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UNICEF Innocenti's complete catalogue of research and reports
Places and Spaces: Environments and children’s well-being
SPOTLIGHT

Places and Spaces: Environments and children’s well-being

Report Card 17 explores how 43 OECD/EU countries are faring in providing healthy environments for children. Do children have clean water to drink? Do they have good-quality air to breathe? Are their homes free of lead and mould? How many children live in overcrowded homes? How many have access to green play spaces, safe from road traffic? Data show that a nation’s wealth does not guarantee a healthy environment. Far too many children are deprived of a healthy home, irreversibly damaging their current and future well-being. Beyond children’s immediate environments, over-consumption in some of the world’s richest countries is destroying children’s environments globally. This threatens both children worldwide and future generations. To provide all children with safe and healthy environments, governments, policymakers, businesses and all stakeholders are called to act on a set of policy recommendations.
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Reopening With Resilience: Lessons from Remote Learning During COVID-19 – East Asia and the Pacific
Reopening With Resilience: Lessons from Remote Learning During COVID-19 – East Asia and the Pacific

AUTHOR(S)
Youngkwang Jeon; Akihiro Fushimi; Dominic Koeppl; Thomas Dreesen

Published: 2021 Innocenti Research Report

COVID-19 school closures in East Asia and the Pacific threaten to widen existing learning inequities and increase the number of children out of school. During the pandemic, governments rapidly deployed remote learning strategies, ranging from paper-based take-home materials to digital platforms. However, lack of electricity – critical to connectivity – remains a key obstacle for the region, particularly in rural areas. Therefore, while digital learning platforms were offered by most Southeast Asian countries, take-up was low.  

A combination of modalities – including mobile phone-based learning strategies – and collaboration with a range of non-governmental education stakeholders have the potential to enhance the reach of remote learning and to make it more engaging for students. Lessons from the regional implementation of these strategies emphasize the importance of research to understand the needs of students, educators and parents and the impact of remote learning, especially in low-resource contexts. 

Reopening With Resilience: Lessons from Remote Learning During COVID-19 – South Asia
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.   

Reopening With Resilience: Lessons from Remote Learning During COVID-19 – Latin America and the Caribbean
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.

Défendre les droits de l’enfant: Rapport de synthèse de l’étude mondiale sur les institutions indépendantes de défense des droits de l’enfant
Défendre les droits de l’enfant: Rapport de synthèse de l’étude mondiale sur les institutions indépendantes de défense des droits de l’enfant

AUTHOR(S)
Vanessa Sedletzki

Published: 2012 Innocenti Publications
Les institutions indépendantes placent explicitement les enfants au centre des systèmes de gouvernance traditionnellement axés sur les adultes. Fournissant souvent des mécanismes directs assurant une responsabilisation accrue de l’État et des autres protecteurs de l’enfance, elles comblent les lacunes entre les pouvoirs et les contrepouvoirs et veillent à ce que les répercussions des politiques et des pratiques sur les droits de l’enfant soient comprises et reconnues. Lorsque les choses vont mal ou que les résultats ne sont pas à la hauteur des attentes, elles soutiennent les voies de recours et les réformes qui s’imposent.
Governance and the Rights of Children: Policy, implementation and monitoring
Governance and the Rights of Children: Policy, implementation and monitoring

AUTHOR(S)
B. Guy Peters

Published: 2012 Innocenti Working Papers
Ensuring the proper functioning of public institutions is integral to good governance, yet ensuring and monitoring the requirements of human rights instruments is difficult and measurement of children’s rights even more so. This paper explores some of the factors which impede and promote public sector responsibilities towards children. The purpose of this analysis is to seek methods of assessing the performance of governments in their roles as protectors of the rights of children according to their international commitments. The multiplicity of actors involved in the process is described and the related problems for cooperation and effective implementation considered.
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Return on Knowledge: How international development agencies are collaborating to deliver impact through knowledge, learning, research and evidence
Publication

Return on Knowledge: How international development agencies are collaborating to deliver impact through knowledge, learning, research and evidence

Effective collaboration around knowledge management and organizational learning is a key contributor to improving the impact of international development work for the world’s most vulnerable people. But how can it be proven? With only 10 years from the target date for the Sustainable Development Goals, nine of the world’s most influential agencies set out to show to the connection between the use of evidence, knowledge and learning and a better quality of human life. This book – a synthesis of stories, examples and insights that demonstrate where and how these practices have made a positive impact on development programming – is the result of the Multi-Donor Learning Partnership (MDLP), a collective effort to record the ways each of these organizations have leveraged intentional, systematic and resourced approaches to knowledge management and organizational learning in their work.
Gender Solutions: Capturing the impact of UNICEF’s gender equality evidence investments (2014–2021)
Publication

Gender Solutions: Capturing the impact of UNICEF’s gender equality evidence investments (2014–2021)

UNICEF has undertaken hundreds of gender evidence generation activities, supporting programmatic action, advocacy work and policymaking. The Gender Solutions project aims to draw together the knowledge, innovations and impacts of gender evidence work conducted by UNICEF offices since the first UNICEF Gender Action Plan was launched in 2014. A desk review identified over 700 gender-related UNICEF research, evaluation and data evidence generation activities since 2014. Twenty-five outputs were shortlisted because of their high quality and (potential for) impact and three were selected as Gender Evidence Award winners by an external review panel. By capturing the impact of this broad body of work, Gender Solutions aims to showcase UNICEF’s evidence investments, reward excellence and inform the rollout of the UNICEF Gender Policy 2021–2030 and Action Plan 2022–2025.
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.
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.

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