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Places and Spaces: Environments and children’s well-being
SPOTLIGHT

Places and Spaces: Environments and children’s well-being

Report Card 17 explores how 43 OECD/EU countries are faring in providing healthy environments for children. Do children have clean water to drink? Do they have good-quality air to breathe? Are their homes free of lead and mould? How many children live in overcrowded homes? How many have access to green play spaces, safe from road traffic? Data show that a nation’s wealth does not guarantee a healthy environment. Far too many children are deprived of a healthy home, irreversibly damaging their current and future well-being. Beyond children’s immediate environments, over-consumption in some of the world’s richest countries is destroying children’s environments globally. This threatens both children worldwide and future generations. To provide all children with safe and healthy environments, governments, policymakers, businesses and all stakeholders are called to act on a set of policy recommendations.
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Analyse méthodologique pour la recherche Data Must Speak: Enseignements tirés de l’approche modèle positive, des sciences comportementales, de la recherche sur la mise en oeuvre et de la science de la mise à l’échelle
Analyse méthodologique pour la recherche Data Must Speak: Enseignements tirés de l’approche modèle positive, des sciences comportementales, de la recherche sur la mise en oeuvre et de la science de la mise à l’échelle

AUTHOR(S)
Lorena Levano Gavidia; Cirenia Chavez; Alvaro Fortin; Luca Maria Pesando; Renaud Comba

Published: 2022 Innocenti Research Report

La pandémie a aggravé une crise de l'apprentissage et mis en péril les objectifs mondiaux. Et pourtant, même dans les contextes éducatifs les plus difficiles, certaines écoles obtiennent de meilleurs résultats que d'autres, situées dans des contextes similaires et avec un niveau de ressources équivalent. Pourquoi ces écoles exceptionnelles, connues sous le nom d'écoles "modèles positives", obtiennent-elles de meilleurs résultats en matière d'apprentissage, de rétention, d'équité et d'égalité des sexes ?

Data Must Speak (DMS) - une initiative mondiale mise en œuvre depuis 2014 - vise à combler les lacunes en matière de preuves tangibles pour atténuer la crise de l'apprentissage en utilisant les données existantes. Le volet recherche de DMS est cocréé avec les ministères de l'éducation. Il s'appuie sur des méthodes mixtes pour générer des connaissances, parallèlement à des enseignements pratiques sur ce qui fonctionne, pourquoi et comment mettre à l'échelle des solutions de terrain pour les décideurs politiques nationaux et la communauté internationale dans le domaine de l'éducation.

La recherche utilise des approches innovantes et complémentaires telles que l’approche modèle positive, des sciences comportementales, de la recherche sur la mise en œuvre et de la science de la mise à l'échelle pour identifier et mettre à l'échelle les comportements et les pratiques des écoles "modèles positives". Cette revue méthodologique présente les définitions, concepts et méthodologies clés de ces approches afin de guider et d'informer le développement et la mise en œuvre de la recherche DMS au niveau national. En s'appuyant sur des exemples existants tirés de la recherche sur l'éducation et d'autres domaines, cet revue propose également les meilleures pratiques et les leçons tirées de ces approches qui peuvent être utilisées comme référence commune et langage standard pour leurs applications futures.

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: 2022 Innocenti Research Briefs

This research brief is one of a series of six 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. Five of these briefs summarize evidence as mapped against the five goal areas of UNICEF’s 2018–2021 Strategic Plan. A sixth special brief was added to focus specifically on COVID-19 and other epidemics and major crises. It is anticipated that the briefs will also be useful for others working in the child well-being space.

Cite this publication | No. of pages: 7 | Tags: child well-being, equity
A Methodological Review for the Data Must Speak Positive Deviance Research: Insights from Positive Deviance, Behavioural Sciences, Implementation Research and Scaling Science
A Methodological Review for the Data Must Speak Positive Deviance Research: Insights from Positive Deviance, Behavioural Sciences, Implementation Research and Scaling Science

AUTHOR(S)
Lorena Levano Gavidia; Cirenia Chavez; Alvaro Fortin; Luca Maria Pesando; Renaud Comba

Published: 2022 Innocenti Research Report

The pandemic has aggravated a learning crisis and put global goals in jeopardy. And yet, even in the most challenging educational contexts, some schools outperform others located in similar contexts and with an equivalent level of resources. Why do these exceptional schools, known as ‘positive deviant’ schools, achieve improved outcomes in learning, retention, equity and gender equality?

Data Must Speak (DMS) – a global initiative implemented since 2014 – aims to address the evidence gaps to mitigate the learning crisis using existing data. DMS’s research component is co-created with ministries of education. It relies on mixed methods to generate knowledge, alongside practical lessons about ‘what works’, ‘why’ and ‘how to’ scale grassroots solutions for national policymakers and the broader international community of education stakeholders.

The research utilizes innovative and complementary approaches of positive deviance, behavioural sciences, implementation research and scaling science to identify and scale up behaviours and practices of ‘positive deviant’ schools. This methodological review presents key definitions, concepts and methodologies of those approaches to guide and inform the development and implementation of the DMS research at country level. By drawing on existing examples from research on education and other fields, this review also offers best practices and lessons learned from those approaches that can be used as a common reference and standard language for future application.

Foundational literacy and numeracy in rural Afghanistan: Findings from a baseline learning assessment of accelerated learning centres
Foundational literacy and numeracy in rural Afghanistan: Findings from a baseline learning assessment of accelerated learning centres

AUTHOR(S)
Sophia Kan; Mirwais Fahez; Marco Valenza

Published: 2022 Innocenti Research Report

In Afghanistan, 93% of children cannot read a simple text by the age of 10. Education is not available to everyone, especially for girls and children in remote areas. A form of community-based education, called Accelerated Learning Centers (ALCs), can help close the distance barrier and meet the needs of out-of-school children and girls. In May 2021, an assessment of foundational literacy and numeracy skills of ALC students and nearby government school students was conducted. Results show that children at ALCs are learning at similar levels or better compared with children who attend government schools. This report provides insight into practices to improve education in rural areas in Afghanistan. 

How Much Does Universal Digital Learning Cost?
How Much Does Universal Digital Learning Cost?

AUTHOR(S)
Haogen Yao; Mathieu Brossard; Suguru Mizunoya; Bassem Nasir; Patrick Walugembe; Rachel Cooper; Atif Rafique; Nicolas Reuge

Published: 2021 Policy Brief

COVID-19 school closures initially revealed more than 75% of children lacked access to critical digital learning opportunities. Three out of four were living in the poorest 40% of households. Digital learning is impossible without connectivity and electricity. However, in places like Chad, Malawi and Niger, the proportion of people with access to electricity is below 1 in 5. What efforts will ensure these children are not further left behind in future crises if schools are again closed? How much will universal access to digital learning cost? The answer is US$1.4 trillion.

This paper estimates the cost of universalizing digital learning by 2030, in alignment with the conceptual framework of the Reimagine Education initiative. It provides a rationale for cost assumptions; classifies costs into enabling digital learning and delivering digital learning; and, finally, discusses financing achievability by comparing the estimated costs with current spending in education and other sectors.

How much it will cost in your country? For a localized costing, download the National Guide Price Generator from the dropdown menu. 

Non-State Education in South Asia: Understanding the effect of non-state actors on the quality, equity and safety of education service delivery
Non-State Education in South Asia: Understanding the effect of non-state actors on the quality, equity and safety of education service delivery

AUTHOR(S)
Artur Borkowski; Bindu Sunny; Juliana Zapata

Published: 2021 Innocenti Research Report

Education systems in South Asia are complex and fragmented. Despite high engagement and involvement of Non-State Actors (NSA) in education, there is a lack of comprehensive policy to govern them. Achieving better learning outcomes for children in South Asia requires understanding the wide variety of NSA providers and unpacking how these different actors engage with and influence education provision. Through a meta-analysis of existing evidence, this report presents findings on learning outcomes in public and non-state schools and the implications on quality, equity and safety of education delivery in the region. It also uncovers critical gaps in evidence that need to be addressed to show what is really working, for whom, where and at what cost.


Lifting Barriers to Education During and After COVID-19: Improving education outcomes for migrant and refugee children in Latin America and the Caribbean
Lifting Barriers to Education During and After COVID-19: Improving education outcomes for migrant and refugee children in Latin America and the Caribbean

AUTHOR(S)
Kim Caarls; Victor Cebotari; Despina Karamperidou; Maria Carolina Alban Conto; Juliana Zapata; Rachel Yang Zhou

Published: 2021 Innocenti Research Report

By the end of 2019, 4.8 million refugees and migrants had left Venezuela – making it the largest external displacement crisis in the region’s recent history. Of these, 1 in 4 was a child.

Across Latin America and the Caribbean, since November 2020, 137 million girls and boys are missing out on their education due to the prolonged closure of schools during COVID-19. The implications are troubling, especially for migrant and refugee children, for whom access to inclusive and equitable education remains a major challenge.

This study collates evidence from Latin America, the Caribbean and across the world to gain a better understanding of the multifaceted linkages between education and migration. It estimates gaps in educational outcomes; identifies structural barriers to education; and highlights promising practices to inform policy.

COVID-19: How prepared are global education systems for future crises?
COVID-19: How prepared are global education systems for future crises?

AUTHOR(S)
Asif Saeed Memon; Annika Rigole; Taleen Vartan Nakashian; Wongani Grace Taulo; Cirenia Chávez; Suguru Mizunoya

Published: 2020 Innocenti Research Briefs
This research brief is one of a series exploring the effects of COVID-19 on education. It focuses on how school closures affect children and the resiliency of education systems to respond to such disruptions and mitigate their effect.
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JOURNAL ARTICLES BLOGS
Return on Knowledge: How international development agencies are collaborating to deliver impact through knowledge, learning, research and evidence
Publication

Return on Knowledge: How international development agencies are collaborating to deliver impact through knowledge, learning, research and evidence

Effective collaboration around knowledge management and organizational learning is a key contributor to improving the impact of international development work for the world’s most vulnerable people. But how can it be proven? With only 10 years from the target date for the Sustainable Development Goals, nine of the world’s most influential agencies set out to show to the connection between the use of evidence, knowledge and learning and a better quality of human life. This book – a synthesis of stories, examples and insights that demonstrate where and how these practices have made a positive impact on development programming – is the result of the Multi-Donor Learning Partnership (MDLP), a collective effort to record the ways each of these organizations have leveraged intentional, systematic and resourced approaches to knowledge management and organizational learning in their work.
Gender Solutions: Capturing the impact of UNICEF’s gender equality evidence investments (2014–2021)
Publication

Gender Solutions: Capturing the impact of UNICEF’s gender equality evidence investments (2014–2021)

UNICEF has undertaken hundreds of gender evidence generation activities, supporting programmatic action, advocacy work and policymaking. The Gender Solutions project aims to draw together the knowledge, innovations and impacts of gender evidence work conducted by UNICEF offices since the first UNICEF Gender Action Plan was launched in 2014. A desk review identified over 700 gender-related UNICEF research, evaluation and data evidence generation activities since 2014. Twenty-five outputs were shortlisted because of their high quality and (potential for) impact and three were selected as Gender Evidence Award winners by an external review panel. By capturing the impact of this broad body of work, Gender Solutions aims to showcase UNICEF’s evidence investments, reward excellence and inform the rollout of the UNICEF Gender Policy 2021–2030 and Action Plan 2022–2025.
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.
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.

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