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

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

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

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)

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)

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

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

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

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

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)

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)

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)

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

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)

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

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

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

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)

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

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)

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)

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)

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

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

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

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

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

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)

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

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

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

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

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

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

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.

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

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

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)

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)

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)

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)

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

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

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

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

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

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

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

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

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

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

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

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…

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).

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

About RapidPro - UNICEF (2022)

Accelerating results for children with technology and digital innovation - UNICEF (UNICEF, 2021)

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

Around 2 in 3 children are still out of the classroom in Latin America and the Caribbean - UNICEF (2021)
UNICEF urges countries in the region to scale up the return to in-person learning

Back to school 2020-2021 - UNICEF (UNICEF, 2020)
UNICEF supports children's return to school in a safe and protective environment

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

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

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

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

Coronavirus disease (COVID-19) | UNICEF Malawi - UNICEF (2022)

COVID-19 and School Closures: Are children able to continue learning - UNICEF (2020)
Keywords: ___working_potential_duplicate

COVID-19 and School Closures: Are children able to continue learning - UNICEF (UNICEF DATA, 2020)
Keywords: ___working_potential_duplicate

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

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

COVID-19: Are children able to continue learning during school closures? - UNICEF (2020)

COVID-19: Are children able to continue learning during school closures? - UNICEF (UNICEF DATA, 2020)
Keywords: ___working_potential_duplicate

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

COVID-19: Are children able to continue learning during school closures? - UNICEF (UNICEF DATA, 2020)
Keywords: ___working_potential_duplicate

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

COVID-19: Más del 95 por ciento de niños y niñas está fuera de las escuelas de América Latina y el Caribe - UNICEF (2020)

Day of the Girl Child - 2016 - UNICEF (2016)

Digital learning tools open a world of possibilities for ethnic minority girls in remote Viet Nam - UNICEF (2023)
Digital learning tools open a world of possibilities for ethnic minority girls in remote Viet Nam

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

Digital UNICEF: Harnessing the power of technology and digital innovation for children - UNICEF (2021)
Harnessing the power of technology and digital innovation for children

Early Literacy and Multilingual Education in South Asia - UNICEF (2019)

Education - UNICEF (2020)
Providing quality education to all

Education cannot wait - UNICEF (2020)
Learning continues for students in KP despite the pandemic

Education: Giving Every Child the Right to Education - UNICEF (2020)
Providing quality education to all

Education: Giving every child the right to education - UNICEF (2021)

Education Management Information Systems (EMIS) that Track Individual Student Data in Mongolia - UNICEF (UNICEF East Asia and the Pacific Regional Office, 2020)
Key recommendations provided in this report are to inform the further development of EMIS strategy and policy in Mongolia

Education opportunities for Girls in Nigeria - UNICEF (2022)

Ensuring equal access to education in future crises: findings of the new Remote Learning Readiness Index - UNICEF (2021)

Every child learns: UNICEF education strategy 2019–2030 - UNICEF (2019)
UNICEF education strategy 2019–2030

Every child learns: UNICEF education strategy 2019-2030 - UNICEF (United Nations Children's Fund, 2019)

Federal Ministry of Education and UNICEF Celebrate 500,000 Registered Users on the Nigeria Learning Passport - UNICEF (2023)

First day of school 'indefinitely postponed' for 140 million first-time students around the world - UNICEF - UNICEF (2021)
At least eight million of these young learners have been waiting for over a year

Funding+Support | UNICEF Innovation Fund - UNICEF (2022)

Ghana COVID-19 Situation Report: 14 - UNICEF (UNICEF, 2021)

Ghana (GHA) - Demographics, Health & Infant Mortality - UNICEF (UNICEF DATA, 2018)

GIGA - UNICEF (2020)
Connecting Every School to the Internet

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

Good governance of children’s data - UNICEF (2020)
Developing a manifesto to protect children’s data security and privacy

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

Harnessing the Transformative Potential of Education for Climate Change Mitigation, Adaptation and Resilience Building in Europe and Central Asia - UNICEF (UNICEF Europe and Central Asia (ECA), 2023)

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

How many children and young people have internet access at home? Estimating digital connectivity during the COVID-19 pandemic - UNICEF (United Nations Children's Fund, 2020)

How many children and young people have internet access at home? Estimating digital connectivity during the COVID-19 pandemic - UNICEF (2020)
The International Telecommunication Union (ITU)

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

Human Centred Design (HCD) - UNICEF (2018)
Creating solutions for children using the Human Centred Design approach

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

Including Everyone Strengthening the Collection and Use of Data About Persons with Disabilities in Humanitarian Situations - UNICEF (2019)

Inclusive Education - Understanding Article 24 of the Convention on the Rights of Persons with D– isabilities - UNICEF (Inclusive Education, 2017)
Keywords: ⛔ No DOI found; ⛔ No INSPIRE recid found

Jamaica pilot experience: Accessible Digital Textbooks that transform education - UNICEF (2022)
Accessible Digital Textbooks that transform education.

Joint Evaluation of Myanmar Non-Formal Middle School Education-Equivalency Pilot Programme - UNICEF (UNICEF, 2019)

LACRO COVID-19 Education response: Update 29 Status of schools reopening - UNICEF (2021)

LACRO Covid-19 Education Response: Update 34 Status of School's Reopening & Learning - UNICEF (UNICEF, 2022)

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

Lao Peoples Democratic Republic 2023: Country Office Annual Report - UNICEF (UNICEF, 2023)
Keywords: ⛔ No INSPIRE recid found

Malaysia – Empowering teachers to deliver blended learning after school reopening - UNICEF (2020)

Mapping gender equality in STEM from school to work | UNICEF Office of Global Insight & Policy - UNICEF (2020)

MICS Survey - UNICEF (2022)

Ministry of Education joins UN in launching Back to School campaign - UNICEF (2017)
The Ministry of Education and Higher Education and UN Agencies launch this year’s Back to School campaign celebrating school heroes.

Monitoring Learning Continuity During School Closures - UNICEF (UNICEF Regional Office for South Asia (ROSA), 2020)

Multiple Indicator Cluster Survey Findings Report: Zimbabwe - UNICEF (2019)

My Village (ECD TV) Programme Evaluation Report - UNICEF (2017)
Keywords: ⛔ No INSPIRE recid found

National education sector investment plan - UNICEF (Government of Malawi, 2020)
Ministry of Education

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

New drive launched to get 250,000 out-of-school children back to class in 16 counties - UNICEF (2021)

New National Action Plan on Early Childhood Care and Development launched to ensure no child is left behind - UNICEF (2022)

Nigeria: Country Office Annual Report 2021 - UNICEF (2021)

NIGERIA Country Programme 2023-2027 - UNICEF (2023)

Nigeria Learning Passport Reaches One Million Subscribers: A Milestone in Educational Access - UNICEF (2024)

OECS to implement school connectivity initiative towards digital education vision - UNICEF (2020)
Organisation of Eastern Caribbean states to partner with UNICEF-ITU global initiative Giga to enhance connectivity of schools and develop digital public goods

On Call: Using Mobile Technologies to Measure Learning in Emergencies - UNICEF (2022)

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

Out-of-School Children in the Balochistan, Khyber Pakhtunkhwa, Punjab and Sindh Provinces of Pakistan - UNICEF (2013)

Pakistan Annual Report 2020 - UNICEF (2021)

Participation in Timor-Leste: An investment opportunity for private and public donors - UNICEF (2022)

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

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)

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

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)

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