CONNECT
search advanced search
UNICEF Innocenti
Office of Research-Innocenti
search menu

Publications

UNICEF Innocenti's complete catalogue of research and reports
Best of UNICEF Research 2021
SPOTLIGHT

Best of UNICEF Research 2021

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 ninth edition brings together 11 powerful studies from around the world and across the five Strategic Goal Areas. How do South Asian youth feel about entering the world of work? What is the effect of climate-related hazards on access to healthcare? How has COVID-19 affected children and their families in the Republic of Moldova? With social and economic inequalities increasing and progress towards the Sustainable Development Goals lagging, rigorous research – answers to these questions – has never mattered more.
READ THE FULL REPORT

RESULTS:   5     SORT BY:
Prev 1 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.
1 - 5 of 5
First Prev 1 Next Last
Theory of Change: Methodological Briefs - Impact Evaluation No. 2
Theory of Change: Methodological Briefs - Impact Evaluation No. 2

AUTHOR(S)
Patricia Rogers

Published: 2014 Methodological Briefs
A theory of change explains how activities are understood to produce a series of results that contribute to achieving the final intended impacts. It can be developed for any level of intervention – an event, a project, a programme, a policy, a strategy or an organization. In an impact evaluation, a theory of change is useful for identifying the data that need to be collected and how they should be analysed. It can also provide a framework for reporting.
Evaluative Criteria: Methodological Briefs - Impact Evaluation No. 3
Evaluative Criteria: Methodological Briefs - Impact Evaluation No. 3

AUTHOR(S)
Greet Peersman

Published: 2014 Methodological Briefs
Evaluation relies on a combination of facts and values to judge the merit of an intervention. Evaluative criteria specify the values that will be used in an evaluation. While evaluative criteria can be used in different types of evaluations, this brief specifically addresses their use in impact evaluations.
Overview: Strategies for Causal Attribution: Methodological Briefs - Impact Evaluation No. 6
Overview: Strategies for Causal Attribution: Methodological Briefs - Impact Evaluation No. 6

AUTHOR(S)
Patricia Rogers

Published: 2014 Methodological Briefs
One of the essential elements of an impact evaluation is that it not only measures or describes changes that have occurred but also seeks to understand the role of particular interventions (i.e., programmes or policies) in producing these changes. This process is known as causal attribution. In impact evaluation, there are three broad strategies for causal attribution: 1) estimating the counterfactual; 2) checking the consistency of evidence for the causal relationships made explicit in the theory of change; and 3) ruling out alternative explanations, through a logical, evidence-based process. The ‘best fit’ strategy for causal attribution depends on the evaluation context as well as what is being evaluated.
Présentation de l'évaluation d’impact : Note méthodologique - Évaluation d'impact n° 1
Présentation de l'évaluation d’impact : Note méthodologique - Évaluation d'impact n° 1

AUTHOR(S)
Patricia Rogers

Published: 2014 Methodological Briefs
L’évaluation d’impact fournit des informations sur les effets induits par une intervention. Elle peut être réalisée dans le cadre d’un programme, d’une politique ou de travail en amont, par exemple le renforcement des capacités, le plaidoyer politique et l’appui à la mise en place d’un environnement favorable. Cela va au-delà d’une simple étude des buts et objectifs et examine également les impacts inattendus.
Sinopsis: Métodos de recolección y análisis de datos en la evaluación de impacto: Síntesis metodológica - Sinopsis de la evaluación de impacto n° 10
Sinopsis: Métodos de recolección y análisis de datos en la evaluación de impacto: Síntesis metodológica - Sinopsis de la evaluación de impacto n° 10

AUTHOR(S)
Greet Peersman

Published: 2014 Methodological Briefs
Las evaluaciones de impacto deben ir más allá de la simple evaluación de la magnitud de los efectos (el impacto medio) para determinar con quién ha tenido éxito un programa o política y de qué forma. Lo que constituye «éxito» y la forma de analizar y sintetizar los datos para responder a las preguntas clave de evaluación específicas debe examinarse por anticipado, puesto que la recolección de datos debe orientarse a la combinación de pruebas empíricas necesarias para tomar decisiones adecuadas sobre el programa o política.
1 - 5 of 5
First Prev 1 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.
Vite a Colori: Esperienze, percezioni e opinioni di bambinə e ragazzə sulla pandemia di Covid-19 in Italia
Publication Publication

Vite a Colori: Esperienze, percezioni e opinioni di bambinə e ragazzə sulla pandemia di Covid-19 in Italia

Il rapporto Vite a Colori racconta le esperienze, percezioni ed opinioni di un gruppo di adolescenti sul primo anno di pandemia di Covid-19 in Italia cercando di comprendere le loro esperienze e punti di vista, attraverso le loro parole. La raccolta dati si è svolta tra febbraio e giugno 2021 con 114 partecipanti tra i 10 e i 19 anni, frequentanti le scuole superiori del primo e del secondo ciclo di 16 regioni italiane. Bambinɘ e ragazzɘ che si identificano come LGBTQI+, minori stranieri non accompagnati (MSNA) e adolescenti con background socioeconomico svantaggiato sono stati deliberatamente inclusi nel campione interessato dalla ricerca

Share:

facebook twitter linkedin google+ reddit print email