Leading Minds 2022 Conference

Leading Minds 2022 Conference

Published: Miscellanea
In the 21st century, children’s identities are evolving, shaped by forces such as globalization, urbanization, demographic transition, climate change, digitalization, the COVID-19 pandemic and geopolitics. Identity is also at the heart of how many young people experience discrimination. Such experiences have led young people, in particular, to question entrenched beliefs, traditions, inequities and injustices related to identity.

These questions were at the heart of Leading Minds 2022, a conference held in by UNICEF Innocenti in Florence in November 2022. The conference involved leading scholars, scientists, innovators, influencers, philanthropists, governments and young people who gathered to discuss identity and the need to build positive child identities. This publication provides insight on this critical conversation. 
Child-related Policies in the First Year of the COVID-19 Pandemic in 40 Countries

Child-related Policies in the First Year of the COVID-19 Pandemic in 40 Countries

AUTHOR(S)
Mary Daly; Sunwoo Ryu; Ertuğrul Polat

Published: 2023 Innocenti Working Papers
Child-related Policies in the First Year of the COVID-19 Pandemic in 40 Countries uses evidence to present a broad-ranging analysis of the child-related policies and activities undertaken by the 40 European Union (EU) and Organisation for Economic Co-operation and Development (OECD) countries. This working paper focuses on six policy fields: education, early childhood education and care (ECEC), parental leave, income support, food support and health-related provision. 

It concludes that:

Child and family policy was active during the COVID-19 pandemic

Developments tended to focus on protecting adults from risks rather than children.

Child-related measures took time to evolve and were, as a result, reactive in manner

There was a wide variety of measures adopted across countries.

This working paper was partially funded by the University of Oxford and UNICEF Innocenti – Global Office of Research and Foresight.
Accessible Digital Textbooks: Creating Digital Tools to Enable Inclusive Education

Accessible Digital Textbooks: Creating Digital Tools to Enable Inclusive Education

AUTHOR(S)
Marta Carnelli; Sophia Torres; Rebecca Tortello

Published: 2023 Innocenti Research Report
In the Latin America and Caribbean region, more than 19 million children have a disability. In Jamaica, disability is a major factor of exclusion from the education system. The Accessible Digital Textbooks for All (ADT) initiative, implements accessible digital tools and content to make learning accessible to all students – with and without disabilities – in the same classroom.

This report presents the research results of the ADT prototypes testing for children with and without disabilities in Jamaica. The report provides results across three areas:
• It analyses teachers’ and students’ familiarity with technology, including their experience utilizing technology to support education and learning.
• It investigates the pedagogical practices used for inclusive education and to integrate the ADT prototypes as tools to support inclusion and learning. 
• It recommends ways to improve the prototypes and outlines elements needed for their further development, implementation and scale-up in the education system.

This study is part of longer-term research that examines the implementation of accessible digital textbooks in multiple countries. Future research aims to explore the impact of the use of ADTs on both student learning and inclusion on a larger scale.
What Works to Reduce Violence against Children and Women in the Home in Low- and Middle-Income Countries?: A review of parenting programmes, informed by Social and Behaviour Change (SBC) strategies

What Works to Reduce Violence against Children and Women in the Home in Low- and Middle-Income Countries?: A review of parenting programmes, informed by Social and Behaviour Change (SBC) strategies

AUTHOR(S)
Anil Thota; Floriza Gennari; Alessandra Guedes

Published: 2023 Policy Brief

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 role of women school principals in improving learning in French-speaking Africa

The role of women school principals in improving learning in French-speaking Africa

Published: 2023 Methodological Briefs

This study, conducted as part of the Women in Learning Leadership (WiLL) program under the Gender at the Centre Initiative (GCI) and UNICEF Innocenti, highlights the influence of women school principals on the educational environment.

The UNESCO International Institute for Educational Planning (IIEP-UNESCO) UNESCO-IIEP, under the WiLL partnership, has recently published a study examining the link between the school leadership gender and student performance in fourteen Francophone African countries using PASEC2019 data.

What Works in Pre-Primary Education Provision

What Works in Pre-Primary Education Provision

AUTHOR(S)
Stefania Vindrola; Ghalia Ghawi; Bella Baghdasaryan; Divya Lata; Sharon Loza; Dita Nugroho

Published: 2023 Innocenti Research Report
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. 
Nuovi orizzonti per l’apprendimento: L’uso della tecnologia educativa per supportare l’apprendimento della lingua e l’inclusione sociale dei bambini svantaggiati in Italia

Nuovi orizzonti per l’apprendimento: L’uso della tecnologia educativa per supportare l’apprendimento della lingua e l’inclusione sociale dei bambini svantaggiati in Italia

AUTHOR(S)
Svetlana Poleschuk; Thomas Dreesen; Barbara D’Ippolito; Joaquín Cárceles

Published: 2023 Innocenti Research Report
Tra il 2014 e il 2020 più di 700.000 richiedenti asilo e migranti sono arrivati in Italia. Fornire competenze di lingua italiana a bambini con un background migratorio, come i bambini rifugiati e migranti, è riconosciuta come una priorità nazionale, in quanto è essenziale per garantire a questi bambini il diritto all’istruzione e per facilitare la loro inclusione e partecipazione nella società italiana.

Per rispondere a questa esigenza, la piattaforma per l’apprendimento digitale Akelius è stata introdotta a Bologna e Roma per l'apprendimento dell'italiano e dell'inglese nell'anno scolastico 2021/22. Questo rapporto presenta i risultati del primo anno di implementazione della piattaforma digitale Akelius in Italia. I risultati mostrano che l'uso della piattaforma digitale ha accelerato l'apprendimento autonomo, ha aumentato la motivazione degli studenti ed è stata particolarmente vantaggiosa per i bambini appena arrivati e per i bambini con disabilità. 

L’obiettivo del rapporto è costruire evidenze sull’efficacia della piattaforma digitale, oltre alle relative sfide e buone pratiche, in diversi contesti scolastici, in modo da informare i piani di scalabilità per l’apprendimento digitale in Italia e non solo.
Delivering the EU Child Guarantee: Practical lessons for effective interventions

Delivering the EU Child Guarantee: Practical lessons for effective interventions

Published: 2023 Innocenti Research Report
In 2019, the President of the European Commission announced the creation of the European Child Guarantee, an initiative that aimed to combat child poverty by making sure that every child who lives in poverty has access to free healthcare, free education, free childcare, decent housing and adequate nutrition. 

With Delivering the EU Child Guarantee: Practical lessons for effective interventions, UNICEF Innocenti provides a synthesis of findings of operational research on 15 pilot models of intervention for children and families in Bulgaria, Croatia, Greece and Italy. The goal of the report is to learn from the experiences in these four countries to inform the rollout of the Child Guarantee programme throughout Europe. The study provides lessons learned in three themes: laying the foundations for the Child Guarantee work at the national level; developing interventions at the local level; supporting the Child Guarantee at the EU level.
Off to learn: Making offline digital learning work for vulnerable girls in Mauritania

Off to learn: Making offline digital learning work for vulnerable girls in Mauritania

AUTHOR(S)
Marco Valenza; Thomas Dreesen; Binta Alassane Gadio; Elisa Despréaux

Published: 2023 Innocenti Research Briefs
In Mauritania, many learners struggle with French, one of the official languages of instruction at school. This language barrier hinders student progress with the curriculum, increasing the chances of leaving school. This risk disproportionately affects adolescent girls due to discriminatory social norms undermining their continued education, even in urban areas of the capital, Nouakchott.
 
To address these challenges, UNICEF Mauritania, in collaboration with the Akelius Foundation and national partners, has initiated a blended course to improve French proficiency for girls in a disadvantaged neighbourhood of Nouakchott. The blended course, which takes place at a community-based facility during afternoons, integrates regular teaching with the offline use of the Akelius Digital Learning app. 

This research brief presents evidence on how the blended course supported vulnerable girls’ learning and other socio-emotional skills. It highlights lessons learnt for practitioners in implementing digital learning in resource-constrained environments, including the reliance on offline solutions and the co-design of digital content with the teachers. 
Du tableau à la tablette: l’apprentissage numérique hors ligne au service des jeunes filles vulnérables en Mauritanie

Du tableau à la tablette: l’apprentissage numérique hors ligne au service des jeunes filles vulnérables en Mauritanie

AUTHOR(S)
Thomas Dreesen; Marco Valenza; Binta Alassane Gadio; Elisa Despréaux

Published: 2023 Innocenti Research Briefs
En Mauritanie, de nombreux élèves rencontrent des difficultés dans la maitrise du français, l'une des langues officielles d'enseignement à l'école. Cette barrière linguistique entrave la progression des élèves dans le programme, augmentant ainsi les risques d'abandon scolaire. Ce risque touche en particulier les adolescentes en raison de normes sociales discriminatoires qui compromettent la poursuite de leurs études, même dans des zones urbaines de la capitale, Nouakchott.

Pour relever ces défis, l'UNICEF, en collaboration avec la Fondation Akelius et des partenaires nationaux, a lancé un cours hybride visant à améliorer la maîtrise du français pour les filles vivant dans un quartier défavorisé de Nouakchott. Ce cours hybride, qui se déroule dans un centre communautaire l'après-midi, intègre un enseignement traditionnel avec l'utilisation hors ligne de l'application d’apprentissage digital Akelius.

Cette note de recherche présente les résultats que le cous hybride a contribué à atteindre en termes l'apprentissage et de compétences socio-émotionnelles. Elle met en lumière les enseignements tirés dans la mise en œuvre de l'apprentissage numérique dans des environnements aux ressources limitées, notamment en s'appuyant sur des solutions hors ligne et en concevant conjointement le contenu numérique avec les enseignants.
Building Inclusive Education Systems  for Refugees

Building Inclusive Education Systems for Refugees

AUTHOR(S)
UNICEF Innocenti – Global Office of Research and Foresight; UNHCR .; UNESCO .

Published: 2023 Innocenti Research Briefs

In line with the Agenda for Sustainable Development, and especially Sustainable Development Goal 4, access to quality education is essential for all children and youth, and offers refugee children and youth in particular a stable and safe environment within which to learn, grow and thrive. Globally, however, refugee children and youth struggle to reach the classroom – 48% of refugee children were estimated to be out of school in 2020- 21, with lower enrolment rates at secondary and tertiary levels (UNHCR 2022a; UNICEF 2022a).1 Low rates of educational engagement for refugee learners are heavily influenced by a lack of durable solutions and the lack of continuity across different educational pathways, with often limited access past primary school. This is all the more concerning as the number of refugee children worldwide has increased dramatically (UNHCR, 2023) by an estimated 116% in the period between 2010 and 2020 (UNICEF, 2022b).

This brief advances knowledge on the current state of inclusion of refugee learners. It is based on several separate but complementary studies carried out by UNICEF Innocenti, UNHCR, and UNESCO, and was developed to share common inter-agency findings, gaps, and learnings. Taken together, these studies collectively seek to understand what has worked to promote inclusion in national education systems from multiple perspectives (e.g., policy and data), and to identify remaining barriers and challenges to effective inclusion for each.

Data Must Speak: Unpacking factors influencing school performance in Niger

Data Must Speak: Unpacking factors influencing school performance in Niger

AUTHOR(S)
Komlan Nouwokpo Samati; Alexis Le Nestour; Renaud Comba

Published: 2023 Innocenti Research Report
Niger has developed an Economic and Social Development Plan (PDES) aligned with the Sustainable Development Goals (SDGs), in particular target 4.1 which aims, by 2030, to ensure that all girls and boys attend, on an equal footing, a full cycle of free, quality primary and secondary education, leading to truly useful learning.

What resources and contextual factors are associated with good school performances in Niger? By merging and analyzing existing administrative datasets in Niger, 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. 
37 - 48 of 1302