Children engaged in child labour from poor households – even those attending school – are at risk of being left behind when it comes to their learning outcomes. Noah Oletey, aged 12, and his brother Vincent, aged 14, work six nights a week on fishing canoes on Lake Volta in Ghana. Noah and Vincent attend school, but… Read more →←
Topic: SDGs
This blog is the third of a series targeted toward exploring the impact of COVID-19 on education. It focuses on the learning environment at home, the potential parental role for continued learning and their association with reading skills. 53 per cent of children in low- and middle- income countries cannot read and understand a simple… Read more →←
In sub-Saharan Africa, the number of pregnant women living with HIV receiving antiretroviral therapy (ART) has almost tripled over the last decade. But children living with HIV are being left behind. How can we do a better job providing the life-saving interventions they need and reaching every woman and child? Since 2010, we have seen… Read more →←
In this blog, Anja Nielsen and Alexander Carnwath from UNICEF UK explore how WASH programming supports girls’ education in fragile and conflict-affected states. Ensuring no child is excluded on the basis of gender is a priority identified in UNICEF’s new Education Strategy. To reach this goal, a commitment to strong… Read more →←
Information and communication technology (ICT) touches virtually every aspect of modern life – from everyday tasks such as sending out emails and making phone calls to using programming languages in the workplace. It is a driver of change in the global economy, creating opportunities for innovation, new products and entrepreneurship.… Read more →←
Early learning provides tremendous lifelong advantages to children both in terms of their future education and life skills. Enrolling early in age-appropriate programmes allows children to learn at the right age and to be prepared for moving forward to higher levels of education. In this context, the Sustainable Development Goal (SDG)… Read more →←
As access to education increases around the world, so does the concern about schools providing the necessary support to children with disabilities. Oftentimes unaccommodating environments for students with functional difficulties prevent them from making the most of their educations. A new questionnaire — the Child… Read more →←
Getting the ‘development’ right in sport for development (S4D) means that on the pitch, disabilities are dissolved into strengths. It means that traditional ‘no girls allowed’ attitudes are torn away. It means that children’s voices are valued in both the planning and the playing, and real efforts are made to protect children… Read more →←
An interviewer from the National Institute of Public Health in Mexico asks the mother of 4-year-old Tonatiuh if he can jump up and land with both feet on the ground. Then the mother is asked if Tonatiuh can count to ten, build a tower of three blocks that stands on its own, write his own name and if he gets along well with other… Read more →←
It is estimated that a total of 264 million primary and secondary school-age children are out of school globally, and it is a commonly accepted notion that children with disabilities especially in developing countries and conflict zones tend not to attend school. However, it is not known if children with disabilities are a sizable share… Read more →←
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