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.

Data Must Speak: The effects of female head teachers and female teachers on boys’ and girls’ education

Data Must Speak: The effects of female head teachers and female teachers on boys’ and girls’ education

Published: 2023 Policy Brief
To address the challenges facing its education system, Côte d’Ivoire needs to go beyond a traditional sector analysis and analyse existing data in greater depth to find innovative solutions. To do so, Côte d’Ivoire has requested UNICEF’s support, as part of the global Data Must Speak initiative, to identify positive deviant practices and behaviours.

This policy brief – about the effects of female head teachers and female teachers on boys’ and girls’ education – is part of a series that presents key research findings of the quantitative stage of the Data Must Speak (DMS) Positive Deviance research in Côte d’Ivoire. By merging and analyzing existing administrative datasets in Côte d’Ivoire, this series highlights specific resources and contextual factors associated with good school performances in Côte d’Ivoire. More importantly, it aims to inform policy dialogue and decision-making in Côte d’Ivoire and other interested countries.

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.
Data Must Speak: The importance of school inputs to improving learning

Data Must Speak: The importance of school inputs to improving learning

Published: 2023 Policy Brief
To address the challenges facing its education system, Côte d’Ivoire needs to go beyond a traditional sector analysis and analyse existing data in greater depth to find innovative solutions. To do so, Côte d’Ivoire has requested UNICEF’s support, as part of the global Data Must Speak initiative, to identify positive deviant practices and behaviours.

This policy brief – about the importance of school inputs to improving learning – is part of a series that presents key research findings of the quantitative stage of the Data Must Speak (DMS) Positive Deviance research in Côte d’Ivoire. By merging and analyzing existing administrative datasets in Côte d’Ivoire, this series highlights specific resources and contextual factors associated with good school performances in Côte d’Ivoire. More importantly, it aims to inform policy dialogue and decision-making in Côte d’Ivoire and other interested countries.

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.
Data Must Speak: Trends in the CEPE pass rates

Data Must Speak: Trends in the CEPE pass rates

Published: 2023 Policy Brief
To address the challenges facing its education system, Côte d’Ivoire needs to go beyond a traditional sector analysis and analyse existing data in greater depth to find innovative solutions. To do so, Côte d’Ivoire has requested UNICEF’s support, as part of the global Data Must Speak initiative, to identify positive deviant practices and behaviours.

This policy brief – about the trends in the CEPE pass rates – is part of a series that presents key research findings of the quantitative stage of the Data Must Speak (DMS) Positive Deviance research in Côte d’Ivoire. By merging and analyzing existing administrative datasets in Côte d’Ivoire, this series highlights specific resources and contextual factors associated with good school performances in Côte d’Ivoire. More importantly, it aims to inform policy dialogue and decision-making in Côte d’Ivoire and other interested countries.

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.
Gender-Equitable Family Policies for Inclusive and Sustainable Development: An Agenda for the G20

Gender-Equitable Family Policies for Inclusive and Sustainable Development: An Agenda for the G20

AUTHOR(S)
Elena Camilletti; Ramya Subrahmanian; Dominic Richardson; A K Shiva Kumar; Rosario Esteinou; Lauren Whitehead

Published: 2023 Policy Brief

Task Force 6: Accelerating SDGs: Exploring New Pathways to the 2030 Agenda

The G20 aims to promote global cooperation, inclusive development, economic stability, and sustainable growth. This presents an opportunity to leverage its leadership to ensure foundational investments in gender-equitable family well-being globally. Family policies, such as childcare services and parental leave, can reduce poverty, promote decent jobs for women, support more equal intra-familial relationships, and secure child well-being and development outcomes, thereby benefitting societies and economies. To achieve this, family policies need to be designed in a gender-equitable way, and be integrated, coordinated, and financed through sustainable domestic resources. This policy brief proposes an agenda and recommendations to G20 countries to invest in gender-equitable family policies that can deliver optimally for child well-being, gender equality, and sustainable development.

Data Must Speak: Determining the Best Resources for the Togolese Education System

Data Must Speak: Determining the Best Resources for the Togolese Education System

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

Published: 2023 Policy Brief

The Togolese government, through the education sector plan (ESP) 2014-2025, aims to achieve universal quality primary education. With this goal, they recognize the challenges in education access, participation and retention. School performances is among the areas by which they are understanding and addressing these challenges. 

This policy brief – focused on the resources that could help in improving the Togolese education system – is part of a series that presents key research findings of the quantitative stage of the Data Must Speak (DMS) Positive Deviance research in Togo. By merging and analyzing existing administrative datasets in Togo, this series highlights specific resources and contextual factors associated with good school performances in Togo. More importantly, it aims to inform policy dialogue and decision-making in Togo 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. 

Data Must Speak: Investing in the Teaching Profession

Data Must Speak: Investing in the Teaching Profession

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

Published: Policy Brief

The Togolese government, through the education sector plan (ESP) 2014-2025, aims to achieve universal quality primary education. With this goal, they recognize the challenges in education access, participation and retention. School performances is among the areas by which they are understanding and addressing these challenges. 

This policy brief – explaining the reasons why investing in the teaching profession is important – is part of a series that presents key research findings of the quantitative stage of the Data Must Speak (DMS) Positive Deviance research in Togo. By merging and analyzing existing administrative datasets in Togo, this series highlights specific resources and contextual factors associated with good school performances in Togo. More importantly, it aims to inform policy dialogue and decision-making in Togo 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. 

Data Must Speak: Giving All Girls a Chance for Promotion and Success

Data Must Speak: Giving All Girls a Chance for Promotion and Success

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

Published: Policy Brief

The Togolese government, through the education sector plan (ESP) 2014-2025, aims to achieve universal quality primary education. With this goal, they recognize the challenges in education access, participation and retention. School performances is among the areas by which they are understanding and addressing these challenges. 

This policy brief – about ensuring that girls have the opportunity for learning and promotion – is part of a series that presents key research findings of the quantitative stage of the Data Must Speak (DMS) Positive Deviance research in Togo. By merging and analyzing existing administrative datasets in Togo, this series highlights specific resources and contextual factors associated with good school performances in Togo. More importantly, it aims to inform policy dialogue and decision-making in Togo 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. 

Data Must Speak: Les performances scolaires des filles dans l’enseignement fondamental

Data Must Speak: Les performances scolaires des filles dans l’enseignement fondamental

AUTHOR(S)
Alexis Le Nestour; Arsène Kafando; Renaud Comba

Published: 2023 Policy Brief

Malgré les progrès réalisés dans la mise en œuvre d’une éducation de qualité au Mali, il reste certains défis. Cette note thématique - sur les performances scolaires des filles dans l’enseignement fondamental - fait partie d'une série qui présente les principaux résultats de la phase quantitative de la recherche Data Must Speak (DMS) au Mali. En fusionnant et en analysant les ensembles de données administratives existants au Mali, cette série met en évidence les ressources spécifiques et les facteurs contextuels associés aux bonnes performances scolaires dans le pays. Plus important encore, elle vise à informer le dialogue politique et la prise de décision au Mali et dans d'autres pays intéressés.  DMS - une initiative mondiale mise en œuvre depuis 2014 - vise à combler les lacunes en matière de preuves pour atténuer la crise de l'apprentissage en utilisant les données existantes. La recherche DMS est cocréée et mise en œuvre conjointement avec les ministères de l'éducation et les principaux partenaires. La recherche DMS s'appuie sur des méthodes mixtes et des approches innovantes (c'est-à-dire l'approche de la déviance 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 de base pour les décideurs politiques nationaux et la communauté internationale plus large des parties prenantes 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. 

 

Data Must Speak: Performances scolaires et enseignement dans le cycle fondamental

Data Must Speak: Performances scolaires et enseignement dans le cycle fondamental

AUTHOR(S)
Alexis Le Nestour; Arsène Kafando; Renaud Comba

Published: 2023 Policy Brief
Malgré les progrès réalisés dans la mise en œuvre d’une éducation de qualité au Mali, il reste certains défis. Cette note thématique – sur les performances scolaires et l’enseignement dans le cycle fondamental - fait partie d'une série qui présente les principaux résultats de la phase quantitative de la recherche Data Must Speak (DMS) au Mali. En fusionnant et en analysant les ensembles de données administratives existants au Mali, cette série met en évidence les ressources spécifiques et les facteurs contextuels associés aux bonnes performances scolaires dans le pays. Plus important encore, elle vise à informer le dialogue politique et la prise de décision au Mali et dans d'autres pays intéressés.  DMS - une initiative mondiale mise en œuvre depuis 2014 - vise à combler les lacunes en matière de preuves pour atténuer la crise de l'apprentissage en utilisant les données existantes. La recherche DMS est cocréée et mise en œuvre conjointement avec les ministères de l'éducation et les principaux partenaires. La recherche DMS s'appuie sur des méthodes mixtes et des approches innovantes (c'est-à-dire l'approche de la déviance 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 de base pour les décideurs politiques nationaux et la communauté internationale plus large des parties prenantes 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.
Data Must Speak: Les effets liés à la présence de directrices d’école et d’enseignantes sur l’éducation des garçons et des filles

Data Must Speak: Les effets liés à la présence de directrices d’école et d’enseignantes sur l’éducation des garçons et des filles

Published: 2023 Policy Brief
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 effets liés à la présence de directrices d’école et d’enseignantes sur l’éducation des garçons et des filles - 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. 
Data Must Speak: L’importance des intrants scolaires pour améliorer les apprentissages

Data Must Speak: L’importance des intrants scolaires pour améliorer les apprentissages

Published: 2023 Policy Brief
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 l’importance des intrants scolaires pour améliorer les apprentissages - 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.
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