Policy Brief: The Impact of COVID-19 on children - UNICEF (2020)
Effects of COVID-19

Political economy analyses in countries in Eastern and Southern Africa: Case study – Tanzania mainland political economy analysis - UNICEF (2017)

Practical guide to blended/remote learning and children with disabilities - UNICEF (2021)
Keywords: ⛔ No INSPIRE recid found

Primary and Secondary Impacts of the COVID-19 Pandemic on Children and Women in Ghana - UNICEF (COVID-19 IMPacts on Children, 2020)

Printed materials - Google Drive - UNICEF (2020)

Protecting children online - UNICEF (2022)
Every child must be protected from violence, exploitation and abuse on the internet

Pulse Check on Digital Learning - UNICEF (2022)

Pulse Check on Digital Learning - UNICEF (UNICEF, 2022)

Quality, continuity for primary education - UNICEF (UNICEF)

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

Raising Learning Outcomes: The opportunities and challenges of ICT for learning - UNICEF (2018)

Raising learning outcomes : the opportunities and challenges of ICT for learning - Appendix II - UNICEF (2018)

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

Reimagine Education and Skills Development for Children and Adolescents in Latin America and the Caribbean - UNICEF (2020)

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
Keywords: ⛔ No INSPIRE recid found

Reimagine Education – Summary Case for Investment - UNICEF (2020)

Reimagining Girls' Education - UNICEF (2021)
Solutions to Keep Girls Learning in Emergencies

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.
Keywords: ⛔ No INSPIRE recid found

Remote learning during COVID-19: Factsheet - UNICEF (UNICEF)

Reopening with Resilience: Lessons from remote learning during COVID-19 - UNICEF (UNICEF Office of Research - Innocenti, 2021)

Republic of Sierra Leone: Education sector analysis: assessing the enabling environment for gender equality - UNICEF (2020)

Review of Education Management Information Systems (EMIS) that Track Individual Student Data - Malaysia - UNICEF (2020)

Review of Education Management Information Systems (EMIS) That Track Individual Student Data Summary Report - UNICEF (2020)

Review of Education Management Systems (EMIS) that Track Individual Student Data: Mongolia - UNICEF (UNICEF East Asia and the Pacific Regional Office, 2020)

Revised Evaluation Policy of UNICEF - UNICEF (2018)

Right Teachers, Right Places: Improving foundational learning through stronger teacher deployment - UNICEF

Safe to Learn during COVID-19: Recommendations to Prevent and Respond to Violence against Children in all Learning Environments - UNICEF (2020)

Safer Chatbots Implementation Guide - UNICEF (2022)

School Mapping - UNICEF (2020)
To map every school in the world and show their connectivity

Schools for more than 2 million children in Pakistan remain inaccessible due to devastating floods – UNICEF - UNICEF (2022)

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

Sierra Leone Multiple Indicator Cluster Survey - UNICEF (2017)

Situation analysis on children with disabilities in Bangladesh 2014 - UNICEF (UNICEF Bangladesh, 2014)
Keywords: Bangladesh; Children with disabilities

Situation of women and children in Nigeria - UNICEF (2020)
Challenges faced by women and children in Nigeria

Situational Analysis on Digital Learning in Indonesia - UNICEF (2021)
Keywords: ⛔ No DOI found; ⛔ No INSPIRE recid found

Strengthening the System: Investing in Sierra Leone's primary-level teachers for a sustainable future - UNICEF

Tanzania: The impact of language policy and practice on children’s learning: Evidence from Eastern and Southern Africa - UNICEF (UNICEF, 2017)

The Case for Better Governance of Children’s Data: A Manifesto - UNICEF (2021)

The future of 800 million children across Asia at risk as their education has been severely affected by the COVID-19 pandemic - UNICEF (2021)
Keywords: ⛔ No INSPIRE recid found

The Impacts of COVID-19 on Children in Mozambique - UNICEF (UNICEF Mozambique, 2020)
Keywords: ⛔ No INSPIRE recid found

The Out-of-School Children Initiative (OOSCI) - UNICEF (UNICEF, 2018)

The quality of teaching and learning in Tanzanian primary schools: A baseline study. - UNICEF (UNICEF, 2008)

The role of remote modalities in implementing mental health and psychosocial support programs and services in the education sector - UNICEF (2022)

The State of the World’s Children 2015 - UNICEF (The State of the World’s Children 2015: Reimagine the future, 2015)

Timor-Leste at a Glance 2023 - UNICEF (2022)

Tool for assessing the gender responsiveness of content for digital learning platforms - UNICEF (2021)

Towards an Equal Future: Reimagining Girls’ Education Through Stem - UNICEF (UNICEF, 2020)
Keywords: ⛔ No INSPIRE recid found

Transforming Education with Equitable Financing - UNICEF (UNICEF, 2023)

Trends in digital personalized learning in low- and middle-income countries: Executive summary - UNICEF (UNICEF, 2022)

Trends in Digital Personalized Learning in Low- and Middle-Income Countries: Executive Summary - UNICEF (UNICEF, 2022)
Landscape review | Taking stock of personalized learning solutions in low and middle-income countries

Trends in Digital Personalized Learning: Taking stock of personalized learning solutions in low and middle-income countries - UNICEF (Office of Global Insight and Policy United Nations Children’s Fund, 2022)
Landscape review | Taking stock of personalized learning solutions in low and middle-income countries

U-Report - UNICEF

Unequal access to remote schooling amid COVID-19 threatens to deepen global learning crisis - UNICEF (2020)

UNICEF and STEAM for Viet Nam Foundation announce partnership to bring equitable STEAM learning opportunities for children in Viet Nam - UNICEF (UNICEF, 2021)

UNICEF Data Warehouse - UNICEF (2023)

UNICEF Education COVID-19 case study: Malaysia – Empowering teachers to deliver blended learning after school reopening | UNICEF Evaluation - UNICEF (2020)
In Malaysia, schools were closed on 18 March 2020, disrupting learning for five million students. To keep children learning, the Ministry of Education launched an online teaching and learning platform nationwide. The national platform has kept 3 million children learning during school closures and will continue to play an important role after gradual school reopening starting 24 June 2020 as part of the country’s approach of blending face-to-face and online learning. A critical part of the platform is the Komuniti Guru Digital Learning or Teacher Digital Learning Community, established with support from UNICEF, that aims to equip teachers with the skills and knowledge required to deliver distance classes effectively and efficiently through a five-module online teacher training course that includes notes, video tutorials, and quizzes on how to plan, build and launch digital content for remote teaching and learning. To date, around 2,400 teachers from over 1,600 schools all over the country have participated in the online teacher training. Originally published OCHA Humanitarian Response and ReliefWeb

UNICEF Global Database on Information and Communication Technology (ICT) Skills - UNICEF (2021)

UNICEF MICS - UNICEF

UNICEF Multiple Indicator Cluster Survey - UNICEF

UNICEF scales up support to keep children learning, as COVID-19 forces schools to close - UNICEF (2020)

UNICEF Sierra Leone - UNICEF (2022)
Learn how we are supporting children across the country to reach their full potential.

UNICEF warns of Nigerian education crisis as world celebrates International Day of Education amid COVID-19 concerns - UNICEF (2022)

UNICEF Yemen Country Office Humanitarian Situation Report (Reporting Period: 1 - 31 March 2020) [EN/AR] - Yemen - UNICEF (ReliefWeb, 2020)
Arabic Situation Report on Yemen about Contributions, Coordination, Children, IDPs, Epidemic, Flash Flood and more; published on 12 May 2020 by UNICEF

Viet Nam SDGCW Survey 2020-2021: Mass Media, Communications and Internet - UNICEF (2022)

Where Are We on Education Recovery? - UNICEF (UNICEF, 2022)

Why are Boys Leaving Lower Secondary School in Cambodia? - UNICEF (2020)

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).

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…

Digital Literacy in Education Systems across ASEAN - UNICEF EAPRO (UNICEF East Asia and Pacific Regional Office, 2021)

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

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)

Children with disabilities – Leave no one behind - UNICEF East Asia and Pacific (UNICEF for every child)
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
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)
Keywords: ⛔ No INSPIRE recid found

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)
Keywords: ⛔ No INSPIRE recid found

Addressing social norms and gender in support of equity in education - UNICEF Eastern and Southern Africa Region (2016)

A social and behaviour change agenda for inclusion and equity in education - UNICEF ESARO (2016)

Making Digital Learning Work: Lessons from the UNICEF-Akelius Digital Learning Initiative in 12 countries - UNICEF Innocenti (2024)

Opening up the frontiers of digital learning with the Learning Passport - UNICEF Lao Country Office (2022)
Keywords: ⛔ No INSPIRE recid found

UNICEF Education COVID-19 Case Study - UNICEF Malaysia (2020)

Nigeria | Education - UNICEF Nigeria (2020)
See how UNICEF in Nigeria supports children so they can attend school and learn.

Giga: Connecting Every School to the Internet - UNICEF Office of Innovation
Connecting Every School to the Internet

Brief on learning continuity amidst COVID19 - UNICEF Pakistan (2021)

Education: Giving every child the right to education - UNICEF Pakistan (2021)
Providing quality education to all

Guidance on Distance Learning Modalities to Reach All Children and Youth During School Closures - UNICEF Regional Office for South Asia (2020)

Guidance on Distance Learning Modalities to Reach All Children and Youth During School Closures - UNICEF Regional Office for South Asia (2020)

UNICEF ROSA Monitoring Learning Continuity during COVID-19 Guidance and Survey Question Bank - UNICEF Regional Office for South Asia (2020)

Gender Responsive Communication for Development: Guidance, Tools and Resources - UNICEF ROSA (2018)

Leveraging Education Technology to Reach Disadvantaged Children and Youth - UNICEF (ROSA) (2020)

Monitoring Distance Learning During School Closures - UNICEF ROSA (2020)

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)

E-learning Strategy - UNICEF Sudan (2021)

Education: Annual Report 2020 - UNICEF Sudan (2021)

Learning Director's Training Manual - UNICEF Sudan (2017)

Learning directors toolbox - UNICEF Sudan (2017)

Learning Passport Launched in Sudan - UNICEF Sudan (2021)

Education budget brief 2018: Tanzania - UNICEF Tanzania (UNICEF, 2018)

'Eskola Ba Uma’ initiative helps children continue learning in Timor-Leste - UNICEF Timor-Leste; Ministry of Education, Youth and Sport
Keywords: ⛔ No INSPIRE recid found

UN Convention on the Rights of the Child (UNCRC) - UNICEF UK (Unicef UK)
The United Nations Convention on the Rights of the Child (UNCRC) is the basis for all of Unicef's work and upholds children's rights all over the world.

Situation Analysis on the Effects of and Responses to COVID-19 on the Education Sector in Asia - UNICEF & UNESCO (2021)
Case Study from Pakistan

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.

Country Office Annual Report 2023: Vietnam - UNICEF Viet Nam (2024)

Out-of-School Children 2016 Main Report - UNICEF Viet Nam (UNICEF, 2018)

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

Out-of-School children in Viet Nam: A country study - UNICEF Viet Nam; Ministry of Education and Training, Viet Nam (2013)

Viet Nam: DPGs for equitable digital education systems - UNICEF Viet Nam; UNICEF Innovation (UNICEF, 2022)

ICT for Learning Process and Tools – Volume II | UNICEF Eastern and Southern Africa - UNICEF; Aga Khan Foundation and Innovation Unit (2020)

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
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
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
Keywords: F: Helpdesk response; _r:AddedByZotZen

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

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)

Khyber Pakhtunkhwa: Multiple Indicator Cluster Survey 2016/17 - UNICEF; Government of Khyber Pakhtunkhwa (2018)

Country Report Lao People’s Democratic Republic Lao Social Indicator Survey II 2017 MICS - UNICEF; Government of Lao People's Democratic Republic (2020)
Keywords: ⛔ No INSPIRE recid found

Punjab: Multiple Indicator Cluster Survey 2016/17 - UNICEF; Government of Punjab (2018)

Sindh: Multiple Indicator Cluster Survey 2018/19 - UNICEF; Government of Sindh (2021)

Education Budget Brief 2020 - UNICEF; Government of Tanzania (2020)
Keywords: ⛔ No DOI found

How many children and young people have internet access at home - UNICEF; ITU (2020)

Towards an equal future: Reimagining girls’ education through STEM - UNICEF; ITU (2020)
Marking the 25th anniversary of the Beijing Declaration and Platform for Action

Reimagine Education: ICT & Innovation in Timor-Leste - UNICEF; Ministry of Education (2020)

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)

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)

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)

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

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 (Series on Education Participation and Dropout Prevention, 2016)

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

Brief on learning continuity amidst COVID-19 school closures in Pakistan - UNICEF; Viamo (UNICEF Regional Office for South Asia (ROSA), 2021)

Assistive Technology for Children with Disabilities: Creating Opportunities for Education, Inclusion and Participation A discussion paper - UNICEF; WHO (WHO, 2015)

Mobile: Resource Pack to Support Remote Learning - UNICEF; World Bank (2022)

Print: Resource Pack to Support Remote Learning - UNICEF; World Bank (2022)

Radio: Resource Pack to Support Remote Learning - UNICEF; World Bank (2022)

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

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, […]
Keywords: ⛔ No INSPIRE recid found

COVID-19 Global Humanitarian Response Plan (Humanitarian response plan) | Financial Tracking Service - United Nations (2020)
United Nations Coordinated Appeal
Keywords: ___working_potential_duplicate

Gateways to Public Digital Learning - United Nations (United Nations, 2023)

Goal 4: Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all - United Nations (Department of Economic and Social Affairs: Sustainable Development)

Goal 4 .:. Sustainable Development Knowledge Platform - United Nations

Historic New Sustainable Development Agenda Unanimously Adopted by 193 UN Members - United Nations (Historic New Sustainable Development Agenda Unanimously Adopted by 193 UN Members)
2015 - Time for Global Action for People and Planet

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)

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

Policy Brief: Education during COVID-19 and beyond - United Nations (2020)

Roadmap for Digital Cooperation - United Nations (2020)

THE 17 GOALS | Sustainable Development - United Nations

UN Flagship Report Disability. - United Nations (2020)

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.

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)

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

Sustainable Development Goal 4 - United Nations Department of Economic and Social Affairs

COVID-19 and Human Development: Assessing the Crisis, Envisioning the Recovery - United Nations Development Programme (UN, 2020)
Keywords: ___working_potential_duplicate

COVID-19 and Human Development: Assessing the Crisis, Envisioning the Recovery - United Nations Development Programme (UNDP, 2020)
Keywords: ___working_potential_duplicate

COVID-19 and Human Development: Assessing the Crisis, Envisioning the Recovery - United Nations Development Programme (UN, 2020)
Keywords: ___working_potential_duplicate

COVID-19 and Human Development: Assessing the Crisis, Envisioning the Recovery - United Nations Development Programme (UNDP, 2020)
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

Human Development Report 2020: The Next Frontier - Human Development and the Anthropocene - United Nations Development Programme (Human Development Report, 2020)
Keywords: ___working_potential_duplicate

Human Development Report 2020: The Next Frontier - Human Development and the Anthropocene. Bangladesh. - United Nations Development Programme (Human Development Report, 2020)
Keywords: ___working_potential_duplicate

Human Development Report 2023/2024 - United Nations Development Programme (UNDP, 2024)

Human Development Reports - United Nations Development Programme (2020)

Latest Human Development Index Ranking | Human Development Reports - United Nations Development Programme (2021)

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

Regulatory Policies and ICT Trends: Insights from Timor-Leste - United Nations Economic and Social Commission for Asia and the Pacific (2019)

World Population Dashboard Cambodia - United Nations Fund for Population Activities (2023)

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)

Spotlight Initiative to eliminate violence against women & girls in Timor-Leste - United Nations Population Fund (UNFPA, 2022)
Keywords: ⛔ No INSPIRE recid found

Teachers and mothers join forces to keep girls in school in Malawi - United Nations Population Fund (Africa Renewal, 2020)

Goal 4: Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all - United Nations Statistics Division (2020)

Roadmap for Achieving the Sustainable Development Goals (SDGs) - United Nations Sustainable Development Framework (2017)

Policy Brief: A Disability Inclusive Response to COVID-19 - United Nations Sustainable Development Group (UNSDG) (2020)
Keywords: ⛔ No INSPIRE recid found

Leaving No Youth Behind in Timor-Leste: Young People with a Disability - United Nations Timor-Leste; Belun (2018)
Keywords: ⛔ No INSPIRE recid found

Gateways to Public Digital Learning: A multi-partner initiative to create and strengthen inclusive digital learning platforms and content - United Nations Transforming Education Summit (2022)

Thematic Action Track 4 on ‘Digital learning and transformation’ - United Nations Transforming Education Summit (2022)

Results of the Population and Housing Census 01/4/2019 - United Nations Vietnam (United Nations Vietnam Press Centre, 2019)

National Education Act 1997 (amendment) - United Republic of Tanzania (No. 10 of 1995, 1995)

Nigeria Fact Sheet - United States Embassy in Nigeria (2012)

Citizens In 34 Countries Show Implicit Bias Linking Males More Than Females With Science - Univeristy of Virginia (ScienceDaily, 2009)
Implicit stereotypes -- thoughts that people may be unwilling to express or may not even know that they have -- may have a powerful effect on gender equity in science and mathematics engagement and performance, according to a new study.

Schools ICT project - Universal Access Development Fund (Sierra Leone) (2020)

Universal Access Development Fund | Home - Universal Access Development Fund (Sierra Leone) (2020)

Teacher Professional Development Programme Document - Universal Basic Education Commission

Universal Basic Education 2018 Indicator Profile for Basic Education Institutions in Nigeria: Public Schools Commission - Universal Basic Education Commission (2019)

Universal Basic Education Commission 2022 Annual Report - Universal Basic Education Commission (UBEC, 2022)

Final Report - SENEGAL - Universalia (2019)

Summative Evaluation of GPE’s Country-Level Support to Education: Bangladesh - Universalia (2020)

Université virtuelle du Sénégal – Première université publique numérique de l'Afrique de l'ouest - Université virtuelle du Sénégal (Université virtuelle du Sénégal)

The OER4Schools Professional Learning Resource - University of Cambridge (2015)

The OER4Schools Professional Learning Resource - OER in Education - University of Cambridge: Faculty of Education

The OER4Schools Professional Learning Resource - OER in Education - University of Cambridge: Faculty of Education
Keywords: auto_merged

Postgraduate Programmes September 2022 Intake - University of Malawi (2022)

University of Melbourne to issue recipient-owned blockchain records - University of Melbourne (2017)

246 6 Accessibility and Utilization of ICTs Among Secondary School Teachers in Kenya - University, G. (2010)
This paper looks at levels of access and extent of use of Information and Communication Technologies (ICTs) among teachers in selected Kenyan secondary schools. For the past few years, an assortment of ICTs such as computers, lap tops, projectors, printers, e-blackboards and mobile phones have been available to teachers for use in integration of teaching and learning in schools. The paper attempts to establish how many teachers have access to the schools’ computers, their ICT literacy skills level and the level of ICT integration in subjects taught. The findings show that the use of ICT and its integration in the teaching and learning in secondary education is getting more widespread; and increasingly used among teachers as a means of communication and for information searching. Access rates for teachers have been observed to be much higher in educational institutions that have made effective ICT investments in education, translating into better utilization of ICT related technologies. Strategies have been suggested on how to utilize ICT to improve educational outcomes and recommendations given, on issues that touch on ICT access and infrastructure; human resources and training, policy environment, financing and ICT investment, curriculum development and locally relevant content.

Mapping education data in sub-Saharan Africa: Our experience from the Unlocking Data campaign and Sierra Leone - Unlocking Data (2021)

Unlocking Data - Unlocking Data Initiative

Unlocking Talent - Unlocking Talent (2021)

Pakistan 2022 Floods Response Plan: 01 Sep 2022 - 28 Feb 2023 (Issued 30 Aug 2022) - Pakistan | ReliefWeb - UNOCHA
Appeal in English on Pakistan about Agriculture, Coordination, Flash Flood, Flood and more; published on 30 Aug 2022 by OCHA

Revised Pakistan 2022 Floods Response Plan: 01 Sep 2022 - 31 May 2023 - UNOCHA (2022)
Appeal in English on Pakistan about Agriculture, Climate Change and Environment, Flash Flood, Flood and more; published on 4 Oct 2022 by OCHA

Policy Brief: Education during COVID-19 and beyond - UNSDG (2020)
The COVID-19 pandemic has created the largest disruption of education systems in history, affecting nearly 1.6 billion l

Transforming education for girls in Tanzania and Nigeria: Cross country analysis of endline research studies - Unterhalter, Elaine; Heslop, Jo (ActionAid, 2012)
This cross country summary of the findings from the endline study conducted for the TEGINT project highlights a number of issues of particular pertinence to the community of policy makers, practitioners, and researchers concerned with gender equality, rights and girls’ education. Firstly, the considerable expansion of education provision at primary and junior secondary levels enhances girls’ enrolment, attendance, progression, attainment and empowerment. However, there are regional and locational differences, and the effects of the emergence of private schools on gender equality and girls’ empowerment merits careful scrutiny. It is a matter of concern, that despite the introduction of free primary education, schools continue to charge levies and that the costs of improving education are being passed down to the poorest. Secondly, there are clear indications that girls’ clubs give an important space for girls to learn about their rights and confidence to articulate solutions to their problems. This is the case both when girls in clubs come from higher performing girls in terms of class position and more marginalised girls. Thus girls clubs, widely used in many projects throughout Africa, but not till now well evaluated, appear an important strategy to continue to support. Thirdly, rurality appears as a particular condition of marginalisation, associated with higher levels of gender inequality. This is evident from the lower levels of girls’ empowerment in rural schools, and differences in articulating solutions. Thus particularly engaged interventions are needed with girls in remote areas to support empowerment. Fourthly, while improving teacher qualifications and engagement with gender equality is a necessary condition for enhancing education rights for all children, this is not a standalone intervention, and needs to be supported by other initiatives, possibly associated with teachers’ pay, work conditions and status. Fifthly, an intervention like TEGINT, appears particularly useful in helping to break the silence around gender based violence, however, such an intervention cannot be seen in isolation from work on other aspects of gender inequalities, poverty, and limited social provision. In a country like Tanzania, where there is more legislation and political action around gender equality than in Nigeria, girls, even the poorest, appear more knowledgeable about rights. Gender equality and girls’ education cannot thus be separated from other initiatives on rights, social development and addressing injustice.

Interventions to enhance girls' education and gender equality: Education rigorous literature review - Unterhalter, Elaine; North, Amy; Arnot, Madeleine; Lloyd, Cynthia; Moletsane, Lebo; Murphy-Graham, Erin; Parkes, Jenny; Saito, Mioko (Department for International Development, 2014)

Private education and compliance with the Abidjan Principles: A study of Malawi, Mozambique, Tanzania and Nigeria - Unterhalter, Elaine; Robinson, Lynsey; Luis, Jose; Canelhas, Benito; Coysh, Joanne (ActionAid, 2020)

Gender & mobile internet. Understanding the darker side of ICTs: Gender, harassment and mobile technologies in Pakistan - Unwin, T.; Hassan, Bushra; Gardezi, A. (Information Technologies and International Development, 2017)
Much research and practice on gender and digital technologies focuses on the potential of ICTs to empower women positively.  However, ICTs also have negative impacts on women.  and this paper explores these negative implications in the context of mobile device use in Pakistan.  Whilst digital harassment is commonplace globally, Pakistan is interesting because of its strong normative values and the complexity of the intersection there between patriarchy, religion and culture. We examine the influence of gender, age, occupation, religion, ethnicity and place on perceptions and experiences of sexual harassment, and conclude that traditional stereotypes may be misleading.  Appropriate government policies and awareness raising are essential for these negative aspects to be overcome, thereby enabling women to be empowered rather than further disadvantaged by ICTs.

Report launch: Education for the most marginalised post-Covid-19 - Unwin, Tim (EdTech Hub, 2020)
With the support of EdTech Hub, members of the UNESCO Chair in ICT4D have worked hard with colleagues across the world over the last six months to craft an innovative and practical report on how governments can learn from their experiences of Covid-19 to create resilient education systems that use digital technologies wisely, effectively and appropriately. We are all very…
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

The Future Use of Technology in Education and Learning in the Commonwealth - Unwin, Tim (The Round Table, 2019)
Modern Information and Communication Technologies (ICTs) have increasingly been used in education systems and for learning across the world over the last quarter of a century, and are frequently seen as being an important means of delivering the Sustainable Development Goals (SDGs), especially SDG4. However, rhetoric about their potential benefits has often led to uncritical adoption of inappropriate and costly technologies, that have not benefited the poorest and most marginalised. This contribution explores likely uses of such technologies in Commonwealth education systems in the future, and what needs to be done so that these do indeed benefit everyone, rather than just the privileged with access to the latest technologies. It begins with an overview of existing Commonwealth initiatives, and then explores how ICT use for learning throughout the life-cycle is likely to change over the next decade. The next section suggests how Commonwealth organisations can best support governments and citizens in ensuring equitable distribution of relevant learning opportunities and mitigating the negative aspects of technology use. In conclusion, it advocates for the need to focus especially on the poorest and most marginalised, and it highlights the challenges of a future in which machines and humans are ever more intertwined.
Keywords: Commonwealth; Education; Qualitative Research; commentary; future; marginalisation; technology