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
Comparing Child-focused SDGs in High-income Countries: Indicator development and overview
Comparing Child-focused SDGs in High-income Countries: Indicator development and overview
Published: 2017 Innocenti Working Papers
The new Sustainable Development Goals (SDGs) and the 2030 Agenda for Sustainable Development aim to build on the achievements made under the UN Millennium Development Goals (MDGs) by broadening their scope and building upon a consultative process. The MDGs contributed to substantial social progress in eight key areas: poverty; education; gender equality; child mortality; maternal health; disease; the environment; and global partnership. The SDGs not only include a greater number of development goals than the MDGs, but are also global in focus, including advanced economies for the first time. This paper draws attention to the main challenges the 2030 Agenda presents for rich countries, by highlighting a set of critical child specific indicators, evaluating countries’ progress towards meeting the Goals, and highlighting gaps in existing data. The paper will inform UNICEFs Report Card 14, Building the Future: Children and the Sustainable Development Goals in Rich Countries.
Developing and Selecting Measures of Child Well-Being: Methodological Briefs - Impact Evaluation No. 11
Developing and Selecting Measures of Child Well-Being: Methodological Briefs - Impact Evaluation No. 11
Published: 2014 Methodological Briefs
Indicators provide a signal to decision makers by indicating whether, and to what extent, a variable of interest has changed. They can be used at all levels of the results framework from inputs to impacts, and should be linked to the programme’s theory of change. Most important at the lower levels of the causal chain are monitoring indicators such as inputs (e.g., immunization kits supplied), activities (e.g., immunization days held) and outputs (e.g., clinics built). For higher-level indicators of outcomes and impact, however, monitoring tells us what has happened but not why it happened. To understand this, impact evaluation must be used to increase our understanding of the factors behind achieving or not achieving the goal.
Exploring the Late Impact of the Financial Crisis using Gallup World Poll Data
Exploring the Late Impact of the Financial Crisis using Gallup World Poll Data
Published: 2014 Innocenti Working Papers
This paper explores the use of Gallup World Poll Data to assess the impact of the Great Recession on various dimensions of well-being in 41 OECD and/or EU countries from 2007 up until 2013. It should be read as a complementary background paper to the UNICEF Report Card which explores trends in child well-being in EU/OECD countries since 2007/8. Overall the findings provide clear indications that the crisis has had an impact across a number of self-reported dimensions of well-being. Indeed, a strong correlation between the intensity of the recession and the worsening of people’s perceptions about their own life is recorded since 2007. Data also indicate that the impact has still not peaked in a number of countries where indicators were still deteriorating as late as 2013. A “League Table” is also presented where countries are ranked in terms of change between 2007 and 2013 for four selected Gallup World Poll indicators related material well-being, perceptions of how society treats its children, health and subjective well-being.
Approaches towards Inequality and Inequity: Concepts, measures and policies
Approaches towards Inequality and Inequity: Concepts, measures and policies

AUTHOR(S)
Frances Stewart

Published: 2013 Innocenti Discussion Papers
The paper discusses what a fair, or equitable, distribution is, drawing on some contributions of Western philosophers and economists. After reviewing different approaches, it argues that inequality among groups is particularly unjust. The paper argues for a plural perspective on the space in which inequality is assessed, following Sen’s capability approach. It is argued that the assessment should relate to functionings (or outcomes) rather than capabilities (or possibilities), especially for children whose choices are severely constrained.
Positive Indicators of Child Well-being: A conceptual framework, measures and methodological issues
Positive Indicators of Child Well-being: A conceptual framework, measures and methodological issues
Published: 2009 Innocenti Working Papers
This paper highlights a number of frameworks for positive indicator development which examine the positive well-being of children. Based upon this review, it suggests a new comprehensive framework which identifies constructs for positive well-being as well as potential indicators and extant measures that fit with those constructs. In addition, the paper reviews existing data sources for examples of positive measures that are found in the proposed framework as well as research studies that have been successful in measuring these indicators. The paper then notes the data and measurement gaps that exist in comprehensively measuring the positive in children and youth. Finally, it identifies a number of conceptual and methodological issues that need consideration as efforts to define and measure positive indicators of well-being and well-becoming go forward.
Cite this publication | No. of pages: 100 | Thematic area: Child Poverty | Tags: child development, child well-being, indicators
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