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UNICEF Innocenti's complete catalogue of research and reports
What Makes Me? Core capacities for living and learning
SPOTLIGHT

What Makes Me? Core capacities for living and learning

This report explores how ‘core capacities’ – or cornerstones of more familiar concepts, such as life skills and competences – develop over the early part of the life course, and how they contribute to children’s personal well-being and development.
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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.
1033 - 1044 of 1071
Is Adjustment Conducive to Long-Term Development? The case of Africa in the 1980s
Is Adjustment Conducive to Long-Term Development? The case of Africa in the 1980s
Cite this publication | No. of pages: 40 | Thematic area: Economic Development | Tags: adjustment policies, economic development, human development | Publisher: UNICEF ICDC, Florence
Liberalisation for Development: Zimbabwe's adjustment without the fund
Liberalisation for Development: Zimbabwe's adjustment without the fund
Cite this publication | No. of pages: 60 | Thematic area: Economic Development | Tags: adjustment policies, economic development | Publisher: UNICEF ICDC, Florence
The Impact of Self-imposed Adjustment: The Case of Burkina Faso, 1983-1989
The Impact of Self-imposed Adjustment: The Case of Burkina Faso, 1983-1989
Cite this publication | No. of pages: 52 | Thematic area: Economic Development | Tags: adjustment policies, economic implications | Publisher: UNICEF ICDC, Florence
Structural Adjustment, Growth and Human Welfare: The case of Niger, 1982-1989
Structural Adjustment, Growth and Human Welfare: The case of Niger, 1982-1989
Cite this publication | No. of pages: 44 | Thematic area: Economic Development | Tags: adjustment policies, human development, structural adjustment | Publisher: UNICEF ICDC, Florence
Ecuador: Crisis, adjustment and social policy in the 1980s
Ecuador: Crisis, adjustment and social policy in the 1980s
Cite this publication | No. of pages: 48 | Thematic area: Economic Development | Tags: adjustment policies, economic crisis, social policy | Publisher: UNICEF ICDC, Florence
Patterns of Government Expenditures in Developing Countries during the 1980s: The impact on social services
Patterns of Government Expenditures in Developing Countries during the 1980s: The impact on social services

AUTHOR(S)
Beth Ebel

Cite this publication | No. of pages: 64 | Thematic area: Economic Development | Tags: development planning, public expenditures, social welfare | Publisher: UNICEF ICDC, Florence
Fiscal Shock, Wage Compression and Structural Reform: Mexican adjustment and educational policy in the 1980s
Fiscal Shock, Wage Compression and Structural Reform: Mexican adjustment and educational policy in the 1980s

AUTHOR(S)
Fernando Valerio

Cite this publication | No. of pages: 48 | Thematic area: Economic Development | Tags: adjustment policies, economic policy, educational policy, fiscal policy | Publisher: UNICEF ICDC, Florence
The Health Sector and Social Policy Reform in the Philippines since 1985
The Health Sector and Social Policy Reform in the Philippines since 1985

AUTHOR(S)
Wilfredo G. Nuqui

Cite this publication | No. of pages: 44 | Thematic area: National Development Programmes | Tags: health policy, national policies, social policy | Publisher: UNICEF ICDC, Florence
Transizione economica e costi sociali: la condizione dell'infanzia nei paesi dell'Est
Transizione economica e costi sociali: la condizione dell'infanzia nei paesi dell'Est
Published: 1991 Innocenti Publications
Cite this publication | No. of pages: 40 | Thematic area: Countries in Transition | Tags: child poverty, child welfare, economic and social conditions, economic transition, social policy | Publisher: UNICEF ICDC, Florence
Transition économique et coûts sociaux: la condition de l’enfance dans les pays d’Europe centrale et orientale
Transition économique et coûts sociaux: la condition de l’enfance dans les pays d’Europe centrale et orientale
Published: 1991 Innocenti Publications
Cite this publication | No. of pages: 40 | Thematic area: Countries in Transition | Tags: child poverty, child welfare, economic and social conditions, economic transition, social policy | Publisher: UNICEF ICDC, Florence
Übergang zur Marktwirtschaft und soziale Folgen: zur Lage der Kinder in Ost- und Mittleeuropa
Übergang zur Marktwirtschaft und soziale Folgen: zur Lage der Kinder in Ost- und Mittleeuropa
Published: 1991 Innocenti Publications
1033 - 1044 of 1071
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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.
Best of UNICEF Research 2021
Publication Publication

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.
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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