Publications

UNICEF Innocenti's complete catalogue of research and reports

SPOTLIGHT

Child Poverty in the Midst of Wealth: Report Card 18

In a time of general prosperity, more than 69 million children live in poverty in some of the world’s richest countries. Poverty is most often defined by income. But for most children, poverty is about more than just money. It is about growing up in a home without enough heat or nutritious food. Poverty means no new clothes, no telephone and no money for a birthday celebration. These deprivations have consequences that can last a lifetime. Research shows that children in poor families are less likely to complete a good education.1 In some countries, the research indicates that life is eight to nine years shorter for a child born in a poor area than a child born in wealthy area. Ending child poverty and its consequences is a matter of basic rights and justice.

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Time to Teach: La fréquentation des enseignants et le temps d’enseignement dans les écoles primaires et secondaires collégiales au Maroc

Innocenti Research Report

Time to Teach: La fréquentation des enseignants et le temps d’enseignement dans les écoles primaires et secondaires collégiales au Maroc

AUTHOR(S)
Maria Carolina Alban Conto

Published: 2021 Innocenti Research Report

L'absentéisme des enseignants a été identifié comme l’un des principaux obstacles au progrès éducatif et à l’apprentissage des enfants au Maroc. Des études antérieures suggèrent que le taux d’absentéisme scolaire est de 4,4 pour cent et que le taux d’absentéisme en classe est de 5,5 pour cent, avec des chiffres plus élevés dans les écoles publiques et rurales. Bien qu’il existe peu d’analyses empiriques sur l’incidence de l’absentéisme des enseignants dans les écoles primaires et secondaires du pays, certaines études récentes montrent qu’il contribue à l’inefficacité des dépenses d’éducation. La pandémie de COVID-19 ne fera qu'exacerber les défis existants. L’étude Time to Teach (TTT) vise à combler le manque de connaissances relatives aux motivations et aux facteurs associés à l’absentéisme des enseignants du primaire et du secondaire collégial au Maroc.

Cite this publication | No. of pages: 65 | Thematic area: Education | Tags: education, morocco, north africa, primary education, primary schools, secondary education, secondary schools, teachers

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JOURNAL ARTICLES BLOG

3 smiling girls hold tablets containing the Accessible Digital Textbook.

Article

Innovating for Inclusion: Testing Uruguay’s first Accessible Digital Textbook for children with and without disabilities

Children with disabilities are 49 per cent more likely to have never attended school compared to children without disabilities. Even when in school, children with disabilities still face unique and additional barriers to learning, including limited access to appropriate and accessible teaching and learning materials. New and innovative technologies can be catalytic to advance inclusion in education to ensure ALL children can access, participate and learn in school. The UNICEF-led Accessible Digital Textbooks (ADT) initiative, in collaboration with Ministries of Education and implementing partners, follows Universal Design of Learning (UDL) principles to design and produce accessible digital textbooks (ADTs) for children with and without disabilities, to ensure that all students can learn together. ADTs have accessibility features such as sign language videos, navigation support, voice over and image descriptions, subtitles and interactive UDL activities.

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Article

This young (COVID) life

This project explores children and young people’s experiences, opinions, and reactions to the COVID-19 pandemic and related government responses. The pandemic brought changes to their daily lives, social spaces, relationships, and inner worlds. The research sheds light on life since the beginning of the pandemic and how it has affected children and adolescents. It provides ideas and recommendations on managing similar crises in the future. The project has collected the words, drawings, and photos of more than 1,000 children across 6 different countries between 2021 and 2023.

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Inclusion Matters: Inclusive Interventions for Children with Disabilities – An evidence and gap map from low- and middle-income countries

Publication

Inclusion Matters: Inclusive Interventions for Children with Disabilities – An evidence and gap map from low- and middle-income countries

In this publication we report our Evidence and Gap Mapping (EGM) of “Inclusive Interventions for Children with Disabilities in LMICs”. It shows that research is lacking in many critical areas: awareness and non-discrimination, protection, adequate standard of living, family and community life, and empowerment – that represent critical areas of policy and programming in need of robust evidence to improve inclusion and participation. Specific areas overlooked include tackling harmful stereotypes, tackling abuse and violence and ways to reduce stigma; on improving accessibility to water, sanitation, hygiene, housing and food; and interventions that aim for children with disabilities to enjoy their right to be heard, to play and to have their views considered in all matters affecting them. Health research covers 3 in 4 of all studies in our EGM, but there is little evidence on improving access to general health services and accessibility for children with disabilities in healthcare settings. Inclusive education was moderately represented, but lacked the detail to understand how it was implemented or if inclusive education was effective in improving (or harming) academic outcomes, school readiness, graduation rates or the quality of educational services. The companion protocol for the EGM can be found at this link Please also see our EGM on Child and Adolescent Mental Health and Psychosocial Support Interventions

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30 Years of Research on Migration and Displacement at UNICEF Innocenti

Article

30 Years of Research on Migration and Displacement at UNICEF Innocenti

As global displacement rises, there is a pressing need to understand and respond to the migration experiences of children. This article provides key insights from a comprehensive review of UNICEF Innocenti’s research on migration and displacement over the last 30 years.

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A series of artworks produced by children to describe their environments is displayed as cards

Article

Children's Views about their Environments

A collection of artworks created by children and young people from Australia, Belgium, Bulgaria, Canada, Costa Rica, Italy, and New Zealand on key environmental issues highlighted in the Innocenti Report Card 17 'Places and Spaces: Environments and children's well-being'. In each country participating in this project, small groups of children and adolescents discussed how global environmental challenges affect their daily lives. Based on their discussions, children engaged in creative activities: they made videos, drew or wrote stories, took photos, and wrote or recorded audio captions for their artwork.

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Publications

Child Poverty in the Midst of Wealth: Report Card 18

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Time to Teach: La fréquentation des enseignants et le temps d’enseignement dans les écoles primaires et secondaires collégiales au Maroc

RESULTS: 1 SORT BY:

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