Publications

In Afghanistan, 93% of children cannot read a simple text by the age of 10. Education is not available to everyone, especially for girls and children in remote areas. A form of community-based education, called Accelerated Learning Centers (ALCs), can help close the distance barrier and meet the needs of out-of-school children and girls. In May 2021, an assessment of foundational literacy and numeracy skills of ALC students and nearby government school students was conducted. Results show that children at ALCs are learning at similar levels or better compared with children who attend government schools. This report provides insight into practices to improve education in rural areas in Afghanistan. 

Si la Côte d’Ivoire a accompli de grands progrès pour faciliter l’accès à son système éducatif et en améliorer la qualité, d’importantes lacunes subsistent en matière d’apprentissage et de réussite des élèves. On estime que huit enfants sur dix en Côte d’Ivoire ne maîtrisent pas la lecture à l’âge de 10 ans et disposent de compétences insuffisantes en mathématiques à la sortie du primaire. Les données probantes existantes suggèrent que l'absentéisme des enseignants serait responsable de la perte d'environ 25 pour cent du temps d'enseignement dans les écoles primaires du pays. Si l’on tient compte de l’absentéisme des élèves et des retards dans le calendrier scolaire, la perte moyenne s’élève à deux mois par année scolaire. La présente étude « Time to Teach » vise à contribuer à une meilleure compréhension de l’assiduité des enseignants dans les écoles primaires en Côte d’Ivoire. Pour ce faire, l’étude adopte un concept large de l’absentéisme des enseignants, qui comprend :  l’absence de l’école, le manque de ponctualité, l’absence de la salle de classe et la réduction du temps d’enseignement.

Funded by the Global Partnership to End Violence against Children, through its Safe Online initiative, ECPAT, INTERPOL, and UNICEF Office of Research – Innocenti worked in partnership to design and implement Disrupting Harm – a research project on online child sexual exploitation and abuse (OCSEA). This unique partnership brings a multidisciplinary approach to a complex issue in order to see all sides of the problem. OCSEA refers to situations that involve digital or communication technologies at some point during the continuum of abuse or exploitation; it can occur fully online or through a mix of online and in-person interactions between offenders and children. The Disrupting Harm research was conducted in six Southeast Asian countries, including Thailand, and seven Eastern and Southern African countries. Data were synthesised from nine different research activities to generate each national report which tells the story of the threat, and presents clear recommendations for action.

Key findings in the Disrupting Harm in Thailand report include:

● Children and caregivers are not reporting online sexual abuse.

○ Between 10% - 31% of children (aged 12-17) who had experienced online sexual exploitation and abuse in the past year did not disclose the most recent incident to anyone.

○ Only 17% of caregivers surveyed said they would report to the police if their child experienced sexual harassment, abuse, or exploitation online.

● Children are being subjected to horrific experiences of online child sexual abuse and exploitation. Why aren’t they reporting it? The main barriers to disclosure reported by children were a lack of awareness around where to go or whom to tell.

○ 47% of children surveyed said they would not know where to get help if they or a friend were sexually assaulted or harassed.

● What are the experiences of those who are reporting? Experiences leave some children feeling ashamed, blamed, and silenced.

For more information, visit the Disrupting Harm Thailand country report page.

Download the advocacy brief.

There are 240 million children with disabilities in the world; half of them are out of school. Many are invisible, stigmatized, hidden by their families and abandoned by their governments. Children with disabilities, especially in humanitarian settings, are among the poorest members of the population and one of the most marginalized and excluded groups in society.

With only an estimated 1 in 10 children with a need for assistive devices having access, UNICEF’s Office of Research – Innocenti undertook a study to better understand the nature and drivers of Assistive Technology (AT) access in humanitarian settings.

This document provides a synthesis of the project’s various reports and papers: (1) a thematic literature review summarizes the academic evidence base regarding the provision of AT in humanitarian settings, including the nature and scale of provision and barriers and facilitators of access and provision; and (2) three case studies of countries affected by crisis to triangulate the findings of the literature review and fill identified knowledge gaps with real-world examples: Afghanistan, South Sudan, and the State of Palestine.

Financing quality social services will require increased public investment and greater mobilization of both domestic and international resources in the post-COVID era. Currently, low- and middle-income countries invest, on average, just one third of their total government expenditure in social spending on education, health and social protection. However, the fiscal space to enhance social spending remains constrained in many parts of the world. Given the scale of the challenge facing many countries, a renewed focus on financing social spending is needed to address widening inequalities.

This policy brief is the second in a series that assesses key issues affecting social spending as part of UNICEF’s work on Public Finance for Children. The brief examines how recent trends are impacting on the financing available for, and directed to, social spending in low- and middle-income countries in different regions, using secondary analysis of public expenditure data collected by international organizations. It calculates median spending figures by region and income group, using World Bank regional aggregates for domestic spending.

L'absentéisme des enseignants a été identifié comme l’un des principaux obstacles au progrès éducatif et à l’apprentissage des enfants au Maroc. Des études antérieures suggèrent que le taux d’absentéisme scolaire est de 4,4 pour cent et que le taux d’absentéisme en classe est de 5,5 pour cent, avec des chiffres plus élevés dans les écoles publiques et rurales. Bien qu’il existe peu d’analyses empiriques sur l’incidence de l’absentéisme des enseignants dans les écoles primaires et secondaires du pays, certaines études récentes montrent qu’il contribue à l’inefficacité des dépenses d’éducation. La pandémie de COVID-19 ne fera qu'exacerber les défis existants. L’étude Time to Teach  (TTT) vise à combler le manque de connaissances relatives aux motivations et aux facteurs associés à l’absentéisme des enseignants du primaire et du secondaire collégial au Maroc.

L'absentéisme des enseignants est un défi particulier affectant la qualité de l'éducation au Gabon. Des études antérieures suggèrent que les enseignants du primaire sont absents en moyenne 2 jours par mois, ce qui affecte directement les progrès éducatifs et l'apprentissage des enfants. Bien que le défi de l'absentéisme soit reconnu par les acteurs politiques nationaux comme l’un des problèmes les plus répandus dans le système éducatif du pays, les études sur les facteurs, les politiques et les pratiques qui influencent l’assiduité des enseignants au Gabon restent rares. La pandémie de COVID-19 ne fera qu'exacerber les défis existants. L'étude Time to Teach (TTT) vise à combler ce manque de connaissances et à renforcer la base de preuves sur les différents types d'assiduité des enseignants du primaire et les facteurs qui y contribuent.

The implementation of remote learning in Latin America and the Caribbean during the COVID-19 school closures confirmed that the divide in access to electricity and technology remained a major hurdle for governments across the region to serve all children. School closures risk widening existing learning gaps as private schools were more prepared to use technology for remote learning and children from wealthier households received more support at home while schools were closed. As countries in the region reopen their schools, it is vital that governments incorporate key lessons learned to improve the resilience and equity of the education systems.

This report presents evidence on remote learning during the COVID-19 school closures in Latin America and the Caribbean to help guide decision-makers to build more effective, sustainable and resilient education systems for current and future crises.

In Rwanda, over 3.5 million children were estimated to be out of school in 2020 when the country closed all schools as a safety measure against the spread of COVID-19. The government quickly developed a national response plan and started the process of hiring teachers, constructing classrooms and training in-service teachers in remote-learning pedagogies. Prior to the lockdown, schools were already experiencing challenges, including low attendance rates. In the post-COVID-19 environment, learning losses are expected to be significant, especially on the acquisition of foundational skills, and will hinder the ministry's efforts to achieve the learning outcomes of its new competence-based curriculum. 

A Time to Teach study in 2020 in Rwanda found that low teacher attendance was a common problem in primary schools. This study seeks to support the Ministry of Education by providing a comprehensive understanding of secondary school teacher attendance in the country. It builds on findings from the primary schools' study, to understand how attendance challenges may be similar or different across education levels, and more importantly, how these can help inform teacher policy design and implementation.