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UNICEF Innocenti's complete catalogue of research and reports
Places and Spaces: Environments and children’s well-being
SPOTLIGHT

Places and Spaces: Environments and children’s well-being

Report Card 17 explores how 43 OECD/EU countries are faring in providing healthy environments for children. Do children have clean water to drink? Do they have good-quality air to breathe? Are their homes free of lead and mould? How many children live in overcrowded homes? How many have access to green play spaces, safe from road traffic? Data show that a nation’s wealth does not guarantee a healthy environment. Far too many children are deprived of a healthy home, irreversibly damaging their current and future well-being. Beyond children’s immediate environments, over-consumption in some of the world’s richest countries is destroying children’s environments globally. This threatens both children worldwide and future generations. To provide all children with safe and healthy environments, governments, policymakers, businesses and all stakeholders are called to act on a set of policy recommendations.
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Basic Education: A vision for the 21st century. Global Seminar Report, 1998
Basic Education: A vision for the 21st century. Global Seminar Report, 1998

AUTHOR(S)
Maggie Black

Published: 1999 Innocenti Global Seminar
The ninth Innocenti Global Seminar took as its theme: Basic Education: A Vision for the 21st Century. The Seminar addressed the urgent need for improved strategies to achieve Education for All; at the same time the Seminar deliberations and recommendations were expected to contribute directly to UNICEF’s broader 'Vision for the 21st Century' in which basic eduation will receive a strong emphasis. In addition to the final statement on basic education for the 21st century drawn up by the participants, actions, emphases and follow-up at Regional and HQ levels were identified.
Cite this publication | No. of pages: 32 | Thematic area: Education, Rights of the Child | Tags: basic education, education, educational policy, right to education | Publisher: UNICEF ICDC, Florence
Children and Families of Ethnic Minorities, Immigrants and Indigenous Peoples: Global Seminar Report, 1995
Children and Families of Ethnic Minorities, Immigrants and Indigenous Peoples: Global Seminar Report, 1995

AUTHOR(S)
Maggie Black

Published: 1997 Innocenti Global Seminar
The seventh Innocenti Global Seminar, held in Florence in October 1996, brought together participants with a wide range of experiences and perspectives to discuss discrimination against ethnic minorities, immigrants and indigenous peoples and to suggest how their needs can be better accommodated in programming and advocacy. The Report emphasizes participation, education and empowerment and calls for systematic attention to be paid to minority populations in all situation analyses. While it recognizes that the political climate in many countries can make advocacy on behalf of minority groups difficult, it also stresses that the near-universal ratification of the UN Convention on the Rights of the Child brings with it an obligation to speak out for the rights of all children, and particularly the most disadvantaged.
Cite this publication | No. of pages: 56 | Thematic area: Minorities | Tags: children in especially difficult circumstances, minority children, rights of minority children | Publisher: UNICEF ICDC, Florence
Bambini e famiglie appartenenti a minoranze etniche, gruppi immigrati e popolazioni indigene: sintesi dei lavori
Bambini e famiglie appartenenti a minoranze etniche, gruppi immigrati e popolazioni indigene: sintesi dei lavori

AUTHOR(S)
Maggie Black

Published: 1997 Innocenti Global Seminar
Cite this publication | No. of pages: 64 | Thematic area: Minorities | Tags: children in especially difficult circumstances, minority children | Publisher: UNICEF ICDC, Florence
Early Childhood Development Revisited: From policy formulation to programme implementation
Early Childhood Development Revisited: From policy formulation to programme implementation

AUTHOR(S)
Cassie Landers; Pascale Fuertes; Cyril Dalais

Published: 1996 Innocenti Global Seminar
This is the report on an inter-agency workshop convened by the Education Cluster of UNICEF New York as a follow-up to the 1989 Innocenti Global Seminar, which investigated and reviewed the most recent scientific knowledge and conceptual approaches to early childhood development. The workshop’s twofold aim was to clarify the process between policy formulation and programming and to foster new alliances, or strengthen existing ones, with other organizations committed to improving children’s chances for healthy development. Specifically, the meeting undertook a detailed analysis of three accepted strategies: parent education, community partnerships and linkages with programmes for vulnerable children.
Achieving Gender Equality in Families:  The role of males. Global Seminar Report, 1995
Achieving Gender Equality in Families: The role of males. Global Seminar Report, 1995

AUTHOR(S)
John Richardson

Published: 1995 Innocenti Global Seminar
Cite this publication | No. of pages: 56 | Thematic area: Gender Issues | Tags: family, gender equality, men's role | Publisher: UNICEF ICDC, Florence
Monitoring the Rights of Children. Global Seminar Report, 1994
Monitoring the Rights of Children. Global Seminar Report, 1994

AUTHOR(S)
Maggie Black

Published: 1994 Innocenti Global Seminar
Cite this publication | No. of pages: 60 | Thematic area: Convention on the Rights of the Child | Tags: children's rights, implementation of the crc, monitoring of the crc | Publisher: UNICEF ICDC, Florence
Street and Working Children: Global Seminar Report, 1993
Street and Working Children: Global Seminar Report, 1993

AUTHOR(S)
Maggie Black

Published: 1993 Innocenti Global Seminar
Cite this publication | No. of pages: 56 | Thematic area: Child Work and Labour | Tags: child workers, children's rights, street children | Publisher: UNICEF ICDC, Florence
Women, Work and Child Care. Global Seminar Report, 1991
Women, Work and Child Care. Global Seminar Report, 1991

AUTHOR(S)
James R. Himes; Cassie Landers; Joanne Leslie

Published: 1992 Innocenti Global Seminar
Cite this publication | No. of pages: 80 | Thematic area: Early Childhood | Tags: child care, women workers | Publisher: UNICEF ICDC, Florence
Participatory Development: Global Seminar Report, 1990
Participatory Development: Global Seminar Report, 1990

AUTHOR(S)
Karen Houston Smith; Bilge Ogun

Published: 1991 Innocenti Global Seminar
This Report is organized in three main sections: 1) Introduction: Basic concepts and practices of participation.Characteristics and elements of participatory development. 2) Transformation strategies: what can be done to support the practice on a wider scale? 3) Programming, management, and policy issues: recommendations for UNICEF and its partners.
Cite this publication | No. of pages: 60 | Thematic area: Children's Participation | Tags: children's participation, participatory development, right to be heard | Publisher: UNICEF ICDC, Florence
Early Child Development: Summary Report, Innocenti Global Seminar
Early Child Development: Summary Report, Innocenti Global Seminar

AUTHOR(S)
Cassie Landers

Published: 1990 Innocenti Global Seminar
Development of young children encompasses their survival and good health. It also involves their cognitive, emotional, ethical and social growth. Yet research findings have not yet been fully digested or appropriated by the international community for its policies and programmes. It is not widely enough known that meeting the social and psychological needs of young children and intergrating them with nutritional and health needs can be accomplished at relatively low cost. Policy must recognise that what the child experiences from birth onward influences the society of the future.
Cite this publication | No. of pages: 44 | Thematic area: Early Childhood | Tags: child survival and development, early childhood development, right to survival and development | Publisher: UNICEF ICDC, Florence
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Responsible Innovation in Technology for Children: Digital technology, play and child well-being
Publication

Responsible Innovation in Technology for Children: Digital technology, play and child well-being

Digital experiences can have significant negative impact on children, exposing them to risks or failing to nurture them adequately. Nevertheless, digital experiences also potentially yield enormous benefits for children, enabling them to learn, to create, to develop friendships, and to build worlds. While global efforts to deepen our understanding of the prevalence and impact of digital risks of harm are burgeoning – a development that is both welcome and necessary – less attention has been paid to understanding and optimizing the benefits that digital technology can provide in supporting children’s rights and their well-being. Benefits here refer not only to the absence of harm, but also to creating additional positive value. How should we recognize the opportunities and benefits of digital technology for children’s well-being? What is the relationship between the design of digital experiences – in particular, play-centred design – and the well-being of children? What guidance and measures can we use to strengthen the design of digital environments to promote positive outcomes for children? And how can we make sure that children’s insights and needs form the foundation of our work in this space? These questions matter for all those who design and promote digital experiences, to keep children safe and happy, and enable positive development and learning. These questions are particularly relevant as the world shifts its attention to emerging digital technologies and experiences, from artificial intelligence (AI) to the metaverse, and seeks to understand their impact on people and society. To begin to tackle these questions, UNICEF and the LEGO Group initiated the Responsible Innovation in Technology for Children (RITEC) project in partnership with the Young and Resilient Research Centre at Western Sydney University; the CREATE Lab at New York University; the Graduate Center, City University of New York; the University of Sheffield; the Australian Research Council Centre of Excellence for the Digital Child; and the Joan Ganz Cooney Center. The research is funded by the LEGO Foundation. The partnership is an international, multi-stakeholder and cross-sectoral collaboration between organizations that believe the design and development of digital technology should support the rights and well-being of children as a primary objective – and that children should have a prominent voice in making this a reality. This project’s primary objective is to develop, with children from around the world, a framework that maps how the design of children’s digital experiences affects their well-being, and to provide guidance as to how informed design choices can promote positive well-being outcomes.
Increasing Women’s Representation in School Leadership: A promising path towards improving learning
Publication

Increasing Women’s Representation in School Leadership: A promising path towards improving learning

Emerging evidence shows a positive association between women school leaders and student performance. Some studies suggest women school leaders are more likely than their male counterparts to adopt effective management practices that may contribute to improved outcomes. However, women remain largely underrepresented in school leadership positions, particularly in low- and middle-income countries. This brief presents emerging insights on the association between women school leaders and education outcomes and draws attention to women’s underrepresentation in school leadership roles. It highlights the need for further research on gender and school leadership to identify policies and practices that can be implemented to increase women’s representation and scale high-quality management practices adopted by women leaders to more schools to improve education outcomes for all children.
Annual Report 2021
Publication

Annual Report 2021

The UNICEF Innocenti Annual Report 2021 highlights the key results achieved in research and evidence to inform policymaking and programming.
Reopening with Resilience: Lessons from Remote Learning during COVID-19: Europe and Central Asia
Publication

Reopening with Resilience: Lessons from Remote Learning during COVID-19: Europe and Central Asia

When schools started closing their doors due to COVID-19, countries in Europe and Central Asia quickly provided alternative learning solutions for children to continue learning. More than 90 per cent of countries offered digital solutions to ensure that education activities could continue. However, lack of access to digital devices and a reliable internet connection excluded a significant amount of already marginalized children and threatened to widen the existing learning disparities. This report builds on existing evidence highlighting key lessons learned during the pandemic to promote learning for all during school closure and provides actionable policy recommendations on how to bridge the digital divide and build resilient education systems in Europe and Central Asia.

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