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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.
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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.
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Lifting Barriers to Education During and After COVID-19: Improving education outcomes for migrant and refugee children in Latin America and the Caribbean
Lifting Barriers to Education During and After COVID-19: Improving education outcomes for migrant and refugee children in Latin America and the Caribbean
Published: 2021 Innocenti Research Report

By the end of 2019, 4.8 million refugees and migrants had left Venezuela – making it the largest external displacement crisis in the region’s recent history. Of these, 1 in 4 was a child.

Across Latin America and the Caribbean, since November 2020, 137 million girls and boys are missing out on their education due to the prolonged closure of schools during COVID-19. The implications are troubling, especially for migrant and refugee children, for whom access to inclusive and equitable education remains a major challenge.

This study collates evidence from Latin America, the Caribbean and across the world to gain a better understanding of the multifaceted linkages between education and migration. It estimates gaps in educational outcomes; identifies structural barriers to education; and highlights promising practices to inform policy.

Towards a Child Rights-based Assessment Tool to Evaluate National Responses to Migrant and Refugee Children
Towards a Child Rights-based Assessment Tool to Evaluate National Responses to Migrant and Refugee Children

AUTHOR(S)
Kevin Byrne

Published: 2018 Innocenti Discussion Papers
This paper examines a range of tools, guidelines and formats available to monitor and evaluate various aspects of national responses to migrant children and argues for the need to integrate them into a single coherent, child focused, rights-based framework. Their current disparate application leaves gaps in the child’s protective environment and is not consistent with a holistic, child rights-based approach. Building on an analytical framework adopted by the Council of Europe in March 2018 to support a child-rights based approach by local and regional authorities to migrant and asylum-seeking children, the paper puts forward for consideration an integrated evaluation framework that incorporates and links existing practice models in order to ensure quality child-centred monitoring at each and every stage of the migration process.
Innocenti Research Digest: Adolescence 5
Innocenti Research Digest: Adolescence 5

AUTHOR(S)
Emanuela Bianchera

Published: 2017 Miscellanea

This quarterly digest synthesizes the latest research findings in adolescent well-being over the previous three months. Key themes in this latest edition include: the new UN General Comment on the Rights of the Child during adolescence; the risks refugee and migrant children face on the central Mediterranean migration route; and the work of the Know Violence in Childhood: Global Learning Initiative, established as a collective response by individuals from multilateral institutions, non-governmental organizations and funding agencies concerned about the global impact of violence in childhood and the need for investment in effective violence prevention strategies. The Digest offers News, Upcoming Events, Resources and Latest Research.

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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

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