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

Publications

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

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.
READ THE FULL REPORT

RESULTS:   3     SORT BY:
Prev 1 Next

FILTER BY:

PUBLICATION DATE:
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.
1 - 3 of 3
First Prev 1 Next Last
Realizing an Enabling Environment for Adolescent Well-being: An inventory of laws and policies for adolescents in South Asia
Realizing an Enabling Environment for Adolescent Well-being: An inventory of laws and policies for adolescents in South Asia

AUTHOR(S)
Elena Camilletti

Published: 2018 Innocenti Research Report

This paper takes stock of legal and policy frameworks for adolescents in the eight countries of South Asia: Afghanistan, Bangladesh, Bhutan, India, Maldives, Nepal, Pakistan and Sri Lanka. The eight countries display a rich diversity of cultural, historical, political, social and economic institutions, which is reflected in their national legal and policy frameworks for adolescents. This paper sheds light on the similarities and differences among South Asian countries regarding the translation of international human rights law into their national normative frameworks, and aims to provide a nuanced understanding of how ‘adolescent-sensitive’ their legal and policy frameworks are.

The paper reviews the legal coverage across  nine sets of rights: the right to political participation; the right to protection; the right to education; the right to health; the right to marriage; the right to decent work and protection from child labour; the right to social protection; digital rights; the right to equality and non-discrimination. It compares the legal and policy frameworks for adolescents of the eight South Asian countries against the requirements of the international standards signed and ratified by each country.
Les institutions independantes des droits de l'homme pour les enfants en Afrique francophone : la situation au Mali, au Burkina Faso et au Sénégal
Les institutions independantes des droits de l'homme pour les enfants en Afrique francophone : la situation au Mali, au Burkina Faso et au Sénégal

AUTHOR(S)
Rébecca Steward; Vanessa Sedletzki

Published: 2011 Innocenti Working Papers
Tous les Etats francophones de l’Afrique de l’Ouest sont parties à la Convention relative aux droits de l’enfant (CDE) ainsi qu’à la Charte africaine des droits et du bien-être de l’enfant (CADBE) et ont donc l’obligation de les mettre en œuvre, en particulier en suivant les indications des organes chargés du contrôle de leur application. Le Comité des droits de l’enfant a identifié les mesures générales essentielles à la mise en œuvre de la CDE. Parmi elles, figure l’établissement d’institutions indépendantes de défense des droits de l’enfant. Ces institutions ont généralement pour mandat de contrôler les activités de divers acteurs – publics et privés – au regard des droits des enfants, de promouvoir les droits des enfants en émettant des recommandations et en éduquant le public, et d’examiner des plaintes individuelles concernant des violations de ces droits. Le présent document fait l’état des avancées pour l’établissement d’institutions indépendantes de défense des droits de l’enfant à la lumière des standards internationaux et africains, en particulier au Burkina Faso, Mali et Sénégal.
UN Human Rights Standards and Mechanisms to Combat Violence Against Children: A contribution to the UN Secretary General's Study on Violence Against Children
UN Human Rights Standards and Mechanisms to Combat Violence Against Children: A contribution to the UN Secretary General's Study on Violence Against Children
Published: 2005 Innocenti Publications
The purpose of this publication is to recall the human rights framework set out in international instruments adopted by the United Nations with relevance to the right of children to freedom from violence. It also reviews how treaty bodies established by human rights conventions to monitor progress in their implementation, as well as other UN human rights mechanisms, have addressed the protection of children from violence.
1 - 3 of 3
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
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.

Share:

facebook twitter linkedin google+ reddit print email