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Niger has developed an Economic and Social Development Plan (PDES) aligned with the Sustainable Development Goals (SDGs), in particular target 4.1 which aims, by 2030, to ensure that all girls and boys attend, on an equal footing, a full cycle of free, quality primary and secondary education, leading to truly useful learning. What resources and contextual factors are associated with good school performances in Niger? By merging and analyzing existing administrative datasets in Niger, this report helps to identify positive deviant schools – those that outperform other schools despite sharing similar contexts and resources. Data Must Speak – a global initiative implemented since 2014 – aims to address the evidence gaps to mitigate the learning crisis using existing data. The DMS Positive Deviance research is co-created and co-implemented with Ministries of Education and key partners. DMS research relies on mixed methods and innovative approaches (i.e., positive deviance approach, behavioural sciences, implementation research and scaling science) to generate knowledge and practical lessons about ‘what works’, ‘why’ and ‘how’ to scale grassroots solutions for national policymakers and the broader international community of education stakeholders. DMS research is currently implemented in 14 countries: Brazil, Burkina Faso, Chad, Cote d'Ivoire, Ethiopia, Ghana, the Lao People’s Democratic Republic, Madagascar, Mali, Nepal, Niger, the United Republic of Tanzania, Togo and Zambia.

To address the challenges facing its education system, Côte d’Ivoire needs to go beyond a traditional sector analysis and analyse existing data in greater depth to find innovative solutions. To do so, Côte d’Ivoire has requested UNICEF’s support, as part of the global Data Must Speak initiative, to identify positive deviant practices and behaviours. What resources and contextual factors are associated with good school performances in Côte d’Ivoire? By merging and analyzing existing administrative datasets in Côte d’Ivoire, this report helps to identify positive deviant schools – those that outperform other schools despite sharing similar contexts and resources. Data Must Speak – a global initiative implemented since 2014 – aims to address the evidence gaps to mitigate the learning crisis using existing data. The DMS Positive Deviance research is co-created and co-implemented with Ministries of Education and key partners. DMS research relies on mixed methods and innovative approaches (i.e., positive deviance approach, behavioural sciences, implementation research and scaling science) to generate knowledge and practical lessons about ‘what works’, ‘why’ and ‘how’ to scale grassroots solutions for national policymakers and the broader international community of education stakeholders. DMS research is currently implemented in 14 countries: Brazil, Burkina Faso, Chad, Cote d'Ivoire, Ethiopia, Ghana, the Lao People’s Democratic Republic, Madagascar, Mali, Nepal, Niger, the United Republic of Tanzania, Togo and Zambia.

The experience children and young people who migrated from their homes in Afghanistan – especially those who have been forced to return – can be described as a spiral of harm and neglect. For many, poverty and a desire to help their families drives them from their homes. Far too often, the journey exposes them to harm and economic exploitation. Many are forced to return, where re-entry into Afghanistan communities brings discontentment. These are among the findings of As They Move: Child and Youth Experiences of Migration, Displacement and Return in Afghanistan. The evidence-based research report is uses surveys and interviews of more than 1,500 children and young people in Afghanistan. The study was conducted by UNICEF Afghanistan Country Office, in partnership with UNICEF Innocenti – Global Office of Research and Foresight with the support of UNICEF Netherland.

Improving access to quality education for all school-age children is one of the priorities of the Government of Madagascar. The 2018-2022 Education Sector Plan sets ambitious goals in this direction, but significant challenges remain to improve learning and retention.