UNICEF Innocenti

❓What are the behaviors and practices of positive deviant schools that make them successful? 💡 In this #DataMustSpeak synthesis report, we worked across 13 education systems to identify what effective practices to education challenges local actors are already implementing. The common behaviors and practices of positive deviant schools include: 👩🏫 improving teachers’ skills 🧒 adopting student-centred pedagogies ⏱️ preserving available learning time 🤝 leveraging community support ⚙️ strengthening collaboration through effective communication 🏫 cultivating a safe, supportive school environment   Identifying and scaling these existing effective practices can help us support every child to learn.   👉 Read the report here: https://lnkd.in/dAUt6DCr.   Huge thanks to our partners: Global Partnership for Education Knowledge and Innovation Exchange, a joint endeavour with the International Development Research Centre (IDRC), William and Flora Hewlett Foundation, Jacobs Foundation, Norad - Norwegian Agency for Development Cooperation, Schools2030, and education ministries for making this research possible!   And to the research team: Andrea Lépine, Annika Rigole, Arsene KAFANDO, Bertrand Tagne Tameza, Carlos Bueno Martinez, Carolina Albán Conto, Cécile Avena Urbaniak, Ellen Ledger, Emilie Buttarelli, Erica Aiazzi, Foli Bright, Henry Kulaya, Ieva Raudonyte, Jessica Bergmann, Jessica Daminelli, Kevin C., Matej Damborsky, Komlan Nouwokpo SAMATI, Lorena L., Luisa Rita Cardoso, Mamy ANDRIANARILALA, Maria Regina Tongson, Michelle Djong, Moira Gail Pavino, Rafaela Arnold, Renaud Comba, Ryan Shawn Herman, Sara A., Sonakshi Sharma, Yoly Liu, Linda Jones, Bo Viktor Nylund   #DataMustSpeak #PositiveDeviance #Education #EducationResearch #SystemsStrengthening #ForEveryChild

👩🏾🏫 When women lead schools, their entire communities benefit.   In Chad, the Women in Learning Leadership (WiLL) initiative is uncovering what drives and what holds back women school leaders. WiLL explores the barriers women face to get into leadership roles, the leadership styles they bring, and how gender-responsive policies can create lasting change.   💡Findings show that when women lead, classrooms become more inclusive, collaborative, and community-focused. Yet many still face challenges – from limited training and resources to restrictive social norms.   ✅ The new WiLL Chad report highlights pathways to strengthen women’s leadership in education, including targeted training, mentorship, and gender-sensitive recruitment.   👉 Read the full report in English or French: https://lnkd.in/dB-VmSSR   This research is made possible through the partnership between UNICEF Innocenti, the Ministry of Education and Civic Promotion (MENPC) of Chad, UNICEF Chad, the International Institute for Educational Planning (IIEP-UNESCO), and the Gender at the Centre Initiative.   Isabella Di Paolo, Antoinette Charpentier, Bertrand T. Tameza, Sonakshi Sharma, Carolina Albán Conto, Linda Jones, Cristina Ramos, Pierre Gouëdard, PhD, Unicef CHAD, UNICEF Africa, UNICEF   #SchoolLeader #WomenInLearningLeadership #Education #EducationResearch #SystemsStrengthening #ForEveryChild

How do young people feel about the AI revolution❓ We consulted children aged 10–17 across seven countries about their best interests in relation to the digital environment. One thing was clear: AI is already part of their daily lives, regardless of differences in access or digital literacy. Children shared how they use #AI as a teacher or a study companion and could use it as a guide for taking certain decisions. Yet their hopes and positive perceptions are also tempered by concerns around privacy risks, data misuse, and harmful or deceptive content, such as deepfakes or AI-generated sexualized images. Crucially, gaps in AI literacy mean many children can’t always distinguish what’s trustworthy or safe. Read about children's concerns and hopes for AI in their own words in our new blog by Didem Özkul and Steven Vosloo 👉 https://lnkd.in/eHdFJgfZ UNICEF Brasil, UNICEF Malaysia, UNICEF Sierra Leone, UNICEF Spain, UNICEF USA, UNICEF Uganda, UNICEF India #ForEveryChild

💡 Positive deviant schools are schools that achieve better education outcomes than their peers, despite facing similar challenges and constraints.   ✅ Identifying positive deviant schools is a valuable way to uncover locally led and community-driven practices that are already making a difference within education systems.   👉 Stay tuned for the #DataMustSpeak synthesis report, which will be launched on Wednesday, 22nd October, for the common practices and behaviours of positive deviant schools.   Global Partnership for Education, International Development Research Centre (IDRC), William and Flora Hewlett Foundation, Jacobs Foundation, Norad - Norwegian Agency for Development Cooperation, Schools2030, Let's Talk Foundational Learning, What Works Hub for Global Education   Jessica Bergmann, Carolina Albán Conto, Linda Jones   #DataMustSpeak #PositiveDeviance #Education #EducationResearch #SystemsStrengthening #ForEveryChild

Comment améliorer l'accès à l'éducation pour les enfants en situation de handicap ?   💡 Une nouvelle recherche de #LearningisForEveryone (LiFE) à Djibouti recommande de : 📢 Sensibiliser à la vision de l'éducation inclusive dans les politiques nationales 👩🏫 Renforcer la capacité des enseignants à travailler avec des élèves en situation de handicap 🏫 Considérer le rôle des écoles spécialisées pour soutenir les écoles ordinaires 📊 Améliorer la disponibilité et la qualité des données sur les personnes en situation de handicap   👉 Les versions en Français et en Anglais du rapport sont accessibles ici : https://lnkd.in/dGcErt9z.   Merci à l'UNICEF Djibouti, au MENFOP (Ministère de l'éducation nationale et de la formation professionnelle), et à l'ANPH (Agence Nationale des Personnes Handicapées) pour le partenariat et la collaboration dans le cadre de cette recherche.   ---   How can we improve education access for children with disabilities?   💡 New research from #LearningisForEveryone (LiFE) in Djibouti recommends to: 📢 Raise awareness of the vision of inclusive education in national policies 👩🏫 Strengthen teachers' ability to work with students with disabilities 🏫 Consider the role of special schools to support mainstream schools 📊 Improve the availability and quality of data on people with disabilities   👉 French and English versions of the report are accessible here: https://lnkd.in/dGcErt9z.   Thanks to UNICEF Djibouti, MENFOP (Ministère de l'éducation nationale et de la formation professionnelle), and ANPH (Agence Nationale des Personnes Handicapées ) for the partnership and collaboration on this research.  Stefania Vindrola Pasetaa,Thomas Godfrey-Faussettt,Ghalia Ghawii,Thomas Dreesenn,Linda Joness,Sayaka Usuii,Mohamed ABDALLAH MAHYOUBB,Loula Ali Elabee,Mohamed Meranehh,UNICEFF,UNICEF Middle East and North Africaa   #InclusiveEducation #LearningisForEveryone #Education #EducationResearch #ForEveryChild

In Djibouti, the education system is undergoing a transition toward full inclusion for children with disabilities.   While national policies and laws recognize their right to education, implementation challenges remain – from teacher training and infrastructure to adapted learning materials and perceptions of inclusion.   Through the #LearningisForEveryone (LiFE) research, implemented by UNICEF, Ministry of National Education and Vocational Training (MENFOP), and the National Agency for Persons with Disabilities (ANPH), we identified four key areas to accelerate progress:   ✅ Strengthening awareness and understanding of inclusive education 👩🏫 Building teacher capacity in inclusive pedagogy 📊 Enhancing education data systems 🤝 Mobilizing staff in special schools to support mainstream classrooms   Together, these efforts can help Djibouti move toward a progressive, system-wide shift to inclusive education, ensuring every child learns and thrives.   👉 Read the English and French report here: https://lnkd.in/dGcErt9z.   Stefania Vindrola Paseta, Thomas Godfrey-Faussett, Ghalia Ghawi, Thomas Dreesen, Linda Jones, Sayaka Usui, Mohamed ABDALLAH MAHYOUB, Loula Ali Elabe, Mohamed Meraneh   UNICEF Djibouti, MENFOP, Agence Nationale des Personnes Handicapées, UNICEF Middle East and North Africa #InclusiveEducation #LearningisForEveryone #Education #EducationResearch #SystemsStrengthening #ForEveryChild

Today, on the International Day of the Girl, let’s not forget that close to 19 million adolescent girls across the globe will have experienced partner violence by the time they reach the age of 20. Did you know that girls who experience violence in childhood are more likely to experience violence in intimate relationships later in life? Unfortunately, adolescent girls often get lost in the cracks of programs that focus on violence against children and those that focus on violence against adult women. We at UNICEF Innocenti are generating evidence to increase coordination across efforts to end violence against children and women so that adolescent girls receive the attention they deserve and need. Check out Innocenti’s brief series which seeks to increase coordination of policies and programs focusing on violence against children (VAC) and violence against women (VAW): https://lnkd.in/ezbPEbr6 Brief # 3 focusing on adolescent programming will be coming out soon! Now available: Briefs (in English) and Infographics (in English, French, Romanian, and Russian). Kate Doyle, Moa Schafer, Christine Kolbe-Stuart, Alessandra Guedes

On this International Day of the Girl, we are reminded adolescent girls face alarming rates of violence by their intimate partners. Globally, nearly a quarter of adolescent girls aged 15-19 who have been in a relationship will have experienced physical and/or sexual intimate partner violence by the time they reach the age of 20. Traditional parenting programmes have often failed to address intimate partner violence and to recognize the gender dimensions of violence in the home. UNICEF Innocenti, Prevention Collaborative, and Equimundo: Center for Masculinities and Social Justice have generated evidence to show that parenting programmes can promote gender equality and prevent intimate partner violence while reducing violent discipline of children. One program, multiple positive outcomes, including for adolescent girls! Check out Innocenti’s evidence brief series, which offers insights into how violence against children and violence against women intersect, and how parenting programmes can be adapted to prevent violence and promote gender equality: https://lnkd.in/dannaCt8 Now available in Arabic, English, French, and Spanish, French. Kate Doyle, Christine Kolbe-Stuart, Clara Alemann, Ruti Levtov, Lori Heise, Dr. Lina Digolo- Nyagah, Alessandra Guedes

🌍 Yesterday’s #WorldTeachersDay was a powerful reminder of the dedication of teachers everywhere and the vital role they play in shaping children’s futures. Building on that spirit, we highlight how to support teachers with the right tools and training.   In 🇸🇱 Sierra Leone, UNICEF and the Ministry of Basic and Senior Secondary Education trained over 12,500 Grade 1 teachers nationwide to effectively apply structured pedagogy in classrooms. Implementation research revealed that this large-scale training not only improved knowledge but also helped close gaps between those who started ahead and those with weaker baseline scores.   📊 Teachers with the lowest starting point made the largest gains, showing how well-designed cascade training can reduce disparities and support every teacher to strengthen their practice.   However, real change does not end with one training. Our research highlighted the crucial role of government and headteachers in providing continuous, school-based support to sustain change.   👉 Read the full report: https://lnkd.in/dfVryVhf.   Marco Valenza, Aliou Diallo, Thomas Dreesen, Cosnat Ntenje, Chelsea Lavallee, Paola Ripamonti, Linda Jones, Michelle Kaffenberger, Katie Cooper, Abdal Mufti   UNICEF Sierra Leone, UNICEF Africa, What Works Hub for Global Education   #StructuredPedagogy #TeacherTraining #Education #EducationResearch #ImplementationResearch #ForEveryChild

‼️ Day 10 of 10 Days of Data Governance for EdTech ‼️   https://lnkd.in/d-227gSa   🌟 Recommendation 10: Mitigate environmental impacts of EdTech🌟   💻 Data has a footprint. Processing it requires large amounts of energy and water, while AI relies heavily on rare earth elements and data centres.   🌱 Why it matters: Children’s rights are closely tied to climate change. EdTech must be designed to avoid adding to environmental burdens.   📑 The way forward: Standards, procurement and investment frameworks, and certification schemes for EdTech should explicitly include environmental performance as a criterion.   💡 For more on integrating sustainability into the EdTech ecosystem, see this report from the International Center for EdTech Impact: https://lnkd.in/dEzzzXDS Jasmina Byrne, Emma Day, Melanie Penagos, Urvashi Aneja, Issa G., Zelda Gerard, Pedro Hartung, Patricia Kosseim, Milja Laakso, Kristo Lehtonen, Sonia Livingstone, Thobekile Matimbe, Eugenia O., Mariana Rozo-Paz, Roy Saurabh, PhD, Friederike Schüür, Dr. Josua Sitompul, Amelia Vance, Stefaan Verhulst, PhD, Christopher Wilson, Tinomudaishe James Chipoyera, Aarushi Gupta, Beth Havinga, Mugambi Laibuta, PhD, CIPM