Policy Brief: A Disability Inclusive Response to COVID-19 - United Nations Sustainable Development Group (UNSDG) (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:NS8FWH6T 2405685:EGXHBS2D
Keywords: ⛔ No INSPIRE recid found

Roadmap for Achieving the Sustainable Development Goals (SDGs) - United Nations Sustainable Development Framework (2017)
KerkoCite.ItemAlsoKnownAs: 2339240:SITMWQU6 2405685:VR9L8XMQ

Goal 4: Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all - United Nations Statistics Division (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:AATK6EK7 2405685:I2KYB66J

Spotlight Initiative to eliminate violence against women & girls in Timor-Leste - United Nations Population Fund (UNFPA, 2022)
KerkoCite.ItemAlsoKnownAs: 2339240:4DXSEMS9 2405685:RSJIWN8E
Keywords: ⛔ No INSPIRE recid found

Teachers and mothers join forces to keep girls in school in Malawi - United Nations Population Fund (Africa Renewal, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:MKIFTFHW 2405685:ACCDGUZ7

General Assembly Designates 7 April International Day of Reflection on 1994 Genocide against Tutsi in Rwanda, Amending Title of Annual Observance | Meetings Coverage and Press Releases - United Nations General Assembly (United Nations: Media Coverage and Press Releases, 2018)
EdTechHub.ItemAlsoKnownAs: 2405685:YYZVG5YV

World Population Dashboard Cambodia - United Nations Fund for Population Activities (2023)
KerkoCite.ItemAlsoKnownAs: 2339240:589WI5HI 2405685:5J7TCHIB

Regulatory Policies and ICT Trends: Insights from Timor-Leste - United Nations Economic and Social Commission for Asia and the Pacific (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:9MINAGWZ 2405685:4TFDFF8G

COVID-19 and Human Development: Assessing the Crisis, Envisioning the Recovery - United Nations Development Programme (UN, 2020)
shortDOI: 10/ghgk6s KerkoCite.ItemAlsoKnownAs: 10.18356/161b9678-en 10/ghgk6s 2339240:2CFEYHEB 2405685:I8ETUWED
Keywords: ___working_potential_duplicate

COVID-19 and Human Development: Assessing the Crisis, Envisioning the Recovery - United Nations Development Programme (UNDP, 2020)
KerkoCite.ItemAlsoKnownAs: 10.18356/161b9678-en 2339240:JXWBI5PG 2405685:C2H48T3W
Keywords: ___working_potential_duplicate

Human Development Report 2019 - Viet Nam briefing note - United Nations Development Programme (UNDP, 2019)
Beyond income, beyond averages, beyond today: Inequalities in human development in the 21st century
KerkoCite.ItemAlsoKnownAs: 2339240:6JH8NRWS 2405685:Q5AS8C6J

Human Development Report 2020: The Next Frontier - Human Development and the Anthropocene - United Nations Development Programme (United Nations, 2020)
KerkoCite.ItemAlsoKnownAs: 10.18356/9789210055161 2339240:3N8EHHNR 2405685:7CEEGQAQ
Keywords: ___working_potential_duplicate

Human Development Report 2020: The Next Frontier - Human Development and the Anthropocene. Bangladesh. - United Nations Development Programme (United Nations, 2020)
KerkoCite.ItemAlsoKnownAs: 10.18356/9789210055161 2339240:ZBYSBI9Y 2405685:225TWATP
Keywords: ___working_potential_duplicate

Human Development Report 2023/2024 - United Nations Development Programme (UNDP, 2024)
KerkoCite.ItemAlsoKnownAs: 2339240:AJWGTAXE 2405685:XILU4638

Human Development Reports - United Nations Development Programme (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:AD2VSI2P 2405685:KA8YNP9D

Latest Human Development Index Ranking | Human Development Reports - United Nations Development Programme (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:48II6EQI 2405685:547724LQ

Situational Analysis Report on the Rights of Persons with Disabilities in Viet Nam - United Nations Development Programme (UNDP, 2023)
This Situational Analysis Report on the Rights of Persons with Disabilities in Viet Nam reveals that the country is poised to harness its increased resources
KerkoCite.ItemAlsoKnownAs: 2339240:4N5N9CHV 2405685:99ZWTQT6

Assessing Digital and Financial Literacy in Timor-Leste: A Survey on Knowledge, Skills and Access - United Nations Capital Development Fund Pacific Office (UNCDF, 2023)
KerkoCite.ItemAlsoKnownAs: 2339240:GLLHJNMP 2405685:NPEGNI5T
Keywords: ⛔ No INSPIRE recid found

Convention on the Rights of Persons with Disabilities - United Nations (United Nations Human Rights Office of the High Commissioner, 2006)
Convention Ratifications/Accessions: 182 Signatories*: 164 Optional Protocol Ratifications/Accessions: 96 Signatories*: 94 (* Signatories include countries or regional integration organizations that have signed the Convention and its Optional Protocol) 10th Anniversary of the adoption of CRPD: 2006 to 2016 Infographic on the CRPD and the COSP (prepared October 2016: (Word, PDF) Status of Ratifications to the CRPD (prepared May 2016) (JPG, […]
KerkoCite.ItemAlsoKnownAs: 2339240:5IDS3FHB 2339240:9N929PHG 2339240:PQDH9LW2 2405685:3FCY2QN4 2405685:C5PEP2G4 2405685:ZCMN87NZ
Keywords: ⛔ No INSPIRE recid found

COVID-19 Global Humanitarian Response Plan (Humanitarian response plan) | Financial Tracking Service - United Nations (2020)
United Nations Coordinated Appeal
KerkoCite.ItemAlsoKnownAs: 2339240:6L8T5JQV 2339240:SI6TT82I 2405685:DX87BM74 2405685:ELV5KYMH 4803016:BX5E3VYI 4803016:D5GYWTC7
Keywords: ___working_potential_duplicate

Gateways to Public Digital Learning - United Nations (United Nations, 2023)
Publisher: United Nations KerkoCite.ItemAlsoKnownAs: 2339240:SAJHETWJ 2405685:2P8S8N6F

Investing in Science, Technology, Engineering and Math (STEM) Education to Build Africa’s Resilience Against Climate Change - United Nations (United Nations Office of the Special Adviser on Africa, 2024)
KerkoCite.ItemAlsoKnownAs: 2339240:CYYBCDFF 2405685:XWIPV7D3

Mozambique school children face ‘catastrophic’ fall-out from COVID-19: A UN Resident Coordinator blog | Africa Renewal - United Nations (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:F2448Z67 2405685:GQMLK457
Keywords: ⛔ No INSPIRE recid found

Policy Brief: Education during COVID-19 and beyond - United Nations (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:QLGP3PSW 2405685:QLB4Z2N2

Roadmap for Digital Cooperation - United Nations (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:7PZNPHQG 2405685:XASSZTVB

UN Flagship Report Disability. - United Nations (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:IETXYZZQ 2405685:R6QHFIUK

UN radio spreads Covid-19 information to remote areas - United Nations (United Nations, 2020)
In the Central African Republic, radio broadcasts are a useful means to share public information, especially to the most remote populations. UN Volunteers assigned with the MINUSCA’s radio are on the frontline to raise awareness aboutt the COVID-19 pandemic. These dedicated UN Volunteers share current up-dates on COVID-19 via radio programmes, while advocating for prevention and protection measures.
Library Catalog: www.un.org Publisher: United Nations KerkoCite.ItemAlsoKnownAs: 2405685:F68VUBZ7

With Almost Half of World’s Population Still Offline, Digital Divide Risks Becoming ‘New Face of Inequality’, Deputy Secretary-General Warns General Assembly | UN Press - United Nations (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:D4YCESHH 2405685:XLBER8A5

MyUnisa Digi-Band - unicourses (University Courses, 2018)
The my Unisa Digi-band is a device that allows students to store an offline, yet updatable , copy of their myUnisa group site on a flash drive
Section: MyUNISA KerkoCite.ItemAlsoKnownAs: 2405685:8YQA3IFU

Mobile: Resource Pack to Support Remote Learning - UNICEF; World Bank (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:MYX97PPW 2405685:PR2S9HNP

Print: Resource Pack to Support Remote Learning - UNICEF; World Bank (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:UP7LEEYE 2405685:PAUGX5WB

Radio: Resource Pack to Support Remote Learning - UNICEF; World Bank (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:8L4IGEPA 2405685:AN4AXXJN

Assistive Technology for Children with Disabilities: Creating Opportunities for Education, Inclusion and Participation A discussion paper - UNICEF; WHO (WHO, 2015)
KerkoCite.ItemAlsoKnownAs: 2339240:9UTPS624 2405685:DPLSVVT4

Brief on learning continuity amidst COVID-19 school closures in Pakistan - UNICEF; Viamo (UNICEF Regional Office for South Asia (ROSA), 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:AL2VQD4K 2339240:X7YESBUZ 2405685:PZRG8IXK 2405685:TZ4FTP8N

COVID-19 and Its Implications for Protecting Children Online - UNICEF; UNESCO; WHO; UNODC; ITU; End Violence Against Children; We Protect Global Alliance (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:ZKXQGBB9

Monitoring Education Participation: Framework for Monitoring Children and Adolescents who are Out of School or at Risk of Dropping Out - UNICEF; UNESCO Institute for Statistics (UNICEF Regional Office for Central and Eastern Europe and the Commonwealth of Independent States, 2016)
KerkoCite.ItemAlsoKnownAs: 2405685:EMDB5K4K

Situation Analysis on the Effects of and Responses to COVID-19 on the Education Sector in Asia: Regional Synthesis Report - UNICEF; UNESCO (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:JSNQQLQJ 2405685:NWEZS22I
Keywords: ⛔ No INSPIRE recid found

SEA-PLM 2019 latest evidence in basic education: Supporting teacher to improve learning in 6 Southeast Asian countries - UNICEF; Southeast Asian Minsters of Education Organization (UNICEF, 2022)
KerkoCite.ItemAlsoKnownAs: 2339240:LT2E45GM 2405685:GWNYWNHJ

Global Initiative on Out-of-School Children: Tanzania Country Report - UNICEF; Ministry of Education, Science and Technology; UNESCO (UNICEF, United Republic of Tanzania, UNESCO, 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:4BFXL5NI 2339240:MZX7KWXD 2405685:FZLBUYAH 2405685:IRZRMTPE

Evaluation of UNICEF-Supported MOET’s Initiative of Mother-Tongue Based Bilingual Education in Viet Nam, 2006–2014. - UNICEF; Ministry of Education and Training, Vietnam (2015)
KerkoCite.ItemAlsoKnownAs: 2339240:X4TJMEEI 2405685:IYVLIDNJ

Reimagine Education: ICT & Innovation in Timor-Leste - UNICEF; Ministry of Education (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:V4XRNYBF 2405685:PV9SUZ23

How many children and young people have internet access at home - UNICEF; ITU (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:T2EURV3P 2405685:E3JV6NQZ

Towards an equal future: Reimagining girls’ education through STEM - UNICEF; ITU (2020)
Marking the 25th anniversary of the Beijing Declaration and Platform for Action
KerkoCite.ItemAlsoKnownAs: 2339240:4YKUSYE6 2405685:6F6LIXUE

Sindh: Multiple Indicator Cluster Survey 2018/19 - UNICEF; Government of Sindh (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:TZYPTSNX 2405685:C5ESTBMZ

Punjab: Multiple Indicator Cluster Survey 2016/17 - UNICEF; Government of Punjab (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:7W8AP5X9 2405685:XK4IAVDW

Country Report Lao People’s Democratic Republic Lao Social Indicator Survey II 2017 MICS - UNICEF; Government of Lao People's Democratic Republic (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:K88JI88N 2405685:3VVXSWR7
Keywords: ⛔ No INSPIRE recid found

Khyber Pakhtunkhwa: Multiple Indicator Cluster Survey 2016/17 - UNICEF; Government of Khyber Pakhtunkhwa (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:QHN39WFF 2405685:IJITUQF4

Viet Nam Sustainable Development Goal Indicators on Children and Women Survey 2020–2021: Mass Media, Communications and Internet - UNICEF; General Statistics Office of Viet Nam (2021)
KerkoCite.ItemAlsoKnownAs: 2405685:BFNNPWXD

Guidance for Safe and Healthy Journeys to School: During the COVID-19 Pandemic and Beyond (English) - UNICEF; FIA Foundation (Humanitarian UNICEF, 2021)
As schools reopen, we have a unique opportunity to look not only at measures to help keep students safe on school premises, but also on the journey to school. These measures help to keep students safe during the coronavirus disease (COVID-19) and help to address other safety issues such as road traffic crashes, the number one killer of young people aged 5-29 years. This guidance is for education authorities and policymakers, school administrators, teachers and staff, parents, caregivers, community members, and students. It complements the UNICEF, UNESCO, World Bank, World Food Programme and UNHCR global framework for reopening schools and the Inter Agency Standing Committee (IASC) interim guidance for COVID-19 Prevention and Control in Schools. This guidance suggests practical steps to build back better health and safety systems – to address COVID-19 and promote active transport like walking and cycling to improve air quality, physical activity and road safety. September 2021
KerkoCite.ItemAlsoKnownAs: 2339240:GJ5DM3MP 2405685:VSL5E24J

Conceptual Framework for Monitoring Hybrid Learning Delivery Toward Long-Term System Strengthening and Resilient Education Systems - UNICEF; EdTech Hub (UNICEF, EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5826262 10.53832/edtechhub.0073 2405685:3EQU9ZAN
Keywords: F: Helpdesk response; _r:AddedByZotZen

Monitoring Hybrid Learning: A Short Guide - UNICEF; EdTech Hub (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5826252 10.53832/edtechhub.0072 2405685:NHNPTFBW
Keywords: F: Helpdesk response; _r:AddedByZotZen

Operational Guide for Monitoring Hybrid Learning Delivery Toward Long-Term System Strengthening and Resilient Education Systems - UNICEF; EdTech Hub (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5826264 10.53832/edtechhub.0074 2405685:P59N3JKT
Keywords: F: Helpdesk response; _r:AddedByZotZen

ICT for Learning Process and Tools – Volume II | UNICEF Eastern and Southern Africa - UNICEF; Aga Khan Foundation and Innovation Unit (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:9Y4W7F8B

Viet Nam: DPGs for equitable digital education systems - UNICEF Viet Nam; UNICEF Innovation (UNICEF, 2022)
KerkoCite.ItemAlsoKnownAs: 2339240:AK9S87GU 2405685:EIZIKDVP

Out-of-School children in Viet Nam: A country study - UNICEF Viet Nam; Ministry of Education and Training, Viet Nam (2013)
KerkoCite.ItemAlsoKnownAs: 2339240:HSA5B8P4 2405685:8EZFVFI4

Country Office Annual Report 2023: Vietnam - UNICEF Viet Nam (2024)
KerkoCite.ItemAlsoKnownAs: 2339240:LH3W4B4H 2405685:FR7FMVEI

Out-of-School Children 2016 Main Report - UNICEF Viet Nam (UNICEF, 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:KHZ2K49Y 2405685:35AGZ7NH

Viet Nam is among few countries demonstrating gender parity in digital skills and the use of internet - UNICEF Viet Nam (UNICEF Viet Nam, 2023)
On International Day of Girls in ICT, new analysis warns that girls* are being left behind in many countries in an increasingly connected world
KerkoCite.ItemAlsoKnownAs: 2339240:B9BI4TRN 2405685:EFU9EG22

Who are we and how do we work? - UNICEF USA (UNICEF USA, 2022)
Who are we and how do we work? Advocacy means, literally, to speak up on behalf of someone in need. For UNICEF, it means speaking up on behalf of and with children to support their rights, ensure safe and healthy childhoods in safe and inclusive communities, and build strong futures with opportunity and hope.
KerkoCite.ItemAlsoKnownAs: 2339240:9NVFP28L 2405685:34B2RLED

Situation Analysis on the Effects of and Responses to COVID-19 on the Education Sector in Asia - UNICEF & UNESCO (2021)
Case Study from Pakistan
KerkoCite.ItemAlsoKnownAs: 2339240:PU9A6DBP 2405685:YVTFJUXU

Education budget brief 2018: Tanzania - UNICEF Tanzania (UNICEF, 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:49BTPG9F 2405685:2ZZD2LFN

E-learning Strategy - UNICEF Sudan (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:CL56P42H 2405685:8BT62CM9

Education: Annual Report 2020 - UNICEF Sudan (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:8GTHJZUJ 2405685:VVMSF86T

Learning Director's Training Manual - UNICEF Sudan (2017)
KerkoCite.ItemAlsoKnownAs: 2339240:NNQ3CEBF 2405685:RDU7FPCF

Learning directors toolbox - UNICEF Sudan (2017)
KerkoCite.ItemAlsoKnownAs: 2339240:CMXS8ZMI 2405685:RNBJZZFD

Learning Passport Launched in Sudan - UNICEF Sudan (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:2LAD9A3D 2405685:LNHCQBGI

Situation analysis on the effects of and responses to COVID-19 on the education sector in Asia - UNICEF ROSA; UNICEF EAPRO; UNESCO Bangkok; Cambridge Education (UNICEF, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:X4I7DTV2 2405685:8K3IJB8S

Gender Responsive Communication for Development: Guidance, Tools and Resources - UNICEF ROSA (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:A9LXC4RW 2405685:EU6MP9JM

Leveraging Education Technology to Reach Disadvantaged Children and Youth - UNICEF (ROSA) (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:VMEGD46F 2405685:5HW23DBV

Monitoring Distance Learning During School Closures - UNICEF ROSA (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:TQAQTYQA 2405685:55T4NQNW

Guidance on Distance Learning Modalities to Reach All Children and Youth During School Closures - UNICEF Regional Office for South Asia (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:29QHBJD5 2405685:4TXJ8GQB

UNICEF ROSA Monitoring Learning Continuity during COVID-19 Guidance and Survey Question Bank - UNICEF Regional Office for South Asia (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:WUE7ZUXU 2405685:W4E6WZMX

Brief on learning continuity amidst COVID19 - UNICEF Pakistan (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:XGGMIWR6 2405685:S6CDN5A7

Education: Giving every child the right to education - UNICEF Pakistan (2021)
Providing quality education to all
KerkoCite.ItemAlsoKnownAs: 2339240:463I9Y7Q 2405685:WS4TG3Q5

Nigeria | Education - UNICEF Nigeria (2020)
See how UNICEF in Nigeria supports children so they can attend school and learn.
Library Catalog: www.unicef.org KerkoCite.ItemAlsoKnownAs: 2405685:U4DAQPU4

UNICEF Education COVID-19 Case Study - UNICEF Malaysia (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:LJN3CIG8 2405685:MXS7DWIV

Opening up the frontiers of digital learning with the Learning Passport - UNICEF Lao Country Office (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:R59BGSGM 2405685:LF7Y4ZGB
Keywords: ⛔ No INSPIRE recid found

Making Digital Learning Work: Lessons from the UNICEF-Akelius Digital Learning Initiative in 12 countries - UNICEF Innocenti (2024)
KerkoCite.ItemAlsoKnownAs: 2339240:3QBS5M3Y 2405685:W898XFVR

A social and behaviour change agenda for inclusion and equity in education - UNICEF ESARO (2016)
KerkoCite.ItemAlsoKnownAs: 2339240:RND853QN 2405685:6PBKDWDI

Addressing social norms and gender in support of equity in education - UNICEF Eastern and Southern Africa Region (2016)
KerkoCite.ItemAlsoKnownAs: 2339240:SG6H9W5B 2405685:DAVJ78NX

Girls’ Digital Literacy in the East Asia and Pacific Region: Spotlight on Cambodia, Indonesia, Lao PDR, Timor-Leste and Viet Nam - UNICEF East Asia and the Pacific Regional Office (UNICEF EAPRO, 2023)
KerkoCite.ItemAlsoKnownAs: 2339240:FYMA9R75 2405685:Y5U6K9T3
Keywords: ⛔ No INSPIRE recid found

Girls’ Digital Literacy in the East Asia and Pacific Region: Spotlight on Cambodia, Indonesia, Lao PDR, Timor-Leste and Vietnam - UNICEF East Asia and Pacific Regional Office (EAPRO) (2023)
KerkoCite.ItemAlsoKnownAs: 2339240:TU368GB2 2405685:AYVJESPV
Keywords: ⛔ No INSPIRE recid found

COVID-19 Education Situation Analysis in Southeast Asia - UNICEF East Asia and Pacific (2021)
This sub-regional situation analysis initiated by UNICEF and UNESCO provides a snapshot of the educational responses and effects of COVID-19 across Southeas
KerkoCite.ItemAlsoKnownAs: 2339240:GHMBLPPX 2405685:PJYDQK4N
Keywords: ⛔ No INSPIRE recid found

Digital Literacy in Education Systems across ASEAN - UNICEF EAPRO (UNICEF East Asia and Pacific Regional Office, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:8HH7L8U6 2405685:7QU4PJKQ

Girls’ Digital Literacy in the East Asia and Pacific Region - UNICEF EAPRO (UNICEF East Asia and Pacific Regional Office, 2023)
Spotlight on Cambodia, Indonesia, Lao PDR, Timor-Leste and Viet Nam
KerkoCite.ItemAlsoKnownAs: 2339240:B29N39XP 2405685:HMBTKPFM

Teachers’ digital literacy in the East Asia and pacific region: Spotlight on Cambodia, China, Lao PDR, Solomon Islands and Vanuatu - UNICEF EAPRO (UNICEF East Asia and Pacific Regional Office, 2024)
KerkoCite.ItemAlsoKnownAs: 2339240:AWU9AT6Z 2405685:TD5HX6DU

Education and COVID-19 - UNICEF Data (2020)
More than 1 billion children are at risk of falling behind due to school closures aimed at containing the spread of COVID-19. To keep the world’s children learning, countries have been implementing remote education programmes. Yet many of the world’s children – particularly those in poorer households – do not have internet access, personal computers, TVs or even radio at home, amplifying the effects of existing learning inequalities. Students lacking access to the technologies needed for home-based learning have limited means to continue their education. As a result, many face the risk of never returning to school, undoing years of progress made in education around the world. With school closures across 188 countries (as of April 2020), many of them are exploring alternative ways to provide continuous education using technologies such as Internet, TV, and radio. However, access to these technologies is limited in many low- and middle-income countries, especially among poor households. While more than 90 per cent of the countries adopted digital and/or broadcast remote learning policies, only 60 per cent did so for pre-primary education. [†] Policy measures taken by the governments to ensure learning continuity through broadcast or digital media allowed for potentially reaching 69 per cent of schoolchildren (at maximum) in pre-primary to secondary education globally.[†] 31 per cent of schoolchildren worldwide (463 million) cannot be reached by the broadcast- and Internet-based remote learning policies either due to the lack of necessary technological assets at home, or because they were not targeted by the adopted policies. [†] Online platforms were the most used means by the governments to deliver education while schools remain closed, with 83 per cent of countries using this method. However, this allowed for potentially reaching only about a quarter of schoolchildren worldwide. [†] Television had the potential to reach the most…
KerkoCite.ItemAlsoKnownAs: 2339240:EVYW84KS 2405685:4KM2QI2H

Innovative finance reshaping cyclone resilience and child-responsive disaster management in Madagascar - UNICEF Climate, Environment, Energy and Disaster Risk Reduction (2024)
In Madagascar, severe cyclones have become an integral part of children’s lives. Between 2000 and 2024, more than 50 tropical storms and cyclones have impacted over six million boys, girls and adults. Given that nearly 60 percent of Madagascar’s population (31 million) is under the age of 25, children and young people bear a disproportionate burden.*This case study shows how UNICEF, the Government of Madagascar and civil society are working together to pilot a ground-breaking, innovative finance solution that includes a child-responsive, parametric risk transfer product for tropical cyclones. The Today & Tomorrow approach aims to reduce child exposure and vulnerability to future shocks and hazards, engage children and young people in solutions and strengthen the essential social systems and services they rely on most. In Madagascar, Cyclones Cheneso, Freddy and Gamane and Tropical Storm Alvaro affected nearly 200,000 students. The case study highlights UNICEF Madagascar and government efforts in the education sector to support these students and build disaster resilience in affected communities.*ACAPS, Madagascar, Cyclone Exposure and Vulnerabilities and UNICEF, Child Climate Risk Index (CCRI).
KerkoCite.ItemAlsoKnownAs: 2405685:78UELPJZ

46 million school-aged children out of school across Eastern and Southern Africa | UNICEF Eastern and Southern Africa - UNICEF (2023)
Education in emergencies is a human right yet millions of children are denied access to learning
KerkoCite.ItemAlsoKnownAs: 2339240:HI52N43L 2405685:DMPY5HDS
Keywords: ⛔ No INSPIRE recid found

About RapidPro - UNICEF (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:7V8KQ2R3 2405685:D68XIH4N

Accelerating results for children with technology and digital innovation - UNICEF (UNICEF, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:P5N87XZQ 2405685:4NB8WA2S

Accenture, Dubai Cares, Microsoft and UNICEF launch digital education platform under Generation Unlimited to help address global learning crisis - UNICEF (2021)
‘Passport to Earning’—part of the Generation Unlimited partnership—will provide free, quality, digital education for young people to help prepare them for the world of work
KerkoCite.ItemAlsoKnownAs: 2339240:I4FACV7C 2405685:EPGRAAN8

Around 2 in 3 children are still out of the classroom in Latin America and the Caribbean - UNICEF (2021)
UNICEF urges countries in the region to scale up the return to in-person learning
KerkoCite.ItemAlsoKnownAs: 2339240:FTG6UT9X 2405685:ASVER7KM

Back to school 2020-2021 - UNICEF (UNICEF, 2020)
UNICEF supports children's return to school in a safe and protective environment
KerkoCite.ItemAlsoKnownAs: 2339240:PSE8NJSD 2405685:Z4CMUJ44

Bridging the gender digital divide - UNICEF (UNICEF, 2021)
The gender technology gap is standing in the way of equality. Learn how we're bridging the gender digital divide so girls can access technology.
KerkoCite.ItemAlsoKnownAs: 2339240:NX8EKNQI 2405685:EZQV7F2Y

Child disciplinary practices at home: evidence from a range of low- and middle-income countries - UNICEF (2010)
The UNICEF report on Child Disciplinary Practices at Home addresses the development of a national research agenda on violence against children across settings where violence occurs.
KerkoCite.ItemAlsoKnownAs: 2339240:F5YZWV5X 2405685:QD3QIADQ

Child Safety Online: Global challenges and strategies - UNICEF (Innocenti Publications, 2011)
The Internet, mobile phones and other electronic media provide children and young people with levels of access to information, culture, communication and entertainment impossible to imagine just 20 years ago. With many of their extraordinary benefits
KerkoCite.ItemAlsoKnownAs: 2339240:J7VDW7KX 2339240:L8PZGXME 2405685:7QGM7K3Z 2405685:BDPZFDTK

Children with disabilities | UNICEF Lao People's Democratic Republic - UNICEF (2020)
Access for all, no matter what
KerkoCite.ItemAlsoKnownAs: 2339240:F25DB2NA 2405685:W89U6PI7
Keywords: ⛔ No INSPIRE recid found

Coronavirus disease (COVID-19) | UNICEF Malawi - UNICEF (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:KA2U5H5L 2405685:RKXDY3RJ

COVID-19 and School Closures: Are children able to continue learning - UNICEF (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:2YLD7BCG 2405685:ETEREUSH
Keywords: ___working_potential_duplicate

COVID-19 and School Closures: Are children able to continue learning - UNICEF (UNICEF DATA, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:VEITMD74 2405685:BF739X9S
Keywords: ___working_potential_duplicate

COVID-19 and School Closures: Are children able to continue learning during school closures? - UNICEF (UNICEF DATA, 2020)
In response to the unprecedented educational challenges created by school closures due to the COVID-19 pandemic, more than 90 per cent of countries have implemented some form of remote learning policy. This factsheet estimates the potential reach of digital and broadcast remote learning responses, finding that at least 463 million students around the globe remain cut off from education, mainly due to a lack of remote learning policies or lack of equipment needed for learning at home. This data primarily stems from the UNESCO-UNICEF-World Bank Survey on National Education Responses to COVID-19 School Closures (June-July 2020), as well as household microdata from sources like Multiple Indicator Cluster Surveys (MICS), Demographic and Health Surveys (DHS). The actual number of students who cannot be reached is likely significantly higher than estimated in this factsheet, which reflects best-case scenarios based on policies that were implemented and the technologies available in households. In many situations, despite remote learning policies and the presence of the necessary technology at home, children may be unable to learn due to skills gaps among their teachers or a lack of parental support. It is important to understand the characteristics and number of children who were not able to benefit from these remote learning policies so that the policies can be improved. By providing insights on which school children did not have access to digital or broadcast remote learning opportunities during school closures, this factsheet seeks to help policymakers make choices that will ensure more children can acquire an education during the COVID-19 pandemic and beyond.
KerkoCite.ItemAlsoKnownAs: 2405685:2N6GU8IU 2534379:Q9ICXBBT

COVID-19 and School Closures: Are children able to continue learning during school closures? A global analysis of the potential reach of remote learning policies - UNICEF (UNICEF DATA, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:8EH8EDZD 2405685:DB5DGDAJ

COVID-19: Are children able to continue learning during school closures? - UNICEF (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:44D53DAJ 2405685:67NR4LYB

COVID-19: Are children able to continue learning during school closures? - UNICEF (UNICEF DATA, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:QK7LMN8F 2405685:8INREBKY
Keywords: ___working_potential_duplicate

COVID-19: Are children able to continue learning during school closures? - UNICEF (UNICEF, 2020)
In response to the unprecedented educational challenges created by school closures due to the COVID-19 pandemic, more than 90 per cent of countries have implemented some form of remote learning policy. This factsheet estimates the potential reach of digital and broadcast remote learning responses, finding that at least 463 million students around the globe remain cut off from education, mainly due to a lack of remote learning policies or lack of equipment needed for learning at home. This data primarily stems from the UNESCO-UNICEF-World Bank Survey on National Education Responses to COVID-19 School Closures (June-July 2020), as well as household microdata from sources like Multiple Indicator Cluster Surveys (MICS), Demographic and Health Surveys (DHS). The actual number of students who cannot be reached is likely significantly higher than estimated in this factsheet, which reflects best-case scenarios based on policies that were implemented and the technologies available in households. In many situations, despite remote learning policies and the presence of the necessary technology at home, children may be unable to learn due to skills gaps among their teachers or a lack of parental support. It is important to understand the characteristics and number of children who were not able to benefit from these remote learning policies so that the policies can be improved. By providing insights on which school children did not have access to digital or broadcast remote learning opportunities during school closures, this factsheet seeks to help policymakers make choices that will ensure more children can acquire an education during the COVID-19 pandemic and beyond.
KerkoCite.ItemAlsoKnownAs: 2129771:FLAZXEY2 2339240:62VCB6J3 2405685:GXXEQQ38
Keywords: ___working_potential_duplicate

COVID-19 - Are children able to continue learning during school closures? A global analysis of the potential reach of remote learning policies using data from 100 countries - UNICEF (United Nations Children's Fund, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:KLTH456M 2405685:ULYCR69H

COVID-19: Más del 95 por ciento de niños y niñas está fuera de las escuelas de América Latina y el Caribe - UNICEF (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:FS4EZIXW 2405685:9IHH348L

Day of the Girl Child - 2016 - UNICEF (2016)
KerkoCite.ItemAlsoKnownAs: 2339240:YPVKV9FR 2405685:ITLXFDVB

Digital learning tools open a world of possibilities for ethnic minority girls in remote Viet Nam - UNICEF (2023)
Digital learning tools open a world of possibilities for ethnic minority girls in remote Viet Nam
KerkoCite.ItemAlsoKnownAs: 2405685:99EWNUUI

Digital literacy for children — 10 things to know - UNICEF (2019)
Digital literacy goes beyond technical know-how. It refers to the knowledge, skills and attitudes that allow children to be both safe and empowered in an increasingly digital world. This encompasses their play, participation, socializing, searching and learning through digital technologies. What constitutes digital literacy will vary according to children’s age, local culture and context. Children need to be digitally literate even when they are not online. Facial scanning and artificial intelligence-based profiling increasingly affect children’s lives. Children’s schooling, social welfare and future job opportunities may depend on how well they understand the digital world around them. Digital literacy is a growing part of any approach to skills development. It features in UNICEF’s framework which seeks to prepare children and adolescents for school, work and life. In addition to digital literacy, other interconnected skills for UNICEF are: foundational skills (literacy and numeracy); transferable skills (also known as life skills, 21st-century skills or soft skills); and job-specific skills (technical and vocational skills). Tools to develop and assess digital literacy are proliferating. A number of digital competence frameworks have been developed by both international agencies and companies. Frameworks are a necessary starting point as they define the boundaries of what constitutes digital literacy and inform curricula and assessments. Despite using a range of labels (e.g. digital literacy, skills, citizenship), they broadly converge around the idea of a set of competencies that include technical as well as transferable skills, such as communication and problem solving. Yet most existing tools place little emphasis on children. Digital literacy definitions usually focus on citizens of all ages and not on children specifically. UNICEF believes there is a need to focus more on digital literacy for children, who have unique needs. In this area, there is a slow change from a risk and safety paradigm towards rights-based approaches that favour expression, play and development. Few programmes operate at scale or have been evaluated for impact. One contributing factor is the lack of global consensus and standards that makes it difficult for governments and other stakeholders to design and implement comparative and cost-effective initiatives, especially within developing countries. Similarly, UNICEF programmes would benefit from greater coordination. While UNICEF has delivered a range of digital literacy programmes at the request of governments, a survey of 40 initiatives carried out by 37 Country Offices shows they are not well coordinated with each other, and knowledge is not systematically generated or shared about efficacy and impact. Implementing digital literacy is not easy. According to the Country Offices surveyed, key barriers to digital literacy programming are: lack of teachers’ and trainers’ capacity; lack of ICT infrastructure; low connectivity (especially for remote areas); and a lack of understanding from decision-makers. The Country Offices are asking for policy development support, digital literacy frameworks, curriculum guidelines and practical tools, such as training manuals and toolkits. Some existing digital literacy frameworks or tools suit UNICEF well. These include the DigComp framework of the European Commission and the Digital Kids Asia-Pacific framework developed by the UNESCO Asia and Pacific Regional Office in Bangkok. If using existing digital literacy frameworks, UNICEF can add value by focusing on children. Digital literacy programmes should be context-driven. Implementing digital literacy programmes effectively requires more than simply importing a good programme from elsewhere. Beyond choosing a framework, an integrated approach to digital literacy involves undertaking a preliminary diagnostic review of the local context, developing operationalization guidelines and conducting impact assessments.
KerkoCite.ItemAlsoKnownAs: 2339240:DAVC5T72 2405685:LGV5JGFE

Digital UNICEF: Harnessing the power of technology and digital innovation for children - UNICEF (2021)
Harnessing the power of technology and digital innovation for children
KerkoCite.ItemAlsoKnownAs: 2339240:T7FCGJBW 2405685:GHE9QHPU

Early Literacy and Multilingual Education in South Asia - UNICEF (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:YPILCB6K 2405685:BIML6DRG

Education - UNICEF (2020)
Providing quality education to all
KerkoCite.ItemAlsoKnownAs: 2339240:QVPMBLYF 2405685:8E5BWWUM

Education cannot wait - UNICEF (2020)
Learning continues for students in KP despite the pandemic
KerkoCite.ItemAlsoKnownAs: 2339240:67L8WJ8A 2405685:PXJW4RJZ

Education: Giving Every Child the Right to Education - UNICEF (2020)
Providing quality education to all
Library Catalog: www.unicef.org KerkoCite.ItemAlsoKnownAs: 2339240:DJFL3HFF 2405685:SHX8AVV4

Education: Giving every child the right to education - UNICEF (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:RCI9IIDH 2405685:AT8JDYZL

Education Management Information Systems (EMIS) that Track Individual Student Data in Mongolia - UNICEF (UNICEF East Asia and the Pacific Regional Office, 2020)
Key recommendations provided in this report are to inform the further development of EMIS strategy and policy in Mongolia
KerkoCite.ItemAlsoKnownAs: 2339240:9WM3CXKH 2405685:2FVLVHUS

Education opportunities for Girls in Nigeria - UNICEF (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:4ALBTMSF 2405685:6V9Q768R

Educators' Digital Competency Framework - UNICEF (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:LPNEGD89 2405685:66CHFD2P

Ensuring equal access to education in future crises: findings of the new Remote Learning Readiness Index - UNICEF (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:I4DIY8UM 2405685:NCTNEYTY

Every child learns: UNICEF education strategy 2019–2030 - UNICEF (2019)
UNICEF education strategy 2019–2030
KerkoCite.ItemAlsoKnownAs: 2339240:9ZGVZ22B 2405685:LTZFWSMN

Every child learns: UNICEF education strategy 2019-2030 - UNICEF (United Nations Children's Fund, 2019)
KerkoCite.ItemAlsoKnownAs: 2339240:3EKFXYT2 2405685:4FYKRPLC

Federal Ministry of Education and UNICEF Celebrate 500,000 Registered Users on the Nigeria Learning Passport - UNICEF (2023)
KerkoCite.ItemAlsoKnownAs: 2339240:PUHN9YN7 2405685:IHKLX2ZC

First day of school 'indefinitely postponed' for 140 million first-time students around the world - UNICEF - UNICEF (2021)
At least eight million of these young learners have been waiting for over a year
KerkoCite.ItemAlsoKnownAs: 2339240:NUQ9QBE3 2405685:JAQTAKT4 2405685:WMXY3AMI

Funding+Support | UNICEF Innovation Fund - UNICEF (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:AFDTEQFF 2405685:P7ZZXFCB

Ghana COVID-19 Situation Report: 14 - UNICEF (UNICEF, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:8CNN3BQT 2405685:PTCCZDKR

Ghana (GHA) - Demographics, Health & Infant Mortality - UNICEF (UNICEF DATA, 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:WD54HQ5J 2405685:CHPXFS6Y

GIGA - UNICEF (2020)
Connecting Every School to the Internet
KerkoCite.ItemAlsoKnownAs: 2339240:IPUR3NJK 2405685:D3FZ8VLM

GirlForce: Skills, education and training for girls now - UNICEF (UNICEF DATA, 2018)
A generation of girls risk being left outside the labour force or trapped in vulnerable or low quality employment, due to a lack of skills, absence of quality jobs, and gendered expectations of their roles as caregivers. The brochure uses the most recent data to call attention to the fact that despite significant investment by the global community in the education of girls, girls are not moving into the workforce in high numbers.
KerkoCite.ItemAlsoKnownAs: 2339240:SKDPTTBR 2405685:4MV2C9LG

Good governance of children’s data - UNICEF (2020)
Developing a manifesto to protect children’s data security and privacy
KerkoCite.ItemAlsoKnownAs: 2339240:KM2LMAZW 2405685:BTKMJNHX

Guidance on Distance Learning Modalities to Reach All Children and Youth During School Closures - UNICEF (UNICEF Regional Office for South Asia, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:DVMCTGTU 2405685:59MN3PS2

Harnessing the Transformative Potential of Education for Climate Change Mitigation, Adaptation and Resilience Building in Europe and Central Asia - UNICEF (UNICEF Europe and Central Asia (ECA), 2023)
KerkoCite.ItemAlsoKnownAs: 2339240:YFA74E4I 2405685:WLSBB8EQ

How an adolescent girl helped her community fight COVID-19 - UNICEF (2022)
Studying at non-formal basic education centers established by UNICEF with funding from Government of Japan and support from Sindh’s authorities empowers gir
KerkoCite.ItemAlsoKnownAs: 2339240:4FUVC6QG 2405685:K93PD2RU

How many children and young people have internet access at home? Estimating digital connectivity during the COVID-19 pandemic - UNICEF (United Nations Children's Fund, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:DW3BG6V7 2405685:3U4LSRU5

How many children and young people have internet access at home? Estimating digital connectivity during the COVID-19 pandemic - UNICEF (2020)
The International Telecommunication Union (ITU)
KerkoCite.ItemAlsoKnownAs: 2339240:RKV98L3X 2405685:K6CBFRQ7

How Shahnaz became Mohammed Saleem so she could study - UNICEF (2021)
With support from her father, 12-year-old Shahnaz pretended to be a boy so she would not have to delay her schooling at a UNICEF-supported ALP center funded
KerkoCite.ItemAlsoKnownAs: 2339240:DT724KCC 2405685:N3N58A9G

Human Centred Design (HCD) - UNICEF (2018)
Creating solutions for children using the Human Centred Design approach
KerkoCite.ItemAlsoKnownAs: 2339240:T5LVBKBU 2405685:YXJKZA5U

Human Rights-based Approach to Programming - UNICEF (UNICEF, 2011)
A human rights-based approach is a conceptual framework for the process of human development that is normatively based on international human rights standards and operationally directed to promoting and protecting human rights.
KerkoCite.ItemAlsoKnownAs: 2339240:Q4BNRITK 2405685:V424BQ63

Including Everyone Strengthening the Collection and Use of Data About Persons with Disabilities in Humanitarian Situations - UNICEF (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:4ACZGLC4 2405685:LPKBXGZH

Inclusive Education - Understanding Article 24 of the Convention on the Rights of Persons with D– isabilities - UNICEF (Inclusive Education, 2017)
KerkoCite.ItemAlsoKnownAs: 2339240:4ICDTJVS 2405685:I752ZB2X
Keywords: ⛔ No DOI found; ⛔ No INSPIRE recid found

Jamaica pilot experience: Accessible Digital Textbooks that transform education - UNICEF (2022)
Accessible Digital Textbooks that transform education.
KerkoCite.ItemAlsoKnownAs: 2339240:S382ZZ47 2405685:CS2LSYL3

Joint Evaluation of Myanmar Non-Formal Middle School Education-Equivalency Pilot Programme - UNICEF (UNICEF, 2019)
KerkoCite.ItemAlsoKnownAs: 2339240:DJDVLBPV 2405685:E4Z8N6RR

LACRO COVID-19 Education response: Update 29 Status of schools reopening - UNICEF (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:ZZLQWAX2 2405685:PARGWSS7

LACRO Covid-19 Education Response: Update 34 Status of School's Reopening & Learning - UNICEF (UNICEF, 2022)
KerkoCite.ItemAlsoKnownAs: 2339240:QRZVATTS 2405685:DZKHREFH

Lao Education and Sports Teaching and Learning Platform | UNICEF Lao People's Democratic Republic - UNICEF (2021)
Learning Never Stops: Investing in ICT-enabled Teaching and Learning to Strengthen Access to Education in Lao PDR
KerkoCite.ItemAlsoKnownAs: 2339240:QGRFF5EI 2405685:UT42DYIS
Keywords: ⛔ No INSPIRE recid found

Lao Peoples Democratic Republic 2023: Country Office Annual Report - UNICEF (UNICEF, 2023)
KerkoCite.ItemAlsoKnownAs: 2339240:JW6NSTVA 2405685:PKE4GWZP
Keywords: ⛔ No INSPIRE recid found

Malaysia – Empowering teachers to deliver blended learning after school reopening - UNICEF (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:IQZZ395P

Mapping gender equality in STEM from school to work | UNICEF Office of Global Insight & Policy - UNICEF (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:JKMZMSVG 2405685:6TBMCNPN

MICS Survey - UNICEF (2022)
KerkoCite.ItemAlsoKnownAs: 2405685:4576EJS2

Ministry of Education joins UN in launching Back to School campaign - UNICEF (2017)
The Ministry of Education and Higher Education and UN Agencies launch this year’s Back to School campaign celebrating school heroes.
KerkoCite.ItemAlsoKnownAs: 2339240:3235DFU2 2405685:WLUHIHF2

Monitoring Learning Continuity During School Closures - UNICEF (UNICEF Regional Office for South Asia (ROSA), 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:T2ISXZE7 2405685:78RWG8WV

Multiple Indicator Cluster Survey Findings Report: Zimbabwe - UNICEF (2019)
EdTechHub.ItemAlsoKnownAs: 2405685:XBYY45NG

My Village (ECD TV) Programme Evaluation Report - UNICEF (2017)
KerkoCite.ItemAlsoKnownAs: 2339240:8GVR4AES 2405685:EGALW54M
Keywords: ⛔ No INSPIRE recid found

National education sector investment plan - UNICEF (Government of Malawi, 2020)
Ministry of Education
KerkoCite.ItemAlsoKnownAs: 2339240:89TGACYY 2405685:MNE7VZEZ

New digital application helps monitor student attendance in Sindh - UNICEF (2022)
The innovative system, funded by the European Union and supported by UNICEF, will help Sindh’s Education & Literacy Department prevent student drop out
KerkoCite.ItemAlsoKnownAs: 2339240:K2HE83TD 2405685:QH3A3SDN

New drive launched to get 250,000 out-of-school children back to class in 16 counties - UNICEF (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:6RX7TX9N 2405685:CY6AHZ2A

New National Action Plan on Early Childhood Care and Development launched to ensure no child is left behind - UNICEF (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:ZEU7HSYM 2405685:988DZ25F

Nigeria: Country Office Annual Report 2021 - UNICEF (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:RT37HCBV 2405685:N2E4PSG5

NIGERIA Country Programme 2023-2027 - UNICEF (2023)
KerkoCite.ItemAlsoKnownAs: 2339240:ZCK3IHWW 2405685:GIFTD5G7

Nigeria Learning Passport Reaches One Million Subscribers: A Milestone in Educational Access - UNICEF (2024)
KerkoCite.ItemAlsoKnownAs: 2339240:VNVGXZW4 2405685:NZ3N4VF3

OECS to implement school connectivity initiative towards digital education vision - UNICEF (2020)
Organisation of Eastern Caribbean states to partner with UNICEF-ITU global initiative Giga to enhance connectivity of schools and develop digital public goods
KerkoCite.ItemAlsoKnownAs: 2339240:UB7AYYWJ 2405685:5DZSMP9J

On Call: Using Mobile Technologies to Measure Learning in Emergencies - UNICEF (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:W8AMJ352 2405685:D29TCL8X

Opening Up Better Schools Toolkit - UNICEF (Humanitarian UNICEF, 2020)
The “Risk Assessment Tool for Schools Reopening” and the “Opening Up Better Schools Toolkit” are tools designed to help with the thinking and actions needed to build back better schools. The two tools draw on existing guidance from UNICEF and other UN Agencies, and include a compilation of checklists and technical guides that decision-makers, practitioners and development organizations can use to help assess the readiness for a safe reopening of school and define and/or support a comprehensive approach to school reopening.
KerkoCite.ItemAlsoKnownAs: 2339240:HUXJVSP5 2405685:7I6CDKDD

Out-of-School Children in the Balochistan, Khyber Pakhtunkhwa, Punjab and Sindh Provinces of Pakistan - UNICEF (2013)
KerkoCite.ItemAlsoKnownAs: 2339240:LLT687MS 2405685:WUSWNI3X

Pakistan Annual Report 2020 - UNICEF (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:QMUFEZ69 2405685:WCQ4N9GG

Participation in Timor-Leste: An investment opportunity for private and public donors - UNICEF (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:KBGGAACI 2405685:VUXDDBSB

Policy Brief: The Impact of COVID-19 on children - UNICEF (2020)
Effects of COVID-19
KerkoCite.ItemAlsoKnownAs: 2339240:362WDM8R 2405685:GJZBUMZ8

Practical guide to blended/remote learning and children with disabilities - UNICEF (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:CZYK5ZJL 2405685:D5ZB5QCJ
Keywords: ⛔ No INSPIRE recid found

Primary and Secondary Impacts of the COVID-19 Pandemic on Children and Women in Ghana - UNICEF (UNICEF, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:MEUWN7A7 2405685:UBSIXSD3

Printed materials - Google Drive - UNICEF (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:UP46B6GB

Protecting children online - UNICEF (2022)
Every child must be protected from violence, exploitation and abuse on the internet
KerkoCite.ItemAlsoKnownAs: 2339240:IK7MNBT4 2405685:KTENNXSW

Pulse Check on Digital Learning - UNICEF (2022)
KerkoCite.ItemAlsoKnownAs: 2405685:8JMDRS6K

Pulse Check on Digital Learning - UNICEF (UNICEF, 2022)
KerkoCite.ItemAlsoKnownAs: 2339240:PUMTG8CR 2405685:7S9IJABL

Radio-based learning gets its day in the sun in Mali - UNICEF (2021)
Solar-powered radios are helping conflict-affected and displaced children follow lessons outside of the classroom
KerkoCite.ItemAlsoKnownAs: 2339240:TVKEZZH8 2405685:N82S7THH

Raising Learning Outcomes: The opportunities and challenges of ICT for learning - UNICEF (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:LNSWMQXE 2405685:CKNQ44SZ

Raising learning outcomes : the opportunities and challenges of ICT for learning - Appendix II - UNICEF (2018)
KerkoCite.ItemAlsoKnownAs: 2405685:UJDD2YKJ

Reimaginar la educación y el desarrollo de habilidades para niños, niñas y adolescentes - UNICEF (2021)
Invertir en niños, niñas y adolescentes a medida que construimos una futura y mejor normalidad en América Latina y el Caribe
KerkoCite.ItemAlsoKnownAs: 2339240:VJMX74YK 2405685:5Q7XW87N

Reimagine Education and Skills Development for Children and Adolescents in Latin America and the Caribbean - UNICEF (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:AKESBNEA 2405685:XWV5S6XE

Reimagine Education: ICT and Innovation in Timor-Leste | UNICEF Timor-Leste - UNICEF (2020)
Timor-Leste’s First Conference and Exhibition on ICT and Innovation in Education
KerkoCite.ItemAlsoKnownAs: 2339240:UETXM4MY 2405685:74YYEDRV
Keywords: ⛔ No INSPIRE recid found

Reimagine Education – Summary Case for Investment - UNICEF (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:F2TZJVCY 2339240:PZUV47J2 2339240:XCF84QXK 2405685:ILKQWGXN 2405685:VRYJIY4N 2405685:XFYKJDMJ

Reimagining Girls' Education - UNICEF (2021)
Solutions to Keep Girls Learning in Emergencies
KerkoCite.ItemAlsoKnownAs: 2339240:5BT5RMVJ 2405685:CPLL4QU6

Reimagining our Future: Building Back Better from COVID-19 - UNICEF (2020)
This report presents the need to link COVID-19 recovery and response to climate and environmental action and details UNICEF's proposed solutions to reduce the impact of COVID-19 that can at the same time create a foundation for a greener, more sustainable future for children.
KerkoCite.ItemAlsoKnownAs: 2339240:QKPJDRC7 2405685:6GJY8FXF
Keywords: ⛔ No INSPIRE recid found

Reopening with Resilience: Lessons from remote learning during COVID-19 - UNICEF (UNICEF Office of Research - Innocenti, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:V5HXX64Y 2405685:U6VFUV5G

Republic of Sierra Leone: Education sector analysis: assessing the enabling environment for gender equality - UNICEF (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:A6RXK3ZC 2405685:UG524M3N

Review of Education Management Information Systems (EMIS) that Track Individual Student Data - Malaysia - UNICEF (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:8S5A8J5H 2405685:CEUVV8EY

Review of Education Management Information Systems (EMIS) That Track Individual Student Data Summary Report - UNICEF (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:5TICYIXG 2405685:D26UH65S

Review of Education Management Systems (EMIS) that Track Individual Student Data: Mongolia - UNICEF (UNICEF East Asia and the Pacific Regional Office, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:L67EAVZ9 2405685:3F5CLJ2H

Revised Evaluation Policy of UNICEF - UNICEF (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:VVWZ9GCS 2405685:43DILDZZ

Safe to Learn during COVID-19: Recommendations to Prevent and Respond to Violence against Children in all Learning Environments - UNICEF (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:2YNZVF7Y 2405685:E6GU9VQV

Safer Chatbots Implementation Guide - UNICEF (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:7K3RMR6I 2405685:B48MAT2V

School Mapping - UNICEF (2020)
To map every school in the world and show their connectivity
Library Catalog: www.unicef.org KerkoCite.ItemAlsoKnownAs: 2339240:LPEATXUZ 2405685:AGWU6IT4 AGWU6IT4

Schools for more than 2 million children in Pakistan remain inaccessible due to devastating floods – UNICEF - UNICEF (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:MKJBHW9P 2405685:Y47VBA8T

SEA-PLM 2019 Latest Evidence in Basic Education Boys’ and Girls’ Learning in 6 Southeast Asian Countries - UNICEF (UNICEF, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:P2L5M3KX 2405685:MPYTARYK
Keywords: ⛔ No INSPIRE recid found

Sierra Leone Multiple Indicator Cluster Survey - UNICEF (2017)
KerkoCite.ItemAlsoKnownAs: 2405685:6T7FE548

Situation analysis on children with disabilities in Bangladesh 2014 - UNICEF (UNICEF Bangladesh, 2014)
KerkoCite.ItemAlsoKnownAs: 2339240:8PZV39B2 2405685:N5JYZLXV
Keywords: Bangladesh; Children with disabilities