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UNICEF Innocenti's complete catalogue of research and reports
Best of UNICEF Research 2021
SPOTLIGHT

Best of UNICEF Research 2021

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 ninth edition brings together 11 powerful studies from around the world and across the five Strategic Goal Areas. How do South Asian youth feel about entering the world of work? What is the effect of climate-related hazards on access to healthcare? How has COVID-19 affected children and their families in the Republic of Moldova? With social and economic inequalities increasing and progress towards the Sustainable Development Goals lagging, rigorous research – answers to these questions – has never mattered more.
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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.
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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: 2019 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 welfare in low- and middle-income countries (LMICs). 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. This brief provides an overview of the available evidence related to interventions to ensure every child has an equitable chance in life.
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: 2019 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 welfare in low- and middle-income countries (LMICs). 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. This brief provides an overview of the available evidence related to child health and development.
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: 2019 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 welfare in low- and middle-income countries (LMICs). 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 wellbeing space. This brief provides an overview of the available evidence related to education.
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: 2019 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 welfare in low and middle-income countries (LMICs). 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. This brief provides an overview of the available evidence related to ensuring that every child is protected from violence and exploitation.
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: 2019 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 welfare in low- and middle-income countries (LMICs). 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 wellbeing space. This brief provides an overview of the available evidence related to interventions to ensure every child lives in a safe and clean environment.
Evidence and Gap Map Research Brief 1
Evidence and Gap Map Research Brief 1
Published: 2018 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 Collaboration-UNICEF Mega-Map on the effectiveness of interventions to improve child welfare 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. This brief provides an overview of the available evidence related to interventions to ensure every child survives and thrives.
Cite this publication | No. of pages: 9 | Thematic area: Knowledge management | Tags: child welfare
Evidence and Gap Map Research Brief 2
Evidence and Gap Map Research Brief 2
Published: 2018 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 Collaboration-UNICEF Mega-Map on the effectiveness of interventions to improve child welfare 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. This brief provides an overview of the available evidence related to interventions to ensure every child learns.
Cite this publication | No. of pages: 7 | Thematic area: Knowledge management | Tags: child welfare
Evidence and Gap Map Research Brief 3
Evidence and Gap Map Research Brief 3
Published: 2018 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 Collaboration-UNICEF Mega-Map on the effectiveness of interventions to improve child welfare 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. This brief provides an overview of the available evidence related to interventions to ensure every child is protected from violence and exploitation.
Cite this publication | No. of pages: 5 | Thematic area: Knowledge management | Tags: child welfare
Evidence and Gap Map Research Brief 4
Evidence and Gap Map Research Brief 4
Published: 2018 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 Collaboration-UNICEF Mega-Map on the effectiveness of interventions to improve child welfare 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. This brief provides an overview of the available evidence related to interventions to ensure every child lives in a safe and clean environment
Cite this publication | No. of pages: 5 | Thematic area: Knowledge management | Tags: child welfare
Evidence and Gap Map Research Brief 5
Evidence and Gap Map Research Brief 5
Published: 2018 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 Collaboration-UNICEF Mega-Map on the effectiveness of interventions to improve child welfare 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. This brief provides an overview of the available evidence related to interventions to ensure that every child has an equitable chance in life.
Comparing Child Well-Being in OECD Countries: Concepts and methods
Comparing Child Well-Being in OECD Countries: Concepts and methods
Published: 2007 Innocenti Working Papers
This paper is produced alongside Innocenti Report Card 7 "Child Well-being in Rich Countries". It provides more detail on how the indicators were chosen for the Report Card, and how they were combined into components and then into dimensions. It also provides additional analysis to complement the Report Card.
Overview of Child Well-Being in Germany: Policy towards a supportive environment for children
Overview of Child Well-Being in Germany: Policy towards a supportive environment for children

AUTHOR(S)
Hans Bertram

Published: 2007 Innocenti Working Papers
Children’s opportunities to develop according to their talents and competencies and to establish trust in the adults with whom they live, their neighbourhoods, kindergardens, schools and municipalities crucially influence the future of the society in which they grow up. Yet, international comparisons have until recently centred on resource availability, material well-being and health outcomes. However, initiatives such as the OECD/PISA and WHO surveys of ‘healthy lifestyles among school-aged children’ have explored child well-being along several dimensions. In the case of Germany child well-being appears to be more advanced in the western than the eastern regions of the country, and in the south compared to the north. On the basis of the analysis a series of policy recommendations may be identified for the federal states and the municipalities concerning dimensions of child well-being which deserve special attention in their particular regional context.
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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.
Vite a Colori: Esperienze, percezioni e opinioni di bambinə e ragazzə sulla pandemia di Covid-19 in Italia
Publication Publication

Vite a Colori: Esperienze, percezioni e opinioni di bambinə e ragazzə sulla pandemia di Covid-19 in Italia

Il rapporto Vite a Colori racconta le esperienze, percezioni ed opinioni di un gruppo di adolescenti sul primo anno di pandemia di Covid-19 in Italia cercando di comprendere le loro esperienze e punti di vista, attraverso le loro parole. La raccolta dati si è svolta tra febbraio e giugno 2021 con 114 partecipanti tra i 10 e i 19 anni, frequentanti le scuole superiori del primo e del secondo ciclo di 16 regioni italiane. Bambinɘ e ragazzɘ che si identificano come LGBTQI+, minori stranieri non accompagnati (MSNA) e adolescenti con background socioeconomico svantaggiato sono stati deliberatamente inclusi nel campione interessato dalla ricerca

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