Innocenti Research Report Teachers for All: Améliorer l´équité dans l’allocation des enseignants à Madagascar AUTHOR(S) Pierre Gouëdard Published: 2023 Innocenti Research Report Une distribution équitable des enseignants est un critère primordial pour que chaque enfant puisse développer au mieux son potentiel d’apprentissage, quels que soient son école ou lieu de résidence. À Madagascar, le système éducatif fait aujourd’hui face à un double défi : les enseignants qualifiés sont en nombre insuffisant, et les conditions d’apprentissage varient grandement en fonction des zones géographiques. Ce rapport décrit le paysage enseignant à Madagascar, et propose des pistes de réflexion pour améliorer le maillage enseignant dans le pays, afin de favoriser l’accès de tous les enfants à une éducation de qualité. + - Cite this publication | No. of pages: 47 | Thematic area: Education | Tags: access to education, education, educational planning, recruitment, teacher training × COPY BIBLIOGRAPHIC CITATION Pierre Gouëdard 2023 Teachers for All: Améliorer l´équité dans l’allocation des enseignants à Madagascar. , pp. 47.
Innocenti Research Report Integrating Education Technology into Teaching and Learning: Lessons from EDUINO in North Macedonia AUTHOR(S) Joaquín Cárceles; Thomas Dreesen Published: 2023 Innocenti Research Report How can countries engage teachers, parents, and learners in the successful of scale-up digital learning solutions? EDUINO, North Macedonia's platform for digital learning, fostered a community of practice and successfully crowdsourced a large amount of educational content from teachers and educators around the country within weeks of the onset of the COVID-19 pandemic. This research presents factors that enabled the rapid development and scale-up of EDUINO at a systems, school, and classroom level.Research findings in the brief are organized around four key implementation strategies:1. Developing and crowdsourcing curriculum-aligned learning content2. Fostering user engagement through a community of practice3. Furthering teacher capacity for digital learning, and4. Reaching students with disabilities and other learning barriers. + - Cite this publication | No. of pages: 16 | Thematic area: Education | Tags: access to education, digital learning, education, online learning × COPY BIBLIOGRAPHIC CITATION Joaquín Cárceles; Thomas Dreesen 2023 Integrating Education Technology into Teaching and Learning: Lessons from EDUINO in North Macedonia. , pp. 16.
Innocenti Research Report On Call: Using Mobile Phones to Provide Learning in Emergencies AUTHOR(S) Sophia Kan; Thomas Dreesen; Marco Valenza Published: 2022 Innocenti Research Report In 2021, an estimated 37 million children were forcibly displaced across the globe. Ensuring these children continue their education in times of crisis is a significant challenge. One tool that can help children stay in education is basic mobile phones. Basic mobile phones can provide learning through multiple channels, such as text messages, voice calls, nudges and lessons through radio broadcasts. This report outlines, in detail, how mobile phones can be applied as a learning tool in emergency settings. It also provides practical case studies and references for how mobile phones have been used to teach students, support parents and train teachers. This report is also part of the On Call two-part series on the uses of mobile technologies for education in emergency settings, with the second report focusing on mobile technologies for learning assessments. + - Cite this publication | No. of pages: 22 | Thematic area: Education | Tags: access to education, COVID-19, crisis, education, schools, students × COPY BIBLIOGRAPHIC CITATION Sophia Kan; Thomas Dreesen; Marco Valenza 2022 On Call: Using Mobile Phones to Provide Learning in Emergencies. , pp. 22.
Miscellanea Best of UNICEF Research 2022 AUTHOR(S) UNICEF Innocenti Published: 2022 Miscellanea 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. + - Cite this publication | No. of pages: 124 | Tags: access to education, adolescent girls, adolescents, behavioural change, breastfeeding, child diseases, child mental health, child protection, climate change, communicable diseases, COVID-19, COVID-19 response, data analysis, data collection, disease control, disease prevention, drinking water, early childhood development, early childhood education, education, electronic data processing, employment of women, epidemiology, evaluation, female genital mutilation, gender discrimination, gender equality, gender issues, gender-responsive programmes, hygiene, infant feeding, innovations, malnutrition, maternal and child nutrition, mental health, mental health services, nutrition policy, nutrition programmes, primary health care, reproductive health, research, sanitation, sexual violence, social norms, water, water resources × COPY BIBLIOGRAPHIC CITATION UNICEF Innocenti 2022 Best of UNICEF Research 2022. , pp. 124.
Innocenti Research Report Let Us Learn: Making education work for the most vulnerable in Afghanistan, Bangladesh, Liberia, Madagascar and Nepal AUTHOR(S) Marco Valenza; Thomas Dreesen Published: 2022 Innocenti Research Report 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. + - Cite this publication | No. of pages: 43 | Thematic area: Education | Tags: access to education, afghanistan, bangladesh, childhood education, COVID-19, COVID-19 response, early childhood education, education, educational crisis, educational planning, educational policy, educational programmes, educational projects, liberia, madagascar, nepal, primary education, secondary education × COPY BIBLIOGRAPHIC CITATION Marco Valenza; Thomas Dreesen 2022 Let Us Learn: Making education work for the most vulnerable in Afghanistan, Bangladesh, Liberia, Madagascar and Nepal. , pp. 43.
Innocenti Research Report Reopening with Resilience: Lessons from Remote Learning during COVID-19: Europe and Central Asia AUTHOR(S) Marta Carnelli; Thomas Dreesen Published: 2022 Innocenti Research Report 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. + - Cite this publication | No. of pages: 13 | Thematic area: Education | Tags: access to education, asia, central europe, child education, childhood education, COVID-19, COVID-19 response, education, europe, remote learning × COPY BIBLIOGRAPHIC CITATION Marta Carnelli; Thomas Dreesen 2022 Reopening with Resilience: Lessons from Remote Learning during COVID-19: Europe and Central Asia. , pp. 13.
Innocenti Research Report 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. + - Cite this publication | No. of pages: 64 | Tags: access to education, afghanistan, basic education, child education, education, education of girls, equity, female education, gender-responsive programmes, inequity, literacy, non-formal education, out-of-school youth, rural areas, teachers × COPY BIBLIOGRAPHIC CITATION Sophia Kan; Mirwais Fahez; Marco Valenza 2022 Foundational literacy and numeracy in rural Afghanistan: Findings from a baseline learning assessment of accelerated learning centres. , pp. 64.
Innocenti Research Report Reopening With Resilience: Lessons from Remote Learning During COVID-19 – South Asia AUTHOR(S) Radhika Nagesh; Frank van Cappelle; Vidur Chopra; Thomas Dreesen Published: 2021 Innocenti Research Report COVID-19 school closures in South Asia lasted longer than in any other region. To mitigate subsequent effects, governments and education actors in South Asia provided a range of remote learning modalities. This report presents evidence on the reach and effectiveness of these remote learning strategies through a meta-analysis of studies from the region. Large differences in students’ access to connectivity and devices show that high-tech remote learning modalities did not reach all students. Lessons learned indicate that the effectiveness of one-way or low-tech modalities can be enhanced through increased engagement and support from educators. Teachers, parents and caregivers must be supported to help children learn remotely, especially in cases where they must rely on these low-tech remote learning modalities. Formative assessments are needed to understand the scale of lost learning and target responses to remediate this learning loss when schools reopen. + - Cite this publication | No. of pages: 21 | Thematic area: Education | Tags: access to education, COVID-19, COVID-19 response, education, government policy, internet, online learning, remote learning, technology × COPY BIBLIOGRAPHIC CITATION Radhika Nagesh; Frank van Cappelle; Vidur Chopra; Thomas Dreesen 2021 Reopening With Resilience: Lessons from Remote Learning During COVID-19 – South Asia. , pp. 21.
Innocenti Research Report Reopening With Resilience: Lessons from Remote Learning During COVID-19 – Latin America and the Caribbean AUTHOR(S) Javier Santiago Ortiz Correa; Marco Valenza; Vincenzo Placco; Thomas Dreesen Published: 2021 Innocenti Research Report 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. + - Cite this publication | No. of pages: 17 | Thematic area: Education | Tags: access to education, COVID-19, COVID-19 response, education, government policy, government programmes, internet, online learning, remote learning × COPY BIBLIOGRAPHIC CITATION Javier Santiago Ortiz Correa; Marco Valenza; Vincenzo Placco; Thomas Dreesen 2021 Reopening With Resilience: Lessons from Remote Learning During COVID-19 – Latin America and the Caribbean. , pp. 17.
Innocenti Research Report Reopening With Resilience: Lessons from remote learning during COVID-19 in West and Central Africa AUTHOR(S) Marco Valenza; Yacouba Dijbo Abdou; Thomas Dreesen Published: 2021 Innocenti Research Report Countries in West and Central Africa strived to implement national responses to continue learning activities during school closures. These responses relied on a mix of channels, including online platforms, broadcast media, mobile phones and printed learning packs. Several barriers, however, still prevented many children and adolescents in the region from taking advantage of these opportunities, resulting in learning loss in a region where almost 50 per cent of children do not achieve minimum reading skills at the end of the primary cycle. This report builds on existing evidence to highlight key lessons learned in continuing education for all at times of mass school closures and provides actionable recommendations to build resilience into national education systems in view of potential future crises. + - Cite this publication | No. of pages: 19 | Thematic area: Education | Tags: access to education, central africa, COVID-19, education, schools, west africa × COPY BIBLIOGRAPHIC CITATION Marco Valenza; Yacouba Dijbo Abdou; Thomas Dreesen 2021 Reopening With Resilience: Lessons from remote learning during COVID-19 in West and Central Africa. , pp. 19.
Innocenti Research Briefs Let Us Continue Learning: Lessons from Madagascar for improving access and retention of vulnerable children in secondary school AUTHOR(S) Marco Valenza; Cirenia Chávez; Annika Rigole; Andrea Clemons; Alvaro Fortin; Erica Mattellone Published: 2021 Innocenti Research Briefs Malagasy adolescents face severe challenges in accessing and completing basic education. Among those students who complete the primary cycle, one in four does not transition into lower secondary school. Economic constraints among vulnerable households coupled with low-quality education result in widespread dropout and poor learning outcomes.Acknowledging these multidimensional barriers, UNICEF Madagascar leveraged funds from the Let us Learn (LUL) programme to implement a two-pronged strategy to support Malagasy children in accessing and continuing lower secondary school. The Catch-up Classes provide out-of-school adolescents with a learning pathway to build the foundational literacy and numeracy skills they need to resume studying in formal school. Conditional cash transfers target families with children who are at risk of abandoning school after completing the primary cycle.This brief builds on programme monitoring data, impact evaluations and qualitative insights from the field to highlight lessons learnt and actionable recommendations for accessing and continuing vulnerable children’s secondary education. + - Cite this publication | No. of pages: 10 | Thematic area: Education | Tags: access to education, secondary education, vulnerable children × COPY BIBLIOGRAPHIC CITATION Marco Valenza; Cirenia Chávez; Annika Rigole; Andrea Clemons; Alvaro Fortin; Erica Mattellone 2021 Let Us Continue Learning: Lessons from Madagascar for improving access and retention of vulnerable children in secondary school. , pp. 10.
Innocenti Research Report La didattica a distanza durante l’emergenza COVID-19: l’esperienza italiana AUTHOR(S) Giovanna Mascheroni; Daniel Kardefelt Winther; Marium Saeed; Lorenzo Giuseppe Zaffaroni; Davide Cino; Thomas Dreesen; Marco Valenza Published: 2021 Innocenti Research Report 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. + - Cite this publication | Thematic area: Child well-being, Education, Kids online | Tags: access to education, COVID-19, COVID-19 response, education, internet, pandemic, parents, remote learning, working parents × COPY BIBLIOGRAPHIC CITATION Giovanna Mascheroni; Daniel Kardefelt Winther; Marium Saeed; Lorenzo Giuseppe Zaffaroni; Davide Cino; Thomas Dreesen; Marco Valenza 2021 La didattica a distanza durante l’emergenza COVID-19: l’esperienza italiana.