20 August 2023

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Jump to:   UN   |   UNICEF   |   UNESCO   |   ILO   |   UNGEI   |   Other  , United Nations (UN), Sustainable Development Goal 4 (SDG 4) : Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all United Nations Convention on the Rights of the Child (CRC) Education Cannot Wait (ECW) : United Nations global fund for education in emergencies and protracted crises Understanding Children’s Work (UCW) : An…, United Nations Children’s Fund (UNICEF), UNICEF UNICEF Multiple Indicator Cluster Survey (MICS) : Generating data on key indicators on the well-being of children and women, and helping shape policies for the improvement of their lives UNICEF Pathway Analysis Dashboard and Brief : How are children progressing through school? Education Pathway Analysis UNICEF Data, Children with…, United Nations Educational, Scientific and Cultural Organization (UNESCO), UNESCO Out-of-school children and youth theme UIS Data Centre – Education data by country and region Global Education Monitoring (GEM) Report : Provides a macro view of education issues based on multiple sources of data Global Education Observatory : Gateway to education-related data aimed to meet the needs of national, regional and global…, International Labour Organization (ILO), ILO ILO Convention No. 138 (Minimum Age for Admission to Employment) (C138) ILO Convention No. 182 (Worst Forms of Child Labour) (C182), United Nations Girls’ Education Initiative (UNGEI), UNGEI UNGEI Knowledge Hub, Other, USAID Demographic and Health Surveys (DHS) European Commission INFORM Severity Index  
20 July 2023

OOSCI Operational Manual: Policy and strategy recommendations

This section of the OOSCI Operational Manual includes guidance for choosing the policies and associated recommendations to support children, adolescents and youth in the seven dimensions of exclusion (7DE). It provides suggestions for writing and structuring the policies chapter of an OOSCI study. The purpose of the policies chapter is to help…, A boy student participates in class in Khartoum, Sudan. Identify and assess existing relevant policies, It is important to explore options for changes in government policy that could eliminate or significantly diminish critical barriers to education. The OOSCI formative review and the meta-analysis highlighted that the analysis of existing policy has been a weak spot in some out-of-school children studies.  A first step to the formulation of policy…, A young girl drawing Develop the policy recommendations, Policy recommendations are typically written up as high level recommendations and are prioritized by explaining how these changes may reduce or eliminate barriers to education for the key profiles of children in the 7DE. Ideally, policy recommendations should be systemic, so that they can target multiple barriers or profiles of children in the 7DE…, Early Child Education learning through play based activities at the Insaka hub in Zambia. Link the findings of the study together: profiles, barriers and policy recommendations, Once the policy recommendations have been drafted, discussed amongst key stakeholders and prioritized, they can be written up as a narrative in the OOSCI study policy chapter. The review of existing policies and proposed policy changes should link to the profiles and barriers analysis. The goal of the policy chapter is to present an evidence-based…, Two adolescent girls inside UNICEF-supported Temporary Learning Centre Plan the next steps: implementation of recommendations, Plans to ensure the OOSCI study has impact should be developed before the study begins. Considerations include identifying the goals of the OOSCI study process, developing a communication and capacity-building strategy for key actors, and identifying in advance of all the channels and fora to which the OOSCI study findings and recommendations will…, Related resources
20 July 2023

OOSCI Operational Manual: Barriers to education

Overview, In the OOSCI framework, barriers are understood as the factors that contribute to school exclusion. These may be push factors, which are exclusionary factors that originate within the schooling system itself (e.g., expulsion, irrelevant curriculum). Pull factors comprise those influences outside school that lead to drop out (e.g., labour, family…, Common barriers to education, Four children write on a whiteboard with one girl facing the other way smiles at the camera Gender discrimination, In some regions, boys’ educational opportunities are limited by gender roles that force them to work rather than attend school. These financial responsibilities are often increased in boys’ adolescent years, making it difficult for them to complete secondary school in some regions. However, in many parts of the world, girls are most often the…, A teenage boy lays bricks out to dry in the sun Child labour, Child labour poses one of the greatest risks to school participation. Though most children who work also attend school, the need to work is one of the factors that hamper children’s ability to learn and succeed in school. It is also considered a factor in decisions to drop out of school. Evidence gathered from countries involved in the Out-of-…, A child soldier in military fatigues sitting down with a gun resting on his shoulder Conflict, In some regions, political upheaval and war cause conflict. In other areas, conflict is perpetuated violence linked to organized crime, drugs and gang warfare. Armed conflict is one of the most devastating barriers to education and threatens children’s future development. Conflict creates some obvious threats to education including the loss of…, A young student is assited with writing by an adult sitting beside her Lack of inclusive education for children with disabilities, Children with disabilities have the same right to education as children who do not have disabilities. However, in practice, children with disabilities are very often excluded from learning opportunities. The reasons include: Lack of accessible school buildings Limited number of teachers trained to teach in inclusive settings Inflexible and…, A group of young children stand in a line with the girl at the front of the line holding a piece of paper with Khmer script on it in a basket Language challenges, Reports from countries and regions involved in the Out-of-School Children Initiative have indicated that children from communities marginalized because of ethnicity face significant barriers to education. For example, children from marginalized ethnic groups in Bolivia, Ecuador, India and the Lao People’s Democratic Republic are up to three times…, For your study, Two young boys studying at home during covid lockdown, India. Identify key barriers to education, The identification and analysis of barriers starts with a desk review of evidence of the factors that deter children from going to, and staying in, school. Much of this evidence will be familiar to the study team. However, the review should aim to explore a range of sources including: previous OOSCI reports; academic studies; findings from field…, Class 4 students working against the clock to complete questions during a "rotating workshops" activity in Suango Primary School, Efate in Suango, Port Vila, Vanuatu Prioritize barriers and link them to profiles of children in the 7DE, Once the desk review and additional primary research have been completed, and barriers categorized against the Monitoring Results for Equity System (MoRES) framework or alternative conceptual frameworks, the study team can begin to systematically link these barriers to the profiles of children in the 7DE. The next step is identifying the most…, A boy (12) solves the math sums on the blackboard during his class in UNICEF-supported camp schools. Pakistan Develop the barriers chapter structure and narrative, The chapter in your study that results from the methods outlined in this section should tell a cohesive story about why the children in the 7DE are out of school or at risk of dropping out. There are two goals of this analysis: First, the analysis will likely identify a wide range of barriers. The guidance in Section 5 of the OOSCI Operational…, Related resources
20 July 2023

OOSCI Operational Manual: Data sources and profiles of children

View in full by downloading the OOSCI Operational Manual, Data sources and indicators, The data sources and indicators section of the OOSCI Operational Manual includes the steps required to source, appraise, and prepare the data needed to conduct an OOSCI study, identify gaps and limitations, and produce the basic quantitative profile of out-of-school children and children at risk of dropout (RODO) in the country, including the…, Students with tablets in a school in Niamey, the capital of Niger. Step 1: Review data sources, quality, gaps and limitations, Every OOSCI study should contain a brief section that outlines the quantitative and qualitative data sources examined, the rationale for using those retained and a discussion of the data limitations and advice on the interpretation of indicators. Out-of-school children study teams are encouraged to access, download and use the Data Inventory and…, A boy learns how to read numbers on her first day in school after the summer holidays, Azerbaijan. Step 2: Calculate the 7DE indicators, The Out-of-School Children Initiative focuses on children out of school and those at risk of dropping out, over a wide age range. To help distinguish distinct groups of children for analysis and policy support, it uses a dimensions of exclusion framework, where each group of children is represented by a particular dimension. In line with the SDG 4…, Profiles of children, The profiles of children section of the OOSCI Operational Manual describes the process of drafting Chapter 2 of the study. This includes the steps required to produce the main profiles of out-of-school children and children at risk of dropping out of school. A ‘profile’ is a group of children in one or more of the 7DE with certain shared…, A young girl trying to solve a math with help from her teacher standing next her, Pakistan. Step 3: Conduct disaggregated data analysis, Disaggregated analysis is the comparison of indicator values for different characteristics or groups, to determine for whom and where the numbers or rates are the highest. Disaggregated data analysis is crucial to determine the key profiles of children, adolescents and youth out of school and at risk of dropping out. This is the analysis of…, irst day of school at Birere Primary School in Goma, DR Congo. Step 4: Analyse the flow of children in and out of the education system, Analysts are also advised to present complete profiles of children who left school early by identifying at what level and grade they left school. Step 4 enhances the findings in Steps 1, 2 and 3 by considering interaction with the education system over time to understand school exclusion. This step looks at the constriction in flows of children…, In a clean,bright child-friendly school environment, a girl figures out a math problem at Doujiang Township Primary School, China. Step 5: Cumulative risk analysis and other multivariate analyses, The data to develop profiles of children in the 7DE can be analysed using multivariate regression models. Such models are used to identify the strongest determinants of being out of school or dropping out, among the range of individual, household, community and school characteristics. Cumulative risk analysis (CRA) refers to the usage of simple…, Class 7 students of Bihdia Adarsha High School during a class in Bihdia, Assam, India. Step 6: Identify key profiles of out-of-school children and children at risk of dropping out, The OOSCI profiles chapter should present a synthesis of the most important characteristics and information about the children in the 7DE. This will form the basis for the barriers analysis and the focus for policies and strategies. For each dimension of exclusion, the chapter should clearly explain: who is most likely to be out of school or at…, Related resources
20 July 2023

OOSCI Operational Manual: Introduction

The purpose of the OOSCI Operational Manual is to guide out-of-school children studies and inform broader advocacy, analysis and engagement with out-of-school children and children at risk of dropping out. At the global level, the international community has adopted ambitious Sustainable Development Goal (SDG) targets that include ensuring that…, Theory of change, With the adoption of SDG4 and the commitment to increasing pre-primary education participation, and primary and secondary education for all children, adolescents and youth, the OOSCI aims to implement strategies and policies that substantially and sustainably reduce exclusion in education. National, regional and global out-of-school children…, Preparing and planning an out-of-school children study, Students listen to their teacher at the Bareganwala Girls Government Primary School, Pakistan. The OOSCI Operational Manual covers key considerations to prepare and develop a high quality out-of-school children study; one that is developed through an inclusive and timely process and is ultimately effective in bringing about the changes necessary…, Role of government leadership, OOSCI studies are fuelled by the commitment and leadership of national governments, especially education ministries. The engagement of high-level government officials and key decision makers is important to ensure both that the study is relevant and high quality, and that its findings will be considered in further policy-making processes. In…, Importance of stakeholder engagement, Broad and inclusive stakeholder engagement with an out-of-school children study is equally important to ensure its relevance and ultimate impact. It is recommended that both a steering committee and a technical working group be formed. The composition of these groups will benefit from careful thought, for which a partner mapping exercise may prove…, Related resources