlocking Learning: The co-creation and effectiveness of a digital language learning course for refugees and migrants in Greece
Publication Publication

Unlocking Learning: The co-creation and effectiveness of a digital language learning course for refugees and migrants in Greece

Time to Teach: Teacher attendance and time on task in Eastern and Southern Africa
Publication Publication

Time to Teach: Teacher attendance and time on task in Eastern and Southern Africa

There is a learning crisis. Fifty-three per cent of children in low- and middle-income countries are in ‘learning poverty’, i.e. they cannot read and understand a simple text by the end of primary school age. In sub- Saharan Africa, the learning poverty rate is 87 per cent overall, and ranges from 40 per cent to as high as 99 per cent in the 21 countries with available data. Teachers attending lessons and spending quality time on task is a critical prerequisite to learning. However, in sub-Saharan Africa, teacher absenteeism ranges from 15 to 45 per cent. Teacher absenteeism and reduced time on task wastes valuable financial resources, short-changes students and is one of the most cumbersome obstacles on the path toward the education Sustainable Development Goal and to the related vision of the new UNICEF education strategy: Every Child Learns. Whilst the stark numbers are available to study, and despite teacher absenteeism being a foremost challenge for education systems in Africa, the evidence base on how policies and practices can influence teacher attendance remains scant. Time to Teach (TTT) is a research initiative that looks at primary school teacher attendance in eight countries and territories in the Eastern and Southern Africa (ESA) region: the Comoros; Kenya; Rwanda, Puntland, State of Somalia; South Sudan; the United Republic of Tanzania, mainland; the United Republic of Tanzania, Zanzibar; and Uganda. Its primary objective is to identify factors affecting the various forms of teacher attendance, which include being at school, being punctual, being in the classroom, and teaching when in the classroom, and use this evidence to inform the design and implementation of teacher policies.
COVID-19: A reason to double down on investments in pre-primary education
Publication Publication

COVID-19: A reason to double down on investments in pre-primary education

This paper summarizes the recent UNICEF analysis on investing in early childhood education in developing countries. It provides a benefit-cost analysis of investments in pre-primary education in 109 developing low- and middle-income countries and territories, using data from 2008 to 2019.
Parental Engagement in Children’s Learning: Insights for remote learning response during COVID-19
Publication Publication

Parental Engagement in Children’s Learning: Insights for remote learning response during COVID-19

This research brief is one of a series that explores the impact of COVID-19 on education. It focuses on the potential parental role in learning and its association with foundational reading and numeracy skills. Fifty-three per cent of children in low- and middle-income countries cannot read and understand a simple text by the end of primary school age. In low-income countries, the learning crisis is even more acute, with the ‘learning poverty’ rate reaching 90 per cent. In the midst of the COVID-19 pandemic, 191 countries have implemented countrywide school closures, affecting 1.6 billion learners worldwide. In India alone, 320 million students from pre-primary to tertiary level are affected by school closures. In sub-Saharan Africa, 240 million are affected. With children currently not able to study in classrooms, the importance of learning at home is amplified and the task of supporting children’s learning has fallen on parents at a much larger rate. This is a significant burden, particularly for those who are also teleworking and those with limited schooling themselves.

Blogs

Can we count on parents to help their children learn at home?
Blog Blog

Can we count on parents to help their children learn at home?

This blog shows the disparities across and within countries in children’s reading skills and looks at the associations between parental engagement and learning, using the data from the MICS 6 new modules on foundational learning skills and on parental engagement.
Lessons from COVID-19: Getting remote learning right 
Blog Blog

Lessons from COVID-19: Getting remote learning right 

The massive scale of school closures has laid bare the uneven distribution of technology to facilitate remote learning and the lack of preparedness of systems to support teachers, and caregivers in the successful and safe use of technology for learning.
How involved are parents in their children’s learning? MICS6 data reveal critical insights
Blog Blog

How involved are parents in their children’s learning? MICS6 data reveal critical insights

With school closures due to the global COVID-19 pandemic affecting an estimated 1.58 billion children in more than 180 countries, the importance of parental involvement in education has suddenly and dramatically increased.

Podcasts

COVID-19 and Education for Children: Lessons Learned
Podcast Podcast

COVID-19 and Education for Children: Lessons Learned