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Innocenti Report Card

Innocenti Report Card

A look at children from the world’s richest countries offers a mixed picture of their health, skills, and happiness. For far too many, issues such as poverty, exclusion and pollution threaten their mental well-being, physical health, and opportunities to develop skills. Even countries with good social, economic, and environmental conditions are a long way from meeting the targets set in the 2030 Agenda for Sustainable Development. Focused and accelerated action is needed if these goals are to be met.

The evidence from 41 Organisation for Economic Co-operation and Development (OECD) and European Union (EU) countries tells its own story: from children’s chances of survival, growth and protection, to whether they are learning and feel listened to, to whether their parents have the support and resources to give their children the best chance for a healthy, happy childhood. The reports reveal children’s experiences against the backdrop of their country’s policies and social, educational, economic and environmental contexts.

In keeping with UNICEF's universal mandate for children in every country, the Innocenti Report Card series focuses on the well-being of children in high income countries. Since 2000,  Innocenti Report Cards have shown that even in the world’s richest countries, the daily lives of millions of children fell far short of what anyone would call a good childhood. Each Report Card publication includes league tables ranking OECD and EU countries according to the latest available comparative data.

Visit the microsite for Report Card 16: Worlds of Influence

Publications

Worlds of Influence: Understanding What Shapes Child Well-being in Rich Countries
Publication Publication

Worlds of Influence: Understanding What Shapes Child Well-being in Rich Countries

A new look at children from the world’s richest countries offers a mixed picture of their health, skills and happiness. For far too many, issues such as poverty, exclusion and pollution threaten their mental well-being, physical health and opportunities to develop skills. Even countries with good social, economic and environmental conditions are a long way from meeting the targets set in the 2030 Agenda for Sustainable Development. Focused and accelerated action is needed if these goals are to be met. The evidence from 41 Organisation for Economic Co-operation and Development (OECD) and European Union (EU) countries tells its own story: from children’s chances of survival, growth and protection, to whether they are learning and feel listened to, to whether their parents have the support and resources to give their children the best chance for a healthy, happy childhood. This report reveals children’s experiences against the backdrop of their country’s policies and social, educational, economic and environmental contexts.
An Unfair Start: Inequality in Children's Education in Rich Countries
Publication Publication

An Unfair Start: Inequality in Children's Education in Rich Countries

In the world’s richest countries, some children do worse at school than others because of circumstances beyond their control, such as where they were born, the language they speak or their parents’ occupations. These children enter the education system at a disadvantage and can drop further behind if educational policies and practices reinforce, rather than reduce, the gap between them and their peers. These types of inequality are unjust. Not all children have an equal opportunity to reach their full potential, to pursue their interests and to develop their talents and skills. This has social and economic costs. This report focuses on educational inequalities in 41 of the world’s richest countries, all of which are members of the Organisation for Economic Co-operation and Development (OECD) and/or the European Union (EU). Using the most recent data available, it examines inequalities across childhood – from access to preschool to expectations of post-secondary education – and explores in depth the relationships between educational inequality and factors such as parents’ occupations, migration background, the child’s gender and school characteristics. The key feature of the report is the league table, which summarizes the extent of educational inequalities at preschool, primary school and secondary school levels. The indicator of inequality at the preschool level is the percentage of students enrolled in organized learning one year before the official age of primary school entry. The indicator for both primary school (Grade 4, around age 10) and secondary school (age 15) is the gap in reading scores between the lowest- and highest-performing students.
Building the Future: Children and the Sustainable Development Goals in Rich Countries
Publication Publication

Building the Future: Children and the Sustainable Development Goals in Rich Countries

This Report Card offers an assessment of child well-being in the context of sustainable development across 41 countries of the European Union (EU) and the Organisation for Economic Co-operation and Development (OECD).

Events

Worlds of Influence: Shaping policies for child well-being in rich countries
Event Event

Worlds of Influence: Shaping policies for child well-being in rich countries

UNICEF Innocenti’s Report Card 16 – Worlds of Influence: Understanding what shapes child well-being in rich countries – offers a mixed picture of children’s health, skills and happiness. For far too many children, issues such as poverty, exclusion and pollution threaten their mental well-being, physical health and opportunities to develop skills. The evidence from 41 OECD and EU countries tells a comprehensive story: from children’s chances of survival, growth and protection, to whether they are learning and feel listened to, to whether their parents have the support and resources to give their children the best chance for a healthy, happy childhood. This report reveals children’s experiences against the backdrop of their country’s policies and social, educational, economic and environmental contexts.This panel discussion, timed with the global launch of Report Card 16, comes at a moment when policy makers are asking deep questions about how to ensure child well-being in the light of one of the worst global pandemics in many decades. In it, we delve deeply into the findings of Report Card 16 to better understand how its findings may shape the increasingly uncertain world children are living in. And we examine how the comparative data in this and previous editions of Report Card can support policies for child well-being, looking at previous outcome-based indicators as well as newer context and conditions indicators which are presented in the latest edition of Report Card.Confirmed panelists:Senator Rosemary Moodie, CanadaMr. Nicolas Schmit, European Commissioner for Jobs and Social RightsMs. Denitsa Sacheva, Minister of Labour and Social Policy, BulgariaMr. Fayaz King, Deputy Executive Director,  Field Results and Innovation, UNICEFMr. Dominic Richardson, Chief of Social and Economic Policy, UNICEF Office of Research – Innocenti