CONNECT
search advanced search
UNICEF Innocenti
Office of Research-Innocenti
search menu

Publications

UNICEF Innocenti's complete catalogue of research and reports
Reimagining Migration Responses: Learning from children and young people who move in the Horn of Africa
SPOTLIGHT

Reimagining Migration Responses: Learning from children and young people who move in the Horn of Africa

The number of international migrants under 18 is rising, accelerated by complex and fast-evolving economic, demographic, security and environmental drivers. Based on interviews carried out with 1,290 migrant children and young people in Ethiopia, Somalia and Sudan, this report helps address the evidence gap on children and young people migrating in the Horn of Africa by providing a better understanding of their protective environments; their access to services and resources; and their perceptions of safety, well-being and trust in authorities and other providers. It concludes by offering policy and programme recommendations to rethink child protection approaches for migrants in the region.
READ THE FULL REPORT

RESULTS:   73     SORT BY:

FILTER BY:

PUBLICATION DATE:
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.
1 - 12 of 73
Evidence and Gap Map Research Brief UNICEF Strategic Plan 2018–2021: Covid-19 Special Evidence Brief
Evidence and Gap Map Research Brief UNICEF Strategic Plan 2018–2021: Covid-19 Special Evidence Brief
Published: 2021 Innocenti Research Briefs

This research brief is an addition to a series of five briefs, which provide an overview of available evidence shown in the Campbell-UNICEF Mega-Map of the effectiveness of interventions to improve child well-being in low- and middle-income countries. These briefs summarize evidence as mapped against the five goal areas of UNICEF’s 2018–2021 Strategic Plan, although it is anticipated that they will also be useful for others working in the child well-being space.

Cite this publication | No. of pages: 11 | Tags: child well-being, COVID-19
Investigating Risks and Opportunities for Children in a Digital World: A rapid review of the evidence on children’s internet use and outcomes
Investigating Risks and Opportunities for Children in a Digital World: A rapid review of the evidence on children’s internet use and outcomes
Published: 2021 Innocenti Discussion Papers

Children’s lives are increasingly mediated by digital technologies. Yet, when it comes to understanding the long-term effects of internet use and online experiences on their well-being, mental health or resilience, the best we can do is make an educated guess. Our need for this knowledge has become even more acute as internet use rises during COVID-19.

This report explores what has been learned from the latest research about children’s experiences and outcomes relating to the internet and digital technologies. It aims to inform policy-makers, educators, child-protection specialists, industry and parents on the best evidence, and it proposes a future research agenda.

Supporting Families and Children Beyond COVID-19: Social protection in high-income countries
Supporting Families and Children Beyond COVID-19: Social protection in high-income countries
Published: 2020 Innocenti Research Report
COVID-19 constitutes the greatest crisis that high-income countries have seen in many generations. While many high-income countries experienced the global financial crisis of 2007–2008, or have had national recessions, the COVID-19 pandemic is much more than that. COVID-19 is a social and economic crisis, sparked by a protracted health crisis.

High-income countries have very limited experience of dealing with health crises, having their health and human services stretched beyond capacity, restricting the travel of their populations or having to close workplaces and schools – let alone experience of all of these things combined. These unique conditions create new and serious challenges for the economies and societies of all high-income countries. As these challenges evolve, children – as dependants – are among those at greatest risk of seeing their living standards fall and their personal well-being decline.

This new UNICEF Innocenti report explores how the social and economic impact of the pandemic is likely to affect children; the initial government responses to the crisis; and how future public policies could be optimized to better support children. 
Evidence and Gap Map Research Brief UNICEF Strategic Plan 2018–2021 Goal Area 1: Every child survives and thrives
Evidence and Gap Map Research Brief UNICEF Strategic Plan 2018–2021 Goal Area 1: Every child survives and thrives
Published: 2020 Innocenti Research Briefs
This research brief is one of a series of five briefs, which provide an overview of available evidence shown in the Campbell-UNICEF Mega-Map of the effectiveness of interventions to improve child well-being in low- and middle-income countries. These briefs summarize evidence as mapped against the five goal areas of UNICEF’s 2018–2021 Strategic Plan, although it is anticipated that they will also be useful for others working in the child well-being space.
Cite this publication | No. of pages: 10 | Thematic area: Child well-being | Tags: child well-being
Evidence and Gap Map Research Brief UNICEF Strategic Plan 2018–2021 Goal Area 2: Every child learns
Evidence and Gap Map Research Brief UNICEF Strategic Plan 2018–2021 Goal Area 2: Every child learns
Published: 2020 Innocenti Research Briefs

This research brief is one of a series of five briefs, which provide an overview of available evidence shown in the Campbell-UNICEF Mega-Map of the effectiveness of interventions to improve child well-being in low- and middle-income countries. These briefs summarize evidence as mapped against the five goal areas of UNICEF’s 2018–2021 Strategic Plan, although it is anticipated that they will also be useful for others working in the child well-being space.

Cite this publication | No. of pages: 7 | Thematic area: Child well-being | Tags: child well-being
Evidence and Gap Map Research Brief UNICEF Strategic Plan 2018–2021 Goal Area 3: Every child is protected from violence and exploitation
Evidence and Gap Map Research Brief UNICEF Strategic Plan 2018–2021 Goal Area 3: Every child is protected from violence and exploitation
Published: 2020 Innocenti Research Briefs

This research brief is one of a series of five briefs, which provide an overview of available evidence shown in the Campbell-UNICEF Mega-Map of the effectiveness of interventions to improve child well-being in low- and middle-income countries. These briefs summarize evidence as mapped against the five goal areas of UNICEF’s 2018–2021 Strategic Plan, although it is anticipated that they will also be useful for others working in the child well-being space.

Cite this publication | No. of pages: 6 | Thematic area: Child well-being | Tags: child well-being
Evidence and Gap Map Research Brief Unicef Strategic Plan 2018–2021 Goal Area 4: Every child lives in a safe and clean environment
Evidence and Gap Map Research Brief Unicef Strategic Plan 2018–2021 Goal Area 4: Every child lives in a safe and clean environment
Published: 2020 Innocenti Research Briefs

This research brief is one of a series of five briefs, which provide an overview of available evidence shown in the Campbell-UNICEF Mega-Map of the effectiveness of interventions to improve child well-being in low- and middle-income countries. These briefs summarize evidence as mapped against the five goal areas of UNICEF’s 2018–2021 Strategic Plan, although it is anticipated that they will also be useful for others working in the child well-being space.

Evidence and Gap Map Research Brief UNICEF Strategic Plan 2018–2021 Goal Area 5: Every child has an equitable chance in life
Evidence and Gap Map Research Brief UNICEF Strategic Plan 2018–2021 Goal Area 5: Every child has an equitable chance in life
Published: 2020 Innocenti Research Briefs

This research brief is one of a series of five briefs, which provide an overview of available evidence shown in the Campbell-UNICEF Mega-Map of the effectiveness of interventions to improve child well-being in low- and middle-income countries. These briefs summarize evidence as mapped against the five goal areas of UNICEF’s 2018–2021 Strategic Plan, although it is anticipated that they will also be useful for others working in the child well-being space.

Cite this publication | No. of pages: 6 | Thematic area: Child well-being | Tags: child well-being
Worlds of Influence: Understanding What Shapes Child Well-being in Rich Countries
Worlds of Influence: Understanding What Shapes Child Well-being in Rich Countries
Published: 2020 Innocenti Report Card

A new look at children from the world’s richest countries offers a mixed picture of their health, skills and happiness. For far too many, issues such as poverty, exclusion and pollution threaten their mental well-being, physical health and opportunities to develop skills. Even countries with good social, economic and environmental conditions are a long way from meeting the targets set in the 2030 Agenda for Sustainable Development. Focused and accelerated action is needed if these goals are to be met.

The evidence from 41 Organisation for Economic Co-operation and Development (OECD) and European Union (EU) countries tells its own story: from children’s chances of survival, growth and protection, to whether they are learning and feel listened to, to whether their parents have the support and resources to give their children the best chance for a healthy, happy childhood. This report reveals children’s experiences against the backdrop of their country’s policies and social, educational, economic and environmental contexts.

Des Mondes d'Influence: Comprendre ce qui détermine le bien-être des enfants dans les pays riches
Des Mondes d'Influence: Comprendre ce qui détermine le bien-être des enfants dans les pays riches
Published: 2020 Innocenti Report Card

Analyser la situation des enfants dans les pays les plus riches du monde sous un nouvel angle offre une image mitigée de leur santé, de leurs compétences et de leur bonheur. Pour beaucoup trop d’entre eux, des problèmes tels que la pauvreté, l’exclusion et la pollution font peser une menace sur leur bien-être mental, leur santé physique et leurs chances d’acquérir des compétences. Même des pays qui offrent de bonnes conditions sociales, économiques et environnementales sont loin d’atteindre les objectifs fixés par le Programme de développement durable à l’horizon 2030. Pour réaliser ces objectifs, des mesures ciblées et accélérées sont nécessaires.

Les données de 41 pays de l’Organisation de coopération et de développement économiques (OCDE) et de l’Union européenne (UE) parlent d’elles-mêmes, qu’il s’agisse des chances de survie, de croissance et de protection des enfants, de la question de savoir s’ils apprennent et se sentent écoutés, ou de celle de savoir si leurs parents disposent du soutien et des moyens nécessaires pour donner à leurs enfants toutes les chances de mener une enfance équilibrée et heureuse. Ce rapport révèle l’expérience des enfants face aux politiques publiques et à la conjoncture sociale, éducative, économique et environnementale de leurs pays respectifs.

Cite this publication | No. of pages: 64 | Thematic area: Child well-being | Tags: child well-being
Mundos de Influencia:¿Cuáles son los determinantes del bienestar infantil en los países ricos?
Mundos de Influencia:¿Cuáles son los determinantes del bienestar infantil en los países ricos?
Published: 2020 Innocenti Report Card

Una nueva mirada a los niños de los países más ricos del mundo presenta un panorama heterogéneo en cuando a su salud, aptitudes y felicidad. Demasiados ven amenazados su bienestar mental, salud física y oportunidades para el desarrollo de aptitudes por problemas como la pobreza, la exclusión y la contaminación. Incluso los países que disfrutan de una buena situación social, económica y ambiental están muy lejos de cumplir las metas establecidas en la Agenda 2030 para el Desarrollo Sostenible. Para cumplir tales objetivos se requieren medidas específicas y aceleradas.

Las pruebas recabadas en 41 países de la Organización de Cooperación y Desarrollo Económicos (OCDE) y la Unión Europea relatan una historia propia: cuáles son las oportunidades de supervivencia, crecimiento y protección de los niños; si están aprendiendo y se los escucha; si sus progenitores cuentan con apoyo y recursos para ofrecer a sus hijos la posibilidad de vivir una infancia sana y feliz. En este informe se plasman experiencias infantiles con el trasfondo de las políticas nacionales y diversos contextos sociales, educativos, económicos y ambientales.

Cite this publication | No. of pages: 64 | Thematic area: Child well-being | Tags: child well-being
Sfere di Influenza: Un'analisi dei fattori che condizionano il benessere dei bambini nei paesi ricchi
Sfere di Influenza: Un'analisi dei fattori che condizionano il benessere dei bambini nei paesi ricchi
Published: 2020 Innocenti Report Card

Un nuovo sguardo alla situazione dei bambini nei paesi più ricchi del mondo rivela uno scenario misto in termini di salute, competenze e felicità. Troppi problemi, come la povertà, l'esclusione e l'inquinamento, minacciano il loro benessere psicofisico e la possibilità di sviluppare le proprie abilità. Anche i paesi con condizioni sociali, economiche e ambientali favorevoli sono ben lontani dal raggiungere gli obiettivi stabiliti nell'Agenda 2030 per lo sviluppo sostenibile. Per realizzare tali obiettivi, è necessaria un'azione rapida e mirata.

I dati relativi a 41 Paesi dell'Organizzazione per la cooperazione e lo sviluppo economico (OCSE) e l'Unione europea tracciano un quadro chiaro della probabilità di bambini e adolescenti di sopravvivere e crescere, di ricevere tutela, istruzione e ascolto, e della misura in cui i genitori sono in grado di fornire sostegno e risorse per garantire loro le migliori possibilità di vivere un'infanzia sana e felice. Questo studio rivela le esperienze dei bambini alla luce delle politiche e del contesto sociale, educativo, economico e ambientale dei rispettivi paesi.

Cite this publication | No. of pages: 64 | Thematic area: Child well-being | Tags: child well-being
1 - 12 of 73
INNOCENTI DISCUSSION PAPERS INNOCENTI REPORT CARD INNOCENTI RESEARCH BRIEFS INNOCENTI WORKING PAPERS MISCELLANEA INNOCENTI RESEARCH REPORT BEST OF UNICEF RESEARCH
JOURNAL ARTICLES BLOGS
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.

Share:

facebook twitter linkedin google+ reddit print email