The toolkit provides early childhood teachers and school leaders with a set of practical and low-cost instruments that they can use to reflect on their own gender biases.
This publication documents an action research initiative begun in 2007 which, over the past decade, has demonstrated the effectiveness of multilingual education on learning outcomes for children.
This paper examines the impact on and effectiveness for learning of remote learning using data from MICS6 and the UNESCO-UNICEF-World Bank's National Education survey.
A review of the WB-supported Teacher Education Improvement Project for Grade 1-4 Class Teachers in the West Bank and Gaza and has important implications for other developing countries.
This ICT in EiCC checklist guides users in making appropriate decisions about the use of technology to support educational interventions in a conflict-sensitive (CS) manner.
This report aims to deepen the distinction between formative and summative assessment, to demonstrate their complementarities, and to plumb their technical dimensions to promote its improved use.
Technology-based innovations to improve early grade reading outcomes, with a focus on family and community engagement. Case studies implemented in Zambia, Mali, Mexico, and India.
This review provides a summary of existing research on pre-primary and highlights factors associated with high-quality programming in low- and middle-income countries and resource-limited contexts.
This toolkit provides program designers with information on how to develop and implement effective early childhood interactive audio instruction (IAI) programs in a range of settings.
This introductory webinar builds on the recent launch of the FLN Hub and aims to give an overview of the background and purpose of the FLN Hub, and orient participants to the contents of the Hub.
This learning guide for teachers provides guidance on using assessment for learning across a variety of contexts, including in-person, hybrid, and distance learning, both online and offline.
This document provides inputs when preparing guidelines and procedures to support teachers and other responsible for conducting formative assessments
Findings from a baseline learning assessment of accelerated learning centres (ALCs) in Afghanistan show that children attending ALCs are learning at similar levels or better than in government schools
The Save Our Future report provides a set of recommendations to tackle the learning crisis by reorienting curriculum and targeting instruction to the level of the child.
GPG covers 5 principles: Making Teaching Attractive, Improving Pre-Service Education, Manage Teachers Better, Provide High-Quality Professional Development and School Leadership, Use Technology Wisely
This set of resources was developed by UNICEF Innocenti in partnership with UNICEF ECARO to support the marginalized caregivers of children with disabilities with inclusive education.
This paper presents lessons on how transition programmes can mitigate the impact of COVID-19 pre-primary school closures on learning.
The purpose of this guide is for stakeholders to establish an enabling CE environment, in which community engagement is intentional, structured and at the core of sustainable development progress.
This module looks at the evidence from cost-effective education programs aimed at improving learning, especially foundational literacy and numeracy