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Evaluation findings report: A norms and behaviour change campaign targeting employers of child domestic workers in Ethiopia

Eric Vaughan, Catharine Russell

Altai Consulting; Freedom Fund (2023), 39 pp.

"Child domestic workers (CDWs) in Ethiopia tend to face challenging working conditions with limited access to education. Child domestic work refers to live-in or live-out work done in a household where the child’s biological parents do not reside and which often but does not always include some fo ... rm of remuneration. Child domestic work is common in Addis Ababa as it serves as an entry point into the labour market for girls migrating from rural to urban areas in Ethiopia (Erulkar et al., 2017). Indeed, a recent study estimated the prevalence of domestic work among girls aged 12–17 in Addis Ababa to be 37% (Erulkar et al., 2022). Though domestic work is not necessarily a harmful form of child labour, CDWs in Ethiopia often face mistreatment and abuse from their employers (Population Council and Freedom Fund, 2021). This mistreatment is linked to broader social norms which place CDWs as inferior and less worthy than other members of the household. In an effort to change norms and behaviours towards the treatment of CDWs, the Freedom Fund implemented a norms and behavioural change campaign (NBCC) in 2022. The NBCC targeted employers of CDWs in Addis Ababa. It was funded through the Program to End Modern Slavery, an initiative of the United States Department of State’s Office to Monitor and Combat Trafficking in Persons and was part of the Freedom Fund’s broader ‘Reducing the Prevalence of Child Domestic Servitude in Ethiopia’ programme. Based on the findings of formative research, the main objectives of the NBCC were to shift norms and behaviours relating to CDWs’ working conditions and access to education. [...] The NBCC reached 57% of employers interviewed during the baseline. Television was by far the main medium through which respondents were exposed to the campaign (95%) followed by online media (13%), physical posters (13%), and community discussions (6%). Using data on recall of campaign materials and participation in campaign activities, respondents were classified into three categories based on level of exposure: no exposure (43%), low exposure (17%), and high exposure (40%). The NBCC’s reach appears to have been uneven as younger respondents, women, and those with more education tended to have a higher level of exposure. Survey findings emphasised the differences in working conditions and access to school between CDWs who are related to their employer and those who are not. Whereas some CDWs are recruited as domestic workers, others are relatives of their employer (for example, a niece) and have been sent by their family to live in Addis Ababa. Those in the first category tend to work longer hours, as reported by their employer (35 per week compared to 24 for those related to their employer) and are less likely to be enrolled in school (25% compared to 75%)." (Executive summary) more

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Girls’ Digital Literacy in the East Asia and Pacific Region: Spotlight on Cambodia, Indonesia, Lao PDR, Timor-Leste and Viet Nam

Mitsue Uemura (coord.)

Bangkog: UNICEF East Asia and Pacific Regional Office (2023), 76 pp.

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Privacy and Protection: A Children’s Rights Approach to Encryption

Child Rights International Network (CRIN) (2023), 108 pp.

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Sesame Street: A Transnational History

Helle Strandgaard Jensen

New York: Oxford University Press (2023), xii, 274 pp.

"Sesame Street tells the history of how the American show became a global brand. The book argues that because domestic production was not financially viable from the beginning, Sesame Street became a commodity forcefully marketed all over the world. It is based on archival research in seven countrie ... more

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Digital Transformation in the East Asia and Pacific Region

UNICEF East Asia and Pacific Region (2023), 35 pp.

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Child Protection in Digital Education: Technical Note

Catherine Rutgers (ed.)

UNICEF (2023), 19 pp.

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Jugendschutz – verständlich erklärt

Berlin: Bundesministerium für Familie, Senioren, Frauen und Jugend (2023), 49 pp.

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Basic Data Children and Media 2023: Current Surveys and Research on Media Use Among Children in Germany

Munich: International Central Institute for Youth and Educational Television (IZI) (2023), 74 pp.

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Kinderbücher als Orte der Begegnung: Repräsentation im Kinderbuch

Olaolu Fajembola

BiblioTheke: Zeitschrift für katholische Bücherei- und Medienarbeit, issue 3 (2023), pp. 7-9

"Gute Kinderbücher oder vielmehr Kinderbücher, die Platz machen für alle Kinder, Gefühle, Erfahrungen, Stimmen, eröffnen einen Raum der Vielheiten und der Vielstimmigkeit. Sie geben Kindern Orientierung, erklären ihnen die Welt und ihre Bewohner:innen, sind lustig und spannend, emotional und u ... more

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Estándares regulatorios en la protección de los derechos de niños y niñas en los servicios audiovisuales en Internet

María Capurro Robles, María José Guembe

Montevideo: Observacom (2023), 39 pp.

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Juegos, videojuegos y juegos online

Huelva: Grupo Comunicar; Junta de Andalucía, Consejería de Inclusión Social, Juventud, Familias e Igualdad (2023), 31 pp.

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Real or fake? Teenagers managing life on screens. The cybersurvey 2023

Adrienne Katz, Aiman El Asam

Youthworks (2023), 43 pp.

"Teens remain enthusiastic about life online: 87% go digital to manage or calm emotions. They relax, chat with friends, listen to music, or find out what they want to know. Most importantly for them, they connect with friends. They also use it to fend off boredom (which ‘can let in anxiety’). Ov ... er 2/3 say, it is ‘my main entertainment’. Around half go online to ‘escape my issues’. 47% feel more accepted when online, while three quarters feel more confident when on a screen. Digital access: 85% have their own phone with wi-fi access. 68% of 11yr olds, 89% of 13 olds and 97% of 15 year olds have their own phone with wi-fi access. The impacts of life on screens: While this is hotly debated amongst adults, here teenagers talk about how time on screens makes them feel. Responses are grouped into four parts: A) Benefits include: ‘feeling closer to my friends through social media 81%, or via gaming, 69%. Three quarters or 75% feel more confident when on a screen. They value creativity, the privacy and autonomy of finding out whatever they want, and the ability to ‘escape my issues’ or access entertainment and relaxation. B) ‘Electronic mood management’ explores how large numbers of teens use technology to manage their emotions. Contrary to popular myths, 80% hardly ever/never feel anxious after spending time on social media. 6% often feel anxious. C) 'Body mage and perception of others’ play a large role in online life: Almost 1 in 4 always or often believe that ‘Other people have a better life than me,’ Almost 1 in 5 say ‘Because of what I see online I’ve often tried to change my body shape’. D) Acceptance: Some feel it is easier to be accepted online or to ‘find people like me’. This is particularly true for young people who are unsure where they fit in, or those with a disability. Accessibility tools are widely used. Identifying who is most at risk: The survey also explores those who are more likely to describe negative impacts such as teens with an eating disorder, or a mental health difficulty; those who worry about life at home, and those with vision or hearing loss, speech difficulties, young carers, children in care and those with other challenges. The findings in this survey remain consistent with our published research. This minority are less safe online then their peers, they are more likely to become anxious or depressed after time online (or offline) and need help to manage their online lives. Alongside experiencing problems and harms online, they tend to be living with offline difficulties, and emotional health concerns. Some report multiple vulnerabilities. For those living with challenges, and dealing with powerful emotions, or without the means to go out for entertainment, the internet plays a different role. It can represent both a refuge and a risk. Being deprived of it can cause deep distress. Belonging and trust, or feeling left out: Boys are more likely to feel a sense of belonging and trust at school, whereas only 1/3 of girls say ‘school is a place where I feel I belong’ and ‘there is an adult I trust at school’. Teens need to feel they can turn to parents or trusted adults if they need to, and that they belong to and are valued in a community and also among friends. Compared to teens who never feel left out, those who do, described more anxiety, were less able to recover when things went wrong online, and were more likely to add unknown people as friends." (Executive summary, pages 4-6) more

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Child Abusing News: Episodic and Thematic Media Framing Adapting the Children Act and UNICEF’s Principles in Bangladesh

Nusrat Jahan, Mehedy Hassan Razib

Athens Journal of Mass Media and Communications, volume 9, issue 2 (2023), pp. 113-130

"The present study is designed to assess the trend of episodic and thematic media framing on child-abusing news and its relation with the adaptation of The Children Act along with UNICEF's reporting principles. With media framing theory this paper executed a quantitative study through content analys ... more

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Espacios para leer, crear y crecer: Orientaciones para la puesta en marcha de salas de lectura y expresión artística para la primera infancia

Yolanda Reyes

Bogotá: Centro Regional para el Fomento del Libro en América Latina y el Caribe (CERLALC) (2023), 52 pp.

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Pulse Check on Digital Learning

New York: UNICEF (2022), 38 pp.

"This report defines and takes the pulse of five vital elements of digital learning. It contributes to the ongoing yet urgent aim of transforming education, and offers steps to recovery through child-centered, equity-driven, and innovative solutions. The five vital elements covered are ICT in educat ... more

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Legislating for the Digital Age: Global Guide on Improving Legislative Frameworks to Protect Children from Online Sexual Exploitation and Abuse
Deep Insights

Key Guides

New York: UNICEF (2022), 172 pp.

"This Global Guide provides guidance on how to strengthen legislative frameworks to protect children from online child sexual exploitation and abuse. It is intended for use by governments, country offices of international organizations, civil society and business organizations to advocate for and de ... more

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What Works to Prevent Online Violence Against Children? Executive Summary
Key Guides

Geneva: World Health Organization (WHO) (2022), vi, 22 pp.

"The key messages that can be drawn from the evidence gathered as part of this review may be summarized as follows: resources should be confidently and generously committed to child and youth safety education programmes that have content that addresses online VAC and related topics; priority should ... more

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Evaluation findings report: A norms and behaviour change campaign targeting employers of child domestic workers in Ethiopia

Girls’ Digital Literacy in the East Asia and Pacific Region: Spotlight on Cambodia, Indonesia, Lao PDR, Timor-Leste and Viet Nam

Privacy and Protection: A Children’s Rights Approach to Encryption

Sesame Street: A Transnational History

Digital Transformation in the East Asia and Pacific Region

Child Protection in Digital Education: Technical Note

Jugendschutz – verständlich erklärt

Basic Data Children and Media 2023: Current Surveys and Research on Media Use Among Children in Germany

Kinderbücher als Orte der Begegnung: Repräsentation im Kinderbuch

Estándares regulatorios en la protección de los derechos de niños y niñas en los servicios audiovisuales en Internet

Juegos, videojuegos y juegos online

Real or fake? Teenagers managing life on screens. The cybersurvey 2023

Child Abusing News: Episodic and Thematic Media Framing Adapting the Children Act and UNICEF’s Principles in Bangladesh

Espacios para leer, crear y crecer: Orientaciones para la puesta en marcha de salas de lectura y expresión artística para la primera infancia

Pulse Check on Digital Learning

Legislating for the Digital Age: Global Guide on Improving Legislative Frameworks to Protect Children from Online Sexual Exploitation and Abuse
Deep Insights

Key Guides

What Works to Prevent Online Violence Against Children? Executive Summary
Key Guides

Dinámicas para prevenir conflictos en Instagram en el aula de la educación física

Evaluating online safety initiatives: How to build the evidence base on what works to keep children safe online

Informe especial niñas y niños 2022

Legislating for the Digital Age: Global Guide on Improving Legislative Frameworks to Protect Children from Online Sexual Exploitation and Abuse Deep Insights Key Guides

What Works to Prevent Online Violence Against Children? Executive Summary Key Guides

Legislating for the Digital Age: Global Guide on Improving Legislative Frameworks to Protect Children from Online Sexual Exploitation and Abuse
Deep Insights

Key Guides

What Works to Prevent Online Violence Against Children? Executive Summary
Key Guides