Global

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…

Suddenly finding yourself in a new environment with a different culture, not being able to cope with new lessons, failing exams one after the other, and seeking help from drugs. This was the state my friend found himself in when he called me at 2 a.m., disappointed, empty of hope and his voice trembling; this call was his last step before self-…

NEW YORK/PARIS/WASHINGTON D.C., 30 March 2022 - “More than two years into the COVID-19 pandemic, we are witnessing a colossal loss to children’s learning. Less than half of countries are implementing learning recovery strategies at scale to help children catch up. Unless all countries implement and expand programmes in the coming months, they risk…

NEW YORK, 30 March 2022 – As the COVID-19 pandemic enters its third year, 23 countries – home to around 405 million schoolchildren – are yet to fully open schools, with many schoolchildren at risk of dropping out, according to a new UNICEF report released today. Are children really learning? features country-level data on the impact of the COVID-…

Nearly two-thirds of 10-year-olds are estimated to be unable to read and understand a simple text. Without urgent action, this global learning crisis will become a generational catastrophe. Education systems are failing our children.     Education systems were already failing our children even before the pandemic. COVID-19  exacerbated this…, Get involved, Learn what needs to happen For partners and policymakers For young people UNICEF in action, What needs to happen, UNICEF is calling on governments to:, Reach every child and keep them in school  Assess learning levels regularly Prioritize teaching the fundamentals  Increase catch-up learning and progress beyond what was lost Develop psychosocial health and well-being so every child is ready to learn. Governments and education stakeholders around the world are urged to endorse the  Commitment to…, For partners and policymakers, We need urgent action from governments and other partners to invest in education. Without ambitious action on basic reading and maths, with a focus on the most marginalized children, we will fail to achieve the SDGs by 2030.  NEW REPORT: Less than half of all countries surveyed have a specific focus on foundational literacy and numeracy in their…, For young people, Did you know that education is a human right? But too many children around the world still don’t go to school. And an even larger number of kids who are in schools, aren’t getting the quality education they deserve. Express your views and support for the issues that matter to you on Voices of Youth – UNICEF's digital community for youth, by youth., For parents, Is your child getting ready for preschool or is anxious about going back to school? Find tips on how to support them, as well as many other parenting resources on UNICEF’s Parenting Hub . , For teachers, Children depend on their teachers to help them catch-up on lost learning in a safe and supportive environment. UNICEF stands with teachers everywhere in calling for more investment, training and support for their work. Meet Lessly, an incredible teacher from Zambia, who's on a mission to help her students catch up on their learning., UNICEF in action, Learn more

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…

NEW YORK, 10 March 2022 – At least two thirds of households with children have lost income since the COVID-19 pandemic hit two years ago, according to a new report published today by UNICEF and the World Bank. Impact of COVID-19 on the welfare of households with children – which presents findings from data collected in 35 countries – notes that…

The COVID-19 pandemic has exposed and widened deep inequalities. Girls, those from poor backgrounds, those living in rural areas, children with disabilities, children from ethnic minorities, adolescents and the youngest learners have been disproportionately affected by school closures and learning losses.  We must act urgently and at scale.  In…

To help you provide your students with a safe and supportive learning environment, here are some ways to support your student’s well-being. Did you know? During times of stress and crisis, children observe adults’ behaviours and emotions for cues on how to manage their own., Emotional check-ins, Returning to school can be an emotionally trying time for everyone and children can be greatly impacted in a number of ways. Conduct routine emotional check-ins with your students. To check-in emotionally is to ask children “how they are” in a direct or indirect way. One method is to ask children "What colour do you feel today?" Ask children to…, Identifying signs of distress, Children have different reactions to adverse events in their environment. Culture influences the ways in which we express emotions. In some cultures, for example, it is not appropriate to show strong emotions like crying loudly, while in others it is widely accepted. Based on the culture you work in, be alert for signs that children are not doing…, Activities to reduce stress and support student well-being, These activities can be done with students in order to help reduce stress, support well-being and provide them with positive coping strategies. These activities are also beneficial for you, and you and your students can do them together.   Belly breathing Often when we are stressed our breathing becomes shallow, high in our chests, and we forget…