Including Refugee Learners in National Education Systems

Including Refugee Learners in National Education Systems

AUTHOR(S)
Rachel Marcus; Susan Nicolai; Carmen León-Himmelstine; Shelby Carvalho; Asma Zubair; Ruth Rodas-Kamminga

Published: 2023 Innocenti Research Report
Including Refugee Learners in National Education Systems identifies key factors that underpin effective inclusion of refugee learners in national education systems and outlines barriers to achieving this goal. 

Based on an in-depth review of global evidence and literature and interviews with key stakeholders in refugee education, the report highlights key findings, including the importance of:

• Government leadership and coordination efforts 
• Effective international cooperation 
• Awareness of policies and guidance with education systems
• Capacity to support refugee inclusion. 

The report presents in-depth country case studies from Ecuador and Rwanda, providing information on diverse regional and country frameworks relating to educational inclusion. 
The Rwanda case study suggests that refugee inclusion in education can be achieved with a broad orientation towards inclusion and non-discrimination, even in the absence of specific policies and strategies focused on refugees. 

The Ecuador case study emphasizes that positive policies do not always filter down to those with responsibility to implement them and highlights the importance of efforts to ensure that teachers, school administrators and district-level staff are aware of new policies and have the capacity to enact them.
Data Must Speak: Comprendre les facteurs de performance des écoles maliennes

Data Must Speak: Comprendre les facteurs de performance des écoles maliennes

AUTHOR(S)
Arsène Kafando; Alexis Le Nestour; Renaud Comba

Published: 2023 Innocenti Research Report

Le système éducatif malien vise à garantir unaccès universel et équitable à une éducationde qualité à tous les enfants maliens en âged’être scolarisés. Malgré les progrès réalisés dans la mise en œuvre d’une éducation de qualité au Mali, il reste certains défis.

Quelles ressources et quels facteurs contextuels sont associés à de bonnes performances scolaires en Mali? En fusionnant et en analysant les bases de données administratives existantes en Mali, ce rapport permet d'identifier les écoles modèles positives - celles qui obtiennent de meilleurs résultats que les autres écoles bien qu'elles partagent des contextes et des ressources similaires.

La recherche DMS sur les modèles positive est cocréée et mise en œuvre conjointement avec les ministères de l'Éducation et des partenaires clés. La recherche DMS s'appuie sur des méthodes mixtes et des approches innovantes (c'est-à-dire l'approche modèle positive, les sciences du comportement, la recherche sur la mise en œuvre et la science de la mise à l'échelle) pour générer des connaissances et des enseignements pratiques sur " ce qui fonctionne ", " pourquoi " et " comment " mettre à l'échelle des solutions locales pour les décideurs politiques nationaux et la communauté internationale travaillant dans le secteur de l'éducation.

La recherche DMS est actuellement mise en œuvre dans 14 pays : Brésil, Burkina Faso, Côte d'Ivoire, Éthiopie, Ghana, Madagascar, Mali, Népal, Niger, République démocratique populaire lao, République-Unie de Tanzanie, Tchad, Togo et Zambie.
Child-related Policies in the First Year of the COVID-19 Pandemic in 40 Countries

Child-related Policies in the First Year of the COVID-19 Pandemic in 40 Countries

AUTHOR(S)
Mary Daly; Sunwoo Ryu; Ertuğrul Polat

Published: 2023 Innocenti Working Papers
Child-related Policies in the First Year of the COVID-19 Pandemic in 40 Countries uses evidence to present a broad-ranging analysis of the child-related policies and activities undertaken by the 40 European Union (EU) and Organisation for Economic Co-operation and Development (OECD) countries. This working paper focuses on six policy fields: education, early childhood education and care (ECEC), parental leave, income support, food support and health-related provision. 

It concludes that:

Child and family policy was active during the COVID-19 pandemic

Developments tended to focus on protecting adults from risks rather than children.

Child-related measures took time to evolve and were, as a result, reactive in manner

There was a wide variety of measures adopted across countries.

This working paper was partially funded by the University of Oxford and UNICEF Innocenti – Global Office of Research and Foresight.
Accessible Digital Textbooks: Creating Digital Tools to Enable Inclusive Education

Accessible Digital Textbooks: Creating Digital Tools to Enable Inclusive Education

AUTHOR(S)
Marta Carnelli; Sophia Torres; Rebecca Tortello

Published: 2023 Innocenti Research Report
In the Latin America and Caribbean region, more than 19 million children have a disability. In Jamaica, disability is a major factor of exclusion from the education system. The Accessible Digital Textbooks for All (ADT) initiative, implements accessible digital tools and content to make learning accessible to all students – with and without disabilities – in the same classroom.

This report presents the research results of the ADT prototypes testing for children with and without disabilities in Jamaica. The report provides results across three areas:
• It analyses teachers’ and students’ familiarity with technology, including their experience utilizing technology to support education and learning.
• It investigates the pedagogical practices used for inclusive education and to integrate the ADT prototypes as tools to support inclusion and learning. 
• It recommends ways to improve the prototypes and outlines elements needed for their further development, implementation and scale-up in the education system.

This study is part of longer-term research that examines the implementation of accessible digital textbooks in multiple countries. Future research aims to explore the impact of the use of ADTs on both student learning and inclusion on a larger scale.
What Works in Pre-Primary Education Provision

What Works in Pre-Primary Education Provision

AUTHOR(S)
Stefania Vindrola; Ghalia Ghawi; Bella Baghdasaryan; Divya Lata; Sharon Loza; Dita Nugroho

Published: 2023 Innocenti Research Report
The ‘What Works in Pre-Primary Education Provision’ report is based on an evidence review of 56 studies from 29 low- and middle-income countries (LMICs). It synthesizes the available evidence on pre-primary education interventions or programmes that aimed to improve access, in addition to learning and development outcomes for children aged three up to the start of primary school in LMICs. Moderating factors affecting the successful implementation of these programmes are also identified. Key recommendations to improve programme design and implementation at scale are provided across five areas: planning and budgeting, curriculum, workforce development, family and community engagement, and quality assurance. By addressing these recommendations, education stakeholders can strengthen pre-primary education provision and maximize its benefits for all children. 
Nuovi orizzonti per l’apprendimento: L’uso della tecnologia educativa per supportare l’apprendimento della lingua e l’inclusione sociale dei bambini svantaggiati in Italia

Nuovi orizzonti per l’apprendimento: L’uso della tecnologia educativa per supportare l’apprendimento della lingua e l’inclusione sociale dei bambini svantaggiati in Italia

AUTHOR(S)
Svetlana Poleschuk; Thomas Dreesen; Barbara D’Ippolito; Joaquín Cárceles

Published: 2023 Innocenti Research Report
Tra il 2014 e il 2020 più di 700.000 richiedenti asilo e migranti sono arrivati in Italia. Fornire competenze di lingua italiana a bambini con un background migratorio, come i bambini rifugiati e migranti, è riconosciuta come una priorità nazionale, in quanto è essenziale per garantire a questi bambini il diritto all’istruzione e per facilitare la loro inclusione e partecipazione nella società italiana.

Per rispondere a questa esigenza, la piattaforma per l’apprendimento digitale Akelius è stata introdotta a Bologna e Roma per l'apprendimento dell'italiano e dell'inglese nell'anno scolastico 2021/22. Questo rapporto presenta i risultati del primo anno di implementazione della piattaforma digitale Akelius in Italia. I risultati mostrano che l'uso della piattaforma digitale ha accelerato l'apprendimento autonomo, ha aumentato la motivazione degli studenti ed è stata particolarmente vantaggiosa per i bambini appena arrivati e per i bambini con disabilità. 

L’obiettivo del rapporto è costruire evidenze sull’efficacia della piattaforma digitale, oltre alle relative sfide e buone pratiche, in diversi contesti scolastici, in modo da informare i piani di scalabilità per l’apprendimento digitale in Italia e non solo.
Off to learn: Making offline digital learning work for vulnerable girls in Mauritania

Off to learn: Making offline digital learning work for vulnerable girls in Mauritania

AUTHOR(S)
Marco Valenza; Thomas Dreesen; Binta Alassane Gadio; Elisa Despréaux

Published: 2023 Innocenti Research Briefs
In Mauritania, many learners struggle with French, one of the official languages of instruction at school. This language barrier hinders student progress with the curriculum, increasing the chances of leaving school. This risk disproportionately affects adolescent girls due to discriminatory social norms undermining their continued education, even in urban areas of the capital, Nouakchott.
 
To address these challenges, UNICEF Mauritania, in collaboration with the Akelius Foundation and national partners, has initiated a blended course to improve French proficiency for girls in a disadvantaged neighbourhood of Nouakchott. The blended course, which takes place at a community-based facility during afternoons, integrates regular teaching with the offline use of the Akelius Digital Learning app. 

This research brief presents evidence on how the blended course supported vulnerable girls’ learning and other socio-emotional skills. It highlights lessons learnt for practitioners in implementing digital learning in resource-constrained environments, including the reliance on offline solutions and the co-design of digital content with the teachers. 
Du tableau à la tablette: l’apprentissage numérique hors ligne au service des jeunes filles vulnérables en Mauritanie

Du tableau à la tablette: l’apprentissage numérique hors ligne au service des jeunes filles vulnérables en Mauritanie

AUTHOR(S)
Thomas Dreesen; Marco Valenza; Binta Alassane Gadio; Elisa Despréaux

Published: 2023 Innocenti Research Briefs
En Mauritanie, de nombreux élèves rencontrent des difficultés dans la maitrise du français, l'une des langues officielles d'enseignement à l'école. Cette barrière linguistique entrave la progression des élèves dans le programme, augmentant ainsi les risques d'abandon scolaire. Ce risque touche en particulier les adolescentes en raison de normes sociales discriminatoires qui compromettent la poursuite de leurs études, même dans des zones urbaines de la capitale, Nouakchott.

Pour relever ces défis, l'UNICEF, en collaboration avec la Fondation Akelius et des partenaires nationaux, a lancé un cours hybride visant à améliorer la maîtrise du français pour les filles vivant dans un quartier défavorisé de Nouakchott. Ce cours hybride, qui se déroule dans un centre communautaire l'après-midi, intègre un enseignement traditionnel avec l'utilisation hors ligne de l'application d’apprentissage digital Akelius.

Cette note de recherche présente les résultats que le cous hybride a contribué à atteindre en termes l'apprentissage et de compétences socio-émotionnelles. Elle met en lumière les enseignements tirés dans la mise en œuvre de l'apprentissage numérique dans des environnements aux ressources limitées, notamment en s'appuyant sur des solutions hors ligne et en concevant conjointement le contenu numérique avec les enseignants.
Data Must Speak: Unpacking factors influencing school performance in Niger

Data Must Speak: Unpacking factors influencing school performance in Niger

AUTHOR(S)
Komlan Nouwokpo Samati; Alexis Le Nestour; Renaud Comba

Published: 2023 Innocenti Research Report
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. 
Navigating Digital Learning: Insights into the Pasaporte al Aprendizaje Programme in Mexico

Navigating Digital Learning: Insights into the Pasaporte al Aprendizaje Programme in Mexico

AUTHOR(S)
Marta Carnelli; Pragya Dewan; Sophia Kan; Janina Cuevas Zúñiga

Published: 2023 Innocenti Research Briefs
In 2021, Mexico introduced Pasaporte al Aprendizaje, a localized version of the Learning Passport digital learning platform, to mitigate learning loss after widespread school closures due to the COVID-19 pandemic. Between October 2021 and February 2023, almost 100,000 students utilized it for upper-secondary courses.

The research explores the key design and implementation steps undertaken for the successful deployment and use of the Pasaporte al Aprendizaje. In addition, analysis of data from the digital learning platform shows that students assessment scores improved as they progressed through courses, in subjects such as mathematics, Spanish, chemistry and physics. The overall goal of this research is to inform improvements in the Pasaporte al Aprendizaje and provide key lessons learned for other countries implementing national digital learning programmes.
Data Must Speak: Unpacking Factors Influencing School Performance in Côte d'Ivoire

Data Must Speak: Unpacking Factors Influencing School Performance in Côte d'Ivoire

Published: 2023 Innocenti Research Report

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.

Data Must Speak: The effects of female head teachers and female teachers on boys’ and girls’ education

Data Must Speak: The effects of female head teachers and female teachers on boys’ and girls’ education

Published: 2023 Policy Brief
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.

This policy brief – about the effects of female head teachers and female teachers on boys’ and girls’ education – is part of a series that presents key research findings of the quantitative stage of the Data Must Speak (DMS) Positive Deviance research in Côte d’Ivoire. By merging and analyzing existing administrative datasets in Côte d’Ivoire, this series highlights specific resources and contextual factors associated with good school performances in Côte d’Ivoire. More importantly, it aims to inform policy dialogue and decision-making in Côte d’Ivoire and other interested countries.

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.
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