Data Must Speak: Donner à toutes les filles la chance de réussir et réduire les inégalités de genre dans les écoles primaires

Data Must Speak: Donner à toutes les filles la chance de réussir et réduire les inégalités de genre dans les écoles primaires

Published: 2024 Innocenti Research Briefs
Le système éducatif tchadien fait face à de nombreux défis. Il est donc important de comprendre quelles ressources et quels facteurs contextuels sont associés à de bonnes performances scolaires au Tchad.
 
Cette note thématique sur le thème du genre fait partie d'une série qui présente les principaux résultats de la première étape quantitative de la recherche Data Must Speak sur les approches modèles positives au Tchad. En fusionnant et en analysant les ensembles de données administratives existants au Tchad, cette série de notes thématiques met en évidence les ressources spécifiques et les facteurs contextuels associés aux bonnes performances scolaires au Tchad. Plus important encore, elle vise à informer le dialogue politique et la prise de décision au Tchad et dans d'autres pays intéressés.  
 
Data Must Speak - une initiative mondiale mise en œuvre depuis 2014 - vise à combler les lacunes en matière de preuves pour atténuer la crise de l'apprentissage en utilisant les données existantes. La recherche DMS sur les approches modèles positives est cocréée et mise en œuvre conjointement avec les ministères de l'Éducation et des partenaires clés. La recherche DMS s'appuie sur des méthodes mixtes et des approches innovantes (c'est-à-dire l'approche de sur les modèles positive, les sciences du comportement, la recherche sur la mise en œuvre et la science de la mise à l'échelle) pour générer des connaissances et des enseignements pratiques sur " ce qui fonctionne ", " pourquoi " et " comment " mettre à l'échelle des solutions concrètes pour les décideurs politiques nationaux et la communauté internationale.
 
La recherche DMS est actuellement mise en œuvre dans 14 pays : Brésil, Burkina Faso, Côte d'Ivoire, Éthiopie, Ghana, République démocratique populaire lao, Madagascar, Mali, Népal, Niger, République-Unie de Tanzanie, Tchad, Togo et Zambie.
Off to learn: Making offline digital learning work for vulnerable girls in Mauritania

Off to learn: Making offline digital learning work for vulnerable girls in Mauritania

AUTHOR(S)
Marco Valenza; Thomas Dreesen; Binta Alassane Gadio; Elisa Despréaux

Published: 2023 Innocenti Research Briefs
In Mauritania, many learners struggle with French, one of the official languages of instruction at school. This language barrier hinders student progress with the curriculum, increasing the chances of leaving school. This risk disproportionately affects adolescent girls due to discriminatory social norms undermining their continued education, even in urban areas of the capital, Nouakchott.
 
To address these challenges, UNICEF Mauritania, in collaboration with the Akelius Foundation and national partners, has initiated a blended course to improve French proficiency for girls in a disadvantaged neighbourhood of Nouakchott. The blended course, which takes place at a community-based facility during afternoons, integrates regular teaching with the offline use of the Akelius Digital Learning app. 

This research brief presents evidence on how the blended course supported vulnerable girls’ learning and other socio-emotional skills. It highlights lessons learnt for practitioners in implementing digital learning in resource-constrained environments, including the reliance on offline solutions and the co-design of digital content with the teachers. 
Du tableau à la tablette: l’apprentissage numérique hors ligne au service des jeunes filles vulnérables en Mauritanie

Du tableau à la tablette: l’apprentissage numérique hors ligne au service des jeunes filles vulnérables en Mauritanie

AUTHOR(S)
Thomas Dreesen; Marco Valenza; Binta Alassane Gadio; Elisa Despréaux

Published: 2023 Innocenti Research Briefs
En Mauritanie, de nombreux élèves rencontrent des difficultés dans la maitrise du français, l'une des langues officielles d'enseignement à l'école. Cette barrière linguistique entrave la progression des élèves dans le programme, augmentant ainsi les risques d'abandon scolaire. Ce risque touche en particulier les adolescentes en raison de normes sociales discriminatoires qui compromettent la poursuite de leurs études, même dans des zones urbaines de la capitale, Nouakchott.

Pour relever ces défis, l'UNICEF, en collaboration avec la Fondation Akelius et des partenaires nationaux, a lancé un cours hybride visant à améliorer la maîtrise du français pour les filles vivant dans un quartier défavorisé de Nouakchott. Ce cours hybride, qui se déroule dans un centre communautaire l'après-midi, intègre un enseignement traditionnel avec l'utilisation hors ligne de l'application d’apprentissage digital Akelius.

Cette note de recherche présente les résultats que le cous hybride a contribué à atteindre en termes l'apprentissage et de compétences socio-émotionnelles. Elle met en lumière les enseignements tirés dans la mise en œuvre de l'apprentissage numérique dans des environnements aux ressources limitées, notamment en s'appuyant sur des solutions hors ligne et en concevant conjointement le contenu numérique avec les enseignants.
Children and COVID-19 Research Library Quarterly Digest Issue 4: Marginalized girls’ learning and COVID-19

Children and COVID-19 Research Library Quarterly Digest Issue 4: Marginalized girls’ learning and COVID-19

Published: 2022 Innocenti Digest

Progress towards SDG 4 – Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all – was already in jeopardy before COVID-19. The world was facing a learning crisis, with 48% of children unable to read and understand a simple text by the age of 10.

For the most marginalized children, the learning crisis was even more severe. In low-income countries, 94% of girls (and 93% of boys) were not able to read by the age of 10, compared with 7% of girls (and 8% of boys) in high-income countries. The COVID-19 pandemic has exacerbated pre-existing disparities to the detriment of the girls and boys who were already being left behind.

This digest spotlights 13 research papers, and summarizes lessons and evidence of the impacts of COVID-19 on marginalized girls’ learning, drawing from UNICEF Innocenti’s Children and COVID-19 Research Library launched in 2020.

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. 

COVID-19: Missing More Than a Classroom. The impact of school closures on children’s nutrition

COVID-19: Missing More Than a Classroom. The impact of school closures on children’s nutrition

AUTHOR(S)
Artur Borkowski; Javier Santiago Ortiz Correa; Donald A. P. Bundy; Carmen Burbano; Chika Hayashi; Edward Lloyd-Evans; Jutta Neitzel; Nicolas Reuge

Published: 2021 Innocenti Working Papers

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.

Is University Education More Important for a Boy than for a Girl? Social approval of unequal educational opportunity across 21 countries

Is University Education More Important for a Boy than for a Girl? Social approval of unequal educational opportunity across 21 countries

AUTHOR(S)
Yekaterina Chzhen; Zlata Bruckauf

Published: 2017 Innocenti Research Briefs

The attitudes that we hold are shaped and nurtured by society, institutions, religion and family; they involve feelings, beliefs and behaviours and represent a form of judgement. These attitudes and values define the power relations, dynamics, opportunities and choices between men and women, boys and girls. Societies vary significantly in the scale of egalitarian attitudes and beliefs related to gender roles and opportunities in  education, politics, the family, and the workforce. Progress towards more egalitarian gender values is crucial for achieving gender equality among children and young people, which in turn is a pre-condition for sustainable development.

Does Keeping Adolescent Girls in School Protect against Sexual Violence? Quasi-experimental Evidence from East and Southern Africa

Does Keeping Adolescent Girls in School Protect against Sexual Violence? Quasi-experimental Evidence from East and Southern Africa

AUTHOR(S)
Tia Palermo; Michelle Mills

Published: 2017 Innocenti Research Briefs

Sexual violence against women and girls is widespread globally. In their lifetime, one in three women will experience intimate partner physical or sexual violence and 7 per cent will experience forced sex by someone other than an intimate partner. This study finds protective effects of educational attainment against lifetime experience of sexual violence among women in Uganda, but not in Malawi. Further, in our pathway analyses, we find large impacts on delaying marriage in both countries. These results suggest that policies aimed at increasing educational attainment among girls may have broad-ranging long-term benefits.

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