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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.
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Poverty and Children’s Cognitive Trajectories: Evidence from the United Kingdom Millennium Cohort Study
Poverty and Children’s Cognitive Trajectories: Evidence from the United Kingdom Millennium Cohort Study

AUTHOR(S)
Zlata Bruckauf; Yekaterina Chzhen

Published: 2016 Innocenti Working Papers

Existing evidence is inconclusive on whether a socio-economic gradient in children’s cognitive ability widens, narrows or remains stable over time and there is little research on the extent of ‘cognitive mobility’ of children who had a poor start in life compared to their peers. Using data from five sweeps of the United Kingdom (UK) Millennium Cohort Study (MCS) at the ages of 9 months, 3 years, 5 years, 7 years and 11 years, this paper explores the cognitive ability trajectory of children in the bottom decile of the distribution at a given age, and the factors that drive or hinder their progress relative to their peers. The paper analyses children’s risks of moving in and out of the bottom decile of the cognitive ability distribution. The findings indicate a relatively high level of cognitive mobility between ages 3 and 11, especially in the pre-school period (between ages 3 and 5), with children from income-poor households more likely to get ‘trapped’ in the bottom of the age-specific cognitive ability distribution.

Global Kids Online Research Synthesis, 2015-2016
Global Kids Online Research Synthesis, 2015-2016

AUTHOR(S)
Jasmina Byrne; Daniel Kardefelt Winther; Sonia Livingstone; Mariya Stoilova

Published: 2016 Innocenti Research Report

With children making up an estimated one third of internet users worldwide, living in the ‘digital age’ can have important implications for children’s lives. Currently, close to 80 per cent of people in Europe, North America and Australia have internet access, compared with less than 25 per cent in some parts of Africa and South Asia. The international community has recognized the importance of internet access for development, economic growth and the realization of civil rights and is actively seeking ways to ensure universal internet access to all segments of society. Children should be an important part of this process, not only because they represent a substantial percentage of internet users but also because they play an important part in shaping the internet. The internet in turn plays an important part in shaping children’s lives, culture and identities.

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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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