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UNICEF Innocenti's complete catalogue of research and reports
Increasing Women’s Representation in School Leadership: A promising path towards improving learning
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Increasing Women’s Representation in School Leadership: A promising path towards improving learning

Emerging evidence shows a positive association between women school leaders and student performance. Some studies suggest women school leaders are more likely than their male counterparts to adopt effective management practices that may contribute to improved outcomes. However, women remain largely underrepresented in school leadership positions, particularly in low- and middle-income countries. This brief presents emerging insights on the association between women school leaders and education outcomes and draws attention to women’s underrepresentation in school leadership roles. It highlights the need for further research on gender and school leadership to identify policies and practices that can be implemented to increase women’s representation and scale high-quality management practices adopted by women leaders to more schools to improve education outcomes for all children.
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Annual Report 2021
Publication

Annual Report 2021

The UNICEF Innocenti Annual Report 2021 highlights the key results achieved in research and evidence to inform policymaking and programming.
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Trends in Child Well-being in EU Countries during the Great Recession: A cross-country comparative perspective
Trends in Child Well-being in EU Countries during the Great Recession: A cross-country comparative perspective

AUTHOR(S)
Luisa Natali; Bruno Martorano; Sudhanshu Handa; Goran Holmqvist; Yekaterina Chzhen

Published: 2014 Innocenti Working Papers
This paper reports on how children have fared during the period of the global economic crisis (Great Recession) in rich European countries. The authors provide a descriptive overview of the evolution in a series of child well-being indicators over time (2007/8-2012/3 ) in 32 countries (the EU-28 plus Iceland, Norway, Switzerland and Turkey). The focus is on key child and adolescent outcome indicators that are expected to have been affected by the crisis and its related real-economy effects in the short and medium-term, including child monetary poverty and material deprivation, subjective well-being, and transition to adulthood (including education and employment). Countries’ performances are compared and ranked according to the change they experienced in these indicators over the period under analysis.
Young People (not) in the Labour Market in Rich Countries during the Great Recession
Young People (not) in the Labour Market in Rich Countries during the Great Recession

AUTHOR(S)
Yekaterina Chzhen; Dominic Richardson

Published: 2014 Innocenti Working Papers
The global financial crisis of 2007/2008 spilled over into the real economy reducing demand for labour and increasing unemployment. Young people were hit hard, with record numbers of 15-24-year-olds out of work and many of them not in education, employment or training (NEET). More than five years since the outbreak of the financial crisis, the economic recovery remains weak and uneven. The study documents a substantial worsening in the youth labour market situation during the Great Recession across the EU and/or OECD, particularly in countries that suffered greater falls in economic output per capita.
Medición de la pobreza infantil: Nuevas tablas clasificatorias de la pobreza infantil en los países ricos del mundo
Medición de la pobreza infantil: Nuevas tablas clasificatorias de la pobreza infantil en los países ricos del mundo

AUTHOR(S)
Peter Adamson

Published: 2012 Innocenti Report Card
Los informes anteriores de esta serie han demostrado que no proteger a los niños de la pobreza es uno de los errores más costosos que puede cometer una sociedad. Son los propios niños quienes asumen el mayor de todos los costos, pero también sus países deben pagar un muy alto precio por su error: menor nivel de competencias y productividad, menor nivel de logros en materia de salud y educación, mayor probabilidad de desempleo y dependencia de la seguridad social, mayor costo de los sistemas de protección judicial y social, y pérdida de cohesión social. En el presente informe se incluyen los datos más recientes comparables a nivel internacional sobre privación infantil y pobreza infantil relativa. Tomadas en su conjunto, estas dos medidas diferentes ofrecen el mejor panorama disponible actualmente sobre la pobreza infantil en las naciones más ricas del mundo.
Measuring Child Poverty: New league tables of child poverty in the world's rich countries
Measuring Child Poverty: New league tables of child poverty in the world's rich countries

AUTHOR(S)
Peter Adamson

Published: 2012 Innocenti Report Card
Report Card 10 considers two views of child poverty in the world’s advanced economies: a measure of absolute deprivation, and a measure of relative poverty. The first measure is a 14-item Child Deprivation Index that represents a significant new development in international monitoring, drawing on data from the European Union’s Statistics on Incomes and Living Conditions survey of 125,000 households in 31 European countries, which has included a section on children for the first time. Children were considered 'deprived' if they lacked two or more of the items, which ranged from three meals a day, to an Internet connection. The second measure covers the EU and an additional six OECD countries (Australia, Canada, Japan, New Zealand, Switzerland and the United States) and examines the percentage of children living below their national 'poverty line' - defined as 50 per cent of median disposable household income.
Child Well-Being in the EU and Enlargement to the East
Child Well-Being in the EU and Enlargement to the East

AUTHOR(S)
Kitty Stewart; John Micklewright

Published: 2000 Innocenti Working Papers
The accession of up to 13 new members in the next decade is the most important development now facing the European Union. This paper analyses measurable differences in the well-being of children between current club members, the EU Member States, and the 10 Central and Eastern European applicants seeking admission. Two themes are used as a framework for the paper. First, the importance of economic, social and cultural rights in the human rights dimension of the 'Copenhagen criteria' laid down for EU accession. Second, the need for a wider approach to measuring differences in living standards and 'economic and social cohesion' within the Union than that currently taken by the European Commission. In both cases the necessity for considering the position of children is emphasised. The empirical sections of the paper then consider in turn three dimensions of well-being of European children in Member States and the applicant countries: their economic welfare, their health, and their education.
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Responsible Innovation in Technology for Children: Digital technology, play and child well-being
Publication

Responsible Innovation in Technology for Children: Digital technology, play and child well-being

Digital experiences can have significant negative impact on children, exposing them to risks or failing to nurture them adequately. Nevertheless, digital experiences also potentially yield enormous benefits for children, enabling them to learn, to create, to develop friendships, and to build worlds. While global efforts to deepen our understanding of the prevalence and impact of digital risks of harm are burgeoning – a development that is both welcome and necessary – less attention has been paid to understanding and optimizing the benefits that digital technology can provide in supporting children’s rights and their well-being. Benefits here refer not only to the absence of harm, but also to creating additional positive value. How should we recognize the opportunities and benefits of digital technology for children’s well-being? What is the relationship between the design of digital experiences – in particular, play-centred design – and the well-being of children? What guidance and measures can we use to strengthen the design of digital environments to promote positive outcomes for children? And how can we make sure that children’s insights and needs form the foundation of our work in this space? These questions matter for all those who design and promote digital experiences, to keep children safe and happy, and enable positive development and learning. These questions are particularly relevant as the world shifts its attention to emerging digital technologies and experiences, from artificial intelligence (AI) to the metaverse, and seeks to understand their impact on people and society. To begin to tackle these questions, UNICEF and the LEGO Group initiated the Responsible Innovation in Technology for Children (RITEC) project in partnership with the Young and Resilient Research Centre at Western Sydney University; the CREATE Lab at New York University; the Graduate Center, City University of New York; the University of Sheffield; the Australian Research Council Centre of Excellence for the Digital Child; and the Joan Ganz Cooney Center. The research is funded by the LEGO Foundation. The partnership is an international, multi-stakeholder and cross-sectoral collaboration between organizations that believe the design and development of digital technology should support the rights and well-being of children as a primary objective – and that children should have a prominent voice in making this a reality. This project’s primary objective is to develop, with children from around the world, a framework that maps how the design of children’s digital experiences affects their well-being, and to provide guidance as to how informed design choices can promote positive well-being outcomes.
Resources to Support Marginalized Caregivers of Children with Disabilities: Guidelines for Implementation
Publication

Resources to Support Marginalized Caregivers of Children with Disabilities: Guidelines for Implementation

Support from caregivers is critical for children’s learning both at home and at school. However, the COVID-19 pandemic and disruption of education systems globally created additional expectations for parents to support their children’s learning at home. This particularly affected the most marginalized children as the crises exacerbated already existing inequalities in education. This document introduces the approach and purpose of a set of resources to support the marginalized caregivers of children with disabilities with inclusive education. It presents lessons learned from proof-of-concept pilots in Armenia and Uzbekistan, followed by step-by-step guidelines on how to adopt and adapt the resources for education ministries and others who want to implement them in their education system.
Reopening with Resilience: Lessons from Remote Learning during COVID-19: Europe and Central Asia
Publication

Reopening with Resilience: Lessons from Remote Learning during COVID-19: Europe and Central Asia

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.

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