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UNICEF Innocenti's complete catalogue of research and reports
Vite a Colori: Esperienze, percezioni e opinioni di bambinə e ragazzə sulla pandemia di Covid-19 in Italia
SPOTLIGHT

Vite a Colori: Esperienze, percezioni e opinioni di bambinə e ragazzə sulla pandemia di Covid-19 in Italia

Il rapporto Vite a Colori racconta le esperienze, percezioni ed opinioni di un gruppo di adolescenti sul primo anno di pandemia di Covid-19 in Italia cercando di comprendere le loro esperienze e punti di vista, attraverso le loro parole. La raccolta dati si è svolta tra febbraio e giugno 2021 con 114 partecipanti tra i 10 e i 19 anni, frequentanti le scuole superiori del primo e del secondo ciclo di 16 regioni italiane. Bambinɘ e ragazzɘ che si identificano come LGBTQI+, minori stranieri non accompagnati (MSNA) e adolescenti con background socioeconomico svantaggiato sono stati deliberatamente inclusi nel campione interessato dalla ricerca
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COVID-19: Missing More Than a Classroom. The impact of school closures on children’s nutrition
Blog Blog

COVID-19: Missing More Than a Classroom. The impact of school closures on children’s nutrition

In 2019, 135 million people in 55 countries were in food crises or worse, and 2 billion people did not have regular access to safe, nutritious and sufficient food. COVID-19 has exacerbated these hardships and may result in an additional 121 million people facing acute food insecurity by the end of 2020. Further, since the beginning of the pandemic, an estimated 1.6 billion learners in 199 countries worldwide were affected by school closures, with nearly 370 million children not receiving a school meal in 150 countries. The paper presents the evidence on the potential negative short-term and long-term effects of school meal scheme disruption during Covid-19 globally. It shows how vulnerable the children participating in these schemes are, how coping and mitigation measures are often only short-term solutions, and how prioritizing school re-opening is critical. For instance, it highlights how girls are at greater risk of not being in school or of being taken out of school early, which may lead to poor nutrition and health for themselves and their children. However, well-designed school feeding programmes have been shown to enable catch-up from early growth failure and other negative shocks. As such, once schools re-open, school meal schemes can help address the deprivation that children have experienced during the closures and provide an incentive for parents to send and keep their children, especially girls, in school.
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For every child answers: 30 years of research for children at UNICEF Innocenti
For every child answers: 30 years of research for children at UNICEF Innocenti
Published: 2019 Miscellanea
The 30 narratives in this publication showcase the range and depth of the work UNICEF Innocenti has undertaken over three decades of existence. In everything we do, our overarching objective is to seek answers to the most pressing challenges for children, and to make the Convention of the Rights of the Child a living reality for every child.
Innocenti Research Digest: Adolescence 5
Innocenti Research Digest: Adolescence 5

AUTHOR(S)
Emanuela Bianchera

Published: 2017 Miscellanea

This quarterly digest synthesizes the latest research findings in adolescent well-being over the previous three months. Key themes in this latest edition include: the new UN General Comment on the Rights of the Child during adolescence; the risks refugee and migrant children face on the central Mediterranean migration route; and the work of the Know Violence in Childhood: Global Learning Initiative, established as a collective response by individuals from multilateral institutions, non-governmental organizations and funding agencies concerned about the global impact of violence in childhood and the need for investment in effective violence prevention strategies. The Digest offers News, Upcoming Events, Resources and Latest Research.

Undermining Learning: Multi-Country Longitudinal Evidence on Corporal Punishment in Schools
Undermining Learning: Multi-Country Longitudinal Evidence on Corporal Punishment in Schools
Published: 2016 Innocenti Research Briefs

Although it is often legally prohibited, the use of physical violence for discipline is a well-established norm in many communities, both at home and at school. Corporal punishment is often part of a wider problem of violence in schools, which includes other forms of humiliating punishment from teachers, peer bullying and gender-based violence. Violence in schools, including physical and verbal abuse by teachers and peers, is the foremost reason children aged 8 give for disliking school.

Entraver l’apprentissage : Preuves longitudinales multinationales sur les châtiments corporels dans les écoles
Entraver l’apprentissage : Preuves longitudinales multinationales sur les châtiments corporels dans les écoles
Published: 2016 Innocenti Research Briefs

Bien qu’elle soit souvent légalement interdite, l’utilisation de la violence physique pour faire régner la discipline est une norme bien établie dans de nombreuses communautés, tant à la maison qu’à l’école. Les châtiments corporels font souvent partie d’un problème plus large de violence scolaire, qui comprend d’autres formes de châtiments humiliants infligés par les enseignants, le harcèlement entre condisciples et la violence sexuelle. La violence à l’école, y compris la violence physique et verbale des enseignants et des pairs, constitue la principale raison pour laquelle les enfants âgés de 8 ans n’aiment pas l’école.

Debilitamiento de la educación: evidencia longitudinal multinacional sobre el castigo corporal en las escuelas
Debilitamiento de la educación: evidencia longitudinal multinacional sobre el castigo corporal en las escuelas
Published: 2016 Innocenti Research Briefs

Aunque a menudo está legalmente prohibido, el uso de la violencia física para inculcar la disciplina es una norma sólidamente establecida en muchas comunidades, tanto en el hogar como en la escuela. A menudo el castigo corporal forma parte de un problema general de violencia en las escuelas, que incluye otras formas de castigos humillantes por parte de los profesores, acoso escolar y violencia por razón de género. La violencia en las escuelas, incluyendo los abusos verbales y físicos por parte de profesores y compañeros, es el motivo principal por el que los niños de 8 años manifiestan no querer asistir a la escuela.

2015 Results Report
2015 Results Report
Published: 2016 Innocenti Publications

 

Governance and Policy Coordination: The case of birth registration in Peru
Governance and Policy Coordination: The case of birth registration in Peru
Published: 2016 Innocenti Working Papers

The Paper explores coordination through the lens of civil registration and vital statistics, with particular reference to birth registration in Peru. It focuses on the role that coordination can play in making birth registration function effectively. While the capacity of governments to deliver the function of birth registration is central to this paper, the role that understanding coordination can play in improving public services is examined, especially services for children. The capacity to register the births of children is a long-standing function of governments, and can be seen as a test of government effectiveness. In Peru, backward mapping showed that the trails from local and district registrars to the government registration organization (RENIEC) stopped almost immediately. This seems to point towards the centralized structure and top-down approach of RENIEC; to sustain its achievements to date and to reach the final three per cent of unregistered births it should consider incentivizing and empowering local and community administrations.

Factors Associated with Good and Harsh Parenting of Pre-Adolescents and Adolescents in Southern Africa
Factors Associated with Good and Harsh Parenting of Pre-Adolescents and Adolescents in Southern Africa
Published: 2016 Innocenti Working Papers

This working paper presents findings from the analyses of two different observational studies of caregiver-pre-adolescent (4-13 years, referred to as the ‘pre-adolescent study’) and caregiver-adolescent (10-17 years, referred to as the ‘adolescent study’) dyads. Regression and structural equation modelling techniques are used to identify practices constituting good and harsh parenting, factors associated with these parenting behaviours and child and adolescent outcomes. Good parenting in pre-adolescents was associated with fewer educational risks and behavioural problems as well as increased self-esteem, mediated by child trauma and depression. In adolescents, family disadvantage (poverty, AIDS-ill caregiver and caregiver disability) were found to be associated with an increase in harsh parenting and poor caregiver mental health, both of which were associated with increased adolescent health risks.

Family and Parenting Support: Policy and Provision in a Global Context
Family and Parenting Support: Policy and Provision in a Global Context
Published: 2015 Innocenti Insights
Families, parents and caregivers play a central role in child well-being and development. They offer identity, love, care, provision and protection to children and adolescents as well as economic security and stability. In keeping with the spirit of the Convention on the Rights of the Child, family and parenting support is increasingly recognized as an important part of national social policies and social investment packages aimed at reducing poverty, decreasing inequality and promoting positive parental and child well-being. This publication seeks to develop a research agenda on family support and parenting support globally.
Children and Research at Innocenti: 25 Years of UNICEF Commitment
Children and Research at Innocenti: 25 Years of UNICEF Commitment
Published: 2015 Innocenti Publications
The UNICEF research programmes at Innocenti were established in 1989 with funding from the Government of Italy, a contribution and commitment that continues today. Two broad areas of research were established early on: the impact of socio-economic change on children, and the implementation of the UN Convention on the Rights of the Child which had recently come into force. The Centre’s most significant contributions to date have continued to be in these fields, but programmes, projects and plans have grown, developed, evolved and been re-dimensioned over the 25 years of the Centre’s existence, according to global needs and resources. This publication offers a brief history of both the Florentine Ospedale where the UNICEF Office of Research is house and with contributions from former directors and staff members, an overview of successes, opportunities and a look towards the future.
Governance and Policy Coordination: The case of birth registration in Ghana
Governance and Policy Coordination: The case of birth registration in Ghana
Published: 2015 Innocenti Working Papers
UNICEF identifies coordination as a determinant of results for children, alongside other governance issues such as budgeting, management and legislation. As part of wider analysis of barriers and bottlenecks impeding results, UNICEF Country Offices are encouraged to identify where significant impediments to coordination exist, and to analyze what can be done to address them. But how does one identify and analyze coordination? What are it various components? How is it achieved? Enhancing and strengthening coordination can seem to be the answer, or at least an answer, to improving the translation of policy into practice, strengthening service delivery and, ultimately, getting results for money spent.
Infanzia e ricerca agli Innocenti: 25 anni di impegno dell'UNICEF
Infanzia e ricerca agli Innocenti: 25 anni di impegno dell'UNICEF
Published: 2015 Innocenti Publications
Abbiamo accolto l’occasione del 25° anniversario per ascoltare le voci di coloro che hanno contribuito in vari modi alla vita del Centro di ricerca, non solo per farne un esercizio storico, ma per aiutarci a porre in contesto il nostro presente, per evitare di ripetere gli stessi errori e per contribuire a risolvere le problematiche ricorrenti. In questi brevi ma interessanti articoli il resoconto dell’impegno comune e delle divergenze d’opinione interne all’organizzazione si arricchisce dell’esperienza personale dei diversi autori e si avvale del senno di poi. Gli scritti offrono suggerimenti importanti e analisi utili per le nuove generazioni di ricercatori e amministratori.
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Learning at a Distance: Children’s remote learning experiences in Italy during the COVID-19 pandemic
Publication Publication

Learning at a Distance: Children’s remote learning experiences in Italy during the COVID-19 pandemic

Italy was the first country in Europe to implement a nationwide lockdown. Children and their families lived in nearly complete isolation for almost two months. Students missed 65 days of school compared to an average of 27 missed days among high-income countries worldwide. This prolonged break is of concern, as even short breaks in schooling can cause significant loss of learning for children and lead to educational inequalities over time. At least 3 million Italian students may not have been reached by remote learning due to a lack of internet connectivity or devices at home. This report explores children’s and parents’ experiences of remote learning during the lockdown in Italy, drawing on data collected from 11 European countries (and coordinated by the European Commission’s Joint Research Center). It explores how children's access and use of digital technologies changed during the pandemic; highlights how existing inequalities might undermine remote learning opportunities, even among those with internet access; and provides insights on how to support children’s remote learning in the future. *** L'Italia e’ stata il primo paese in Europa ad aver applicato la misura del lockdown su tutto il territorio. I bambini e le loro famiglie hanno vissuto in quasi completo isolamento per circa due mesi. Gli studenti hanno perduto 65 giorni di scuola rispetto ad una media di 27 negli altri paesi ad alto reddito del mondo. Questa interruzione prolungata rappresenta motivo di preoccupazione, in quanto persino interruzioni piu’ brevi nella didattica possono causare significative perdite nel livello di istruzione dei ragazzi e portare col tempo a diseguaglianze educative. Almeno 3 milioni di studenti in Italia non sono stati coinvolti nella didattica a distanza a causa d una mancanza di connessione ad internet o di dispositivi adeguati a casa. Questo rapporto analizza l’esperienza della didattica a distanza di ragazzi e genitori in Italia durante il lockdown, sulla base dei dati raccolti in 11 paesi europei (e coordinati dal Centro comune di ricerca della Commissione Europea). Studia il cambiamento nell’accesso e nell’uso delle tecnologie digitali dei bambini e ragazzi durante la pandemia; mette in evidenza come le diseguaglianze esistenti possano diminuire le opportunità offerte dalla didattica a distanza, anche tra coloro che hanno accesso ad internet; e fornisce approfondimenti su come sostenere la didattica a distanza di bambini e ragazzi in futuro.
Time to Teach: Teacher attendance and time on task in Eastern and Southern Africa
Publication Publication

Time to Teach: Teacher attendance and time on task in Eastern and Southern Africa

There is a learning crisis. Fifty-three per cent of children in low- and middle-income countries are in ‘learning poverty’, i.e. they cannot read and understand a simple text by the end of primary school age. In sub- Saharan Africa, the learning poverty rate is 87 per cent overall, and ranges from 40 per cent to as high as 99 per cent in the 21 countries with available data. Teachers attending lessons and spending quality time on task is a critical prerequisite to learning. However, in sub-Saharan Africa, teacher absenteeism ranges from 15 to 45 per cent. Teacher absenteeism and reduced time on task wastes valuable financial resources, short-changes students and is one of the most cumbersome obstacles on the path toward the education Sustainable Development Goal and to the related vision of the new UNICEF education strategy: Every Child Learns. Whilst the stark numbers are available to study, and despite teacher absenteeism being a foremost challenge for education systems in Africa, the evidence base on how policies and practices can influence teacher attendance remains scant. Time to Teach (TTT) is a research initiative that looks at primary school teacher attendance in eight countries and territories in the Eastern and Southern Africa (ESA) region: the Comoros; Kenya; Rwanda, Puntland, State of Somalia; South Sudan; the United Republic of Tanzania, mainland; the United Republic of Tanzania, Zanzibar; and Uganda. Its primary objective is to identify factors affecting the various forms of teacher attendance, which include being at school, being punctual, being in the classroom, and teaching when in the classroom, and use this evidence to inform the design and implementation of teacher policies.

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