Publications

This COVID-19 Digest explores this 'crisis of care'. It examines the evidence that has emerged in recent years on how COVID-19 has affected the care that women and children provide and receive. 12 studies, selected from the Innocenti's Children and COVID-19 Research Library, are highlighted to provide insights into several dimensions of the crisis that are highly relevant to children's well-being and that can provide lessons for responding to other types of crises that the world is facing or will face in the future. 
 
The pandemic, associated lockdowns, and other containment measures have had a disproportionate impact on the care and domestic work of women, particularly those who experience other intersecting inequalities, including race, class, gender identity, and location. This Digest examines the impact of the pandemic on gender imbalances in paid and unpaid work, focusing in particular on vulnerable and marginalized women and girls. Whether care and domestic work are unpaid in the home or paid, limited public or private investment in care services increases the cost of meeting families' care and domestic needs. These activities are overwhelmingly carried out by women and girls worldwide, affecting their educational and employment prospects and creating gender inequalities in leisure time. They are usually carried out without any monetary compensation or are paid at low rates. They are also likely to increase in the face of shocks and stresses such as those experienced by COVID-19.

The COVID-19 pandemic transformed internet connectivity from an important asset to an essential piece of infrastructure. Yet two thirds of the world’s school-aged children still have no fixed internet connection at home. This lack of connectivity limits their ability to go online; prevents them from participating and competing in the modern economy; and risks isolating them from the world.

This research brief presents new data on children’s internet access in five countries in Eastern and Southern Africa. It provides estimates of the frequency with which children use the internet and assesses the most common barriers they face. Finally, it explores the potential consequences of leaving these bottlenecks unaddressed.

The introduction of COVID-19 vaccination has been unprecedented in scope and challenges. While the risk of severe disease is lower in children and adolescents, vaccination significantly reduces the risk of severe complications in young people. Not only does vaccination protect children and adolescents from severe illness and death on an individual level, but increasing COVID-19 vaccination coverage among young people is critical to curbing overall community transmission of the disease at the population level.

Drawing on the UNICEF Innocenti Children and COVID-19 Research Library, this issue of the digest summarizes evidence of factors influencing caregiver decision-making attitudes and behaviours regarding vaccinating children and adolescents against COVID-19. Eleven research papers are spotlighted  along with some practical tools to support caregiver decision-making and enhance vaccine uptake. The evidence, insights and lessons from these studies can help policymakers and health practitioners better support caregivers to make important decisions related to the health of their children and communities.

Best of UNICEF Research showcases the most rigorous, innovative and impactful research produced by UNICEF offices worldwide. While evidence highlights emerging issues, it also informs decisions and provides policy and programme recommendations for governments and partners, to improve children's lives.

This year, Best of UNICEF Research celebrates its 10th edition. It features 12 research projects that the selection panel concurred deserved special recognition for delivering results for children in 2022. How? By informing decision-making, shaping policy, raising public awareness, driving social change, and giving children and young people a voice on the issues that affect them most through participatory research.

These endeavours showcase both the power of innovation in the face of emergency and crisis, and the virtues of agility, endurance and scalability. They also offer solutions and ways to learn from each other. Each piece of research offers a set of adaptable tools: validated methodologies; templates for emergency response plans; methods of monitoring and measuring progress; and examples of successful collaboration between stakeholders. 

 

Learning remains largely out of reach for many of the most vulnerable children around the world. In low- and middle-income countries, an estimated 56% of children cannot read a simple text by the age of 10. This share is projected to rise to 70% after the pandemic. The school closures imposed by the COVID-19 outbreak, coupled with an enduring tendency in low-income countries to allocate a limited share of the national education budget to the most vulnerable, are further widening inequalities in the global learning crisis landscape.

The Let Us Learn (LUL) initiative implements innovative education programmes to improve learning for the most vulnerable children in five countries with high levels of out-of-school children: Afghanistan, Bangladesh, Liberia, Madagascar and Nepal. This report documents the outcomes, lessons learned and recommendations based on the experience of the initiative across four types of learning programmes spanning the education lifecycle: (1) pre-primary education; (2) accelerated learning pathways; (3) programmes to reduce barriers to access and stay in formal school; and (4) vocational training.

The widespread school closures due to the COVID-19 pandemic have exacerbated the learning crisis for children living in Eastern and Southern Africa. The crisis has also shown the great need to develop resilient education systems that can provide learning when schools are forced to close. Understanding how to provide remote learning equitably utilizing multiple modalities and emphasizing low-tech solutions in Eastern and Southern Africa is critical given the great challenges facing the region in terms of electricity and connectivity access. This report provides a summary of lessons learned in the East and Southern Africa region from remote learning during COVID-19 and provides concrete recommendations on how to increase the resilience of education systems.

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.

Financing quality social services will require increased public investment and greater mobilization of both domestic and international resources in the post-COVID era. Currently, low- and middle-income countries invest, on average, just one third of their total government expenditure in social spending on education, health and social protection. However, the fiscal space to enhance social spending remains constrained in many parts of the world. Given the scale of the challenge facing many countries, a renewed focus on financing social spending is needed to address widening inequalities.

This policy brief is the second in a series that assesses key issues affecting social spending as part of UNICEF’s work on Public Finance for Children. The brief examines how recent trends are impacting on the financing available for, and directed to, social spending in low- and middle-income countries in different regions, using secondary analysis of public expenditure data collected by international organizations. It calculates median spending figures by region and income group, using World Bank regional aggregates for domestic spending.

 

The implementation of remote learning in Latin America and the Caribbean during the COVID-19 school closures confirmed that the divide in access to electricity and technology remained a major hurdle for governments across the region to serve all children. School closures risk widening existing learning gaps as private schools were more prepared to use technology for remote learning and children from wealthier households received more support at home while schools were closed. As countries in the region reopen their schools, it is vital that governments incorporate key lessons learned to improve the resilience and equity of the education systems.

This report presents evidence on remote learning during the COVID-19 school closures in Latin America and the Caribbean to help guide decision-makers to build more effective, sustainable and resilient education systems for current and future crises.

In Rwanda, over 3.5 million children were estimated to be out of school in 2020 when the country closed all schools as a safety measure against the spread of COVID-19. The government quickly developed a national response plan and started the process of hiring teachers, constructing classrooms and training in-service teachers in remote-learning pedagogies. Prior to the lockdown, schools were already experiencing challenges, including low attendance rates. In the post-COVID-19 environment, learning losses are expected to be significant, especially on the acquisition of foundational skills, and will hinder the ministry's efforts to achieve the learning outcomes of its new competence-based curriculum. 

A Time to Teach study in 2020 in Rwanda found that low teacher attendance was a common problem in primary schools. This study seeks to support the Ministry of Education by providing a comprehensive understanding of secondary school teacher attendance in the country. It builds on findings from the primary schools' study, to understand how attendance challenges may be similar or different across education levels, and more importantly, how these can help inform teacher policy design and implementation.