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UNICEF Innocenti's complete catalogue of research and reports
Increasing Women’s Representation in School Leadership: A promising path towards improving learning
SPOTLIGHT

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.
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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.
145 - 149 of 149
Los hogares comunitarios de bienestar y los derechos del niño: el caso Colombiano
Los hogares comunitarios de bienestar y los derechos del niño: el caso Colombiano

AUTHOR(S)
Nelson Ortiz Pinilla; Carlos Castillo Cardona; Alejandra Gonzales Rossetti

Violence Against Children in Europe: A preliminary review
Violence Against Children in Europe: A preliminary review
In-depth research (and even official statistics) covering all forms of violence experienced by children is available for very few countries. Many forms of violence are suffered by children across Europe, but country specific data is critical to determine the extent to which states are meeting their human rights obligations to protect children effectively from all forms of violence, and for the proper development of child protection and preventive services and the targeting of resources to where they are most needed. This review is not exhaustive, but it nevertheless highlights a number of problematic features of the available research which impede the construction of any accurate national or regional assessment of violent victimisation of children.
Law Reform and the Implementation of the Convention on the Rights of the Child (Arabic)
Law Reform and the Implementation of the Convention on the Rights of the Child (Arabic)
The study reviews the legislation concerning the rights of children adopted by 52 States Parties since the adoption of the Convention on the Rights of the Child. With the goal of providing an overview of the scope and content of new legislation adopted since 1989, the report covers 18 of the general principles and rights contained in the Convention. Three subjects that deserve further investigation are identified: the process of law reform, its place as part of a broad child rights strategy, and the actual impact of legislation of this kind on children.
The Dynamics of Social Change: Towards the abandonment of FGM/C in five African countries (Arabic version)
The Dynamics of Social Change: Towards the abandonment of FGM/C in five African countries (Arabic version)
Published: Innocenti Insights
يشكل ختان الإناث انتهاكاً لحقوق الإنسان الخاصة بالنساء والفتيات. وحتى إذا لم يكن العنف هو القصد منه فهو يشكل حتما ممارسة عنيفة، ناهيك عن كونه مظهراً من مظاهر التفاوت المتجذر في المساواة بين الجنسين وكونه تمييزياً بطبيعته. إن جذور هذه الممارسة ضاربة في الفهم الثقافي لنوع الجنس والحياة الجنسية والزواج والأسرة ويؤثر ذلك الفهم في كيفية النظر إلى الختان وتقبله في السياقات المختلفة. وعلى الرغم من التفاوت عبر البلدان الخمسة الخاضعة للتحليل وداخل حدود البلد الواحد، تؤكد التجارب أن ختان الإناث في المجتمعات التي تمارسه يعتبر خطوة ضرورية لتعزيز منزلة الفتاة وحمايتها، وفي أحيان كثيرة لجعلها أكثر أهلية للزواج. يؤدي ختان الإناث دور الميثاق الاجتماعي والقاعدة الاجتماعية وهو يرتكز على توقعات متبادلة داخل تلك المجتمعات.
Law Reform and Implementation of the Convention on the Rights of the Child - Arabic version
This study sets out to better understand the extent to which commitments made by States parties to the Convention on the Rights of the Child have led to the adoption of concrete measures to improve the rights of children; the extent to which these measures have had a real impact on the lives of children; progress made so far; and the most important challenges faced and the priorities for the years ahead, based on a collective experience of 18 years of striving to implement the Convention and the social, economic, scientific and political changes that have occurred during this time.
145 - 149 of 149
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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.
Resources to Support Marginalized Caregivers of Children with Disabilities: Guidelines for Implementation
Publication

Resources to Support Marginalized Caregivers of Children with Disabilities: Guidelines for Implementation

Support from caregivers is critical for children’s learning both at home and at school. However, the COVID-19 pandemic and disruption of education systems globally created additional expectations for parents to support their children’s learning at home. This particularly affected the most marginalized children as the crises exacerbated already existing inequalities in education. This document introduces the approach and purpose of a set of resources to support the marginalized caregivers of children with disabilities with inclusive education. It presents lessons learned from proof-of-concept pilots in Armenia and Uzbekistan, followed by step-by-step guidelines on how to adopt and adapt the resources for education ministries and others who want to implement them in their education system.
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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