Brief
Exploring Critical Issues in the Ethical Involvement of Children with Disabilities in Evidence Generation and Use
Abstract
This research brief details the main ethical challenges and corresponding mitigation strategies identified in the literature with regard to the ethical involvement of children with disabilities in evidence generation activities. The findings detailed in this summary brief are based on a rapid review of 57 relevant papers identified through an online search using a systematic approach and consultation with experts.
Related Innocenti Project(s):
More in this series: Innocenti Research Briefs
Publication
Interventions to Reduce Violence Against Children in Low- and Middle-income Countries: Evidence and gap map research brief of phase 1 and 2 findings
Evidence on interventions for reducing violence against children (VAC) has steadily increased over the years. Yet, gaps remain when it comes to research investment priorities and future studies.
This brief summarizes the key findings from the Evidence Gap Map on interventions to reduce violence against children in low- and middle-income countries. It includes findings from Phase 1 (English-language publications) and Phase 2 (Arabic, Chinese, French, Portuguese and Spanish publications). All technical details can be reviewed in the main report.
Publication
Let Us Continue Learning: Lessons from Madagascar for improving access and retention of vulnerable children in secondary school
This brief builds on programme monitoring data, impact evaluations and qualitative insights from the field to highlight lessons learnt and actionable recommendations for accessing and continuing vulnerable children’s secondary education.
Publication
It’s Not Too Late to Act on Early Learning: Understanding and recovering from the impact of pre-primary education closures during COVID-19
This paper presents a new estimate that pre-primary school closures in 2020 may cost today’s young children US$1.6 trillion in lost earnings over their lifetimes. Children in middle-income countries will be most greatly affected. However, most low- and middle- income countries are leaving pre-primary education out of their responses to COVID-19. This paper also draws lessons from evaluations of accelerated, bridging and remedial programmes on how introducing or expanding these transition programmes in the early years can mitigate the long-term impact on learning from pre-primary school closures.
Publication
Continuing learning for the most vulnerable during COVID-19: Lessons from Let Us Learn in Afghanistan, Bangladesh, Liberia, Madagascar and Nepal
The COVID-19 pandemic has disrupted every aspect of society. In mid-April 2020, 192 countries had closed their schools, putting 9 out of 10 enrolled children out of school. These closures disproportionately affected marginalized children, worsening existing inequities across education systems worldwide.