Caregivers’ Guide to Inclusive Education

Depuis l’apparition du virus SARS-CoV-2 , le coronavirus responsable de la pandémie de COVID-19 n’a cessé de se propager. Madagascar n’a pas échappé à cette situation. La pandemie entrainait des conséquences économiques et sociales importantes mais elles peuvent être plus désastreuses chez les enfants qui sont considérés comme plus vulnérables à des chocs aussi violents que le coronavirus et présenteraient un niveau de résilience beaucoup moindre que les adultes. Initiée et coordonnée au niveau mondial par UNICEF Innocenti - Centre Mondial de la Recherche et de la Prospective ayant son siège à Florence, dans le cadre d’une initiative multi- pays avec la participation de l’Italie, Canada, Lesotho, Indonésie, Chili, la présente étude a été menée par le Centre d’Etudes et de Recherches Economique pour le Développement (CERED) de l’Université d’Antananarivo grâce au fruit de la collaboration avec l’UNICEF Madagascar.

La pandemia producto del COVID-19 derivó en una crisis en múltiples niveles y ámbitos donde el ejercicio de los derechos de niñas, niños y adolescentes fue puesto en riesgo. Este estudio tuvo como objetivo generar evidencia sobre las experiencias, percepciones y opiniones de los niños, niñas y adolescentes sobre la pandemia, y la respuesta que tuvo Chile frente a esta.

The world is facing unprecedented compounding crises. The war in Ukraine, the prolonged COVID-19 pandemic, a looming economic crisis, energy shortages, the increasing cost of living, and the ongoing effects of climate change and the associated food insecurity have created challenges across the world, and continue to disrupt the lives of children, their families and communities. More than ever, UNICEF needs to understand the implications of the emerging situation to be able to adapt programmes and approaches effectively to achieve the objectives of the 2022–2025 Strategic Plan, especially that of aiding recovery from the COVID-19 pandemic and accelerating efforts towards achieving the Sustainable Development Goals (SDGs). UNICEF Innocenti directed much of its research and foresight work in 2022 towards generating and supporting the use of quality research and analysis to inform programming for children, prioritizing focus on the most marginalized populations. The office collaborated closely with UNICEF offices and partners in countries, regions and globally, and published research and evidence regularly. The office also facilitated knowledge management on research, including ethics, capacity development and standard-setting for the organization. Our foresight team undertook horizon-scanning, trend analysis, risk assessments and scenario analysis, making policy recommendations on major global and emerging issues. Besides this, the office leveraged major reports and convened top thinkers to lead global discourse and to position UNICEF as a thought leader.

Although many interventions aiming to improve quality, inclusion, and equity in education have been tested around the world, it is not always clear from the existing research base why they work, for whom they work, and what are the defining contextual circumstances under which they work. And while there is an increasingly robust body of evidence on 'what works', taking interventions to scale through government systems often requires multiple iterations to achieve fidelity and a full understanding of the wider ecosystem. Implementation research is concerned with why and how an intervention or reform works by considering the context, stakeholders, and process of implementation. This guidance note, developed by the Building Evidence in Education (BE2) Working Group, helps education stakeholders to design and oversee implementation research in order to answer questions and learn lessons about the contextual factors impacting the implementation of an intervention or reform in a particular government or implementer’s system.