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Profiles

Bella Baghdasaryan

Education Researcher (Early Childhood)

Bella joined the UNICEF Office of Research – Innocenti in March 2021. Prior to joining the Office of Research - Innocenti, she coordinated Multi-Sector Needs Assessment of displaced populations in Armenia at the Impact Initiatives/REACH. She also worked with the World Food Programme (WFP) on the information management and supported WFP’s vulnerability and food security assessments. With the UNICEF Europe and Central Asia Regional Office (ECARO) in Geneva, Bella managed an administrative data database on situation of children in the ECA region and supported the development of child rights monitoring processes in the region. She has more than six years experience in research, evaluation, and reporting. Bella holds an MA in Political Science and International affairs from the American University of Armenia and a Master of Public Policy with the major in Development studies from the Central European University.

Publications

Tackling Gender Inequality from the Early Years: Strategies for building a gender-transformative pre-primary education system
Publication

Tackling Gender Inequality from the Early Years: Strategies for building a gender-transformative pre-primary education system

Access to early childhood education has increased over the last two decades, with global enrolment rates showing gender parity in access among boys and girls. Despite this gender parity in access, the pre-primary education system does not always deliver on its potential to tackle gender inequities and address harmful gender stereotypes while they are being absorbed by the youngest learners. As such, this research explores the ways in which pre-primary education can become more gender-transformative at a system level and presents 11 key strategies to support this goal. The strategies are organized around five interconnected action areas: planning and budgeting; curriculum; workforce development; family and community engagement; and quality assurance. These strategies can help governments and policymakers to proactively incorporate gender-responsiveness into the design and implementation of their pre-primary education policy and programming, following a system-wide perspective.
Resources to Support Marginalized Caregivers of Children with Disabilities: Guidelines for Implementation
Publication

Resources to Support Marginalized Caregivers of Children with Disabilities: Guidelines for Implementation

Support from caregivers is critical for children’s learning both at home and at school. However, the COVID-19 pandemic and disruption of education systems globally created additional expectations for parents to support their children’s learning at home. This particularly affected the most marginalized children as the crises exacerbated already existing inequalities in education. This document introduces the approach and purpose of a set of resources to support the marginalized caregivers of children with disabilities with inclusive education. It presents lessons learned from proof-of-concept pilots in Armenia and Uzbekistan, followed by step-by-step guidelines on how to adopt and adapt the resources for education ministries and others who want to implement them in their education system.