CONNECT
search advanced search
UNICEF Innocenti
Office of Research-Innocenti
search menu

I paesi più ricchi del mondo sostengono le famiglie? Politiche dell’OCSE e dell’UE

I paesi più ricchi del mondo sostengono le famiglie? Politiche dell’OCSE e dell’UE

Author(s)

Yekaterina Chzhen; Gwyther Rees; Anna Gromada

 

Publication series:
Innocenti Research Report

No. of pages: 24

Download the report

(PDF, 0.73 MB)

Abstract

I bambini hanno migliori prospettive di vita e i genitori sono in grado di bilanciare meglio il lavoro e gli altri impegni in paesi che hanno delle politiche a sostegno delle famiglie. Queste includono il congedo parentale retribuito, il sostegno per l’allattamento al seno, l’assistenza all’infanzia e l’educazione prescolare a prezzi accessibili e di alta qualità. Il presente rapporto esamina le politiche favorevoli alla famiglia di 41 paesi ad alto e medio reddito attraverso quattro indicatori a livello nazionale: la durata delle ferie retribuite a disposizione delle madri, la durata delle ferie retribuite riservata specificamente ai padri, la quota di bambini sotto i tre anni nei nidi e centri per l’infanzia e la quota di bambini tra i tre anni e l’età dell’obbligo scolastico nei centri e scuole per l’infanzia. Svezia, Norvegia e Islanda sono i tre paesi che più sostengono le famiglie per i quali disponiamo di dati completi. Cipro, Grecia e Svizzera occupano gli ultimi tre posti. Dieci dei 41 paesi non dispongono di dati sufficienti sull’infanzia per essere inseriti nella nostra classifica. Non abbiamo a disposizione abbastanza informazioni aggiornate per mettere a confronto i diversi paesi sulla qualità dei centri per l’infanzia o sulle tariffe e le politiche per l’allattamento al seno. Per i paesi più ricchi esiste un margine per migliorare le loro politiche familiari e per raccogliere dati più accurati.
Available in:
Italian

Related Innocenti Project(s):

More in this series: Innocenti Research Report

Time to Teach: La fréquentation des enseignants et le temps d’enseignement dans les écoles primaires et secondaires collégiales au Maroc
Publication Publication

Time to Teach: La fréquentation des enseignants et le temps d’enseignement dans les écoles primaires et secondaires collégiales au Maroc

L'absentéisme des enseignants a été identifié comme l’un des principaux obstacles au progrès éducatif et à l’apprentissage des enfants au Maroc. Des études antérieures suggèrent que le taux d’absentéisme scolaire est de 4,4 pour cent et que le taux d’absentéisme en classe est de 5,5 pour cent, avec des chiffres plus élevés dans les écoles publiques et rurales. Bien qu’il existe peu d’analyses empiriques sur l’incidence de l’absentéisme des enseignants dans les écoles primaires et secondaires du pays, certaines études récentes montrent qu’il contribue à l’inefficacité des dépenses d’éducation. La pandémie de COVID-19 ne fera qu'exacerber les défis existants. L’étude Time to Teach (TTT) vise à combler le manque de connaissances relatives aux motivations et aux facteurs associés à l’absentéisme des enseignants du primaire et du secondaire collégial au Maroc.
Time to Teach: La fréquentation des enseignants et le temps d’enseignement dans les écoles primaires au Gabon
Publication Publication

Time to Teach: La fréquentation des enseignants et le temps d’enseignement dans les écoles primaires au Gabon

L'absentéisme des enseignants est un défi particulier affectant la qualité de l'éducation au Gabon. Des études antérieures suggèrent que les enseignants du primaire sont absents en moyenne 2 jours par mois, ce qui affecte directement les progrès éducatifs et l'apprentissage des enfants. Bien que le défi de l'absentéisme soit reconnu par les acteurs politiques nationaux comme l’un des problèmes les plus répandus dans le système éducatif du pays, les études sur les facteurs, les politiques et les pratiques qui influencent l’assiduité des enseignants au Gabon restent rares. La pandémie de COVID-19 ne fera qu'exacerber les défis existants. L'étude Time to Teach (TTT) vise à combler ce manque de connaissances et à renforcer la base de preuves sur les différents types d'assiduité des enseignants du primaire et les facteurs qui y contribuent.
Reopening With Resilience: Lessons from Remote Learning During COVID-19 – East Asia and the Pacific
Publication Publication

Reopening With Resilience: Lessons from Remote Learning During COVID-19 – East Asia and the Pacific

COVID-19 school closures in East Asia and the Pacific threaten to widen existing learning inequities and increase the number of children out of school. During the pandemic, governments rapidly deployed remote learning strategies, ranging from paper-based take-home materials to digital platforms. However, lack of electricity – critical to connectivity – remains a key obstacle for the region, particularly in rural areas. Therefore, while digital learning platforms were offered by most Southeast Asian countries, take-up was low. A combination of modalities – including mobile phone-based learning strategies – and collaboration with a range of non-governmental education stakeholders have the potential to enhance the reach of remote learning and to make it more engaging for students. Lessons from the regional implementation of these strategies emphasize the importance of research to understand the needs of students, educators and parents and the impact of remote learning, especially in low-resource contexts.
Reopening With Resilience: Lessons from Remote Learning During COVID-19 – South Asia
Publication Publication

Reopening With Resilience: Lessons from Remote Learning During COVID-19 – South Asia

COVID-19 school closures in South Asia lasted longer than in any other region. To mitigate subsequent effects, governments and education actors in South Asia provided a range of remote learning modalities. This report presents evidence on the reach and effectiveness of these remote learning strategies through a meta-analysis of studies from the region. Large differences in students’ access to connectivity and devices show that high-tech remote learning modalities did not reach all students. Lessons learned indicate that the effectiveness of one-way or low-tech modalities can be enhanced through increased engagement and support from educators. Teachers, parents and caregivers must be supported to help children learn remotely, especially in cases where they must rely on these low-tech remote learning modalities. Formative assessments are needed to understand the scale of lost learning and target responses to remediate this learning loss when schools reopen.