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UNICEF Innocenti
Office of Research-Innocenti
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Profiles

Despina Karamperidou

Education Research Manager

Despina Karamperidou is an education specialist at the UNICEF Office of Research (Innocenti) where she coordinates the Time to Teach project. Despina’s research focuses on the performance of government institutions, the delivery of social services and the employment of qualitative research methods in humanitarian and developing contexts. Empirically, her work involves extensive field research and employs multiple qualitative data collection and interpretation methods. Despina holds a PhD in Political Science from the European University Institute (EUI) and master’s degrees from the EUI (M.Res. Political Science), the University of Bristol (M.Sc. Economics) and the University of Macedonia (M.A. Southeast European Politics). She has also received various research grants and completed research fellowships at Yale University, the George Mason University and the Central European University. From 2013 to 2015, she worked with the Robert Schuman Research Center for Advanced Studies on projects exploring migration and state capacity in the EU and beyond.

Publications

Unlocking Learning: The implementation and effectiveness of digital learning for Syrian refugees in Lebanon
Publication

Unlocking Learning: The implementation and effectiveness of digital learning for Syrian refugees in Lebanon

Digital learning has the potential to offer interactive and personalized learning for children, in and out of school, including the most marginalized. However, depending on programme design, delivery, and use, digital learning can also exacerbate learning inequalities. This report presents tangible findings on the implementation and use of digital learning to improve outcomes for marginalized children in Lebanon. This report focuses on the UNICEF-Akelius Foundation Partnership and its implementation of a digital course used on tablets and mobile phones for language learning of Syrian refugees in Lebanon. The report provides findings across three areas: First, the report investigates the digital course’s use in a blended learning environment where it was used on tablets by students as part of traditional face-to-face classroom instruction with teachers. Second, the analysis examines the transition to remote learning where the course was used on devices owned by the household, supported by teachers remotely. Third, the report estimates the effectiveness of the use of the digital course during this period of remote learning from August–November 2020 showing positive results for language and art competencies.
Time to Teach: Teacher attendance and time on task in primary schools in Mozambique
Publication

Time to Teach: Teacher attendance and time on task in primary schools in Mozambique

This Time to Teach study collates and strengthens the evidence base on primary school teacher absenteeism in Mozambique.
Time to Teach: Assiduité des enseignants et temps d’enseignement dans les écoles primaires aux Comores
Publication

Time to Teach: Assiduité des enseignants et temps d’enseignement dans les écoles primaires aux Comores

L’absentéisme des enseignants constitue un obstacle important à la réalisation d’une éducation universelle de qualité. Il est de plus en plus évident que l’absentéisme des enseignants constitue un problème particulier dans les pays à faible et moyen revenu du monde entier, les taux d’absentéisme scolaire des enseignants variant entre 15 et 45 % en Afrique subsaharienne. Aux Comores, les études existantes suggèrent que l’absentéisme des enseignants est une préoccupation latente depuis des années. Cependant, la recherchesur les facteurs, les politiques et les pratiques qui affectent la présence des enseignants restent rares. L’étude « Time to Teach » (TTT) vise à combler ce fossé de connaissance.
Time to Teach: Teacher attendance and time on task in primary schools South Sudan
Publication

Time to Teach: Teacher attendance and time on task in primary schools South Sudan

The Government of South Sudan, through the Ministry of General Education and Instruction (MoGEI) and its development partners, has made efforts over the past decade to rebuild South Sudan’s primary education system. Challenges to the delivery of education have persisted, both within the education system and external to it.

Journal articles

Teacher Training and Textbook Distribution Improve Early Grade Reading: Evidence from Papua and West Papua.
Journal Article

Teacher Training and Textbook Distribution Improve Early Grade Reading: Evidence from Papua and West Papua.

Podcasts

A Conversation with our Education Team
Podcast

A Conversation with our Education Team

Videos

Sport for Development Research Case Study: Playing the Game with EduSport in Jamaica
Video

Sport for Development Research Case Study: Playing the Game with EduSport in Jamaica

Phase II of UNICEF Innocenti's Sport for Development research looks at 8 different S4D programmes around the world. This video reveals how sport for ...