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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.
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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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Do constraints on women worsen child deprivations? Framework, measurement, and evidence from India
Do constraints on women worsen child deprivations? Framework, measurement, and evidence from India
Published: 2019 Innocenti Working Papers
This paper provides a framework for analyzing constraints that apply specifically to women, which theory suggests may have negative impacts on child outcomes (as well as on women). We classify women’s constraints into four dimensions: (i) low influence on household decisions, (ii) restrictions on mobility, (iii) domestic physical and psychological abuse, and (iv) limited information access. Each of these constraints are in principle determined within households. We test the impact of women’s constraints on child outcomes using nationally representative household Demographic and Health Survey data from India, including 53,030 mothers and 113,708 children, collected in 2015-16. We examine outcomes including nutrition, health, education, water quality, and sanitation. In our primary specification, outcomes are measured as multidimensional deprivations incorporating indicators for each of these deficiencies, utilizing a version of UNICEF’s Multidimensional Overlapping Deprivation Analysis index. We identify causal impacts using a Lewbel specification and present an array of additional econometric strategies and robustness checks. We find that children of women who are subjected to domestic abuse, have low influence in decision making, and limited freedom of mobility are consistently more likely to be deprived, measured both multidimensionally and with separate indicators.
Understanding Children’s Experiences of Violence in Viet Nam: Evidence from Young Lives
Understanding Children’s Experiences of Violence in Viet Nam: Evidence from Young Lives

AUTHOR(S)
Thi Thanh Huong Vu

Published: 2016 Innocenti Working Papers

This paper explores children’s accounts of violence at home in Viet Nam, and the ways in which factors at the individual, family, community and society levels affect their experiences of violence. The paper analyses cross-sectional survey data and qualitative data gathered from Young Lives; it explores what children know about violence, how they experience it, what they think drives violence at home, what they perceive the consequences to be, and finally, the support they find effective in addressing violence. High proportions of children experience violence (mostly physical punishment and emotional abuse). The paper contributes to knowledge about the nature and experience of violence affecting children in resource-poor settings, and concludes with some suggestions for policy, programming and practice.

A Study on Violence against Girls: Report on the International Girl Child Conference March 9-10, The Hague
A Study on Violence against Girls: Report on the International Girl Child Conference March 9-10, The Hague
Published: 2009 Innocenti Publications
This publication was jointly developed by the UNICEF Innocenti Research Centre (IRC) and the Government of the Netherlands. It includes a background document prepared by IRC and summarizes the discussions and outcomes of the International Conference on Violence against the Girl Child held in The Hague from 9-10 March 2009. The conference addressed gaps in knowledge, research and responses to violence against girls in the home and family, and was a follow-up to the United Nations Secretary-General’s Study on Violence against Children.
Domestic Violence against Women and Girls
Domestic Violence against Women and Girls

AUTHOR(S)
Sushma Kapoor

Published: 2000 Innocenti Digest
This Digest focuses on domestic violence as one of the most prevalent yet relatively hidden and ignored forms of violence against women and girls globally. Domestic violence is a health, legal, economic, educational, developmental and, above all, a human rights issue. The Digest looks at the magnitude and universality of domestic violence, and its impact on the rights of women and children. It emphasizes the need for coordinated and integrated policy responses; implementing existing leglisation; and ensuring greater accountability from governments in order to eliminate this violence. Information on regional and international NGOs working in this area, and suggestions for further reading are also provided.
La violencia doméstica contra mujeres y niñas
La violencia doméstica contra mujeres y niñas
Published: 2000 Innocenti Digest
Este número del Innocenti Digest afronta el tema de la violencia doméstica, una de las formas de violencia contra mujeres y niñas más difundidas a nivel mundial, aunque suele permanecer relativamente oculta e ignorada. La violencia doméstica es un problema que afecta numerosos campos: la sanidad, la justicia, la economia, la educación, el desarollo y, sobre todo, los derechos humanos. El Digest examina las dimensiones y el carácter universal de la violencia doméstica, como asimismo la repercusión que tiene en los derechos de mujeres y niños.
Violence domestique a l'égard des femmes et des filles
Violence domestique a l'égard des femmes et des filles
Published: 2000 Innocenti Digest
Ce digest souligne la violence domestique comme une des formes les plus répandues, même si elle est relativement occultée et méconnue, de la violence à l'égard des femmes et des filles au niveau mondial. La violence domestique est un problème qui concerne la santé, le droit, l'économie, l'éducation, le développement et, avant tout, les droits humains. Le digest examine l'ampleur et l'universalité du problème de la violence domestique, et son impact sur les droits des femmes et des enfants. Il met l'accent sur la nécessité de réponses politiques coordonnées et intégrées, par une majeure collaboration entre les parties intéressées, par l'établissement de mécanismes de surveillance et d'évaluation des programmes et des politiques, par l'application de la législation en vigueur, et par l'obligation pour les gouvernements d'assumer davantage leurs responsabilités, afin d'éliminer cette violence. Le digest fournit également des informations sur les ONG régionales et internationales oeuvrant dans ce domaine, ainsi que des suggestions de lecture.
Violenza domestica contro le donne e le bambine
Violenza domestica contro le donne e le bambine
Published: 2000 Innocenti Digest
Questo numero di Innocenti Digest affronta il tema della violenza domestica, una delle forme globalmente più diffuse di violenza contro le donne e le ragazze, che però rimane relativamente nascosta e ignorata. Il problema della violenza domestica chiama in causa una varietà di ambiti: la sanità, la giustizia, l'economia, l'istruzione, lo sviluppo e, soprattutto, i diritti dell'uomo. Il Digest esamina le dimensioni e la diffusione del problema, e le ripercussioni che esso ha sui diritti delle donne e dei minori. Sottolinea l'esigenza di fornire risposte politiche coordinate e integrate: con una più efficace applicazione della legislazione esistente e con un impegno più diretto e visibile nella lotta contro questa violenza da parte dei governi. Lo studio contiene inoltre informazioni sulle ONG regionali e internazionali attive su questo tema, oltre che indicazioni bibliografiche utili per approfondire l'argomento.
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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.

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