This research brief provides a snapshot of Girls’ Access To Education (GATE), a non-formal education programme that aims to bring the most marginalized adolescent girls in Nepal into school. The nine-month programme provides out-of-school girls with the basic literacy, numeracy and life skills they need to enter and learn in formal schooling. The analysis draws on GATE monitoring data for 2018/19, covering 7,394 GATE beneficiaries in five districts of Nepal, and is combined with qualitative evidence including case studies and focus group discussions with former GATE participants conducted in 2019. The mixed-methods analysis finds that the GATE programme has been highly effective, with 95% completion of the programme by enrolled girls and 89% of girls making the successful transition to formal school. Moreover, GATE graduates enrolled in Grades 3 to 5 in formal schools outperformed non-GATE girls enrolled in the same grades, even though GATE girls overwhelmingly had no prior formal school experience. Qualitative evidence reveals that poverty, caring responsibilities and parents’ traditional views may be important factors in explaining why GATE girls had never previously attended school. Despite this, GATE beneficiaries who were interviewed maintain a positive outlook on the future and have clear career goals. One of the recommendations stemming from this brief is to explore the feasibility of expanding GATE approaches to target out-of-school children in other contexts, as GATE has been a cost-effective solution in the context of Nepal.
This report explores how the role of families, and family policies from around the world, can contribute to meeting the ambitions of the Sustainable Development Goals (SDGs). Given the key role that both families and family policies have in determining social progress, and the national and international focus on meeting the SDGs by 2030, the timing of the publication is opportune. The report summarizes reviews of evidence across six SDGs that cover poverty, health, education, gender equality, youth unemployment, and ending violence to highlight some important issues that policymakers might consider when making future policies work for families, and family policies work for the future. A key contribution of the work, given the broad scope of the SDG ambitions, has been to map how the successes of family-focused policies and programmes in one SDG have also been successful in contributing to positive outcomes in other goal areas.
This research brief is one of a series that explores the impact of COVID-19 on education. It focuses on the potential parental role in learning and its association with foundational reading and numeracy skills. Fifty-three per cent of children in low- and middle-income countries cannot read and understand a simple text by the end of primary school age. In low-income countries, the learning crisis is even more acute, with the ‘learning poverty’ rate reaching 90 per cent. In the midst of the COVID-19 pandemic, 191 countries have implemented countrywide school closures, affecting 1.6 billion learners worldwide. In India alone, 320 million students from pre-primary to tertiary level are affected by school closures. In sub-Saharan Africa, 240 million are affected. With children currently not able to study in classrooms, the importance of learning at home is amplified and the task of supporting children’s learning has fallen on parents at a much larger rate. This is a significant burden, particularly for those who are also teleworking and those with limited schooling themselves.
The COVID-19 pandemic has had an unprecedented impact on societies, globally. To help contain the spread of the disease, schools around the world have closed, affecting 1.6 billion learners – approximately 91 per cent of the world’s enrolled students. Governments and education stakeholders have responded swiftly to continue children’s learning, using various delivery channels including digital tools, TV/radio-based teaching and take-home packages for parent or carer-guided education.
However, the massive scale of school closures has laid bare the uneven distribution of the technology
needed to facilitate remote learning. It has also highlighted the lack of preparedness and low resilience of systems to support teachers, facilitators and parents/caregivers in the successful and safe use of
technology for learning.
Using data on access to technology from household surveys (MICS and DHS) and information on national education responses to school closures gathered from UNICEF education staff in over 120 countries, this brief explores potential promising practices for equitable remote learning.
Global Kids Online is a research network initiative led by the London School of Economics and Political Science (LSE) and UNICEF Office of Research – Innocenti (UNICEF – Innocenti). It was launched in 2016 with the purpose of building on the experience of the highly successful EU Kids Online programme and further promoting research on children’s online rights on a global scale, with a focus on low- and middle-income countries. In order to understand ways in which the research has been taken up and used in partner countries and internationally, this study was commissioned in 2019 by UNICEF – Innocenti and The London School of Economics, and undertaken by an independent team at Matter of Focus. It uses an approach that allows for the broad capture of impacts internationally as well as the specific impacts in partner countries, with more detailed focus on three case study countries (Uruguay, Bulgaria and Ghana), selected by the Global Kids Online management team.
Sarah Morton; Amy Grant; Ailsa Cook; Helen Berry; Christina McMellon; Melvina Robbin; Alessandra Ipince
Celebrating ten years of building evidence for action on cash transfers in Africa, UNICEF, the Food and Agriculture Organization of the United Nations (FAO) and the University of North Carolina at Chapel Hill (UNC) organized the seventh regional Transfer Project workshop on “Social Protection, Cash Transfers and Long-Term Poverty Reduction” in Arusha, Tanzania from 2 to 4 April 2019. Over 130 social protection experts and stakeholders from 20 African countries attended, including government officials, UNICEF and FAO staff, academics, NGOs and other development partners.
In the 2016–17 school year, the United Nations Children’s Fund (UNICEF), in partnership with the United Nations World Food Programme (WFP) and in coordination with the Ministry of Education and
Higher Education (MEHE) in Lebanon, started to pilot a child-focused cash transfer programme for displaced Syrian children in Lebanon. The programme, known as the No Lost Generation (NLG) or “Min Ila” (meaning “from/to”) was designed to reduce negative coping strategies harmful to children and reduce barriers to children’s school attendance, including financial barriers and reliance on child labour. UNICEF Lebanon contracted the American Institute for Research (AIR) to help UNICEF Office of Research (OoR) design and implement an impact evaluation of the programme. The purpose of the impact evaluation, one of the first rigorous studies of a social protection programme supporting children in a complex displacement setting, is to monitor the programme’s effects on recipients and provide evidence to UNICEF, WFP, and MEHE for decisions regarding the programme’s future. This report investigates and discusses the programme’s impacts on child well-being outcomes, including
food security, health, child work, child subjective well-being, enrollment, and attendance, after 1 year of programme implementation.
Parenting interventions can dramatically reduce violence against children and improve a child’s future. Yet in the past, research has mainly focused on young children in high-income countries, and most of the research has only used quantitative methodology. By contrast, this qualitative study focuses on teenagers and their caregivers who attended a parenting programme in South Africa, contributing to a small but growing body of research on parent support programmes for teenagers in low and middle-income countries. The research examines the Sinovuyo Teen Parenting programme, which was developed and tested between 2012 and 2016 in South Africa. The main qualitative study was carried out in the last year (2015–2016) and is the focus of this paper. It complements a cluster randomized controlled trial. This qualitative study captures the experiences of teenagers and parents who attended the Sinovuyo Teen Parenting programme in 2015. Importantly, the study gives an insight into how the caregivers and teenagers changed as a result of participating in the study. Findings show that both caregivers and teenagers valued the programme and their participation fostered better family relations and reduced violence at home. Their views are important for practitioners, programme implementers and researchers working in violence prevention and child and family welfare. More research is needed, however, to show whether these changes can be sustained.
Globally, studies have demonstrated that children in every society are affected by physical, sexual and emotional violence. The drive to both quantify and qualify violence through data and research has been powerful: discourse among policy makers is shifting from “this does not happen here” to “what is driving this?” and “how can we address it?” To help answer these questions, the Multi-Country Study on the Drivers of Violence Affecting Children – conducted in Italy, Viet Nam, Peru and Zimbabwe – sought to disentangle the complex and often interrelated underlying causes of violence affecting children (VAC) in these four countries. Led by the UNICEF Office of Research – Innocenti with its academic partner, the University of Edinburgh, the Study was conducted by national research teams comprised of government, practitioners and academic researchers in each of the four countries.
Mary Catherine Maternowska; Alina Potts; Deborah Fry; Tabitha Casey