This is a translated executive summary of the first report on Women in Learning Leadership in Chad, originally produced in French. The full report in French is available here.
Effective school leaders are indispensable for driving school and student learning improvements. Inspired by emerging literature highlighting a positive correlation between female school leaders and learning outcomes and the underrepresentation of women in school leadership, the Women in Learning Leadership project in Chad adopts a gender lens to examine school leadership in the country.
This research highlights the significant underrepresentation of women in the education sector in Chad. Only one out of five teachers (20 per cent) and 1 out of 20 school leaders – a mere 5 per cent – are women. The report (in French, with an English Executive Summary) presents the granular and sub-national distribution of women leaders and the multifaceted reasons for their underrepresentation in the Chadian education ecosystem. It also explores the differential education outcomes in schools led by female and male school leaders.
The findings demonstrate that Chad remains a profoundly unequal society, and several barriers at different levels of the education system prevent women from rising into leadership positions. Recommendations targeting the identified barriers are highlighted to enhance female representation at the leadership levels.
Des directeurs et directrices d'école efficaces sont indispensables pour améliorer l'apprentissage des élèves et la qualité de l'enseignement. Inspiré par une littérature émergente soulignant une corrélation positive entre les femmes directrices d'école et les résultats d'apprentissage et la sous-représentation des femmes dans la direction des écoles, le projet "Women in Learning Leadership" au Tchad adopte une perspective de genre pour examiner la direction des écoles dans le pays.
Cette recherche met en évidence la sous-représentation significative des femmes dans le secteur de l'éducation au Tchad. Seul un enseignant sur cinq (20 %) et un chef d'établissement sur vingt (à peine 5 %) sont des femmes. Le rapport (en français, avec un résumé en anglais) présente la distribution détaillée et sous-nationale des femmes leaders et les raisons multiples de leur sous-représentation dans l'écosystème éducatif tchadien. Il explore également les différences de résultats scolaires dans les écoles dirigées par des femmes et des hommes.
Les résultats démontrent que le Tchad reste une société profondément inégalitaire et que plusieurs obstacles à différents niveaux du système éducatif empêchent les femmes d'accéder à des postes de direction. Des recommandations ciblant les barrières identifiées sont formulées afin d'améliorer la représentation des femmes aux niveaux de direction.
Effective school leaders are indispensable for driving school and student learning improvements. Inspired by emerging literature highlighting a positive correlation between female school leaders and learning outcomes and the underrepresentation of women in school leadership, the Women in Learning Leadership project in Chad adopts a gender lens to examine school leadership in the country.
This research highlights the significant underrepresentation of women in the education sector in Chad. Only one out of five teachers (20 per cent) and 1 out of 20 school leaders – a mere 5 per cent – are women. The report (in French, with an English Executive Summary) presents the granular and sub-national distribution of women leaders and the multifaceted reasons for their underrepresentation in the Chadian education ecosystem. It also explores the differential education outcomes in schools led by female and male school leaders.
The findings demonstrate that Chad remains a profoundly unequal society, and several barriers at different levels of the education system prevent women from rising into leadership positions. Recommendations targeting the identified barriers are highlighted to enhance female representation at the leadership levels.
This evidence-to-policy brief is based on a rapid evidence assessment of the effectiveness of social and behaviour change (SBC)-informed interventions to reduce both violence against children and intimate partner violence in low- and middle-income countries (LMICs). It is intended as a user-friendly overview for anyone with an interest in learning about the broad possibilities of addressing violence provided by SBC-informed parenting initiatives.
The assessment aims to:
• Appraise the available evidence on the effectiveness of SBC-informed interventions that target parents and caregivers in reducing violence against children in the home
• Assess the impact of parenting interventions on reducing co-occurring intimate partner violence
• Identify the theories underpinning SBC-informed interventions and the settings in which SBC interventions work and for whom
• Evaluate the costs and cost-effectiveness of SBC-informed parenting interventions
• Identify relevant contextual factors, including population groups, intervention characteristics and the implementation considerations required for successfully delivering SBC-informed parenting interventions.
The findings indicate that:
• There is a robust evidence base demonstrating that parenting programmes informed by SBC can be effective in reducing violence perpetrated against children by parents in LMICs, provided the programmes are implemented by trained facilitators
• Co-occurrence of intimate partner violence can also be reduced through SBC-informed parenting programmes
• Local resources and personnel can help keep programme costs low
• SBC-informed parenting programmes may be transferable to different contexts, populations and settings in LMICs. Some studies suggested programmes were successfully implemented in humanitarian settings and for parents of children of various ages. Implementation in new settings, however, should be accompanied by quality monitoring and evaluation.
The ‘What Works in Pre-Primary Education Provision’ report is based on an evidence review of 56 studies from 29 low- and middle-income countries (LMICs). It synthesizes the available evidence on pre-primary education interventions or programmes that aimed to improve access, in addition to learning and development outcomes for children aged three up to the start of primary school in LMICs. Moderating factors affecting the successful implementation of these programmes are also identified. Key recommendations to improve programme design and implementation at scale are provided across five areas: planning and budgeting, curriculum, workforce development, family and community engagement, and quality assurance. By addressing these recommendations, education stakeholders can strengthen pre-primary education provision and maximize its benefits for all children.
The war in Ukraine triggered an economic shock in countries in Eastern and Central Asia, a region that has been visited by multiple economic shocks in the past decades. For the children and families The shock featured a spike in the prices of commodities including food and fuel. As a result, poor families who spend a greater proportion of their incomes on necessities – such as food and fuel – were the hardest hit. The result was greater risk of poverty, weakened school attachment and increased infant mortality, among others.
This UNICEF Innocenti Research Brief shares projections about the fallout of this crisis on poverty, schooling, infant mortality and the purchasing power of families. It also reviews the social protections put in place in response to the crisis and makes recommendation for future social protection responses.
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).
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.
Through quantitative analysis of the Southeast Asia Primary Learning Metrics 2019 database, along with an investigation of policy implications and promising practices, this report advocates for increased coordination across cross-sectoral government institutions; increased school, parental and community support for children’s development; and providing a platform for children’s voices to understand their perspectives and needs.
This document is part of a set of resources to support the marginalized caregivers of children with disabilities with inclusive education, which also includes guides for caregivers, teachers and schools, as well as templates for directories of resources and organizations to be adapted for specific systems. This workbook contains tools to be used by caregivers, teachers and other school staff to apply and work through the steps presented in the guides. Based on proof-of-concept pilots in Armenia and Uzbekistan, the tools work best when they are used in collaboration between these different stakeholders. Completing the activities in the workbook will help to identify the specific challenges caregivers face as well as to identify solutions to address them.
Two years into the COVID-19 global pandemic, education has been seriously disrupted. In response to this crisis, the global priority remains to ensure every child is supported so they can return to school and catch up on lost learning.
Recognizing the need to accelerate education recovery with urgent, at-scale action, this joint report by UNICEF in partnership with UNESCO and the World Bank highlights staggering levels of learning loss globally and takes stock of the measures being taken by countries to mitigate learning losses as schools reopen. Based on a survey of 122 UNICEF country and fundraising offices administered in early March 2022, the report presents the importance of and progress made in five key actions for education recovery, the RAPID:
Reach every child and retain them in school;
Assess learning levels;
Prioritize teaching the fundamentals;
Increase catch-up learning and progress beyond what was lost; and
Develop psychosocial health and well-being so every child is ready to learn.
AUTHOR(S)
Jaime Saavedra Chanduvi; Robert Jenkins; Pragya Dewan; Nicolas Reuge; Haogen Yao; Anna Alejo; Aisling Falconer; Borhene Chakroun; Gwang-Chol Chang; João Pedro Azevedo; Alonso Sánchez; Stefania Giannini; Mathieu Brossard; Thomas Dreesen; Jessica Bergmann