What will digital health look like in ? I believe that the vast majority of people, although they use digital technologies, are not digitally literate. We could interact with professionals more easily. I would love for relationships to be person-to-person instead of using technology.
Digital technologies would provide us with verified information on foods, products that are good for our health and for our planet I can't imagine, I really have no idea Digital Health Futures Summary report from a U-Report poll page 17 The results of this poll give us a glimpse into how young peopleor at least those young people with digital accessuse technologies to support their health and well-being.
The results also reveal insights into young peoples hopes, concerns, and expectations about the future of digital health. Responses to the poll suggest that many young people had not previously reflected on the role that digital technologies doand couldplay in supporting their health and well-being.
Further opportunities should therefore be created for young people to critically examine the potential benefits and risks associated with digital transformations in health, and to relay their ideas and concerns to policymakers and technology companies. Ways must be found to capture the perspectives of more diverse groups of young people, including those who cannot participate in online surveys such as U-Report due to insufficient connectivity and other barriers.
Young people highlighted six main issues that must be addressed by policymakers, technology companies, and other digital health actors: 1 Reduce the digital divide so that all young people can benefit from digital technologies. Young peoples voices have informed the Commissions report and will continue to shape its ongoing work. In collaboration with partners, the Commission will continue to explore the topics raised in the poll through more in-depth focus groups and consultations with young people.
Commissioners and members of the newly-established GHFutures Youth Network will share the issues and recommendations raised in the poll with digital health policymakers and push for their implementation. Poll results reinforce the heterogeneity in young peoples use of digital health technologies both within and between countries. Across all three countries, the increased access to health information offered by digital technologies is perceived as both a benefit and risk.
This may explain why such a large proportion said that they do not use any digital technologies for health. For those using technologies mainly smartphone apps and websitesimproving fitness is the main objective. Health information is believed to be the biggest way that technologies can help manage health and well-being, but respondents have concerns about the accuracy of information and risks to their privacy.
Which health issue do you mostly use digital technologies for? What is the biggest way that digital technologies can help manage health and well-being? The most popular digital technology used for health is social media. Fitness is by far the most common reason for using digital technologies and accessing health information is the biggest way young people in Myanmar think technology can help them manage their health and well-being.
More than one in five respondents said they didnt know about potential negative impacts of digital health. Websites are the most popular digital technologies used for health-related purposes. The most common health issue that respondents use digital technologies for is infectious diseases, followed by fitness and reproductive health. Health information was by far the most popular response when asked the biggest way that digital technologies can help health and well-being. The accuracy of health information was also a top concern.
Young people want to see stronger regulation of online content and services to protect them from harm and misinformation. The goal of the Network is to take forward the recommendations of the Governing Health Futures Commission. Members of the Network will co-create and co-lead future research, advocacy, and dissemination activities to steer positive health futures with and for youth.
All youth who are interested in being part of the ongoing work of the Commission are encouraged to join the Network. To express your interest go to: twtr. En Ucrania, Debemos actuar ahora para impedir que esto suceda. Debemos financiar nuestros esfuerzos a un nivel igual al de nuestro compromiso. Sabemos lo que funciona, no toleramos excusas. Nombre de ces campagnes sont suspendues depuis plus d'un an. Perdre du terrain, cela signifie perdre des vies.
Ils ont besoin de Gavi ». Les retards dans la livraison des vaccins aggravent la situation. Based on this guidance, and following growing concerns about increasing transmission of polio, the Global Polio Eradication Initiative GPEI , is advising countries to start planning for the safe resumption of polio vaccination campaigns, especially in polio high-risk countries.
Annual Report. Working at the national, provincial and community levels with the Ministry of Education and other partners, UNICEF focuses on the most vulnerable people in disadvantaged areas, particularly girls, to combat exclusion due to poverty, discrimination and conflict. We love school but we also love holiday because we can play all day long! Results achieved in would not have been possible without the support of our resource partners.
UNICEF is entirely funded through the voluntary support of millions of people worldwide, as well as through our partners in government, civil society and the private sector. These contributions enable UNICEF to help children around the world realize their rights, including the right to a quality education, and fulfil their dreams for a better future. On behalf of all the children whose lives have been touched by the education support of UNICEF, we express our deepest appreciation to all our partners, and our renewed determination that their commitment to and trust in UNICEF will result in the most good for the most children possible.
A number of our partners provide support in the form of thematic funding, which gives us the flexibility to offer countries targeted technical, operational and programming support. We are grateful for this funding. Without it, many of the results presented in this report would not have been possible.
Thank you to Norway in particular for its continued leadership in this area and its ongoing support to help UNICEF meet the aspirations and the right of children everywhere to a quality education. Expression of thanks More than 70 years after UNICEF was established, the organizations mission to promote the full attainment of the rights of all children is as relevant as ever.
It sets out measurable results for children, especially the most disadvantaged, including in situations where there is a humanitarian crisis, and defines the change strategies and enablers that support their achievement. Working together with governments, United Nations partners, the private sector and civil society, and with the full participation of children, UNICEF remains steadfast in its commitment to realize the rights of all children, everywhere, and to achieve the vision of the Agenda for Sustainable Development: a world in which no child is left behind.
The following report summarizes how UNICEF and its partners contributed to Goal Area 2, Every child learns, in and reviews the impact of these accomplishments on children and the communities where they live. This is one of eight reports on the results of efforts during the past year, encompassing gender equality and humanitarian action as well as each of the five Strategic Plan goal areas: Every child survives and thrives, Every child learns, Every child is protected from violence and exploitation, Every child lives in a safe and clean environment and Every child has an equitable chance in life, and a supplementary report on Communication for Development C4D.
ContentsExecutive summary DNB wants children all over the world to have the opportunity to get an education. That is why we donate 1. We feel strongly for the School in a box concept which sends education kits to unsafe areas, making sure all children will have the most essential equipment for learning. We value the partnership as UNICEF strives to adjust education to the realities of contemporary times by providing children the skills and knowledge that is instrumental for their future and the sustainable development of societies.
The focus of several common education projects has been on teacher-training, modernisation of curricula, including the development of ICT skills and building digital proficiency of both teachers and students. We are looking forward to expanding our trusted and long-standing partnership with UNICEF even further with innovative projects leveraging on advances already achieved and incorporating these into establishing resilience of education systems. The latter being essential especially in crises such as the spread of COVID , which has made us face greater barriers to providing quality education to every single child.
However, while access to basic education has increased, the quality has not improved. Today, there are over million children and youth who are out of school, and there are millions more in school, but not learning. Finland is increasing its efforts in the education sector, working for a more inclusive school for all and investing in new education sector initiatives and programmes in the most vulnerable countries in Africa and Asia.
Advocating for a relevant, inclusive education that responds to the 21st century needs, is at the core of our development policy. We share with UNICEF the same human rights based approach to education and strive to ensure that all children have access to quality education and can feel the joy of learning. Humanitarian crises and conflicts force millions of people out of their home countries and childrens education is at risk.
Finland supports the No Lost Generation initiative, which provides crises-affected children and youth with both formal and non-formal education opportunities, including life skills and vocational training. Investing in education means investing in the future. Education is vital to ensure long-lasting peace, prosperity and gender equality, and to reduce poverty and inequality. Norway is therefore fully committed to SDG4: Quality education. Norway is committed to leaving no one behind.
Adolescent girls and children with disabilities are often excluded from education. I therefore commend UNICEF for its strong emphasis on marginalized children in the new Education Strategy , including children with disabilities, children in humanitarian situations, and girls who are denied quality education. Thematic funding enables UNICEF to adapt its work to different needs and contexts, while also addressing cross-cutting issues such as gender equality and disability rights. Adequate, flexible and predictable funding is vital for supporting a reformed UN.
As one of the largest contributors of thematic funding to the organization, we appreciate our continuous dialogue with UNICEF. These contributions are critical to safeguard opportunities for children around the world to have decent lives and fulfil their potential. Specific attention is paid to learning outcomes and related policy issues such as the language of instruction, competency-based curriculum reform and implementation and equal treatment to promote and uphold gender equality.
Luxembourg and UNICEF continue to be strong allies to promote equal access to quality education for all, particularly vulnerable populations, as well as women and girls. The Annual Results Report for Education is an opportunity to reflect on the lessons of the past year as UNICEF worked towards that goal to build on successes and to learn from what went wrong. This is not easy. The midterm review of the Strategic Plan, which took place in , demonstrated progress in implementation of all three results areas in Goal Area 2.
However, it also highlighted the need to accelerate the rate of progress and to raise the level of ambition around core challenges. No challenge is greater than that of the learning crisis. According to the World Bank, 53 per cent of children in low- and middle-income countries are learning poor they cannot read and understand a simple story by the end of primary school. In sub-Saharan Africa, the level is estimated at 87 per cent.
The response of UNICEF and its partners to this challenge is rendered more complex by the increasing number of countries that are being called upon to deliver education services in emergency situations. In , there were 16 Level 2 and Level 3 emergencies. Looking to and beyond, the COVID pandemic is already creating even more severe and more widespread disruptions.
The lessons from the recent past are sobering. Only half of refugee children have attended primary school, and less than a quarter have attended secondary school; girls are at particular risk. Many will never receive an education unless new approaches are adopted and new financing is made available.
Many of the children trying to learn are doing so in education systems that face multiple challenges simultaneously, including conflict, disease outbreaks and the growing impact of climate change. The lag between the outbreak of an emergency and the education response remains too long, and the impact of emergencies on the most vulnerable children is insufficiently documented and addressed.
Resources for education in emergencies are far from what is required to effectively deliver learning for all children, particularly in West and Central Africa and Latin America and the Caribbean, as well as in humanitarian situations in the Middle East and North Africa. The increased burden of absorbing these external shocks often falls most heavily on girls.
This report also documents a more encouraging trend. An increasing number of countries are restructuring their education sector plans, their teacher training programmes and their budgets to provide greater support for improving learning outcomes. The proportion of UNICEF-supported countries with effective education systems for learning outcomes has doubled from 24 per cent in to 48 per cent in This is far above the expected milestone of 30 per cent, and another reason for optimism that significant improvements in actual learning outcomes are within reach.
This Annual Results Report for Education documents exciting breakthroughs in learning that have occurred when new approaches are developed in line with international good practice and research evidence. In South Africa, for instance, a bilingual literacy initiative supported by UNICEF was renamed by the community as the Magic Classroom Collective because parents felt it was like a miracle watching young children learn how to read. This programme showed a rapid tripling of Grade 3 literacy scores.
The use of the childs own language for the early years of schooling, the development of scripted approaches to support underqualified teachers, new curriculum designs aimed at teaching to the right level all of these are redefining what is possible. However, globally, few of these programmes are reaching their full potential, because implementation continues to be partial rarely taken to full scale.
The expansion of early childhood education ECE holds enormous promise for accelerating learning, and there are many promising developments, but very few developing countries have taken ECE to scale. The publication in of A World Ready to Learn: Prioritizing Early Childhood Education gave greater prominence to the call by UNICEF for universal access to at least one year of preschool education, with a strong focus on the most disadvantaged children.
A further trend is the increasing support for inclusive education. The share of UNICEF-supported countries that have adopted inclusive education in their legal frameworks has increased from 74 per cent in to 87 per cent in Children with disabilities face multiple barriers to education, which are often exacerbated by poverty.
In UNICEF programme countries, primary adjusted net attendance for the poorest quintile of children has increased from a 69 per cent baseline in to 76 per cent in Trends in gender parity are less clear and somewhat masked by country averages, with an increase in the number of countries in which boys are disadvantaged. Within many countries, however, girls remain far behind boys in certain regions, and poor girls remain the furthest behind of all.
Alliances between UNICEF and its partners must focus strategically on service delivery for the most vulnerable children. System strengthening efforts must bridge the humanitarian development nexus and result in systems that are capable of reliable delivery of education services under all circumstances. The Education Strategy calls for a transition from child-friendly schools to learner-centred child-friendly systems, to ensure wider support to the improvement of education quality.
Adolescent youth will need access to programmes that offer multiple learning pathways of good quality and relevance for subsequent employment. Indeed, all of the programmes described in this report must be, and will be, reviewed and reassessed to identify opportunities for breakthrough progress. And all of these efforts will have children at their centre children with every right to learn just like their peers everywhere else in the world.
Schoolchildren rushing out of class at the sound of gunfire on the edge of town. Schoolchildren whose entire town is evacuated following the eruption of a volcano. On a smaller scale, a teachers absence can disrupt learning for an entire class. In many countries, more than half of children with a disability will see their lives forever disrupted by prejudice or neglect without even getting a chance for an education.
This report shows how UNICEF support in focused on preventing disruptions to learning on helping children affected by crises reclaim their right to a normal life and a good education. But it also shows that some trends must be disrupted to help children achieve their goals.
This is the welcome form of disruption change so innovative and so profound that it completely alters our understanding of what is possible. Current trend lines are far from where they should be in terms of progress towards the goals set out in the agenda. Africa, for instance, has 25 per cent of the worlds children, but 57 per cent of its out-of-school children and a high percentage of its children in learning poverty defined as the share of children who are unable to read a simple story by the age of In addition, there are profound and persistent inequities.
Conflict-affected countries have 20 per cent of the worlds primary-school-age children but 50 per cent of the children out of school. The share of children characterized by learning poverty is also disproportionately high in these countries. At the primary level, 5. Only 61 children from poor families complete lower secondary schooling for every children from well-to-do families, and low-income countries spend only 10 per cent of their education budgets on children from the poorest 20 per cent of families.
Goal Area 2 of the Strategic Plan is underpinned by a comprehensive theory of change see Figure 1 and set of change strategies. Increase and sustain access to education for girls and boys from early childhood to adolescence, including children with disabilities and minorities. Increaseaccess for girls and boys to the skills for learning personal empowerment, active citizenship and employability.
Increase learning outcomes for girls and boys. Assist governments to reform and improve their education systems, to achieve greater access including for the most vulnerable children and better learning outcomes. Provision of essential learning materials, emergency education services, teacher or community training directly helping children to learn usually accompanied by efforts to help governments to improve their formal and non-formal education system.
Contribution to global public goods, partnerships and dialogue at the global and regional levels. While progress was observed in implementation of all three results areas in Goal Area 2 of the Strategic Plan, the midterm review questioned whether the targets in the Strategic Plan were sufficiently ambitious to achieve the Sustainable Development Goals SDGs. Indeed, the midterm review highlighted two concerns: 1 that some targets, even if achieved, would still fall short of what is called for in SDG 4; and 2 that for other targets, the rate of progress achieved to date is insufficient to reach targets.
The UNICEF Education Strategy agreed in acknowledges that at current trends, by , million children will fail to attain basic skills in childhood, and million will fail to attain basic secondary-level skills. The strategy identifies three trends that must be disrupted: 1 the most vulnerable children are not gaining access to school; 2 there is a learning crisis even for those children who get to school; and 3 children living through emergencies or in fragile contexts are being left behind.
We know much more than ever about out-of-school children, thanks in part to the Out-of-School Children Initiative,10 and this is positive, but we still know far too little about childrens learning, and this is a problem. Far more children are out of learning than out of school. These are the children in learning poverty, and their situation will not change unless current trends are disrupted, unless we take bold, innovative actions to forever change the status quo.
There are three key pivot points where these positive disruptions must be made: near the age of 5, at the time of the childs transition from home to school; near the age of 10, at the time of the childs transition from acquiring the fundamental tools of learning to applying those tools to problem-solving and creativity; and near the age of 18, at the time of transition from schooling to active adult life entering the labour market, creating a new family life and growing as a caring, fulfilled individual.
This is what the education sector can and must achieve if it is to reverse the out-of-learning trend, and to do so abruptly, in real time. UNICEF increasingly directs its efforts towards the most vulnerable children, to help them get through the school doors and to help them learn.
The number of children whose lives have been disrupted by conflict and crisis surged to a record high in , stayed at that level in and, sadly, remained there in Along with the COVID pandemic, these are signs that the world has changed in ways to which we must adapt; we must urgently find new ways of working under these new circumstances so that widespread lack of access to learning never becomes acceptable, like a bad habit we have learned to tolerate.
The way forward must be characterized by positive disruption in the form of bold and innovative actions that can reverse these persistent trends and accelerate progress for all. In , UNICEF also pledged to devote 10 per cent of its education budget to this purpose, to take accountability for meeting the goal and reporting against it. Access to good ECE is a positive disruptor that helps disadvantaged children grow their vocabularies, work habits and confidence, and puts them on a faster learning curve.
In Nepal, children attending ECE programmes are 17 times more likely to be on track in their early literacy and numeracy skills. Children in Chad, Cameroon, the Niger and Togo who have attended pre-primary education are 1. But in low-income countries, children are 2. This Annual Results Report gives examples of where, with UNICEF support, out-of-learning trends were reversed within months through the introduction of mother tongue teaching and through the hard work of teacher training, preparation of appropriate materials, and ongoing teacher and community support.
Explicit instruction is another positive disruptor. In the long run, teachers must receive appropriate training and strong foundational skills from the first years of schooling. But where they have not had this advantage, and where their students are underperforming as a result, more structured approaches, including scripted lessons, can disrupt the classroom status quo and quickly bring teachers and their students into a more positive, proactive learning environment.
Inclusive education is perhaps the most powerful positively disruptive force of all, with the potential to change societal attitudes and deeply ingrained structures of schooling that exclude children from learning. Inclusive education helps children with disabilities to learn in a mainstream classroom 11Global Annual Results Report UNICEF context, while providing the additional support they need.
It also helps all children work towards achieving their potential by helping teachers tailor instruction to learners individual needs. Greater support for girls education can also disrupt patterns by which girls drop out of school earlier than boys or are limited to areas of study which provide less access to labour market opportunities. In virtually all developing countries, gender acts as an intensifier of disadvantage.
Girls living in poverty, with a disability or in conflict-affected regions or coming from minority ethnic groups will find their educational opportunities even more limited than would be otherwise predicted. These patterns can be reversed, and innovative technologies can also act as a positive disruptor to accelerate change. This report describes the Accessible Digital Textbook Initiative13 that is rapidly expanding into new countries, showing how the digital divide can be turned into a digital multiply, closing gaps by speeding up the learning process for the most vulnerable children.
This is the strategic context of the UNICEF Education Strategy, ; these are the trends that must be disrupted so that we can look to a future where childrens lives are not. As Hussein says, for the children, drawing is an important way to express aspirations and put their imaginations on paper.
This lag often means that reforms are abandoned just as they are beginning to produce results. For this reason, it is important to look for precursors early indicators or proxies that show reforms are beginning to take hold. This report looks for these precursor results wherever possible. Rather than focusing on inputs, it seeks to highlight the earliest observable effects of thematic and other funds where these are traceable.
Many of these are the results of partnerships working with governments and other partners in complex shared arrangements and are not easily attributable to any one partner. The system strengthening results are based on a scoring of for each thematic area of support to education systems and policies, and for their dimensions see Annex 2 for more detail.
Shifts in thematic focus are reflected in new indicators e. The system strengthening indicators are aligned to the access, learning and skills development result areas, with one main system strengthening indicator per result area e. Since , UNICEF has been better able to record expenditure by level of education, and to make a clearer link between spending and results.
UNICEF can also now track expenditure on activities that specifically target results for gender equality, adolescents and humanitarian situations. System strengthening is about putting the learner at the centre in development and humanitarian settings and making learning the primary goal. It requires alignment of the different components of the system for example, the curriculum, teaching and assessment to deliver and be accountable for that goal, while also addressing implementation blockages and accountabilities accordingly.
UNICEF support to education system strengthening is implemented by its staff at country level, and facilitated by education thematic funding, which allows impact for sustainable results in different thematic areas as opposed to earmarked funding of specific projects. In , over education staff worked to implement education programmes across the globe see Figure 2. The majority were deployed at the country level, including in fragile and conflict-affected countries or in remote locations where the needs were greatest.
This strong country presence allows for close relationships with ministries of education at national and subregional levels and, increasingly, at the level of schools and communities. Staff are supported by seven regional offices. They provide access to evidence and global good practices and contribute to shaping global education policies and partnerships. Education staff are in close collaboration with colleagues working on health, nutrition, child protection, water, sanitation and hygiene WASH , social policy, disability, gender, adolescent development and Communication for Development C4D.
This includes using schools as an integrated service platform to deliver a range of interventions and outcomes for children in development and humanitarian settings. They are allocated on a needs basis and allow for the long-term planning and sustainability of programmes, providing much-needed continuity in what are often inequitable contexts. They help build preparedness and resilience to future shocks. Thematic funds have proved to be a vital addition to regular resources in addressing inequities that the allocation of regular and project-based resources is not able to target.
Resource partners can contribute thematic funding at global, regional or country level. The thematic funding received at global level is allocated across country offices using equity-based formulae. The largest share of thematic funds is spent on strengthening education systems investments that are at the core of UNICEF education programmes but for which funding can be otherwise hard to secure.
The UNICEF focus on education system strengthening is reflected in the 58 per cent share of thematic funding spent on system strengthening, compared with just 28 per cent for non-thematic education expenditure see Figure 3. The use of thematic funding by UNICEF to ensure that all children are both accessing education and learning is also reflected in the 47 per cent share of thematic funds expenditure allocated to improving learning outcomes, compared with only 24 per cent of the share of non-thematic expenditure, as highlighted in Figure 4.
Throughout this report, boxes titled Spotlight on thematic funds highlight where the flexibility of thematic funds has enabled concrete results to be obtained for country programmes. This intervention was complemented by the distribution of educational material in seven states, reaching close to5, teachers and over , children , girls , which has had a direct and documented impact on school attendance and on retention of teachers.
In the Sudan, , children 48 per cent girls received education-in-emergencysupplies and recreational materials. Over 12, adolescents 50 per cent girls , including young people who are not in education, in formal and non-formal education in Tajikistan.
Accessible digital textbooks were developed to improve learning for 55, disadvantaged children, including those with disabilities, in Kenya. In Mozambique, in the post-cyclone emergency, UNICEF and partners provided education support to approximately 12, pre-primary schoolchildren and more than , primary schoolchildren in child-friendly spaces. UNICEF Myanmar supported the development of a set of 10 bilingual early learning storybooks in 25 ethnic languages, improving access to learning million children participated in skills development programmes 4.
Of these, 59 million are children of primary school age, 62 million are adolescents of lower secondary school age, and million are youth of upper secondary school age. Increasingly, education services must be delivered in emergency contexts. Finding new approaches to deliver quality education promptly to those affected by crises has become ever more vital. Figure 6 outlines how this sum was spent across different thematic areas and activity types.
It also shows how the spending is related to both service delivery and system strengthening outputs, and to increasing equity in access to education in relation to gender and wealth. Activities related to service delivery accounted for 78 per cent of the total spent on equitable access to education.
More than 17 million out-of-school children, primarily in humanitarian situations, were provided with education services. Since , more than 52 million children have been supported, well beyond the target of 40 million. However, only 60 per cent of children targeted for education in emergencies were actually reached, well below the expected milestone of 76 per cent.
System strengthening activities account for the remaining 22 per cent of education expenditures in , including sector analysis and planning, Education Management Information Systems EMIS , risk-informed programming, and inclusive education for children with disabilities. I love to learn and thats why I come here. I want to be a teacher when I grow up, Amir said.
I get to play football too. Adam attends classes in the morning and works in the afternoon. I dont go to school but I come here to learn English and Arabic, he said. I play football with my friends and the teachers are awesome. They inspire me and make me happy. Analysis of the four dimensions shows modest progress over the past two years on all four dimensions. Progress is most advanced in Eastern and Southern Africa, where the proportion of countries with equitable education systems for access increased from 43 per cent in to 52 per cent in Although notable progress was made in Latin America and the Caribbean, only 25 per cent of countries in that region have equitable education systems for access.
During the pilot phase alone, children who had dropped out of secondary school returned to school. As a result, approximately 85 per cent of refugee children accessed quality education. In Argentina, UNICEF supported the Ministry of Education to prepare seven booklets that encourage the inclusion of children and adolescents with disabilities in regular schools. In June , as part of the second Global Disability Summit, UNICEF supported the International Symposium on Inclusive Education, bringing together experts from 12 countries and strengthening the participation of ministries of education in international dialogue around inclusive education.
In Turkey, at the beginning of the school year, , refugee children , girls were enrolled in formal education, bringing the percentage of refugee children enrolled in school in the country to 63 per cent, compared with approximately 35 per cent in , at the beginning of the programme. Around 96 per cent of the refugee children in formal education are now studying in Turkish public schools rather than refugee-only temporary education centres.
The Country Programme references mitigation measures recommended by this study and other evidence to inform advocacy for an enabling environment free from violence, exploitation and abuse. De ellos, 17 millones son desplazados internos, 12,7 millones son refugiados y 1,1 millones son solicitantes de asilo.
Schools closed in Kenya in March and some children have to fend for themselves on the streets. As a result, children have experienced an increase in violence against them, including sexual and gender-based violence. In Kenya, for example, one third of all crimes reported in the first month after the COVID outbreak were related to sexual violence. With schools closed, children spend more time at home with heightened stresses in the household and decreased access to external child protection services, resulting in an increased exposure to domestic violence.
School offers crucial protection for many children, particularly those from the most deprived backgrounds. It provides access not only to an education that will improve their life chances, but also to shelter, meals, and clean water and sanitation facilities.
The longer children are away from school, the higher the risk that the poorest among them will never go back. This is particularly the case for girls, who are at greater risk of being forced into marriage during school closures. As families incomes and livelihoods take a hit, children are suffering the effects of increased household poverty, including poor diet and malnutrition, and limited access to basic health services.
In Nigeria, there are already more than 14 million chronically malnourished children and 2. For many countries in sub-Saharan Africa, the pandemic is further aggravating ongoing crises communities are already facing. In Somalia, for example, more than 3million children need humanitarian assistance, as the country faces the triple threat of floods, locusts and the secondary impacts of COVID Quite simply, children in sub-Saharan Africa are facing a perfect storm that threatens their very survival.
As the second wave has started to hit the continent, without urgent action to address the immediate and long-lasting impact of the pandemic, many years of progress in advancing the agenda for the survival, protection and development of children in sub-Saharan Africa may be reversed. Although it has been established that children are at lower risk of falling seriously ill with COVID , the pandemic has had, and continues to have, far-reaching effects on them. Indeed, the pandemic poses a health crisis that has become a child rights crisis.
The pandemic is heightening the impact of conflict and climate change on children. In sub-Saharan Africa, COVID is exacerbating not only existing threats to the future that million children under the age of 18 face, but also measures put in place to control and contain the disease. The number and proportion of cases reported in Africa remain relatively low as of April , a total of 3,,recorded cases and 77, deaths with 47 countries being affected.
Despite this low trend, the indirect effects of the pandemic and the measures put in place to control it are having extremely negative effects on the communities of sub-Saharan Africa. Health care in crisisThe pandemic threatens to disrupt access to life-saving childrens services, such as immunization, maternal and newborn care, and HIV and AIDS.
To ensure continuity of HIV treatment for adults and children, national HIV programmes in Cameroon, Ghana, Nigeria and Senegal have strengthened the roles of community actors, including networks of people living with HIV, to provide multi-month drugs recommended during lockdowns in their communities. Overall, health-seeking behaviour and health service utilization have been affected as people are reluctant to visit their local health centres for fear of infection.
This reluctance to seek medical care may lead to serious consequences. In Ethiopia, a 6. As the countrys health-care providers are deployed to the COVID front line, and medical supplies become scarce, this could jeopardize the delivery of essential 1. Currently, 1. This number is set to rise due to COVID , meaning that many easily preventable child deaths are likely to occur.
In West and Central Africa, where there is the lowest childhood vaccination coverage in the world, vaccine preventable diseases are significant contributors to neonatal and child deaths. A total of 6 million of the 19 million children born annually in this region were deprived of vaccines, even before the pandemic. While, overall, no significant stock-out of vaccines has been reported at the service provider level thanks to innovative solutions put in place by UNICEF to deliver vaccines against all odds the suspension of air flights over many months severely affected the supply chain.
There was a per cent decrease in planned immunization campaign coverage reported in countries in West and Central Africa between March and April , compared with the same period in Rates of vaccination against highly contagious and deadly diseases, such as measles, polio and tetanus, are in danger of lapsing, as some vaccination campaigns got suspended due to COVID mitigation measures and increasing numbers of people being reluctant to visit medical centres through fear of catching COVID In Nigeria, the coverage of Penta 3 fell by 7 percentage points, from 85 per cent in January to September to 78 per cent in January to September , on average.
After the recent establishment of several global C4D coordination mechanisms as outlined previously, attention will be turned to further operationalization and strengthening of UNICEFs role to contribute to more efficient and effective responses, accessibility of global programming standards, models, standards and tools, common advocacy and joint resource mobilization.
UNICEFs role as co-convener of the Summit alongside four development partners, the professional exchange of over 1, practitioners, government, academics, researchers, donors and private sectors and the knowledge products from this event will help advance the latest thinking and practices in the field. Through the consolidation of this global community of practice, UNICEF will further collective advocacy for improved practice with emphasis on the important role that voice and participation should play in accelerating results for children.
Increased focus on capacity building of local partners. The focus will continue on increasing access through online courses and further decentralization of training through strategic regional centres which will enable UNICEF to support expanded capacity building of partners across the globe. Efforts will be made to expand the range of learning courses to cover both generic and specialized thematic areas 20 UNICEF Report on Communication for Development C4D Global Progress and Country Level Highlights Across Programme Areas for Accountability to Affected Populations to centre and empower communities, adolescents and youth to engage directly in emergency response and recovery by privileging their insights and applying their feedback.
Support innovation at scale New partnerships will be established to support innovative use of behavioural insights, human-centred design approaches and development of strategic cross-cutting, multimedia, and inter-personal C4D platforms that can facilitate new ways of communicating and engaging across the range of programmatic priorities for children, across the life cycle, to support priorities defined at country and community levels.
Increased efforts will be made to leverage technology such as mHealth mobile health , Data Must Speak in Education, and U- Report to identify new and more effective interventions for achieving desired social and behavioural change. Develop a common framework for social norm measurement. Social norms cut across multiple programmatic domains, including health and nutrition, education, gender, inclusion and harmful traditional practices.
As such, it is an area where C4D can leverage its multisectoral advantage to achieve scale. More rigorous programme monitoring and research is required to understand the ways in which social norms develop, evolve and adapt to changes brought on by various social, political and cultural dynamics.
Promoting and supporting adolescent and youth engagement. A key consideration of Communication for Development is the placement of children at the centre of the programme, allowing children and adolescents to act as the primary change makers on causes that affect them, and effectively contribute to the achievement of the SDGs.
C4D can support this by positioning adolescent and youth engagement as the pivot of a global social movement around social accountability for equity. The platforms for engagement are myriad, including digital platforms such as U- Report , participatory theatre, intergenerational community dialogues, community and childrens radio, participatory video, school clubs, TV edu-tainment and child-participatory research.
Other notable initiatives have been implemented through faith-based youth groups, technology for development and sports for development. The results in this report highlight examples of the diversity and substance of C4D interventions across UNICEFs programmatic work, with concrete evidence of how they are leading to improved results for children.
While ensuring equal access to social services and accelerating progress in the different sectors remains critical, the strengthening of cross-cutting areas as well as linkages across sectors were key priorities for the SP Examples of C4Ds contribution to cross-cutting areas are distributed throughout the report , while in keeping with the structure of the ARRs, there are separate chapters dedicated to Gender and Humanitarian Action.
While C4D activities may be reported in relation to specific sectors, many are often cross-sectoral. For example, gender-biased cultural norms may impede girls education while they condone gender-based violence; cultural taboos around the discussion of toilets may contribute to both malnutrition and the risk of an outbreak of cholera. As such, several of the C4D activities described in this report may fit just as easily within one sector as another.
The examples demonstrate how C4D platforms are central to the coordinated delivery of communication content and engagement with different influencer and participant groups that can effect change. The examples show how the platforms support UNICEFs cross-sectoral agenda by bringing together the range of thematic areas required by the programmatic priorities for children as defined at the national or local level.
As reflected in the report , the central aim of C4D is to develop long-term partnerships and capacities in order to ensure sustainable strategically-selected, locally-customized, responsive and equity-focused behaviour and social change interventions.
Guiuan is among the areas worst affected by Typhoon Haiyan. UNICEF is working to re-establish the cold chain to deliver vaccines to more than 1 million children in typhoon-affected areas. Rama, a girl of preschool age, saw her life turned upside down when her family was forced by the conflict in the Syrian Arab Republic to leave their home nearly two years ago. Since then, she and her mother and two younger siblings have moved every few weeks.
Her father has been missing this entire time. Yet despite so much uncertainty, Rama was immunized against polio at a local clinic. She is among the 2. But as the conflict wears on, there are more and more children like Rama. Gwendolyn was born a week before Typhoon Haiyan flattened Tacloban, Philippines. The storm surge washed away her familys home and they took refuge in a shelter with some families, where they were able to get water from the municipal system that the water district authority, UNICEF and other partners had repaired.
The family also received a hygiene kit with bath and laundry soap, sanitary napkins, toothbrushes and toothpaste. Jhana, Gwendolyns mother, felt fortunate that, for the first time since the storm, she could bathe her newborn. Life-saving interventions like these, crucial to warding off deadly diseases, became paramount in the wake of the typhoon, which left millions in desperate need.
In the Central African Republic, month-old Dieu-Donn sat on a thin hospital bed watching his baby sister laugh. He is more than a year older than his sister, but barely bigger. In their country, access to nutritious food and medical care has been severely limited since the conflict there began in late Dieu-Donn is among the more than 13, children under 5 years of age who had received treatment for severe acute malnutrition in the Central African Republic as of early November But security constraints continue to limit access to many more thousands like him.
In we saw no respite from the scale of crises impacting the lives of children like Rama, Gwendolyn and Dieu-Donn. Humanitarian Action for Children highlights the situation of millions of children like these, the support required to meet their needs and the results made possible by the response of UNICEF and partners. We have also worked closely with partners to emphasize our responses in education and child protection, to avoid losing a generation of Syrian children to trauma and lack of skills.
In the Philippines, our immediate efforts restored water access for more than , people in Tacloban within a week of the typhoon. Across the globe, more than 2. Globally, we continued to strengthen our ability to respond more quickly and efficiently to large-scale emergencies like these, in important part, by simplifying our response procedures.
In alone, these procedures were activated three times, in January for Syria, in November for the Philippines, and in December for the Central African Republic. We also enhanced our support to complex emergencies, such as those in Mali and the Central African Republic. Humanitarian action, which has always been core to UNICEFs mandate, is more prominent than ever in our new strategic plan for We know that effective humanitarian action requires not only meeting peoples immediate needs today, but also strengthening their abilities to cope with future shocks, and investing in children to make them more resilient.
Humanitarian Action for Children HAC is UNICEFs global appeal, which highlights the challenges faced by children in humanitarian situations, the support required to help them survive and thrive, and the results that are possible in even the most difficult of circumstances. In recent years, the appeal has progressively moved online, where content can be updated regularly. As part of UNICEFs ongoing efforts to make its systems more strategic and results-based, the online HAC presents individual humanitarian appeals based on needs, standards and targets, while showing what results have been achieved for children and women.
Appeals and results are updated regularly, based on the Even as we continue to meet new challenges, we know we can do better. So, we are critically reviewing UNICEFs role in humanitarian action to meet emerging issues and take advantage of new opportunities.
UNICEFs humanitarian action remains centred on results, as evidenced by our country-level work and our strengthened monitoring systems. These results are made possible by the generous support of the donors and National Committees that have continued to support UNICEFs humanitarian action, even as needs increased worldwide.
Predictable and flexible funding supports programmes like the ones being accessed by Gwendolyn, Rama and Dieu-Donn, and enables us to act quickly wherever and whenever crises occur. This support enables children like Rama to find protection against disease. It means girls like Gwendolyn will survive their first weeks of life during a typhoon. And it helps a boy like Dieu-Donn recover from malnutrition and make the most of his childhood.
Children like these are not objects of our pity. Rather, they and their families deserve our utmost respect. They and their families are survivors, fighting -- heroically -- against the odds to stay alive and rebuild their lives. We are not offering these children charity. We are by their sides offering support in their brave struggle so that, one day, they can grow into strong, healthy and educated adults who can contribute fully to their own childrens future and the future of their countries.
Visit the HAC website for more details and information: unicef. Figure 1. Haiti Worlds largest cholera epidemic affected over , and killed 8, people. Mali An estimated , people are displaced in and outside the country, with returnees to the North in need of basic social services, including schools and health care.
Sahel Severe acute malnutrition affects 1. Horn of Africa By October , two years after the regional nutrition crisis, more than , under-five children with severe acute malnutrition were admitted for treatment. Democratic Peoples Republic of Korea Chronic malnutrition remains a concern, with 28 per cent of children under 5 affected. Afghanistan With a 30 per cent increase in the number of attacks on children in , childrens situation remains a major concern.
Myanmar Violence and displacement 81, and , internally displaced persons in the states of Kachin and Rakhine, respectively hinder democratic reforms. Yemen Thirteen million Yemenis lack access to safe drinking water and sanitation, with over 1 million children under 5 acutely malnourished. Syrian Arab Republic and sub-region With 5. Central African Republic Atrocities against children continue, with nearly half of the population in urgent need of assistance. South Sudan Renewed violence has displaced hundreds of thousands, risking the worlds youngest nation and its future generations of its continued peace and security.
Democratic Republic of the Congo Chronic instability includes 2. Angola 1. This map is stylized and not to scale. All figures come from online chapters unless noted. The map below highlights the global humanitarian situation at the end of and some of the major crises affecting children and their families. In some contexts, achievements were constrained by limited resources, including across sectors; inadequate humanitarian access; insecurity and a challenging operating environment.
See country funding levels on page Further reporting on and throughout including country-specific indicators is available on the respective country web pages on unicef. Results may differ from targets due to lack of resources per sector; changes in situation, needs and caseloads; inadequate humanitarian access or insecurity; or simply results surpassing initial targets or not being achieved.
More information can be found in the respective country pages and situation reports at unicef. Top sources of humanitarian funds, Figure 3. Respective chapters for the Syrian Arab Republic and Syrian refugees include more recent income. All funding figures have been rounded. Funding figures represent total contribution amounts, including applicable recovery costs, as issued to country offices.
Income includes some resources from development assistance budget lines for the Syrian Arab Republic crisis. Global support is the amount of global income received and unallocated as of 31 October , and does not include amounts allocated to country offices.
Funding also varied by sector, with limited or late funds for education or child protection in countries such as the Democratic Republic of the Congo, Kenya and Mauritania. Thematic funding, which has fewer restrictions than other resources and allows UNICEF the flexibility to respond where needs are greatest, accounted for only 5 per cent of humanitarian income. Ahmed lives with his brother and parents in a small room amongst five other families in the Domiz refugee camp in Northern Iraq.
In partnership with national governments, civil society and other United Nations agencies, UNICEF delivers results for children in some of the most challenging environments in the world. Leveraging existing partnerships and programmes, UNICEF teams are present on the ground before, during and after crises. The architecture that supports country-level humanitarian action is provided by UNICEFs seven regional offices and various headquarters divisions.
These offices provide the core infrastructure to support field preparedness and response in order to save lives and protect rights; systematically reduce vulnerability to disasters and conflicts; and support sector and cluster coordination and humanitarian partnerships.
What does the global architecture cost? Over 98 per cent of requirements will directly support field responses to diverse contexts such as cholera in Haiti, conflict in South Sudan and malnutrition in Mauritania. Why invest in global architecture? UNICEFs headquarters divisions across the world and regional offices work to strengthen organizational systems and capacity based on knowledge gained from past experiences and engagement with the wider humanitarian system.
Examples include the development of corporate emergency activation procedures for large-scale, Level 3 emergencies, drawing on prior experience from contexts like Haiti and Pakistan. The organization also outlined steps in to enhance its response to Level 2 emergencies that require enhanced support, including procedures for simplification and fast-tracking human resource deployments and partnership agreements. Headquarters and regional office work in also focused on strengthening organizational capacity for results-based monitoring in humanitarian situations.
The organization also co-leads the child protection and gender-based violence areas of responsibility within the protection cluster. Global cluster capacity, including for information management, is ready to be deployed 7 This does not include additional requirements in regional chapters of Humanitarian Action for Children Headquarters provides overall strategic direction and guidance, and is responsible for strategic planning, advocacy and oversight for the entire organization.
Headquarters also leads the develop- ment of UNICEFs global perspective, based on experiences and contributions from all parts of the organization, to inform planning, policy and guidelines for effective humanitarian action. Dedicated emergency focal points in each area of the Programme Division develop policies, guidance and tools, provide direct field support and technical assistance remotely or on the ground, and advocate for and promote evidence-based interventions for the field.
The organization is also prioritizing and investing in strengthening the resilience of children, communities and systems to multiple shocks and stresses. The supply function is centralized in Copenhagen, with supply hubs located in Dubai, Panama and Shanghai for the rapid mobilization and shipment of essential life-saving supplies during the first 24 to 72 hours of a crisis.
A dedicated emergency human resources unit coordinates surge deployment and recruitment for emergency countries, alongside global standby partnerships. Focal points in evaluation, communication, resource mobilization, finance and administration, and information and communication technology provide further support.
Regional offices provide guidance, support, oversight and coordination to country offices to prepare for and respond to emergencies, including leadership and representation, strategic planning and policy development, and performance monitoring and administration. Dedicated technical and cross-sector advisers provide direct programme and operational support, with increased capacity in emergency-prone regions.
This includes strengthening country-level capacity, providing quality assurance and facilitating surge deployment. Regional office capacity is also critical during significant regional emergencies, as seen in the crises in the Syrian Arab Republic and throughout West and Central Africa. This capacity can enable the nationally led adoption of standards for protecting children in emergencies.
Regional offices also support country-level including inter-agency capacity for preparedness, response and disaster risk reduction. Looking ahead, UNICEF is also critically reviewing its role in humanitarian action to meet the challenges of the next five years amid diverse country contexts and an evolving environment of humanitarian needs and capacities. Working with partners and national authorities, we delivered safe water where systems and infrastructure had been destroyed; reunified separated children with their families; and, within the first 24 hours, sent essential medical supplies into hospitals.
This includes procuring and supplying personal protective equipment, diagnostics, therapeutics and COVID vaccines through the COVAX Facility, to ensure all countries have a fair and equitable shot at recovery. Away from the headlines, UNICEF has been protecting children, keeping them learning, and supporting their health and nutrition across worsening and complex crises in the Sahel, Venezuela, Somalia, and Sudan navigating complex political situations with a resolute focus on reaching every child.
I am immensely proud of this work. From anger, to hope, to action But to keep this hope alive, we need a radical transformation in humanitarian action. Four priorities are clear. First, to avert a lost generation, we urgently require timely, predictable, and flexible funding to save childrens lives, preserve their dignity and protect their futures. Through 52 appeals aiming to reach over million children, UNICEFs Humanitarian Action for Children sets out an ambitious agenda to respond to this unprecedented time.
We need your help to realize this. Second, we must sharpen our focus on preventing and preparing for the next disaster. From pre-arranged finance to anticipatory action, we need a global effort to mobilize resources well before devastating and irreversible damage to children occur.
The Second World War touched every corner of the globe, leaving devastation and destruction in its wake. Even in December , more than a year after the war ended, millions of children were still suffering daily deprivations.
Our mandate: to provide emergency aid, without discrimination, to all children in need. This month, we mark our 75th anniversary in similarly troubling circumstances. We are confronting a child rights emergency. Rising poverty and inequality, climate change and conflict, and the impact of COVID are undoing decades of progress. And, as is so often the case, it is children and young people who are the hardest hit.
What is at stake? The pandemic has upended child health and well-being. Rates of routine immunization have fallen to levels not seen since and it is children in humanitarian settings who are missing out. We are slipping back on nutrition, too: The number of children suffering from wasting, the most life-threatening form of malnutrition, could increase by 9 million this year. And driven by conflict and man-made crises famine, which should be consigned to history, looms again.
Meanwhile, the worlds worst humanitarian crises for children have deteriorated further in Afghanistan, Yemen, Syria, and Burkina Faso. And escalating conflicts in Ethiopia, Myanmar, and Mozambique have pushed millions more children and their communities to the brink of survival.
Attacks on children, including on civilian infrastructure critical for their survival, are continuing at an alarming rate. Last year, the United Nations verified a total of 23, grave violations against children in conflict or 72 violations a day.
Last month, Yemen passed a devastating milestone: Since the escalation of the conflict, 10, children have been killed or maimed. Climate change is worsening the scale, frequency, and intensity of emergencies. The last 10 years were the hottest on record, and the number of climate-related disasters has tripled in the last 30 years.
Today, over million children live in areas where water vulnerability is high or extremely high. Madagascar is confronting a catastrophic food crisis a direct result of drought caused by climate change. Through all this, we are seeing more children on the move than ever before. Last year, more than 82 million people worldwide were forcibly displaced. A shocking 42 per cent were children. Disasters were among the biggest drivers. To take one example, a deteriorating conflict in Cabo Delgado, Mozambique forced nearly half a million children from their homes.
The response we are seeing does not match the scale of these crises. From Ethiopia to Cameroon and from Syria to Myanmar, we continue to witness flagrant disregard for child rights in conflict and a yawning accountability gap for those responsible for grave violations.
Across the world, child refugees are being denied the care and compassion they deserve. Yet I remain hopeful. Because of the dedication, commitment and courage of my amazing colleagues who are confronting this reality around the world and who remain in place to deliver for children and their communities. Because of the courage and resilience of these children and their communities. And because of the support from our global and national partners. Seventy-five years on, they are ensuring UNICEF can still step up to serve all children and their communities in need.
We worked tirelessly to keep health Foreword Henrietta H. It is their future. So, from peace efforts, to climate negotiations, to decisions about where humanitarian funding goes, children and young people must be at the table. Finally, while UNICEF is needed now as much as it was 75 years ago, we must constantly adapt to ensure we can respond to the evolving humanitarian challenges of today and tomorrow.
I am heartened that, with the support of our partners, we are rolling out major transformations recommended by our Humanitarian review based on feedback from communities we serve, as well as our staff and partners in the field. UNICEF will take bold and concrete action to boost humanitarian leadership, skills, preparedness, and technical expertise.
We will become a more agile, cost effective, innovative and strategic organization centered around constant learning and growth and equipped to respond to the emergencies of tomorrow. Looking ahead We believe just as firmly now as we did 75 years ago that we can guarantee the next generation a better life than the last. Join us in achieving this ambition for every child. The impacts of armed conflict and other forms of violence are particularly devastating for children.
Attacks on schools and medical facilities prevent them from accessing education and interrupt vital health services. Humanitarian crises always increase the risk of gender-based violence GBV , placing women and girls at risk. Population displacements are expected to persist, and internally displaced people IDPs , returnees and host communities continue to be the most vulnerable.
Mid, an estimated 35 million 42 per cent of the The interruption of basic services, combined with the numerous consequences that COVID has had on childrens lives, is expected to lead to increased child morbidity and mortality in and beyond. The pandemic hit marginalized and poor households heavily, making it difficult for them to meet their most basic needs. Climate change and natural disasters continue to cause more extreme weather events and exacerbate existing vulnerabilities, particularly in countries beset by violence.
In , UNICEF and its partners will continue to provide a principled, timely, predictable and efficient humanitarian response, in line with international norms and standards. IN CrIsIsChildrenHaiti The countrys most vulnerable people are feeling the combined impact of natural hazard-related disasters, persistent political and socioeconomic crisis, gang-related insecurity, forced returns and internal displacement, and the COVID pandemic.
An estimated 2. The earthquakes impacts and recent returns of migrants have exacerbated these vulnerabilities. Venezuela and migration flow children on the move As the Bolivarian Republic of Venezuela endures its seventh consecutive year of economic contraction aggravated by hyperinflation, political tensions, sanctions and increasing violence all intensified by COVID the toll on society and on children worsens.
Schools have been partially closed, preventing 6. Additionally, over 5. Central sahel crisis Burkina Faso, mali and Niger The consequences of climate change, insecurity, forced displacement, lack of access to basic services and the socioeconomic impacts of the COVID pandemic have led to some Nigeria There are approximately Of these, over 2. Alarming levels of food insecurity and malnutrition from protracted conflict in the north-east, and a worsening situation from counterattack against armed groups in the north-west, are being compounded by epidemic outbreaks such as yellow fever, cholera and malaria, worsening already dire conditions.
Failed rains and prolonged drought in the south of the island have left nearly 1. An estimated , children under 5 years of age will suffer from acute malnutrition, while , will be severely malnourished. Children on the move, particularly the 10, children who are unaccompanied and separated, are highly vulnerable and require urgent care and protection.
Protracted humanitarian settings in Eastern Africa somalia and south sudan In somalia, the conflict continues to disrupt the lives of children and increase their vulnerability to protection violations. In total, 7. In south sudan, years of prolonged conflict, chronic vulnerabilities and weak essential services are taking their toll. In , more than 8. The volatile situation has heightened the underlying vulnerabilities in the country, where Child protection risks remain high with continued insecurity and attacks against civilians, and families are resorting to child marriage and child labor to cope with the socioeconomic deterioration.
Over 10 million school-aged children need education assistance, in addition to the 4. In a context where 8 out of every 10 Afghans drink unsafe water, severe drought further limits the access to safe water. Outbreaks of measles, dengue fever and acute watery diarrhoea continue to affect children and overwhelm struggling health services. Almost 23 million people will experience acute food insecurity from November until March and 1.
Internally, there are 3 million IdPs in camps awaiting resolution to current and past conflict and solutions spanning the peace, development and humanitarian spheres. Sudan remains a junction for irregular migration and must reckon with both new and old internal complexities. IN CrIsIsChildren mozambiqueThe humanitarian situation in Mozambique is critical, particularly in Cabo Delgado, where nearly , people, including , children, have been displaced and need humanitarian assistance.
In this province, , people are at risk of food insecurity IPC crisis level 3 or above , and COVID continues to deepen vulnerabilities of the affected population, particularly in health, education and nutrition. Persisting violence, inter-community tensions, acute malnutrition and major epidemic outbreaks continue to affect childrens lives and well-being. Over 5. GBV remains a key concern, with women and children at risk of sexual exploitation and abuse and few avenues for reporting and seeking assistance.
Nearly half 47 per cent of health zones are identified in nutritional emergency, with a total of 2. Escalating conflict and violence with severe human rights violations, the COVID pandemic, propensity to climate-related disasters, rising poverty and collapsing public services have left an estimated These inter-related risks are threatening child survival, development, and well-being across the country.
CameroonHumanitarian needs in Cameroon are driven by armed conflict, inter-community violence, an influx of refugees from neighboring countries, seasonal flooding, and disease outbreaks including cholera and measles all compounded by the ongoing COVID pandemic. In urgent need of humanitarian assistance are 4. Northern Ethiopia crisisSince military clashes erupted in northern Ethiopia, widespread fighting continues and humanitarian needs continue to increase.
Conflict escalation in several areas, climatic shocks and disease outbreaks remain the main drivers of displacement, food insecurity and protection risks in Ethiopia. Over Central African republic CAr Election-related violence that erupted in December has had a devastating effect on civilians, particularly children, forcing hundreds of thousands of people to flee. The end of September saw , people displaced, a level not seen since the peak of the crisis in Including the , CAR refugees abroad, one in four Central Africans is now displaced by conflict.
Increased violence, combined with the health and socioeconomic impacts of the COVID pandemic, have increased the number of people projected to need humanitarian assistance in estimated at 3. Protracted conflicts in the middle East the syrian Arab republic, syrian refugees in the sub-region and Yemen The Middle East region remains the epicentre of two of the worlds most protracted and severe emergencies.
Children are bearing the brunt of the year-old conflict in the Syrian Arab Republic, where the number of children needing humanitarian assistance has increased by 27 per cent from to , with 6. Yemen remains the worlds worst humanitarian crisis. Protracted armed conflict, widespread economic collapse and a breakdown in national systems and services have left 70 per cent of the total population, including Further reporting , including country-specific indicators, is available in the respective country appeals at www.
Humanitarian programming was adjusted to integrate COVID response in individual country and regional appeals reflecting the needs emanating from the pandemic. Moreover, children were impacted by a rise in conflict and sociopolitical crises, as well as a surge in emergency needs due to climate change.
However, the overall commitments for non-COVID related needs decreased in comparison to , reflecting a shifting of resource partners priorities and the wider economic implications of the COVID response. Overall, the top 10 partners made up the majority of funding received in 77 per cent. Partners also rose to action with support when situations deteriorated, such as the escalating conflict in northern Ethiopia, the devastating earthquake aftermath in Haiti, and the crisis in Afghanistan.
Of the funds received, 65 per cent went to 10 emergency appeals. The top recipients remain largely unchanged, but the share of total funding has decreased for some key emergencies, such as the Republic of Syria, Democratic Republic of the Congo, Iraq and South Sudan. On the other hand, the nine most underfunded emergencies combined including Pakistan, Tajikistan and Libya accounted for only 2 per cent of total funding.
Significant shortfalls in funding are preventing UNICEF and its partners from meeting childrens humanitarian needs, leaving many without critical support. The thematic funding indicates a positive direction towards more flexibility by current and new partners. Additionally, the regular resources contribute through allocations made via the Emergency Programme Fund loan mechanism, which supports acute emergencies by fast-tracking resources to affected countries within 48 hours of a crisis.
Of the funds spent to fund emergency programmes, almost 30 per cent went to local and national actors13 in partnership with UNICEF fulfilling Grand Bargain commitments in localization. Limited quality funding remains a significant concern for humanitarian responses in the field. UNICEF will continue to explore opportunities for collective action and advocacy, as well as approaches to increasing the quality of funding including flexibility to implementing partners.
UNICEF seeks to appeal to resource partners for continued strategic partnerships, including more flexible, timely and longer-term funding to address the needs of the most vulnerable children and their families. UNICEF procures more than 2 billion doses of vaccines annually for routine immunization and outbreak response on behalf of nearly countries. In addition, UNICEFs work to support ACT-A also leverages our decades-long comparative advantage and experience in working with communities, governments, businesses, industry and other partners to shape markets and supply essential commodities, while strengthening systems and programmes.
In collaboration with the PAHO19 Revolving Fund, UNICEF is leading the procurement and delivery for 92 low- and middle-income countries, while also supporting procurement for more than 97 upper middle-income and high-income nations.
UNICEF is also procuring and transporting immunization supplies such as syringes, safety boxes for their disposal, and cold chain equipment such as vaccine refrigerators. Delivering products and services through a global network, including supply hubs across the world and UNICEF country offices that serve local programmes. Influencing markets to ensure appropriate products are available at an affordable price, with the right quality standards.
Ensuring quality through a rigorous approach that incentivizes new manufacturers to make the investments needed to become compliant with good manufacturing practices and other requirements that correspond to international standards. Creating sustainable supply chains to avoid disruptions in supply chains and to connect scalable solutions.
Driving product innovation by managing a portfolio of product innovation projects in strategic programme areas, including child survival, child protection, education and emergencies. Additionally, UNICEF uses the funds to reserve supply capacity in bulk to assure that countries have equitable access to supplies for their populations. UNICEFs work spans from procurement, international freight and logistics to supporting country readiness and delivery.
The official COVAX target in was to help low- and middle-income countries to achieve a population coverage of 20 per cent. The CCCs are also informing the review of UNICEF planning, monitoring, reporting , human resources and performance management systems to bring stronger accountability to humanitarian action as well as systematic links between humanitarian and development programmes, in all contexts.
UNICEF continues to focus on strengthening the response to mass population displacements and protracted crises; increasing the coverage and quality of humanitarian assistance; recognizing the profoundly different and gendered impacts of crises on women and men, and girls and boys; advocating for the central role of protection, with particular attention to specialized protection services for children in armed conflicts; and growing organizational capacity to support, operate and deliver critical services to the most vulnerable children in remote, insecure, high-risk and complex humanitarian emergencies.
The review provides a timely framework for change with clear recommendations that will guide UNICEF to improve the quality of its humanitarian action, in order to be more predictable, efficient and equitable in its emergency response. UNICEF will undertake transformational whole-of-organization change, focusing on cultivating stronger humanitarian leadership, advancing in skill building and learning in key technical areas, improving preparedness and conflict-sensitive risk-informed programming and reinforcing technical capacities, particularly in public health emergencies and migration crises, as well as investing in new implementation modalities to respond effectively and efficiently to childrens need in tomorrows emergencies.
Such change is already supported by the revised CCCs and the development of the new emergency procedures, which together with the implementation of the review, will help us be more accountable to those we serve, including improving capacity sharing with our local partners for a stronger response together for children.
The new procedures apply to all emergencies, with additional simplifications and requirements for more complex humanitarian situations Levels 3 and 2. They are aligned with the revised CCCs and support the operationalization of many of the recommendations of the humanitarian review to make UNICEF more predictable, timely and efficient in its humanitarian coordination, response and advocacy.
Emergency procedures have also been drafted to reflect learning and recommendations in the areas of risk management, partnerships with civil society organizations, humanitarian advocacy, humanitarian cash transfers, humanitarian access and prevention of sexual exploitation and abuse.
A dedicated team that addresses those issues and provides direct technical support to country and regional offices is working to catalyse preparedness action not only within UNICEF , but in the wider United Nations and humanitarian communities. Improving accountability to affected people through strong feedback mechanisms A key aim of accountability to affected populations is to receive feedback from people and adapt programmes accordingly, which is also one of the benchmarks of the CCCs and features in key recommendations of the humanitarian review.
UNICEF is scaling up its internal systems for protection against sexual exploitation and abuse globally and in countries responding to emergencies. It is also actively promoting cooperation around accountability to affected populations at the inter-agency level. In , UNICEF will continue to prioritize supporting country offices to establish these mechanisms and ensure that systematic engagement with affected people guides evidence-based decision-making in all its programming.
Partnerships and localization Engaging with local actors is fundamental in achieving better accountability to affected populations. Therefore, it is crucial to strengthen partnerships and collaboration with local civil society organizations CSOs , which typically are more consistently connected with local communities.
This is closely linked to the emerging localization agenda. In line with the Humanitarian Review recommendations on localization, UNICEF has developed a draft organizational strategy for a comprehensive approach to localization.
This involves: a investing in the institutional and technical capacity of local actors national authorities, CSOs, communities and the private sector ; b respecting and strengthening the leadership and coordination of humanitarian action by national and local authorities, CSOs and communities; c engaging in principled partnerships; d adopting comprehensive risk management; e supporting, where possible, multi-year agreements and funding; and f capacity sharing with local actors, including communities.
Together with our partners, we will not fail children and young people affected by crises around the world. Permission will be freely granted to educational or non-profit organizations. Others will be required to pay a small fee.
UNICEF assistance in the camp includes the provision of safe drinking water and the installation of permanent latrines, bathing facilities, wash basins, as well as mobile units containing these amenities. Thanks also to all other colleagues and country offices that contributed, including through regional chapters.
The boundaries and names shown and the designations used on this map do not imply official endorsement or acceptance by the United Nations. Final boundary between the Republic of Sudan and the Republic of South Sudan has not yet been determined. The final status of Jammu and Kashmir has not yet been agreed upon by the parties. In fact, she had just passed her first birthday.
She was among the , children with severe acute malnutrition treated at one of nutrition rehabilitation centres set up by Chads Ministry of Health in as part of a Sahel-wide scale-up. Hundreds of thousands have been reached with life-saving assistance. Sadly, many others have not.
With each passing day, month-old Rabab Mohammed Salehs smile was becoming a little wider; her body growing a little stronger. She was at the therapeutic feeding centre of Al-Sabaeen Hospital in Sanaa, Yemen being treated for malnutrition.
Rabab lives with her single mother and 10 surviving siblings. Four have died. In Yemen, almost 1 million children are acutely malnourished; over a quarter of a million suffer from severe acute malnutrition and live, daily, in the shadow of death. At the sprawling Zaatari refugee camp near the border between Jordan and the Syrian Arab Republic, year-old Tabark had resumed classes at the new emergency school.
Her dream is to become an Arabic teacher. For too many children, though, education and protection become casualties of crisis.
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