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:   20     SORT BY:
Prev 1 2 Next

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.
13 - 20 of 20
First Prev 1 2 Next Last
Die öffentlich geförderte Bildungs- und Betreuungsinfrastruktur in Deutschland: Eine ökonomische Analyse regionaler und nutzergruppenspezifischer Unterschiede
Die öffentlich geförderte Bildungs- und Betreuungsinfrastruktur in Deutschland: Eine ökonomische Analyse regionaler und nutzergruppenspezifischer Unterschiede
Published: 2008 Innocenti Working Papers
Betreuung und Bildung in der frühen Kindheit war lange Zeit im Westen Deutschlands ein Thema, das wenig Aufmerksamkeit fand. Weithin herrschte die Vorstellung, dass Kleinkinder zu Hause versorgt werden sollten. Aufgrund von Warnungen, die von Kinderärzten und Bindungsforschern kamen, wurden junge Kinder nur in dringenden Fällen in Krippen oder von Tagesmüttern betreut. Eltern, die solche Einrichtungen in Anspruch nahmen, hatten oft ein schlechtes Gewissen.
De transitie naar kinderopvang en onderwijs: Een boordtabel over kinderopvang en onderwijs voor kinderen jonger dan 6 jaar in rijke landen
De transitie naar kinderopvang en onderwijs: Een boordtabel over kinderopvang en onderwijs voor kinderen jonger dan 6 jaar in rijke landen

AUTHOR(S)
Peter Adamson

Published: 2008 Innocenti Report Card
De generatie die nu opgroeit, is de eerste waarvan een meerderheid een groot deel van haar vroegste kindertijd doorbrengt in een of andere vorm van kinderopvang buitenshuis. Tegelijkertijd toont neurowetenschappelijk onderzoek aan dat liefdevolle, stabiele, veilige en stimulerende relaties met verzorgers tijdens de eerste levensmaanden en jaren cruciaal zijn voor alle aspecten in de ontwikkeling van een kind. De combinatie van deze twee ontwikkelingen confronteert de samenleving en de beleidsmakers in de OESO-landen met een aantal dringende vragen. Wordt deze overgang naar kinderopvang en onderwijs een vooruitgang dan wel een achteruitgang voor de kinderen van vandaag en voor de wereld van morgen? Veel zal afhangen van hoe op deze vragen zal worden ingespeeld
Early Childhood Education in Mexico: Expansion, quality improvement, and curricular reform
Early Childhood Education in Mexico: Expansion, quality improvement, and curricular reform
Published: 2007 Innocenti Working Papers
An accumulation of research across hundreds of studies shows the benefits of quality early childhood care and education for children’s later learning, school success and social development. In recognition of the value of providing early learning opportunities, many nations have expanded early childhood care and education in recent years. Mexico provides an interesting case in which expansion of early childhood care and education has occurred in the past 5 years, as have initiatives to improve quality and revise the national curriculum for pre-schoolers. This paper examines three policy initiatives that occurred in Mexico between 2000 and 2006 - preschool expansion, quality improvement and curricular reform. The preschool expansion included a mandate for all parents in Mexico to send their preschool-aged children (3, 4 and 5 years old) to preschool, with target dates of 2004, 2005 and 2008 for 100 per cent coverage of 5-year-olds, 4-year-olds and 3-year-olds, respectively. The quality improvement initiative was part of a larger programme providing supplemental funds to select preschools and schools in Mexico’s public education system. Finally, the curricular reform instituted a new preschool curriculum to be implemented nationwide for all programmes across the 3- to 5-year-old age range.
Decline of Infant and Child Mortality: The European experience 1750-1990
Published: 1997 Innocenti Publications
Of the many changes that have taken place in Western society during the past two centuries, few have been more significant than the steep fall in infant and child mortality. However, the timing and causes of the decline are still poorly understood. While some scholars attribute it to general improvements in living standards, others emphasize the role of social intervention and public health reforms. Written by specialists from several disciplinary fields, the twelve essays in this book break entirely new ground by providing a long-term perspective that challenges some deep-rooted ideas about the European experience of mortality decline and may help explain the forces and causal relationships behind the still tragic incidence of preventable infant and child deaths in many parts of the world today.
Cite this publication | No. of pages: 258 | Thematic area: Early Childhood | Tags: child mortality, early childhood development, infant mortality, public health, standard of living | Publisher: Kluwer Law International, The Hague; UNICEF ICDC, Florence
Early Childhood Development Revisited: From policy formulation to programme implementation
Early Childhood Development Revisited: From policy formulation to programme implementation
Published: 1996 Innocenti Global Seminar
This is the report on an inter-agency workshop convened by the Education Cluster of UNICEF New York as a follow-up to the 1989 Innocenti Global Seminar, which investigated and reviewed the most recent scientific knowledge and conceptual approaches to early childhood development. The workshop’s twofold aim was to clarify the process between policy formulation and programming and to foster new alliances, or strengthen existing ones, with other organizations committed to improving children’s chances for healthy development. Specifically, the meeting undertook a detailed analysis of three accepted strategies: parent education, community partnerships and linkages with programmes for vulnerable children.
Historical Perspectives on Breastfeeding: Two essays
Historical Perspectives on Breastfeeding: Two essays
Published: 1991 Historical Perspectives
The first wave of historical studies of breastfeeding was instrumental in allowing economists, social scientists and decision-makers to guage the order of magnitude of the potantial demographic effects of changing infant feeding patterns that were apparantly underway in many third world countries. In the past 20 years much more information has become available on the effects of feeding patterns on infant mortality in developing countries, yet there are still interesting lessons to be learnt from the past. A blending of quantitative and qualitative evidence can contribute to a better understanding of behavioural dilemmas and can also help us to assess the impact of innovation and official intervention on the survival chances of infants and young children.
Cite this publication | No. of pages: 96 | Thematic area: Early Childhood | Tags: breastfeeding, child nutrition, early childhood development, historical analysis | Publisher: Istituto degli Innocenti, Florence; UNICEF ICDC, Florence
Measuring the Psychosocial Development of Young Children. Innocenti Technical Workshop Summary Report, 7-10 May 1990
Measuring the Psychosocial Development of Young Children. Innocenti Technical Workshop Summary Report, 7-10 May 1990
Published: 1990 Innocenti Publications
Cite this publication | No. of pages: 40 | Thematic area: Early Childhood | Tags: early childhood development, psychological development | Publisher: UNICEF ICDC, Florence
Early Child Development: Summary Report, Innocenti Global Seminar
Early Child Development: Summary Report, Innocenti Global Seminar

AUTHOR(S)
Cassie Landers

Published: 1990 Innocenti Global Seminar
Development of young children encompasses their survival and good health. It also involves their cognitive, emotional, ethical and social growth. Yet research findings have not yet been fully digested or appropriated by the international community for its policies and programmes. It is not widely enough known that meeting the social and psychological needs of young children and intergrating them with nutritional and health needs can be accomplished at relatively low cost. Policy must recognise that what the child experiences from birth onward influences the society of the future.
Cite this publication | No. of pages: 44 | Thematic area: Early Childhood | Tags: child survival and development, early childhood development, right to survival and development | Publisher: UNICEF ICDC, Florence
13 - 20 of 20
First Prev 1 2 Next Last
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