Education

We are in a learning crisis: more than half of the world’s 10-year-olds cannot read a simple text, and COVID-19 will likely further deepen this crisis. The situation is similarly dire when it comes to mathematics, the other knowledge domain singled out, alongside reading, for global monitoring by the Sustainable Development Goals. Girls worldwide…

Five essential pillars for promoting and protecting mental health in schools and learning environments: a briefing note for national governments  Mental health and psychosocial well-being are fundamental to health and well-being, and influence academic, social, and economic outcomes across the lifespan. This short briefing note is intended for…

The UNICEF ICT Division’s 2021 Annual Report highlights a year of major achievements including:   ​​​​840,000 online meetings hosted Over 50 country offices transitioned to the cloud 11,000 new pledges generated in Colombia, and 50% more in India, despite the pandemic, thanks to a new digital fundraising platform And over 4,000 working hours saved…, Key Results July 2022, 2021Annual Report UNICEFInformation and Communication Technology Division IC TD Cover photo: UN0452197/Marie Joseph Beguel Inside photo credits: UNICEF, unless otherwise indicated. Published by UNICEF, 2022Writing, editing, design and layout: Green Ink, United Kingdom (www.greenink.co.uk). United Nations Childrens Fund (UNICEF)July 2022 https://…

The following guides have been developed in line with UNICEF’s commitment to support Ministries of Education and education decision-makers to effectively monitor the status and implementation of education delivery and learning, including in emergency situations: Conceptual Framework for Monitoring Hybrid Learning Delivery Toward Long-term System…

Can education financing be a piece of cake? Prepared by the UNICEF Education Priority Technical Team for Education Financing, this policy brief uses a cake analogy to re-examine the three principles of education financing with a focus on priorities and issues that have arisen during the pandemic response. Big cake – represents adequacy Tasty cake…

The world is in the depths of a learning crisis, made worse by the COVID-19 pandemic. This report finds that COVID-19-related school closures and other disruptions have sharply increased learning poverty, a measure of children unable to read and understand a simple text by age 10. The report, The State of Global Learning Poverty: 2022 Update , a…

Around 235 million people globally required humanitarian assistance in 2021. For children, this alarming reality meant being malnourished, missing school, lacking clean water to drink or adequate facilities for hygiene and living at risk of violence. The coronavirus disease 2019 (COVID-19) pandemic caused some of these harms and exacerbated…, UNICEF responded in 153 countries to 483 new or ongoing humanitarian crises. Altogether, UNICEF responded to 104 natural disasters, 84 socio-political crises, 226 health emergencies (including the COVID-19 pandemic response), 27 nutrition crises and 42 other critical situations., two-young-children-looking-AR-technology Key results from humanitarian responses, Ethiopia: More than 521,800 children under 5 years with severe acute malnutrition were admitted to treatment Yemen: More than 5.8 million conflict-affected people accessed explosive weapons-related and mine-risk risk education and survivor assistance interventions Central Sahel: 554 children were released from armed forces and groups and…, With thanks, This report highlights the achievements made possible by the generous contributions received from various partners. UNICEF would like to express its sincere appreciation for these contributions. In addition, UNICEF is grateful to all resource partners that contributed to global humanitarian thematic funding in 2021 and for their commitment to…, Read more and support our work, June 2022, Global Annual Results Report 2021 Humanitarian action Cover image: UNICEF/UN0551315/Hayyan Two girls celebrate World Childrens Day in November 2021 at Al Shaab School in Aden Governorate, Yemen. Expression of thanks: UNICEF/UN0588735/Coutinho A young girl enjoys a back-to-school moment in Lagoa dos Gatos, Pernambuco, Brazil. In August 2021, UNICEF…

Prior to the COVID-19 pandemic, the world was already facing a learning crisis: over 260 million children had never set foot in a classroom, and those in school did not necessarily learn and acquire necessary skills. Recognizing the disproportionate impact of the pandemic on marginalized children, UNICEF scaled up interventions focused on…, 43 per cent of UNICEF-supported countries have equitable education systems 52 per cent of UNICEF-supported countries had national school-related gender-based violence prevention and response mechanisms  UNICEF worked closely with its partners in 2021 to limit the negative impacts of the pandemic on children’s education and well-being. Despite the…, girl-in-classroom Improving learning outcomes, 48 per cent of UNICEF-supported countries have effective education systems for learning outcomes 61 per cent of UNICEF-supported countries have effective early childhood education systems for learning outcomes 45 per cent of UNICEF-supported countries have a gender-responsive teaching and learning education system During school closures due to the…, girl-in-classroom Skills development , 33 million children participated in skills development programmes   28 per cent of UNICEF-supported countries have systems that institutionalize gender-equitable skills    45 per cent of UNICEF-supported countries are mainstreaming skills development within national education and training systems   In 2021, UNICEF’s chief focus was to continue to…, portrait-two-smiling-girls Looking forward, Accelerating education recovery and transformation "RAPID-ly" Now is the time for accelerating education recovery and transformative action to ensure that every child (particularly the most marginalized including girls, children with disabilities and children in fragile contexts) is fully supported in the key transitions of their learning journey…, Partner testimonial: Government of Norway, A special thanks to the Government of Norway, the largest contributor to Education thematic funding, for continued support and partnership. Partner testimonial from Anne Beathe Tvinnereim, Norwegian Minister of International Development: children-making-heart-shape UNICEF/UN0400898/Chuluunbaatar, With thanks, This report highlights the achievements made possible by the generous contributions of softly earmarked thematic funding received from various partners. UNICEF would like to express it's sincere appreciation for these contributions., Read more and support our work, June 2022, Global Annual Results Report 2021 GOAL AREA 2 Every child learns Cover image: UN0579531 Expression of thanks: UNICEF/UN0475053/Ralaivita Lova, a student at Seraphin school in Madagascar, shows her classmates how to respect social distancing at school. In 2021, the COVID-19 pandemic continued to disrupt education for millions of children. Despite…

Two years into the COVID-19 global pandemic, education has been seriously disrupted. In response to this crisis, the global priority remains to ensure every child is supported so they can return to school and catch up on lost learning. Recognizing the need to accelerate education recovery with urgent, at-scale action , this joint report by UNICEF…

  Data Must Speak is a multi-country initiative that provides technical assistance to country governments to implement projects that unlock the potential of data within education systems and facilitate knowledge generation. The Data Must Speak Practical Implementation Guide for Community Engagement and Social Accountability helps define Data Must…

Community engagement and social accountability are crucial to remove barriers to achieving quality education for all, including access to education and retention. These guidelines help show how to address social and behavioural barriers and how to enhance community engagement and social accountability in education through social and behaviour…

“The effects of the Covid-19 pandemic have been widespread and disproportionately affected vulnerable segments of the population, including children and their families. The modest progress made in reducing child poverty has been reversed in all parts of the world by COVID-19. Impact of COVID-19 on the welfare of households with children – a joint…