The research is so far undertaken in 13 countries in Africa, Asia, and Latin America. DMS is demand-driven and uses a co-creation and co-implementation mixed-methods approach combining quantitative, qualitative, and participatory implementation research as well as behavioral and scaling science, to improve uptake, replicability, and sustainability. The research explores why those positive deviant schools are outperforming others and investigates how the behaviors/practices observed in the positive deviant schools could be optimally scaled in lower performing schools. schools that outperform others in terms of learning, equity and retention even though they operate with equivalent resources and contexts). Since 2019, in line with the UNICEF Foundational Learning and Numeracy (FLN) Programme, Data Must Speak (DMS) research identifies positive deviant schools (i.e. T4A is currently active in 11 countries.Ĭ) Foundational Literacy and Numeracy (‘Data Must Speak and Southeast Asia-Primary Learning Metrics (SEA-PLM) projects) The project combines quantitative and qualitative methods and builds on findings from the Time to Teach project. ‘Teachers for All’ (T4A), one of READ team’s new research projects, is seeking to expand the evidence base on educators in Africa with the aim of exploring how the allocation of primary and pre-primary schoolteachers may be optimized to improve equity in learning outcomes. WiLL also explores the current barriers preventing more women from becoming school leaders in low- and middle-income countries and the key policy levers that can increase female representation.ī) Teacher allocation (‘Teachers for All’ project) The Women in Learning Leadership (WiLL) mixed methods research aims to expand the evidence base on gender and school leadership, examining the differences in learning outcomes for schools led by women compared to men and understanding the behaviors and practices women adopt that contribute to these differences. READ is establishing a new research portfolio based on emerging evidence showing positive associations between women head teachers and a range of outcomes for students, including improved learning outcomes. Working with UNICEF Headquarters, regional and country offices as well as universities and international partners, the Research on Education And Development (READ) unit supports 50+ countries worldwide in conducting field research and evidence-based policy/literature reviews.Īctivities in the READ unit are carried out in different research streams: a) Female school leaders (Women in Learning Leadership (WiLL) project) UNICEF Innocenti explores emerging issues, identifies research gaps, brings together existing researchers, and supports or undertakes research and data collection to address critical questions and to inform policy dialogue and implementation at country level.Įducation is a key focus of UNICEF Innocenti, with research on education and learning to support the implementation of best practices for education systems, policies and programmes. It drives change through research and foresight on a wide range of child rights issues, sparking global discourse and actively engaging young people in its work. UNICEF Innocenti – Global Office of Research and Foresight tackles the questions of greatest importance for children, both current and emerging. To help them fulfill their potential.Īcross 190 countries and territories, we work for every child, everywhere, every day, to build a better world for everyone. UNICEF works in some of the world’s toughest places, to reach the world’s most disadvantaged children. Location: Italy Division/Equivalent: Field Results Groupĭepartment/Office: Innocenti-Global Off Research &Foresight Roster of Education Researchers (quantitative and/or qualitative) at UNICEF Innocenti – Global Office of Research and Foresight, Florence Italy
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