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Pour faire face aux défis auxquels son système éducatif est confronté, la Côte d’Ivoire a décidé, au-delà d’une analyse sectorielle classique, d’approfondir l’analyse des données existantes afin de trouver des solutions innovantes. Pour y parvenir, la Côte d’Ivoire a sollicité l’appui de l’UNICEF, dans le cadre de la recherche Data Must Speak (DMS), afin d’identifier des pratiques et des comportements modèles positifs. Cette note thématique - sur les tendances des taux de réussite au CEPE - fait partie d'une série qui présente les principaux résultats de la phase quantitative de la recherche Data Must Speak (DMS) en Côte d’Ivoire. En fusionnant et en analysant les bases de données administratives existantes en Côte d’Ivoire, ce rapport permet d'identifier les écoles modèles positives - celles qui obtiennent de meilleurs résultats que les autres écoles bien qu'elles partagent des contextes et des ressources similaires. La recherche DMS sur les modèles positive est cocréée et mise en œuvre conjointement avec les ministères de l'Éducation et des partenaires clés. La recherche DMS s'appuie sur des méthodes mixtes et des approches innovantes (c'est-à-dire l'approche modèle positive, les sciences du comportement, la recherche sur la mise en œuvre et la science de la mise à l'échelle) pour générer des connaissances et des enseignements pratiques sur " ce qui fonctionne ", " pourquoi " et " comment " mettre à l'échelle des solutions locales pour les décideurs politiques nationaux et la communauté internationale travaillant dans le secteur de l'éducation. La recherche DMS est actuellement mise en œuvre dans 14 pays : Brésil, Burkina Faso, Côte d'Ivoire, Éthiopie, Ghana, Madagascar, Mali, Népal, Niger, République démocratique populaire lao, République-Unie de Tanzanie, Tchad, Togo et Zambie.

Vaccination is one of the most effective measures for preventing illness, disability and death among children. However, current vaccination coverage provides insufficient protection for all children, and deaths from vaccine-preventable diseases account for an estimated 21.7 per cent of deaths in children under 5 years old globally. This rapid evidence assessment (REA) looked at the global evidence regarding the effectiveness of interventions to increase uptake of vaccination services. The findings have global relevance but were also used to make more specific recommendations to address challenges identified in consultations with UNICEF’s Europe and Central Asia Regional Office (ECARO).

AUTHOR(S)

Benjamin Hickler; John O'Rourke; Andrea Yearwood; Greg Sheaf; Sergiu Tomsa; Viviane Bianco; Mario Mosquera; Shivit Bakrania
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The Ministry of Education of Ghana (MoE) has developed the Education Sector Plan 2018–2030 (ESP) that establishes the vision for achieving equitable access to quality education and effectively managing education service delivery. Beyond traditional sector analysis, the MoE of Ghana is invested in deepening its use of existing data to enhance education quality. This policy brief – about teacher and head teacher characteristics and exam performance– is part of a series that presents key research findings of the quantitative stage of the Data Must Speak (DMS) Positive Deviance research in Ghana. By merging and analyzing existing administrative datasets in Madagascar, this series highlights specific resources and contextual factors associated with good school performances in Ghana. More importantly, it aims to inform policy dialogue and decision-making in Ghana and other interested countries.  DMS – a global initiative implemented since 2014 – aims to address the evidence gaps to mitigate the learning crisis using existing data. DMS research is co-created and co-implemented with Ministries of Education and key partners. DMS research relies on mixed methods and innovative approaches (i.e., positive deviance approach, behavioural sciences, implementation research and scaling science) to generate knowledge and practical lessons about ‘what works’, ‘why’ and ‘how’ to scale grassroots solutions for national policymakers and the broader international community of education stakeholders.  DMS research is currently implemented in 14 countries: Brazil, Burkina Faso, Chad, Cote d'Ivoire, Ethiopia, Ghana, the Lao People’s Democratic Republic, Madagascar, Mali, Nepal, Niger, the United Republic of Tanzania, Togo and Zambia. 

The Ministry of Education of Ghana (MoE) has developed the Education Sector Plan 2018–2030 (ESP) that establishes the vision for achieving equitable access to quality education and effectively managing education service delivery. Beyond traditional sector analysis, the MoE of Ghana is invested in deepening its use of existing data to enhance education quality. This policy brief – about students’ exam performance over time– is part of a series that presents key research findings of the quantitative stage of the Data Must Speak (DMS) Positive Deviance research in Ghana. By merging and analyzing existing administrative datasets in Madagascar, this series highlights specific resources and contextual factors associated with good school performances in Ghana. More importantly, it aims to inform policy dialogue and decision-making in Ghana and other interested countries.  DMS – a global initiative implemented since 2014 – aims to address the evidence gaps to mitigate the learning crisis using existing data. DMS research is co-created and co-implemented with Ministries of Education and key partners. DMS research relies on mixed methods and innovative approaches (i.e., positive deviance approach, behavioural sciences, implementation research and scaling science) to generate knowledge and practical lessons about ‘what works’, ‘why’ and ‘how’ to scale grassroots solutions for national policymakers and the broader international community of education stakeholders.  DMS research is currently implemented in 14 countries: Brazil, Burkina Faso, Chad, Cote d'Ivoire, Ethiopia, Ghana, the Lao People’s Democratic Republic, Madagascar, Mali, Nepal, Niger, the United Republic of Tanzania, Togo and Zambia. 

The Ministry of Education of Ghana (MoE) has developed the Education Sector Plan 2018–2030 (ESP) that establishes the vision for achieving equitable access to quality education and effectively managing education service delivery. Beyond traditional sector analysis, the MoE of Ghana is invested in deepening its use of existing data to enhance education quality. What resources and contextual factors are associated with school performance in Ghana? By merging and analyzing existing administrative datasets in Ghana, this report helps to identify positive deviant schools – those that outperform other schools despite sharing similar contexts and resources. Data Must Speak – a global initiative implemented since 2014 – aims to address the evidence gaps to mitigate the learning crisis using existing data. The DMS Positive Deviance research is co-created and co-implemented with Ministries of Education and key partners. DMS research relies on mixed methods and innovative approaches (i.e., positive deviance approach, behavioural sciences, implementation research and scaling science) to generate knowledge and practical lessons about ‘what works’, ‘why’ and ‘how’ to scale grassroots solutions for national policymakers and the broader international community of education stakeholders. DMS research is currently implemented in 14 countries: Brazil, Burkina Faso, Chad, Cote d'Ivoire, Ethiopia, Ghana, the Lao People’s Democratic Republic, Madagascar, Mali, Nepal, Niger, the United Republic of Tanzania, Togo and Zambia.

In 2022, UNHCR estimated that 103 million people were forcibly displaced worldwide; in the same year, UNICEF further reported that 37 million of those displaced were children. Children and adolescents are more likely to have specific needs and vulnerabilities within the broader refugee population, which may affect their psychological well-being. In view of this, UNICEF Innocenti – Global Office of Research and Foresight and the Barça Foundation teamed up to investigate how Sport for Development (S4D) can be a positive intervention in the lives of refugee adolescents. The mixed-methods study was conducted in 2022 in two locations in Greece: Athens and the island of Lesvos, capturing the mental health profile of adolescent refugees (ages 11-19) and the key mechanisms of an S4D programme that may influence their psychological well-being. It builds upon previous research jointly carried out by the two organizations, providing key insights to improve the effectiveness of S4D programming (especially programmes that engage with young refugee populations), as well as recommendations for governments and donors that support S4D.

AUTHOR(S)

Michelle Mills; Despina Karamperidou; Faith Martin
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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

AUTHOR(S)

Anil Thota; Ebele Mogo; Dominic Igbelina; Greg Sheaf; Rahma Mustafa; Shivit Bakrania; Alberto Vásquez Encalada; Gavin Wood
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This brief undertakes a regional analysis of the impact of the war in Ukraine – and subsequent economic downturn – on the situation of children in Eastern Europe and Central Asia. We specifically examine the impacts on child poverty, school years lost, and infant mortality. Based on a demographic snapshot of the region, our models predict that an additional 10 million people – including about 4 million children – will be pushed into poverty compared to pre-war predictions. About 4,500 more children will die before their first birthday, and 117,000 years of schooling will be lost. The brief concludes with implications for the work of UNICEF and government partners in addressing these poverty risks.

AUTHOR(S)

Dominic Richardson; Frank Otchere; Alberto Musatti
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Access to early childhood education has increased over the last two decades, with global enrolment rates showing gender parity in access among boys and girls. Despite this gender parity in access, the pre-primary education system does not always deliver on its potential to tackle gender inequities and address harmful gender stereotypes while they are being absorbed by the youngest learners. As such, this research explores the ways in which pre-primary education can become more gender-transformative at a system level and presents 11 key strategies to support this goal. The strategies are organized around five interconnected action areas: planning and budgeting; curriculum; workforce development; family and community engagement; and quality assurance. These strategies can help governments and policymakers to proactively incorporate gender-responsiveness into the design and implementation of their pre-primary education policy and programming, following a system-wide perspective.

AUTHOR(S)

Dita Nugroho; Mayra Delgado; Bella Baghdasaryan; Stefania Vindrola; Divya Lata; Ghazala Mehmood Syed
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Teachers are the most important drivers of students’ academic achievement and they are at the heart of learning recovery efforts. Finding out the bottlenecks and necessary conditions for ensuring teachers’ presence at school and in the classroom is essential. Time to Teach is a mixed methods research initiative that aims to find out the contextual, working conditions and policy factors impeding primary school teacher attendance in 11 West and Central African countries: Côte d’Ivoire, Gabon, Ghana, Guinea, Guinea Bissau, Liberia, Mauritania, Niger, Nigeria, The Gambia, and Togo.

AUTHOR(S)

Ximena Játiva; Despina Karamperidou; Michelle Mills; Stefania Vindrola; Hanna Wedajo; Andrea Dsouza; Jessica Bergmann
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150 items found