TY - RPRT TI - Trends in digital personalized learning in low- and middle-income countries: Executive summary AU - UNICEF DA - 2022/// PY - 2022 PB - UNICEF UR - https://www.unicef.org/globalinsight/media/2756/file/UNICEF-Global-Insight-Digital-PL-LMIC-executive-summary-2022.pdf Y2 - 2022/08/18/15:06:16 ER - TY - RPRT TI - Conceptual Framework for Monitoring Hybrid Learning Delivery Toward Long-Term System Strengthening and Resilient Education Systems AU - UNICEF AB - An output of the EdTech Hub, https://edtechhub.org CN - 0073 DA - 2022/03/04/ PY - 2022 LA - en M3 - Helpdesk Response PB - EdTech Hub UR - https://www.unicef.org/media/123221/file/Conceptual%20Framework_2B.pdf KW - F: Helpdesk response KW - _r:AddedByZotZen ER - TY - RPRT TI - Monitoring Hybrid Learning: A Short Guide AU - UNICEF AU - EdTech Hub AB - An output of the EdTech Hub, https://edtechhub.org CN - 0072 DA - 2022/03/04/ PY - 2022 LA - en M3 - Helpdesk Response PB - EdTech Hub UR - https://www.unicef.org/media/123226/file/Short%20guide%20to%20monitoring%20hybrid%20learning%202B.pdf KW - F: Helpdesk response KW - _r:AddedByZotZen ER - TY - RPRT TI - Operational Guide for Monitoring Hybrid Learning Delivery Toward Long-Term System Strengthening and Resilient Education Systems AU - UNICEF AU - EdTech Hub AB - An output of the EdTech Hub, https://edtechhub.org CN - 0074 DA - 2022/03/04/ PY - 2022 LA - en M3 - Helpdesk Response PB - EdTech Hub UR - https://www.unicef.org/media/123216/file/Operational%20Guide%202B.pdf KW - F: Helpdesk response KW - _r:AddedByZotZen ER - TY - JOUR TI - Education Budget Brief 2020 AU - UNICEF AU - Government of Tanzania T2 - 2020 DP - Zotero LA - en KW - ⛔ No DOI found ER - TY - RPRT TI - The Social Cash Transfer Programme (SCTP) AU - Government of Malawi AU - UNICEF DA - 2020/// PY - 2020 UR - https://www.unicef.org/malawi/reports/social-cash-transfer-programme-sctp Y2 - 2023/06/22/09:45:28 ER - TY - RPRT TI - Malawi Social Cash Transfer Programme Strategic Plan 2022 - 2027 AU - Government of Malawi AU - UNICEF DA - 2022/// PY - 2022 UR - https://www.unicef.org/malawi/reports/malawi-social-cash-transfer-programme-strategic-plan-2022-2027 Y2 - 2023/06/22/09:46:28 ER - TY - RPRT TI - Global Initiative on Out-of-School Children: Tanzania Country Report AU - UNICEF AU - Government of Tanzania AU - UNESCO DA - 2018/// PY - 2018 UR - https://www.unicef.org/tanzania/media/596/file/Tanzania-2018-Global-Initiative-Out-of-School-Children-Country-Report.pdf ER - TY - RPRT TI - Education sector analysis methodological guidelines AU - UNESCO-IIEP AU - World Bank AU - UNICEF AU - Global Partnership for Education AB - The Methodological Guidelines provide methods for carrying out a comprehensive analysis of the education sector in developing countries. Volume 1 of the guidelines discusses the context for the development of the education sector, enrollment, internal efficiency, out-of-school children, cost and financing, quality, system capacity and management, external efficiency and equity. DA - 2014/// PY - 2014 LA - en SN - 1 UR - https://www.globalpartnership.org/sites/default/files/uni-_esa_guide_en_vol1_batmd.pdf Y2 - 2021/06/23/19:43:59 ER - TY - RPRT TI - Education sector analysis methodological guidelines. Vol. 2: Sub-sector specific analysis AU - UNESCO-IIEP AU - World Bank AU - UNICEF AU - Global Partnership for Education AB - The purpose of these guidelines is to provide methods for comprehensive education sector analyses to support the preparation and monitoring of education sector plans. They are an update of a 1999 document that has been used to support the preparation of approximately 70 Education Country Status Reports (CSR) in more than 40 countries. The goal of the guidelines is to strengthen national capacities in order that Government teams can conduct education sector analyses with progressively less external support. DA - 2019/// PY - 2019 LA - en SN - 2 ST - Education sector analysis methodological guidelines. Vol. 2 UR - https://www.iiep.unesco.org/en/publication/education-sector-analysis-methodological-guidelines-vol-2-sub-sector-specific-analysis Y2 - 2022/12/29/22:45:24 ER - TY - ELEC TI - Malawian youths offer solutions to COVID-19 challenges in their communities AU - UNICEF T2 - UNICEF DA - 2020a PY - 2020a UR - https://www.unicef.org/malawi/press-releases/malawian-youths-offer-solutions-covid-19-challenges-their-communities ER - TY - ELEC TI - Education: Giving Every Child the Right to Education AU - UNICEF AB - Providing quality education to all DA - 2020/// PY - 2020 LA - en UR - https://www.unicef.org/pakistan/education Y2 - 2020/06/10/10:16:44 ER - TY - ELEC TI - MICS Survey AU - UNICEF DA - 2022/// PY - 2022 UR - https://mics.unicef.org/surveys ER - TY - ELEC TI - UNICEF Data Warehouse AU - UNICEF DA - 2023/// PY - 2023 UR - https://data.unicef.org/dv_index/ ER - TY - RPRT TI - COVID-19: Are children able to continue learning during school closures? AU - UNICEF AB - 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. DA - 2020/08/26/ PY - 2020 LA - en-US PB - UNICEF ST - COVID-19 UR - https://data.unicef.org/resources/remote-learning-reachability-factsheet/ Y2 - 2020/09/08/14:46:51 KW - ___working_potential_duplicate ER - TY - ELEC TI - COVID-19: Are children able to continue learning during school closures? AU - UNICEF T2 - UNICEF DATA DA - 2020/08/26/T23:01:40+00:00 PY - 2020 LA - en-US ST - COVID-19 UR - https://data.unicef.org/resources/remote-learning-reachability-factsheet/ Y2 - 2020/09/30/12:23:59 KW - ___working_potential_duplicate ER - TY - ELEC TI - COVID-19: Are children able to continue learning during school closures? AU - UNICEF T2 - UNICEF DATA DA - 2020/08/26/T23:01:40+00:00 PY - 2020 LA - en-US ST - COVID-19 UR - https://data.unicef.org/resources/remote-learning-reachability-factsheet/ Y2 - 2020/09/30/12:23:59 KW - ___working_potential_duplicate ER - TY - ELEC TI - COVID-19 and School Closures: Are children able to continue learning AU - UNICEF T2 - UNICEF DATA DA - 2020/08/26/T23:01:40+00:00 PY - 2020 LA - en-US ST - COVID-19 and School Closures UR - https://data.unicef.org/resources/remote-learning-reachability-factsheet/ Y2 - 2021/03/31/13:32:57 KW - ___working_potential_duplicate ER - TY - RPRT TI - COVID-19 and School Closures: Are children able to continue learning AU - UNICEF DA - 2020/// PY - 2020 LA - en-US ST - COVID-19 and School Closures UR - https://data.unicef.org/resources/remote-learning-reachability-factsheet/ Y2 - 2020/12/02/05:42:08 KW - ___working_potential_duplicate ER - TY - RPRT TI - Guidance on Distance Learning Modalities to Reach All Children and Youth During School Closures AU - UNICEF DA - 2020/// PY - 2020 PB - UNICEF Regional Office for South Asia UR - https://www.unicef.org/rosa/reports/guidance-distance-learning-modalities-reach-all-children-and-youth-during-school-closures ER - TY - ELEC TI - New drive launched to get 250,000 out-of-school children back to class in 16 counties AU - UNICEF DA - 2021/10/19/ PY - 2021 UR - https://www.unicef.org/kenya/press-releases/new-drive-launched-get-250000-out-school-children-back-class-16-counties Y2 - 2023/04/04/18:47:22 ER - TY - ELEC TI - National education sector investment plan AU - UNICEF AB - Ministry of Education DA - 2020/// PY - 2020 LA - en UR - https://www.unicef.org/malawi/reports/national-education-sector-investment-plan Y2 - 2022/10/31/00:16:28 ER - TY - ELEC TI - Policy Brief: The Impact of COVID-19 on children AU - UNICEF AB - Effects of COVID-19 DA - 2020/// PY - 2020 LA - en ST - Policy Brief UR - https://www.unicef.org/malawi/reports/policy-brief-impact-covid-19-children Y2 - 2022/10/31/16:00:31 ER - TY - ELEC TI - Coronavirus disease (COVID-19) | UNICEF Malawi AU - UNICEF DA - 2022/// PY - 2022 UR - https://www.unicef.org/malawi/coronavirus-disease-covid-19 Y2 - 2022/10/30/19:49:05 ER - TY - RPRT TI - Republic of Sierra Leone: Education sector analysis: assessing the enabling environment for gender equality AU - UNICEF DA - 2020/// PY - 2020 ER - TY - ELEC TI - Safer Chatbots Implementation Guide AU - UNICEF DA - 2022/// PY - 2022 UR - https://www.unicef.org/media/114681/file/Safer-Chatbots-Implementation-Guide-2022.pdf Y2 - 2022/08/30/02:13:22 ER - TY - RPRT TI - Pulse Check on Digital Learning AU - UNICEF CY - New York DA - 2022/// PY - 2022 PB - UNICEF UR - https://www.unicef.org/media/132096/file/Pulse%20Check.pdf Y2 - 2023/04/27/16:05:30 ER - TY - RPRT TI - Where Are We on Education Recovery? AU - UNICEF DA - 2022/// PY - 2022 PB - UNICEF UR - https://www.unicef.org/lac/media/32546/file/Where-are-we-in-education-recovery.pdf Y2 - 2022/08/19/11:17:41 ER - TY - BLOG TI - Jamaica pilot experience: Accessible Digital Textbooks that transform education AU - UNICEF AB - Accessible Digital Textbooks that transform education. DA - 2022/// PY - 2022 LA - en UR - https://www.unicef.org/lac/en/stories/jamaica-pilot-experience Y2 - 2023/06/16/11:56:27 ER - TY - ELEC TI - COVID-19: Más del 95 por ciento de niños y niñas está fuera de las escuelas de América Latina y el Caribe AU - UNICEF DA - 2020/// PY - 2020 LA - en ST - COVID-19 UR - https://www.unicef.org/mexico/comunicados-prensa/covid-19-m%C3%A1s-del-95-por-ciento-de-ni%C3%B1os-y-ni%C3%B1as-est%C3%A1-fuera-de-las-escuelas-de Y2 - 2022/08/25/17:35:03 ER - TY - RPRT TI - Trends in Digital Personalized Learning: Taking stock of personalized learning solutions in low and middle-income countries AU - UNICEF AB - Landscape review | Taking stock of personalized learning solutions in low and middle-income countries DA - 2022/// PY - 2022 LA - en M3 - Landscape Review PB - Office of Global Insight and Policy United Nations Children’s Fund UR - https://www.unicef.org/globalinsight/reports/trends-digital-personalized-learning Y2 - 2022/08/25/21:47:35 ER - TY - ELEC TI - Protecting children online AU - UNICEF AB - Every child must be protected from violence, exploitation and abuse on the internet DA - 2022/// PY - 2022 LA - en UR - https://www.unicef.org/protection/violence-against-children-online Y2 - 2022/11/18/13:27:16 ER - TY - ELEC TI - Ghana (GHA) - Demographics, Health & Infant Mortality AU - UNICEF T2 - UNICEF DATA DA - 2018/// PY - 2018 UR - https://data.unicef.org/country/gha/ ER - TY - RPRT TI - Primary and Secondary Impacts of the COVID-19 Pandemic on Children and Women in Ghana AU - UNICEF T2 - COVID-19 IMPacts on Children CY - Ghana DA - 2020/// PY - 2020 SP - 1 EP - 8 LA - EN PB - UNICEF SN - 1 UR - https://www.unicef.org/ghana/media/3461/file/Effects%20of%20COVID-19%20on%20Women%20and%20Children%20in%20Ghana.pdf Y2 - 2020/10/12/00:00:00 ER - TY - RPRT TI - Ghana COVID-19 Situation Report: 14 AU - UNICEF CY - Ghana DA - 2021/// PY - 2021 M3 - Situation Report PB - UNICEF SN - 14 UR - https://reliefweb.int/report/ghana/unicef-ghana-covid-19-situation-report-no-14-1-31-january-2021 Y2 - 2021/02/12/00:00:00 ER - TY - RPRT TI - Pulse Check on Digital Learning AU - UNICEF CY - New York DA - 2022/// PY - 2022 UR - https://www.unicef.org/reports/pulse-check ER - TY - RPRT TI - The role of remote modalities in implementing mental health and psychosocial support programs and services in the education sector AU - UNICEF DA - 2022/// PY - 2022 ER - TY - ELEC TI - Schools for more than 2 million children in Pakistan remain inaccessible due to devastating floods – UNICEF AU - UNICEF DA - 2022/// PY - 2022 LA - en UR - https://www.unicef.org/press-releases/schools-more-2-million-children-pakistan-remain-inaccessible-due-devastating-floods Y2 - 2022/11/16/07:11:57 ER - TY - RPRT TI - Child Safety Online: Global challenges and strategies AU - UNICEF AB - 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 DA - 2011/// PY - 2011 LA - en PB - Innocenti Publications ST - Child Safety Online UR - https://www.unicef-irc.org/publications/650-child-safety-online-global-challenges-and-strategies.html Y2 - 2022/06/20/22:22:31 ER - TY - ELEC TI - Accessible Digital Learning Portal AU - UNICEF T2 - Accessible Digital Learning Portal AB - Welcome The Accessible Digital Learning Portal is a hub for technology focused information, content, tools, products and resources that support disability inclusive education in remote and classroom settings. This site provides resources for the production, distribution and implementation of accessible digital content and tools in high and low-resource environments and provides solutions that address user […] LA - en-US UR - https://accessibledigitallearning.org/ Y2 - 2022/12/29/21:39:39 ER - TY - RPRT TI - Digital literacy for children — 10 things to know AU - UNICEF AB - 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. DA - 2019/// PY - 2019 LA - en UR - https://www.unicef.org/globalinsight/documents/digital-literacy-children-10-things-know Y2 - 2022/04/24/12:22:04 ER - TY - RPRT TI - LACRO Covid-19 Education Response: Update 34 Status of School's Reopening & Learning AU - UNICEF DA - 2022/// PY - 2022 PB - UNICEF UR - https://www.unicef.org/lac/en/media/34976/file Y2 - 2022/08/25/19:30:15 ER - TY - RPRT TI - Sierra Leone Multiple Indicator Cluster Survey AU - UNICEF DA - 2017/// PY - 2017 UR - https://www.statistics.sl/images/StatisticsSL/Documents/sierra_leone_mics6_2017_report.pdf Y2 - 2020/06/25/17:21:26 ER - TY - RPRT TI - Reimagine Education – Summary Case for Investment AU - UNICEF DA - 2020/// PY - 2020 LA - en UR - https://www.unicef.org/media/87296/file/Reimagine%20Education%20Summary%20Case%20for%20Investment-2020.pdf Y2 - 2021/05/24/17:36:22 ER - TY - RPRT TI - Reimagine Education and Skills Development for Children and Adolescents in Latin America and the Caribbean AU - UNICEF DA - 2020/// PY - 2020 UR - https://www.unicef.org/lac/media/30071/file/Reimagine-Education-in-Latin-America-and-the-Caribbean-Investment-case.pdf ER - TY - RPRT TI - Ensuring equal access to education in future crises: findings of the new Remote Learning Readiness Index AU - UNICEF CY - New York DA - 2021/// PY - 2021 UR - https://data.unicef.org/resources/remote-learning-readiness-index/ ER - TY - RPRT TI - The Out-of-School Children Initiative (OOSCI) AU - UNICEF CY - New York DA - 2018/// PY - 2018 PB - UNICEF SN - Evaluation Report, February 2018 UR - https://www.unicef.org/evaldatabase/files/Formative_Evaluation_of_the_Out-of-School_Children_Initiative_OOSCI.pdf Y2 - 2020/01/23/15:05:34 ER - TY - ELEC TI - School Mapping AU - UNICEF AB - To map every school in the world and show their connectivity DA - 2020/// PY - 2020 LA - en UR - https://www.unicef.org/innovation/school-mapping Y2 - 2020/03/31/09:51:08 ER - TY - RPRT TI - Printed materials - Google Drive AU - UNICEF DA - 2020/// PY - 2020 UR - https://drive.google.com/drive/folders/1K0hNSox-J-9pccPK8JYurvtObx1NVY-S Y2 - 2020/06/08/12:57:23 ER - TY - RPRT TI - Multiple Indicator Cluster Survey Findings Report: Zimbabwe AU - UNICEF DA - 2019/// PY - 2019 UR - https://www.unicef.org/zimbabwe/media/2536/file/Zimbabwe%202019%20MICS%20Survey%20Findings%20Report-31012020_English.pdf Y2 - 2020/06/27/16:18:04 ER - TY - ELEC TI - Situation of women and children in Nigeria AU - UNICEF AB - Challenges faced by women and children in Nigeria DA - 2020/// PY - 2020 LA - en UR - https://www.unicef.org/nigeria/situation-women-and-children-nigeria Y2 - 2020/07/07/13:23:25 ER - TY - RPRT TI - Raising learning outcomes : the opportunities and challenges of ICT for learning - Appendix II AU - UNICEF DA - 2018/// PY - 2018 UR - https://www.unicef.org/esa/sites/unicef.org.esa/files/2019-04/UNICEF-AKF-IU-2018-ICT-Education-WCAR-ESAR-Appendix2.pdf Y2 - 2020/07/18/14:17:28 ER - TY - RPRT TI - Malaysia – Empowering teachers to deliver blended learning after school reopening AU - UNICEF DA - 2020/// PY - 2020 M3 - Education COVID-19 Case Study UR - https://aa9276f9-f487-45a2-a3e7-8f4a61a0745d.usrfiles.com/ugd/aa9276_c1732d02c74a48348ae7df75262f4aad.pdf Y2 - 2020/07/20/17:27:50 ER - TY - RPRT TI - Remote learning during COVID-19: Factsheet AU - UNICEF DA - forthcoming PY - forthcoming PB - UNICEF ER - TY - ELEC TI - UNICEF Yemen Country Office Humanitarian Situation Report (Reporting Period: 1 - 31 March 2020) [EN/AR] - Yemen AU - UNICEF T2 - ReliefWeb AB - Arabic Situation Report on Yemen about Contributions, Coordination, Children, IDPs, Epidemic, Flash Flood and more; published on 12 May 2020 by UNICEF DA - 2020/03// PY - 2020 LA - en ST - UNICEF Yemen Country Office Humanitarian Situation Report (Reporting Period UR - https://www.unicef.org/appeals/files/UNICEF_Yemen_Humanitarian_Situation_Report__1_31_March_2020.pdf Y2 - 2020/06/02/17:50:17 ER - TY - ELEC TI - Ministry of Education joins UN in launching Back to School campaign AU - UNICEF AB - The Ministry of Education and Higher Education and UN Agencies launch this year’s Back to School campaign celebrating school heroes. DA - 2017/// PY - 2017 LA - en UR - https://www.unicef.org/lebanon/press-releases/ministry-education-joins-un-launching-back-school-campaign Y2 - 2020/08/18/01:11:52 ER - TY - ELEC TI - U-Report AU - UNICEF UR - https://www.unicef.org/innovation/U-Report ER - TY - RPRT TI - Safe to Learn during COVID-19: Recommendations to Prevent and Respond to Violence against Children in all Learning Environments AU - UNICEF DA - 2020/// PY - 2020 UR - https://www.unicef.org/documents/safe-learn-during-covid-19-recommendations-prevent-and-respond-violence-against-children ER - TY - ELEC TI - UNICEF Multiple Indicator Cluster Survey AU - UNICEF UR - https://mics.unicef.org/ ER - TY - GEN TI - COVID-19: Are children able to continue learning during school closures? AU - UNICEF DA - 2020/08// PY - 2020 UR - https://data.unicef.org/resources/remote-learning-reachability-factsheet/ ER - TY - RPRT TI - Monitoring Learning Continuity During School Closures AU - UNICEF CY - Kathmandu, Nepal DA - 2020/08// PY - 2020 PB - UNICEF Regional Office for South Asia (ROSA) UR - https://www.unicef.org/rosa/documents/monitoring-distance-learning-during-school-closures ER - TY - ELEC TI - Good governance of children’s data AU - UNICEF AB - Developing a manifesto to protect children’s data security and privacy DA - 2020/// PY - 2020 LA - en UR - https://www.unicef.org/globalinsight/good-governance-childrens-data Y2 - 2021/02/01/11:40:34 ER - TY - ELEC TI - OECS to implement school connectivity initiative towards digital education vision AU - UNICEF AB - Organisation of Eastern Caribbean states to partner with UNICEF-ITU global initiative Giga to enhance connectivity of schools and develop digital public goods DA - 2020/08// PY - 2020 LA - en UR - https://www.unicef.org/easterncaribbean/press-releases/oecs-implement-school-connectivity-initiative-towards-digital-education-vision Y2 - 2020/09/08/15:50:48 ER - TY - ELEC TI - GIGA AU - UNICEF AB - Connecting Every School to the Internet DA - 2020/// PY - 2020 LA - en UR - https://www.unicef.org/innovation/giga Y2 - 2020/09/23/19:38:18 ER - TY - ELEC TI - Education AU - UNICEF AB - Providing quality education to all DA - 2020/// PY - 2020 LA - en UR - https://www.unicef.org/pakistan/education Y2 - 2021/02/09/15:50:24 ER - TY - RPRT TI - Political economy analyses in countries in Eastern and Southern Africa: Case study – Tanzania mainland political economy analysis AU - UNICEF DA - 2017b PY - 2017b UR - https://www.unicef.org/esa/sites/unicef.org.esa/files/2018-09/UNICEF-Tanzania-2017-Political-Economy-Analysis.pdf Y2 - 2021/02/10/11:42:21 ER - TY - RPRT TI - Tanzania: The impact of language policy and practice on children’s learning: Evidence from Eastern and Southern Africa AU - UNICEF DA - 2017a PY - 2017a M3 - Country Review PB - UNICEF UR - https://www.unicef.org/esaro/Tanzania_LR_Updated_12May17.pdf Y2 - 2021/01/22/11:53:03 ER - TY - ELEC TI - Back to school 2020-2021 AU - UNICEF T2 - UNICEF AB - UNICEF supports children's return to school in a safe and protective environment DA - 2020/10/12/ PY - 2020 LA - en UR - https://www.unicef.org/drcongo/en/press-releases/back-school-2020-2021 Y2 - 2021/03/29/05:58:05 ER - TY - RPRT TI - Accelerating results for children with technology and digital innovation AU - UNICEF DA - 2021/// PY - 2021 PB - UNICEF UR - https://www.unicef.org/media/83011/file/Accelerating-results-for-children-with-technology-and-digital-innovation-2020.pdf Y2 - 2021/04/29/12:47:32 ER - TY - RPRT TI - Our lives online: Use of social media by children and adolescents in East Asia - opportunities, risks and harms AU - UNICEF DA - 2020b PY - 2020b PB - UNICEF UR - https://www.unicef.org/eap/media/4691/file/Our%20lives%20online.pdf Y2 - 2021/04/29/11:15:10 ER - TY - ELEC TI - Quality, continuity for primary education AU - UNICEF T2 - UNICEF UR - https://www.unicef.org/bangladesh/en/more-opportunities-early-learning/quality-continuity-primary-education ER - TY - BOOK TI - Situation analysis on children with disabilities in Bangladesh 2014 A3 - UNICEF CN - HV890.B3 S57 2014 CY - Dhaka DA - 2014/// PY - 2014 DP - Library of Congress ISBN SP - 108 LA - en PB - UNICEF Bangladesh SN - 978-984-8969-19-9 KW - Bangladesh KW - Children with disabilities ER - TY - ELEC TI - UNICEF scales up support to keep children learning, as COVID-19 forces schools to close AU - UNICEF DA - 2020/// PY - 2020 UR - https://www.unicef.org/bangladesh/en/press-releases/unicef-scales-support-keep-children-learning-covid-19-forces-schools-close ER - TY - RPRT TI - Education Management Information Systems (EMIS) that Track Individual Student Data in Mongolia AU - UNICEF AB - Key recommendations provided in this report are to inform the further development of EMIS strategy and policy in Mongolia DA - 2020/07// PY - 2020 LA - en PB - UNICEF East Asia and the Pacific Regional Office UR - https://www.unicef.org/eap/reports/education-management-information-systems-emis-track-individual-student-data-mongolia Y2 - 2020/08/31/00:42:38 ER - TY - RPRT TI - Joint Evaluation of Myanmar Non-Formal Middle School Education-Equivalency Pilot Programme AU - UNICEF DA - 2019/09// PY - 2019 M3 - Final Evaluation Report PB - UNICEF UR - https://www.unicef.org/evaldatabase/files/Myanmar_NFMSE_Evaluation_Final_Report_2019.pdf Y2 - 2020/08/31/00:29:12 ER - TY - RPRT TI - Review of Education Management Systems (EMIS) that Track Individual Student Data: Mongolia AU - UNICEF DA - 2020/07// PY - 2020 PB - UNICEF East Asia and the Pacific Regional Office UR - https://www.unicef.org/eap/sites/unicef.org.eap/files/2020-07/Final%20unicef%20EAP%20EMIS%20Reports-Mongolia%20%28004%29%2003.07.20.pdf Y2 - 2020/07/31/21:15:10 ER - TY - RPRT TI - Out-of-School Children in the Balochistan, Khyber Pakhtunkhwa, Punjab and Sindh Provinces of Pakistan AU - UNICEF DA - 2013/// PY - 2013 UR - https://reliefweb.int/sites/reliefweb.int/files/resources/pakistan-oosc-report-2013-en.pdf ER - TY - RPRT TI - Pakistan Annual Report 2020 AU - UNICEF DA - 2021/// PY - 2021 UR - https://www.unicef.org/pakistan/media/3631/file/Annual%20Report%202020.pdf ER - TY - RPRT TI - Every child learns: UNICEF education strategy 2019–2030 AU - UNICEF AB - UNICEF education strategy 2019–2030 DA - 2019/// PY - 2019 LA - en UR - https://www.unicef.org/reports/UNICEF-education-strategy-2019-2030 Y2 - 2021/07/22/16:10:49 ER - TY - RPRT TI - 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 AU - UNICEF CY - New York, NY DA - 2020/// PY - 2020 PB - United Nations Children's Fund UR - https://data.unicef.org/resources/remote-learning-reachability-factsheet/ ER - TY - RPRT TI - Early Literacy and Multilingual Education in South Asia AU - UNICEF DA - 2019/// PY - 2019 UR - https://www.unicef.org/rosa/media/3036/file/Early%20literacy%20and%20multilingual%20education%20in%20South%20Asia.pdf ER - TY - RPRT TI - Every child learns: UNICEF education strategy 2019-2030 AU - UNICEF CY - New York, NY DA - 2019/// PY - 2019 PB - United Nations Children's Fund UR - https://www.unicef.org/media/59856/file/UNICEF-education-strategy-2019-2030.pdf ER - TY - RPRT TI - How many children and young people have internet access at home? Estimating digital connectivity during the COVID-19 pandemic AU - UNICEF CY - New York, NY DA - 2020/// PY - 2020 PB - United Nations Children's Fund UR - https://www.unicef.org/media/88381/file/How-many-children-and-young-people-have-internet-access-at-home-2020.pdf ER - TY - RPRT TI - Including Everyone Strengthening the Collection and Use of Data About Persons with Disabilities in Humanitarian Situations AU - UNICEF DA - 2019/// PY - 2019 UR - https://data.unicef.org/resources/including-everyone-strengthening-the-collection-and-use-of-data-about-persons-with-disabilities-in-humanitarian-situations/ ER - TY - RPRT TI - Review of Education Management Information Systems (emis) That Track Individual Student Data Summary Report AU - UNICEF DA - 2020/// PY - 2020 UR - https://www.unicef.org/eap/media/6031/file/EMIS%20summary.pdf ER - TY - ELEC TI - Day of the Girl Child - 2016 AU - UNICEF DA - 2016/// PY - 2016 UR - https://weshare.unicef.org/CS.aspx?VP3=SearchResult&ALID=2AMZIFM2ONZ Y2 - 2021/10/07/12:09:22 ER - TY - ELEC TI - Unequal access to remote schooling amid COVID-19 threatens to deepen global learning crisis AU - UNICEF DA - 2020/06/04/ PY - 2020 LA - en UR - https://www.unicef.org/press-releases/unequal-access-remote-schooling-amid-covid-19-threatens-deepen-global-learning Y2 - 2021/10/03/13:13:41 ER - TY - ELEC TI - 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 AU - UNICEF T2 - UNICEF DATA DA - 2020/08/26/T23:01:40+00:00 PY - 2020 LA - en-US ST - COVID-19 and School Closures UR - https://data.unicef.org/resources/remote-learning-reachability-factsheet/ Y2 - 2021/10/11/14:34:24 ER - TY - ELEC TI - First day of school 'indefinitely postponed' for 140 million first-time students around the world - UNICEF AU - UNICEF AB - At least eight million of these young learners have been waiting for over a year DA - 2021/08/24/ PY - 2021 LA - en UR - https://www.unicef.org/bangladesh/en/press-releases/first-day-school-indefinitely-postponed-140-million-first-time-students-around-world Y2 - 2021/10/28/15:28:00 ER - TY - BLOG TI - Can broadcast media foster equitable learning amid the COVID-19 pandemic? AU - UNICEF T2 - Evidence for Action AB - This post is the second in a series of articles focused on helping children continue to learn at home during the COVID-19 global pandemic, emphasizing the need for multiple remote learning platforms to meet the needs of all students.   As discussed in the first post in this series on the impact of the COVID-19 pandemic, school closures around the globe mean that remote learning is now the only option for more than 1.3 billion children across 177 countries. MICS6 data reveal that many of the world’s children do not have internet access at home, particularly among poorer households. In response,… DA - 2020b PY - 2020b LA - en-US UR - https://blogs.unicef.org/evidence-for-action/can-broadcast-media-foster-equitable-learning-amid-the-covid-19-pandemic/ Y2 - 2021/11/02/01:56:48 ER - TY - ELEC TI - Guidance: assessing and monitoring learning during the COVID-19 crisis AU - UNICEF T2 - Humanitarian Response AB - This guidance note aims to help UNICEF Education staff, Ministry officials and partners reflect on how to take account of learning through meaningful formative and summative assessment practices during the COVID-19 pandemic. It highlights general considerations and key actions that teachers, schools and Ministries of Education can undertake in the area of assessment to ensure the continuity of quality learning throughout the COVID-19 pandemic. DA - 2020a PY - 2020a UR - https://reliefweb.int/sites/reliefweb.int/files/resources/learning_assessments_during_covid-19_final.pdf Y2 - 2021/11/02/01:51:59 ER - TY - ELEC TI - GirlForce: Skills, education and training for girls now AU - UNICEF T2 - UNICEF DATA AB - 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. DA - 2018/10/17/T15:11:20+00:00 PY - 2018 LA - en-US ST - GirlForce UR - https://data.unicef.org/resources/girlforce-brochure/ Y2 - 2021/12/31/18:19:02 ER - TY - ELEC TI - The State of the World’s Children 2015 AU - UNICEF T2 - The State of the World’s Children 2015: Reimagine the future DA - 2015/11/01/ PY - 2015 LA - en-US UR - https://sowc2015.unicef.org/ Y2 - 2021/12/31/13:44:32 ER - TY - ELEC TI - About RapidPro AU - UNICEF DA - 2022/// PY - 2022 UR - https://community.rapidpro.io/about-rapidpro/ Y2 - 2022/01/05/19:39:37 ER - TY - ELEC TI - Data Must Speak AU - UNICEF AB - User-friendly data empower decision makers to improve education for all children. LA - en UR - https://www.unicef.org/education/data-must-speak Y2 - 2021/12/14/21:55:42 ER - TY - ELEC TI - UNICEF MICS AU - UNICEF UR - https://mics.unicef.org/ Y2 - 2022/01/05/20:10:25 ER - TY - ELEC TI - Radio-based learning gets its day in the sun in Mali AU - UNICEF AB - Solar-powered radios are helping conflict-affected and displaced children follow lessons outside of the classroom DA - 2021/// PY - 2021 LA - en UR - https://www.unicef.org/stories/radio-based-learning-gets-its-day-sun-mali Y2 - 2021/09/01/13:06:34 ER - TY - GEN TI - Tool for assessing the gender responsiveness of content for digital learning platforms AU - UNICEF DA - 2021/07// PY - 2021 ER - TY - RPRT TI - Child disciplinary practices at home: evidence from a range of low- and middle-income countries AU - UNICEF AB - 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. CY - New York DA - 2010/// PY - 2010 LA - en-US ST - Child disciplinary practices at home UR - https://data.unicef.org/resources/child-disciplinary-practices-at-home-evidence-from-a-range-of-low-and-middle-income-countries/ Y2 - 2022/03/12/17:36:31 ER - TY - ELEC TI - Mapping gender equality in STEM from school to work | UNICEF Office of Global Insight & Policy AU - UNICEF DA - 2020/// PY - 2020 UR - https://www.unicef.org/globalinsight/stories/mapping-gender-equality-stem-school-work Y2 - 2021/12/13/16:55:59 ER - TY - ELEC TI - Accenture, Dubai Cares, Microsoft and UNICEF launch digital education platform under Generation Unlimited to help address global learning crisis AU - UNICEF AB - ‘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 DA - 2021/// PY - 2021 LA - en UR - https://www.unicef.org/press-releases/accenture-dubai-cares-microsoft-and-unicef-launch-digital-education-platform-under Y2 - 2022/04/25/18:23:14 ER - TY - ELEC TI - Digital UNICEF: Harnessing the power of technology and digital innovation for children AU - UNICEF AB - Harnessing the power of technology and digital innovation for children DA - 2021/// PY - 2021 LA - en UR - https://www.unicef.org/reports/digital-unicef Y2 - 2022/04/07/17:37:32 ER - TY - ELEC TI - Funding+Support | UNICEF Innovation Fund AU - UNICEF DA - 2022/// PY - 2022 UR - https://www.unicefinnovationfund.org/funding-support Y2 - 2022/04/25/18:24:34 ER - TY - ELEC TI - How an adolescent girl helped her community fight COVID-19 AU - UNICEF AB - Studying at non-formal basic education centers established by UNICEF with funding from Government of Japan and support from Sindh’s authorities empowers gir DA - 2022/// PY - 2022 LA - en UR - https://www.unicef.org/pakistan/stories/how-adolescent-girl-helped-her-community-fight-covid-19 Y2 - 2022/04/25/18:20:27 ER - TY - ELEC TI - How Shahnaz became Mohammed Saleem so she could study AU - UNICEF AB - 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 DA - 2021/// PY - 2021 LA - en UR - https://www.unicef.org/pakistan/stories/how-shahnaz-became-mohammed-saleem-so-she-could-study Y2 - 2022/04/25/18:19:11 ER - TY - ELEC TI - Human Centred Design (HCD) AU - UNICEF AB - Creating solutions for children using the Human Centred Design approach DA - 2018/// PY - 2018 LA - en UR - https://www.unicef.org/innovation/hcd Y2 - 2022/04/25/16:23:11 ER - TY - ELEC TI - New digital application helps monitor student attendance in Sindh AU - UNICEF AB - The innovative system, funded by the European Union and supported by UNICEF, will help Sindh’s Education & Literacy Department prevent student drop out DA - 2022/// PY - 2022 LA - en UR - https://www.unicef.org/pakistan/press-releases/new-digital-application-helps-monitor-student-attendance-sindh Y2 - 2022/04/25/18:19:47 ER - TY - ELEC TI - Revised Evaluation Policy of UNICEF AU - UNICEF DA - 2018/// PY - 2018 UR - https://www.unicef.org/evaluation/media/1411/file/Revised%20Policy%202018%20(Interactive).pdf Y2 - 2022/04/25/16:21:42 ER - TY - ELEC TI - Human Rights-based Approach to Programming AU - UNICEF T2 - UNICEF AB - 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. DA - 2011/10/31/ PY - 2011 UR - https://sites.unicef.org/policyanalysis/rights/ Y2 - 2022/04/28/10:08:25 ER - TY - ELEC TI - Education cannot wait AU - UNICEF AB - Learning continues for students in KP despite the pandemic DA - 2020/// PY - 2020 LA - en UR - https://www.unicef.org/pakistan/stories/education-cannot-wait Y2 - 2022/04/29/08:53:35 ER - TY - BLOG TI - Education: Giving every child the right to education AU - UNICEF DA - 2021/// PY - 2021 UR - https://www.unicef.org/pakistan/education ER - TY - ELEC TI - Opening Up Better Schools Toolkit AU - UNICEF T2 - Humanitarian UNICEF AB - 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. DA - 2020/// PY - 2020 LA - en UR - https://www.corecommitments.unicef.org/kp/opening-up-better-schools-toolkit_16-september-2020.xlsx Y2 - 2022/01/26/10:58:32 ER - TY - RPRT TI - The quality of teaching and learning in Tanzanian primary schools: A baseline study. AU - UNICEF CY - Dar Es Salaam DA - 2008/// PY - 2008 PB - UNICEF ER - TY - GEN TI - Review of Education Management Information Systems (EMIS) that Track Individual Student Data - Malaysia AU - UNICEF DA - 2020/// PY - 2020 UR - https://www.unicef.org/eap/media/6021/file/EMIS%20malaysia.pdf Y2 - 2022/06/14/23:12:14 ER - TY - ELEC TI - The Case for Better Governance of Children’s Data: A Manifesto AU - UNICEF DA - 2021/// PY - 2021 UR - https://www.unicef.org/globalinsight/media/1741/file/UNICEF%20Global%20Insight%20Data%20Governance%20Manifesto.pdf Y2 - 2022/06/14/21:55:09 ER - TY - ELEC TI - Khang Panya Lao AU - UNICEF LA - en UR - https://www.unicef.org/laos/khang-panya-lao Y2 - 2022/06/21/16:14:43 ER - TY - RPRT TI - Situation Analysis on Digital Learning in Indonesia AU - UNICEF DA - 2021/// PY - 2021 UR - https://www.unicef.org/indonesia/media/9956/file/Situation%20Analysis%20on%20Digital%20Learning%20in%20Indonesia.pdf Y2 - 2022/06/25/19:21:23 ER - TY - GEN TI - Raising Learning Outcomes: the opportunities and challenges of ICT for learning AU - UNICEF DA - 2018/// PY - 2018 UR - https://www.unicef.org/esa/sites/unicef.org.esa/files/2019-04/UNICEF-AKF-IU-2018-ICT-Education-WCAR-ESAR-Appendix2.pdf Y2 - 2021/12/21/03:30:48 ER - TY - RPRT TI - LACRO COVID-19 Education response: Update 29 Status of schools reopening AU - UNICEF DA - 2021/10// PY - 2021 UR - https://www.unicef.org/lac/en/media/29076/file Y2 - 2021/12/20/22:30:04 ER - TY - ELEC TI - Around 2 in 3 children are still out of the classroom in Latin America and the Caribbean AU - UNICEF AB - UNICEF urges countries in the region to scale up the return to in-person learning DA - 2021/// PY - 2021 LA - en UR - https://www.unicef.org/lac/en/press-releases/around-2-in-3-children-are-still-out-of-the-classroom-in-latin-america-and-caribbean Y2 - 2022/06/06/09:20:34 ER - TY - ELEC TI - Reimaginar la educación y el desarrollo de habilidades para niños, niñas y adolescentes AU - UNICEF AB - Invertir en niños, niñas y adolescentes a medida que construimos una futura y mejor normalidad en América Latina y el Caribe DA - 2021/// PY - 2021 LA - es UR - https://www.unicef.org/lac/informes/reimaginar-la-educacion-en-america-latina-y-caribe Y2 - 2022/08/22/09:44:28 ER - TY - ELEC TI - Reimagining Girls' Education AU - UNICEF AB - Solutions to Keep Girls Learning in Emergencies DA - 2021/// PY - 2021 LA - en UR - https://www.unicef.org/reports/reimagining-girls-education Y2 - 2022/09/21/08:34:00 ER - TY - ELEC TI - Education: Giving every child the right to education AU - UNICEF Pakistan AB - Providing quality education to all DA - 2021/// PY - 2021 LA - en UR - https://www.unicef.org/pakistan/education Y2 - 2022/05/17/15:19:02 ER - TY - ELEC TI - Education and COVID-19 AU - UNICEF Data AB - 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… DA - 2020/09// PY - 2020 LA - en-US UR - https://data.unicef.org/topic/education/covid-19/ Y2 - 2022/05/04/12:24:59 ER - TY - ELEC TI - Nigeria | Education AU - UNICEF Nigeria AB - See how UNICEF in Nigeria supports children so they can attend school and learn. DA - 2020/// PY - 2020 LA - en UR - https://www.unicef.org/nigeria/education Y2 - 2020/07/07/13:52:02 ER - TY - ELEC TI - UN Convention on the Rights of the Child (UNCRC) AU - UNICEF UK T2 - Unicef UK AB - 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. DA - n.d. PY - n.d. LA - en-GB UR - https://www.unicef.org.uk/what-we-do/un-convention-child-rights/ Y2 - 2020/12/01/00:00:00 ER - TY - RPRT TI - Education budget brief 2018: Tanzania AU - UNICEF Tanzania DA - 2018/// PY - 2018 PB - UNICEF UR - https://www.unicef.org/tanzania/media/1236/file/UNICEF-Tanzania-2018-Education-Budget-Brief.pdf Y2 - 2021/01/30/12:35:31 ER - TY - RPRT TI - Leveraging Education Technology to Reach Disadvantaged Children and Youth AU - UNICEF (ROSA) DA - 2020/// PY - 2020 M3 - Internal publication ER - TY - RPRT TI - Universal child benefits: Policy issues and options AU - ODI & UNICEF CY - London, UK/ New York DA - 2020/// PY - 2020 PB - Overseas Development Institute/ United Nations Children's Fund UR - https://www.unicef.org/sites/default/files/2020-07/UCB-ODI-UNICEF-Report-2020.pdf ER - TY - ELEC TI - Education: Annual Report 2020 AU - UNICEF Sudan DA - 2021/// PY - 2021 LA - en UR - https://www.unicef.org/sudan/reports/education Y2 - 2021/12/31/13:53:12 ER - TY - RPRT TI - Monitoring Distance Learning During School Closures AU - UNICEF ROSA CY - Kathmandu, Nepal DA - 2020/// PY - 2020 UR - https://www.unicef.org/rosa/media/13661/file/Monitoring%20Distance%20Learning%20During%20School%20Closures.pdf Y2 - 2021/10/01/17:35:39 ER - TY - GEN TI - E-learning Strategy AU - UNICEF Sudan DA - 2021/// PY - 2021 ER - TY - GEN TI - Learning Director's Training Manual AU - UNICEF Sudan DA - 2017/// PY - 2017 ER - TY - GEN TI - Learning directors toolbox AU - UNICEF Sudan DA - 2017/// PY - 2017 ER - TY - ELEC TI - Learning Passport Launched in Sudan AU - UNICEF Sudan DA - 2021/// PY - 2021 LA - en UR - https://www.unicef.org/sudan/press-releases/learning-passport-launched-sudan Y2 - 2022/01/19/19:04:22 ER - TY - RPRT TI - Gender Responsive Communication for Development: Guidance, Tools and Resources AU - UNICEF ROSA DA - 2018/05// PY - 2018 UR - https://www.unicef.org/rosa/media/1786/file ER - TY - RPRT TI - A social and behaviour change agenda for inclusion and equity in education AU - UNICEF ESARO DA - 2016/// PY - 2016 UR - https://www.unicef.org/esa/media/1756/file/UNICEF-ESA-2016-Program-Brief-Education-Inclusion.pdf Y2 - 2022/02/23/19:22:53 ER - TY - ELEC TI - Brief on learning continuity amidst COVID19 AU - UNICEF Pakistan DA - 2021/// PY - 2021 UR - https://www.unicef.org/pakistan/media/3761/file/Pakistan%20Brief%20on%20learning%20continuity%20amidst%20COVID19.pdf Y2 - 2022/04/07/16:26:14 ER - TY - ELEC TI - Situation Analysis on the Effects of and Responses to COVID-19 on the Education Sector in Asia AU - UNICEF & UNESCO AB - Case Study from Pakistan DA - 2021/// PY - 2021 LA - en UR - https://www.unicef.org/pakistan/reports/situation-analysis-effects-and-responses-covid-19-education-sector-asia Y2 - 2022/04/08/12:25:47 ER - TY - ELEC TI - Who are we and how do we work? AU - UNICEF USA T2 - UNICEF USA AB - 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. DA - 2022/// PY - 2022 LA - en UR - https://www.unicefusa.org/help/advocate/who-we-are-how-we-work Y2 - 2022/04/24/10:23:36 ER - TY - GEN TI - UNICEF Education COVID-19 Case Study AU - UNICEF Malaysia DA - 2020/07// PY - 2020 UR - https://aa9276f9-f487-45a2-a3e7-8f4a61a0745d.usrfiles.com/ugd/aa9276_c1732d02c74a48348ae7df75262f4aad.pdf ER - TY - BOOK TI - Two Years After: Saving a Generation AU - World Bank, UNICEF DA - 2022/01// PY - 2022 DP - DOI.org (Crossref) LA - en PB - World Bank ST - Two Years After UR - http://elibrary.worldbank.org/doi/book/10.1596/37586 Y2 - 2022/08/25/19:28:16 ER - TY - RPRT TI - Brief on learning continuity amidst COVID-19 school closures in Pakistan AU - UNICEF AU - Viamo DA - 2021/// PY - 2021 PB - UNICEF Regional Office for South Asia (ROSA) UR - https://www.unicef.org/pakistan/media/3761/file/Pakistan%20Brief%20on%20learning%20continuity%20amidst%20COVID19.pdf ER - TY - GEN TI - Assistive Technology for Children with Disabilities: Creating Opportunities for Education, Inclusion and Participation A discussion paper AU - UNICEF AU - WHO DA - 2015/// PY - 2015 PB - WHO UR - https://www.unicef.org/disabilities/files/Assistive-Tech-Web.pdf Y2 - 2020/01/23/15:08:31 ER - TY - ELEC TI - How many children and young people have internet access at home AU - UNICEF AU - ITU DA - 2020/// PY - 2020 UR - https://www.unicef.org/media/88381/file/How-many-children-and-young-people-have-internet-access-at-home-2020.pdf Y2 - 2021/06/07/16:02:57 ER - TY - ELEC TI - Towards an equal future: Reimagining girls’ education through STEM AU - UNICEF AU - ITU AB - Marking the 25th anniversary of the Beijing Declaration and Platform for Action DA - 2020/// PY - 2020 LA - en ST - Towards an equal future UR - https://www.unicef.org/reports/reimagining-girls-education-through-stem-2020 Y2 - 2022/02/14/09:02:07 ER - TY - RPRT TI - Ghana Multiple Indicator Cluster Survery 2017/2018 AU - Ghana Statistical Survey & UNICEF T2 - Multiple Indicator Cluster Surveys AB - The Multiple Indicator Cluster Survey Six (MICS 6) was conducted in 2017/18 by Ghana Statistical Service in collaboration with the Ministry of Health, Ministry of Education, Ministry of Sanitation and Water Resources, Ministry of Gender, Children and Social Protection, Ghana Health Service and the Ghana Education Service as part of the Global MICS Programme. Technical support was provided by the United Nations Children’s Fund (UNICEF), with government funding and financial support of UNICEF, KOICA, UNDP, USAID and the World Bank through the Statistics for Results Facility – Catalytic Fund (SRF-CF). The Global MICS Programme was developed by UNICEF in the 1990s as an international multi-purpose household survey programme to support countries in collecting internationally comparable data on a wide range of indicators on the situation of children and women. MICS surveys measure key indicators that allow countries to generate data for use in policies, programmes, and national development plans, and to monitor progress towards the Sustainable Development Goals (SDGs) and other internationally agreed upon commitments. DA - 2018/// PY - 2018 M3 - Survey Findings Report UR - https://www.unicef.org/ghana/sites/unicef.org.ghana/files/2019-04/MICS%20Report.pdf Y2 - 2020/06/23/11:52:20 ER - TY - ELEC TI - Guidance for Safe and Healthy Journeys to School: During the COVID-19 Pandemic and Beyond (English) AU - UNICEF AU - FIA Foundation T2 - Humanitarian UNICEF AB - 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 DA - 2021/// PY - 2021 LA - en ST - Guidance for Safe and Healthy Journeys to School UR - https://www.corecommitments.unicef.org/kp/unicef-final-eng-safe-journeys-25-09-20.pdf Y2 - 2022/01/13/10:48:40 ER - TY - RPRT TI - Radio: Resource Pack to Support Remote Learning AU - UNICEF AU - World Bank DA - 2022/// PY - 2022 UR - https://inee.org/sites/default/files/resources/UNICEFWorldBank_ResourcePack2_Radio.pdf Y2 - 2022/06/25/19:32:05 ER - TY - ELEC TI - Print: Resource Pack to Support Remote Learning AU - UNICEF AU - World Bank DA - 2022/// PY - 2022 UR - https://inee.org/sites/default/files/resources/UNICEFWorldBank_ResourcePack3_Print.pdf Y2 - 2022/06/26/00:13:17 ER - TY - ELEC TI - Mobile: Resource Pack to Support Remote Learning AU - UNICEF AU - World Bank DA - 2022/// PY - 2022 UR - https://inee.org/sites/default/files/resources/UNICEFWorldBank_ResourcePack6_Mobile.pdf Y2 - 2022/06/25/21:20:28 ER - TY - RPRT TI - Situation analysis on the effects of and responses to COVID-19 on the education sector in Asia AU - UNICEF ROSA AU - UNICEF EAPRO AU - UNESCO Bangkok AU - Cambridge Education DA - 2021/10// PY - 2021 LA - en PB - UNICEF UR - https://www.unicef.org/rosa/reports/situation-analysis-effects-and-responses-covid-19-education-sector-asia Y2 - 2022/02/03/00:00:00 ER - TY - ELEC TI - Promising Practices for Equitable Remote Learning. Emerging lessons from COVID-19 education responses in 127 countries AU - Innocenti, UNICEF Office of Research- T2 - UNICEF-IRC AB - The COVID-19 pandemic has had an unprecedented impact on societies, globally. To help contain the spread of the disease, schools around the world have closed, affecting 1.6 billion learners – approximately 91 per cent of the world’s enrolled stud DA - 2020/// PY - 2020 LA - en UR - https://www.unicef-irc.org/publications/1090-promising-practices-for-equitable-remote-learning-emerging-lessons-from-covid.html Y2 - 2022/06/06/09:29:14 ER - TY - RPRT TI - Mitigating the effects of the COVID-19 pandemic on food and nutrition of schoolchildren AU - WFP AU - FAO AU - UNICEF DA - 2020/// PY - 2020 UR - https://docs.wfp.org/api/documents/WFP-0000114175/download/?_ga=2.124268175.448268632.1588682993-1835378179.1587115625 ER - TY - ELEC TI - VASYR 2017: Vulnerability Assessment of Syrian Refugees in Lebanon - Lebanon AU - UNHCR AU - UNICEF AU - WFP T2 - ReliefWeb AB - English Assessment on Lebanon about Coordination, Education and more; published on 15 Dec 2017 by UNHCR, UNICEF and 2 other organizations DA - 2017/// PY - 2017 LA - en ST - VASYR 2017 UR - https://reliefweb.int/report/lebanon/vasyr-2017-vulnerability-assessment-syrian-refugees-lebanon Y2 - 2020/09/29/13:33:57 ER - TY - ELEC TI - Multi-Sectoral Rapid Needs Assessment: COVID19 - Jordan AU - UNHCR AU - UNICEF AU - WFP DA - 2020/05// PY - 2020 UR - https://www.unicef.org/jordan/media/2441/file/RAN.pdf Y2 - 2021/06/24/14:36:50 ER - TY - RPRT TI - Sindh: Multiple Indicator Cluster Survey 2018/19 AU - UNICEF AU - Government of Sindh DA - 2021/// PY - 2021 UR - https://mics-surveys-prod.s3.amazonaws.com/MICS6/South%20Asia/Pakistan%20%28Sindh%29/2018-2019/Survey%20findings/Pakistan%202018-19%20MICS%20%28Sindh%29_English.pdf ER - TY - RPRT TI - Punjab: Multiple Indicator Cluster Survey 2016/17 AU - UNICEF AU - Government of Punjab DA - 2018/// PY - 2018 UR - https://mics-surveys-prod.s3.amazonaws.com/MICS6/South%20Asia/Pakistan%20%28Punjab%29/2017-2018/Survey%20findings/MICS%20SFR_Final_English.pdf ER - TY - ELEC TI - Guidance for developing gender-responsive education sector plans | Documents | Global Partnership for Education AU - UNGEI AU - GPE AU - UNICEF AB - The Guidance developed by GPE and UNGEI, with support from UNICEF, has been designed to help deliver on the commitment of the Sustainable Development Goals and Education 2030 to achieve gender equality in education. The tool will help developing countries put in place gender-sensitive policies, plans and learning environments, with a view to transform the way education systems function. DA - 2018/// PY - 2018 LA - en UR - https://www.globalpartnership.org/content/guidance-developing-gender-responsive-education-sector-plans Y2 - 2022/02/01/22:08:27 ER - TY - BLOG TI - National EdTech strategies: what, why, and who AU - Chuang, Rachel AU - Coflan, Caitlin AU - Giraldo (UNICEF), Juan-Pablo AU - Attfield (FCDO), Ian AU - Tungatarova (UNICEF), Auken AU - Tungatarova (UNICEF), Rachel Chuang, Caitlin Coflan, Juan-Pablo Giraldo (UNICEF), Ian Attfield (FCDO) and Auken T2 - EdTech Hub AB - Using evidence from Covid responses, the report advises policymakers responding to learning loss caused by the pandemic to use existing EdTech, and focus on good pedagogy that is supported, rather than replaced by, technology. DA - 2022/02/18/T09:59:08+00:00 PY - 2022 LA - en-US ST - National EdTech strategies UR - https://edtechhub.org/2022/02/18/national-edtech-strategies/ Y2 - 2022/09/08/21:36:58 ER - TY - GEN TI - Guidance on Distance Learning Modalities to Reach All Children and Youth During School Closures AU - UNICEF Regional Office for South Asia DA - 2020/05// PY - 2020 UR - https://www.unicef.org/rosa/reports/guidance-distance-learning-modalities-reach-all-children-and-youth-during-school-closures ER - TY - GEN TI - Guidance on Distance Learning Modalities to Reach All Children and Youth During School Closures AU - UNICEF Regional Office for South Asia DA - 2020/05// PY - 2020 UR - https://www.unicef.org/rosa/reports/guidance-distance-learning-modalities-reach-all-children-and-youth-during-school-closures ER - TY - RPRT TI - The State of the Global Education Crisis: A Path to Recovery. AU - World Bank AU - UNESCO AU - UNICEF AB - "The global disruption to education caused by the COVD-19 pandemic is without parallel and the effects on learning are severe. The crisis brought education systems across the world to a halt, with school closures affecting more than 1.6 billion learners. While nearly every country in the world offered remote learning opportunities for students, the quality and reach of such initiatives varied greatly and were at best partial substitutes for in-person learning. Now, 21 months later, schools remain closed for millions of children and youth, and millions more are at risk of never returning to education. Evidence of the detrimental impacts of school closures on children's learning offer a harrowing reality: learning losses are substantial, with the most marginalized children and youth often disproportionately affected. Countries have an opportunity to accelerate learning recovery and make schools more efficient, equitable, and resilient by building on investments made and lessons learned during the crisis. Now is the time to shift from crisis to recovery - and beyond recovery, to resilient and transformative education systems that truly deliver learning and well-being for all children and youth."--The World Bank website CY - Washington D.C., Paris & New York DA - 2021/// PY - 2021 DP - Open WorldCat LA - en ST - The State of the Global Education Crisis UR - https://documents1.worldbank.org/curated/en/416991638768297704/pdf/The-State-of-the-Global-Education-Crisis-A-Path-to-Recovery.pdf Y2 - 2022/03/04/14:12:16 ER - TY - RPRT TI - Where are we on education recovery? Taking the global pulse of a RAPID response AU - UNESCO AU - UNICEF AU - World Bank DA - 2022/03// PY - 2022 LA - en UR - https://www.unicef.org/reports/where-are-we-education-recovery Y2 - 2022/05/04/12:28:12 ER - TY - RPRT TI - Monitoring Education Participation: Framework for Monitoring Children and Adolescents who are Out of School or at Risk of Dropping Out AU - UNICEF AU - UNESCO Institute for Statistics T2 - Series on Education Participation and Dropout Prevention CY - Geneva DA - 2016/// PY - 2016 PB - UNICEF Regional Office for Central and Eastern Europe and the Commonwealth of Independent States SN - Volume 1 UR - http://uis.unesco.org/sites/default/files/documents/monitoring-education-participation.pdf Y2 - 2020/11/10/11:17:53 ER - TY - GEN TI - UNICEF ROSA Monitoring Learning Continuity during COVID-19 Guidance and Survey Question Bank AU - UNICEF Regional Office for South Asia DA - 2020/10// PY - 2020 UR - https://www.unicef.org/rosa/documents/monitoring-distance-learning-during-school-closures ER - TY - RPRT TI - COVID-19 and School Closures: Are children able to continue learning during school closures? AU - UNICEF AB - 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. DA - 2020/08/26/T23:01:40+00:00 PY - 2020 LA - en-US PB - UNICEF DATA ST - COVID-19 and School Closures UR - https://data.unicef.org/resources/remote-learning-reachability-factsheet/ Y2 - 2021/05/24/15:34:00 ER - TY - RPRT TI - What Have We Learnt? Findings from a survey of ministries of education on national responses to COVID-19 AU - UNESCO AU - UNICEF AU - World Bank AB - At the height of nationwide lockdowns due to the COVID-19 pandemic, more than 1.5 billion children were affected by school closures, causing an unprecedented global learning crisis. Even prior to the pandemic, however, children’s learning was in crisis with half of 10-year-olds in middle- and low-income countries unable to understand a simple written sentence and more than a quarter billion children out of school. The pandemic has only sharpened these inequities, hitting schoolchildren in poorer countries particularly hard. National governments around the world have been quick to implement remote learning, new health protocols and reopening plans, but again these policies have varied widely based on each country’s wealth. According to this new report published by UNESCO (Headquarters and Institute for Statistics), UNICEF (Headquarters and Office of Research) and the World Bank, schoolchildren in low- and lower-middle-income countries have already lost nearly four months of schooling since the start of the pandemic, compared to an average of six weeks among high-income countries. Compiling data from surveys on national education responses to COVID-19 from 149 countries between July and October, the report also finds that schoolchildren in low- and lower-middle income countries were less likely to have access to remote learning or to be monitored on a day-to-day basis by teachers and were more likely to have delays in their schools reopening. DA - 2020/10/28/T19:48:39+00:00 PY - 2020 SP - 51 LA - en-US PB - UNICEF ST - What Have We Learnt? UR - https://data.unicef.org/resources/national-education-responses-to-covid19/ Y2 - 2021/05/24/15:29:26 ER - TY - RPRT TI - Khyber Pakhtunkhwa: Multiple Indicator Cluster Survey 2016/17 AU - UNICEF AU - Government of Khyber Pakhtunkhwa DA - 2018/// PY - 2018 UR - https://mics-surveys-prod.s3.amazonaws.com/MICS5/South%20Asia/Pakistan%20%28Khyber%20Pakhtunkhwa%29/2016-2017/Final/Pakistan%202016-17%20MICS%20%28Khyber%20Pakhtunkhwa%29%20Final%20Report_English.pdf ER - TY - GEN TI - Addressing social norms and gender in support of equity in education AU - UNICEF Eastern and Southern Africa Region DA - 2016/// PY - 2016 UR - https://www.unicef.org/esa/media/1741/file/UNICEF-ESA-2016-Program-Brief-Education-Social-Norms.pdf Y2 - 2021/10/07/12:17:48 ER - TY - RPRT TI - ICT for Learning Process and Tools – Volume II | UNICEF Eastern and Southern Africa AU - UNICEF AU - Aga Khan Foundation and Innovation Unit DA - 2020/// PY - 2020 UR - https://www.unicef.org/esa/reports/ict-learning-process-and-tools-volume-ii Y2 - 2022/12/29/17:33:37 ER - TY - RPRT TI - Progotir Pathey, Bangladesh Multiple Indicator Cluster Survey 2019, Survey Findings Report AU - Bangladesh Bureau of Statistics (BBS) AU - UNICEF Bangladesh CY - Dhaka, Bangladesh DA - 2019/// PY - 2019 PB - Bangladesh Bureau of Statistics (BBS) UR - https://mics-surveys-prod.s3.amazonaws.com/MICS6/South%20Asia/Bangladesh/2019/Survey%20findings/Bangladesh%202019%20MICS%20Survey%20Findings_English.pdf ER - TY - RPRT TI - Education Sector Implementation Plan II (2013/14 - 2017/18) AU - Government of the Republic of Malawi AU - UNICEF Malawi DA - 2014/// PY - 2014 UR - https://www.globalpartnership.org/sites/default/files/malawi_esip_ii.pdf Y2 - 2022/10/31/17:56:04 ER - TY - RPRT TI - Global initiative on out-of-school-children: Tanzania country report AU - Ministry of Education Science and Technology, UNESCO and UNICEF DA - 2018/// PY - 2018 PB - UNICEF UR - https://www.unicef.org/tanzania/media/596/file/Tanzania-2018-Global-Initiative-Out-of-School-Children-Country-Report.pdf Y2 - 2021/01/16/20:58:57 ER - TY - ELEC TI - GENDER TRANSFORMATIVE EDUCATION AU - PLAN International AU - UNICEF AU - Transform Education AU - UNGEI DA - 2021/// PY - 2021 UR - https://unesdoc.unesco.org/ark:/48223/pf0000372963/PDF/372963eng.pdf.multi Y2 - 2022/03/24/10:45:28 ER - TY - RPRT TI - Framework for reopening schools AU - UNESCO AU - UNICEF AU - World Bank AU - World Food Programme DA - 2020/04// PY - 2020 UR - https://unesdoc.unesco.org/ark:/48223/pf0000373348/PDF/373348eng.pdf.multi Y2 - 2020/06/10/10:21:51 ER - TY - RPRT TI - COVID-19 and Its Implications for Protecting Children Online AU - UNICEF AU - UNESCO AU - WHO AU - UNODC AU - ITU AU - End Violence Against Children AU - We Protect Global Alliance DA - 2020/04// PY - 2020 LA - EN UR - https://inee.org/system/files/resources/COVID-19%20and%20Its%20Implications%20for%20Protecting%20Children%20Online.pdf ER -