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UNICEF Innocenti's complete catalogue of research and reports
Reimagining Migration Responses: Learning from children and young people who move in the Horn of Africa
SPOTLIGHT

Reimagining Migration Responses: Learning from children and young people who move in the Horn of Africa

The number of international migrants under 18 is rising, accelerated by complex and fast-evolving economic, demographic, security and environmental drivers. Based on interviews carried out with 1,290 migrant children and young people in Ethiopia, Somalia and Sudan, this report helps address the evidence gap on children and young people migrating in the Horn of Africa by providing a better understanding of their protective environments; their access to services and resources; and their perceptions of safety, well-being and trust in authorities and other providers. It concludes by offering policy and programme recommendations to rethink child protection approaches for migrants in the region.
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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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En favor de los derechos del niño
En favor de los derechos del niño
Published: 1990 Innocenti Essay
Cite this publication | No. of pages: 26 | Thematic area: Rights of the Child | Tags: children's rights, convention on the rights of the child, implementation of the crc | Publisher: UNICEF ICDC, Florence
Violence Against Children in Europe: A preliminary review
Violence Against Children in Europe: A preliminary review
In-depth research (and even official statistics) covering all forms of violence experienced by children is available for very few countries. Many forms of violence are suffered by children across Europe, but country specific data is critical to determine the extent to which states are meeting their human rights obligations to protect children effectively from all forms of violence, and for the proper development of child protection and preventive services and the targeting of resources to where they are most needed. This review is not exhaustive, but it nevertheless highlights a number of problematic features of the available research which impede the construction of any accurate national or regional assessment of violent victimisation of children.
Innocenti Social Monitor 2006: Understanding Child Poverty in South-Eastern Europe and the Commonwealth of Independent States (Russian Version)
Innocenti Social Monitor 2006: Understanding Child Poverty in South-Eastern Europe and the Commonwealth of Independent States (Russian Version)
This is a study of child poverty in a fast-changing region. Since 1998 almost all countries of the South-Eastern Europe and Commonwealth of Independent States region have shown signs of economic recovery. The numbers of people living in income poverty has fallen, living standards have generally improved and opportunities for many children in the region have expanded. This signals a turning point in the dramatic decline in social and economic conditions experienced by most children in the region in the early 1990s. Yet there is a serious risk that a part of the new generations of children born since the start of the transition is being left behind. The study shows that not all children are benefiting from the economic growth and that Governments in the region need to give higher policy priority to tackling disadvantage and deprivation endured by children. Pursuing a child rights perspective, the study set outs to measure and understand better the nature and scale of child poverty, as distinct from adult poverty; it highlights the large disparities in child well-being which have emerged in this period of economic expansion, between countries, between regions within countries, and between families; it points to ways in which governments in the region could more effectively address marginalisation and disparities among children. The Innocenti Social Monitor 2006 provides practical examples of ways in which children can be given distinct attention and visibility in the analysis of poverty and in policy priorities, while also stressing that data collection has to be improved and made more accessible in order to allow the impact of policies on children to be effectively assessed and addressed.
Law Reform and the Implementation of the Convention on the Rights of the Child (Arabic)
Law Reform and the Implementation of the Convention on the Rights of the Child (Arabic)
The study reviews the legislation concerning the rights of children adopted by 52 States Parties since the adoption of the Convention on the Rights of the Child. With the goal of providing an overview of the scope and content of new legislation adopted since 1989, the report covers 18 of the general principles and rights contained in the Convention. Three subjects that deserve further investigation are identified: the process of law reform, its place as part of a broad child rights strategy, and the actual impact of legislation of this kind on children.
The Dynamics of Social Change: Towards the abandonment of FGM/C in five African countries (Arabic version)
The Dynamics of Social Change: Towards the abandonment of FGM/C in five African countries (Arabic version)
Published: Innocenti Insights
يشكل ختان الإناث انتهاكاً لحقوق الإنسان الخاصة بالنساء والفتيات. وحتى إذا لم يكن العنف هو القصد منه فهو يشكل حتما ممارسة عنيفة، ناهيك عن كونه مظهراً من مظاهر التفاوت المتجذر في المساواة بين الجنسين وكونه تمييزياً بطبيعته. إن جذور هذه الممارسة ضاربة في الفهم الثقافي لنوع الجنس والحياة الجنسية والزواج والأسرة ويؤثر ذلك الفهم في كيفية النظر إلى الختان وتقبله في السياقات المختلفة. وعلى الرغم من التفاوت عبر البلدان الخمسة الخاضعة للتحليل وداخل حدود البلد الواحد، تؤكد التجارب أن ختان الإناث في المجتمعات التي تمارسه يعتبر خطوة ضرورية لتعزيز منزلة الفتاة وحمايتها، وفي أحيان كثيرة لجعلها أكثر أهلية للزواج. يؤدي ختان الإناث دور الميثاق الاجتماعي والقاعدة الاجتماعية وهو يرتكز على توقعات متبادلة داخل تلك المجتمعات.
Law Reform and Implementation of the Convention on the Rights of the Child - Arabic version
This study sets out to better understand the extent to which commitments made by States parties to the Convention on the Rights of the Child have led to the adoption of concrete measures to improve the rights of children; the extent to which these measures have had a real impact on the lives of children; progress made so far; and the most important challenges faced and the priorities for the years ahead, based on a collective experience of 18 years of striving to implement the Convention and the social, economic, scientific and political changes that have occurred during this time.
Can Unconditional Cash Transfers Lead to Sustainable Poverty Reduction? Evidence from two government-led programmes in Zambia
Can Unconditional Cash Transfers Lead to Sustainable Poverty Reduction? Evidence from two government-led programmes in Zambia
In sub-Saharan Africa, the poorest region in the world, the number of cash transfer programmes has doubled in the last five years and reaches close to 50 million people. What is the impact of these programmes, and do they offer a sustained pathway out of ultra-poverty? In this paper we examine these questions using experimental data from two unconditional cash transfer programmes implemented by the Government of Zambia. We find far-reaching effects of these two programmes, not just on their primary objective, food security and consumption, but also on a range of productive and economic outcomes. After three years, we observe that household spending is 59 per cent larger than the value of the transfer received, implying a sizeable multiplier effect. These multipliers work through increased non-farm business activity and agricultural production.
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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.
Time to Teach: Teacher attendance and time on task in Eastern and Southern Africa
Publication Publication

Time to Teach: Teacher attendance and time on task in Eastern and Southern Africa

There is a learning crisis. Fifty-three per cent of children in low- and middle-income countries are in ‘learning poverty’, i.e. they cannot read and understand a simple text by the end of primary school age. In sub- Saharan Africa, the learning poverty rate is 87 per cent overall, and ranges from 40 per cent to as high as 99 per cent in the 21 countries with available data. Teachers attending lessons and spending quality time on task is a critical prerequisite to learning. However, in sub-Saharan Africa, teacher absenteeism ranges from 15 to 45 per cent. Teacher absenteeism and reduced time on task wastes valuable financial resources, short-changes students and is one of the most cumbersome obstacles on the path toward the education Sustainable Development Goal and to the related vision of the new UNICEF education strategy: Every Child Learns. Whilst the stark numbers are available to study, and despite teacher absenteeism being a foremost challenge for education systems in Africa, the evidence base on how policies and practices can influence teacher attendance remains scant. Time to Teach (TTT) is a research initiative that looks at primary school teacher attendance in eight countries and territories in the Eastern and Southern Africa (ESA) region: the Comoros; Kenya; Rwanda, Puntland, State of Somalia; South Sudan; the United Republic of Tanzania, mainland; the United Republic of Tanzania, Zanzibar; and Uganda. Its primary objective is to identify factors affecting the various forms of teacher attendance, which include being at school, being punctual, being in the classroom, and teaching when in the classroom, and use this evidence to inform the design and implementation of teacher policies.

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