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Отчет
07 Декабрь 2020
Меры реагирования социальной защиты ЮНИСЕФ на COVID-19
https://www.unicef.org/eca/ru/%D0%9E%D1%82%D1%87%D0%B5%D1%82%D1%8B/%D0%BC%D0%B5%D1%80%D1%8B-%D1%80%D0%B5%D0%B0%D0%B3%D0%B8%D1%80%D0%BE%D0%B2%D0%B0%D0%BD%D0%B8%D1%8F-%D1%81%D0%BE%D1%86%D0%B8%D0%B0%D0%BB%D1%8C%D0%BD%D0%BE%D0%B9-%D0%B7%D0%B0%D1%89%D0%B8%D1%82%D1%8B-%D1%8E%D0%BD%D0%B8%D1%81%D0%B5%D1%84-%D0%BD%D0%B0-covid-19
COVID-19 , , 3 United Nations Plaza . , NY, 10017, () 2020 . : : UNICEF/UNI341695/ 4: UNICEF/UNI325346/Tohlala/AFP : - , , , . , , , , , . 115 COVID-19 . , COVID-19 4 COVID-19 . , 2020 , , 117 , . , , , , , , - . , - , , , . , , . , ( 1, 3, 5, 8 10), . , . , . , , . COVID-19, 190 , 155 . : , - , , , , . , , , , , . , 115 , . 20 . , 44 . COVID-19 COVID-19 5 3-5 1000 11-17years old 6-10 11-14 COVID-19 , , , , 2 3 - COVID-19 117 . 2020 13 . 10 ; 150 . ; COVID-19 , 400 . , ; COVID-19 15 . 370 . 143 , , , 2020 132 . , COVID-19 6000 5 , 1,5 . - 463 . 20 . health treatments postponed . 117 37 6,7 . COVID-19 COVID-19 COVID-19 , , 20- , . : 70 , , . . - , : , , , . . : , . , , , , , , - , . : , , , , , , , , , , , . , : , , , , , . , : , . , , , . , , , , - . 65 COVID-19. , , 66 COVID-19 , , , , . . 7 : , ( , , ) ( , , , ) , , : , , , , , , , , , , ; , , / - , , , , s , , , - , , . - , : : , : , , , 87 95 95 52 COVID-19 : COVID-19 COVID-19. COVID-19, . COVID-19 : : , COVID-19 UNICEF , (), (), , , . 2016 , , , . COVID-19 , . 2020 240 000 ( 100 000 26 ) , . . Hajati), , COVID-19. , 88 COVID-19 400 000 . , , , , , 20 000 . RapidPro, SMS , . , , , , 2019 . - , () COVID-19 , . , , . , , , , . U-Report , . , . , (). , 2017 . COVID-19 - 2 , . , . , , - , COVID-19 . - - COVID-19 9, . 47 , 66 . , , . COVID-19 . Bono Familia - , . , , , . , . 2 , 70 . 780 . 9 COVID-19 (), () "- " -, , , , , . . , - . (1000 32 3 ) 8 23,8 (765 ). , t. 10 ( ) : , , .. : , , , . FAO (Food and Agriculture Organization of the UN) (2020). The State of Food Security and Nutrition in the World. http://www.fao.org/3/ca9692en/online/ca9692en.html Headey, D. et al. (July 2020). 'Impacts of COVID-19 on Childhood Malnutrition and Nutrition-related Mortality'. The Lancet. https://www.thelancet.com/journals/lancet/article/PIIS0140-6736(20)31647-0/fulltext ILO (2020). 'ILO Monitor: COVID-19 and the world of work' (multiple editions). https://www.ilo.org/global/topics/coronavirus/impacts-and-responses/WCMS_749399/lang--en/index.htm Malala Fund (2020). Girls Education and COVID-19. What past shocks can teach us about mitigating the impact of pandemics. https://malala.org/newsroom/archive/malala-fund-releases-report-girls-education-covid-19 UNDP/OPHI (Oxford Poverty & Human Development Initiative) (2020). Charting pathways out of multidimensional poverty: Achieving the SDGs. http://hdr.undp.org/sites/default/files/2020_mpi_report_en.pdf UNFPA (UN Population Fund) (2020). Impact of the COVID-19 Pandemic on Family Planning and Ending Gender-based Violence, Female Genital Mutilation and Child Marriage. https://www.unfpa.org/resources/impact-covid-19-pandemic-family-planning-and-ending-gender-based-violence-female-genital UNICEF (2020). Mortality Estimates https://www.unicef.org/press-releases/covid-19-devastates-already-fragile-health-systems-over-6000-additional-children UNICEF (2020). 'COVID-19: Are children able to continue learning during school closures?' https://data.unicef.org UNICEF/Save the Children (2020). 'Child Poverty and COVID-19'. https://data.unicef.org/topic/child-poverty/covid-19/ UNICEF/WFP (2020). Futures of 370 million children in jeopardy as school closures deprive them of school mealshttps://www.unicef.org/press-releases/futures-370-million-children-jeopardy-school-closures-deprive-them-school-meals WHO (2020). 'Immunization, Vaccines and Biologicals.https://www.who.int/immunization/diseases/measles/statement_missing_measles_vaccines_covid-19/en/ , / http://www.fao.org/3/ca9692en/online/ca9692en.html http://www.fao.org/3/ca9692en/online/ca9692en.html https://www.thelancet.com/journals/lancet/article/PIIS0140-6736(20)31647-0/fulltext https://www.thelancet.com/journals/lancet/article/PIIS0140-6736(20)31647-0/fulltext https://www.thelancet.com/journals/lancet/article/PIIS0140-6736(20)31647-0/fulltext https://www.ilo.org/global/topics/coronavirus/impacts-and-responses/WCMS_749399/lang--en/index.htm https://www.ilo.org/global/topics/coronavirus/impacts-and-responses/WCMS_749399/lang--en/index.htm https://malala.org/newsroom/archive/malala-fund-releases-report-girls-education-covid-19 https://malala.org/newsroom/archive/malala-fund-releases-report-girls-education-covid-19 https://malala.org/newsroom/archive/malala-fund-releases-report-girls-education-covid-19 http://hdr.undp.org/sites/default/files/2020_mpi_report_en.pdf https://www.unfpa.org/resources/impact-covid-19-pandemic-family-planning-and-ending-gender-based-violence-female-genital https://www.unfpa.org/resources/impact-covid-19-pandemic-family-planning-and-ending-gender-based-violence-female-genital https://www.unfpa.org/resources/impact-covid-19-pandemic-family-planning-and-ending-gender-based-violence-female-genital https://www.unicef.org/press-releases/covid-19-devastates-already-fragile-health-systems-over-6000-additional-children https://www.unicef.org/press-releases/covid-19-devastates-already-fragile-health-systems-over-6000-additional-children https://www.unicef.org/press-releases/covid-19-devastates-already-fragile-health-systems-over-6000-additional-children https://data.unicef.org https://data.unicef.org/topic/child-poverty/covid-19/ https://www.unicef.org/press-releases/futures-370-million-children-jeopardy-school-closures-deprive-them-school-meals https://www.unicef.org/press-releases/futures-370-million-children-jeopardy-school-closures-deprive-them-school-meals https://www.who.int/immunization/diseases/measles/statement_missing_measles_vaccines_covid-19/en/ https://www.who.int/immunization/diseases/measles/statement_missing_measles_vaccines_covid-19/en/ COVID-19 T UNICEFs Global Social Protection Programme Framework/ Gender and Social Protectionin South Asia: An assessment of the design of non- contributory programmes / : , Inclusive Social Protection Systems for Children with Disabilities in Europe and Central Asia/ Universal Child Benefits: Policy options and issues/ : Gender-Responsive Social Protection during COVID-19/ COVID-19 Towards Universal Social Protection for Children: Achieving SDG 1.3/ : 1.3 UNICEF Programme Guidance: Strengthening shock responsive social protection systems/ : , Making Cash Transfers Work for Children and Families/ Inclusive Social Protection Systems for Children with Disabilities in Europe and Central Asia/ 11 COVID-19 , - , families Button 3:
Report
28 Октябрь 2020
Protecting young children from vaccine-preventable diseases
https://www.unicef.org/eca/reports/protecting-young-children-vaccine-preventable-diseases
PROTECTING YOUNG CHILDREN FROM VACCINE-PREVENTABLE DISEASES MODULE 22 Disclaimer: The resource modules were authored by the individuals under the guidance of the UNICEF Regional Office for Europe and Central Asia. The text is presented in draft format and it is expected that it will be adapted and contextualized for use by interested countries. The material has not been edited to official publication standards. UNICEF accepts no responsibility for errors. The designations in this publication do not imply an opinion on legal status of any country or territory, or of its authorities, or the delimitation of frontiers. Coordination and Editing: Aleksandra Jovic, UNICEF, Early Childhood Development Specialist Lead Author: Bettina Schwethelm, Young Child Health and Development Specialist, Director, MCH-ECD Co-authors: Svetlana Stefanet, UNICEF, Immunization Specialist Sergiu Tomsa, UNICEF, Communication for Development Specialist Contributors: Silvia Sanchez R., UNICEF, Knowledge Management Consultant Viviane Bianco, UNICEF, Communication for Development Consultant UNICEF/ Krepkih Andrey TABLE OF CONTENTS Key Messages Why is this Topic Important to you? ..................................................................................6 Learning Outcomes ....................................................................................................................................6 Pre-Test for this Module ...............................................................................................................................7 Glossary and Definitions ............................................................................................................................10 I. Introduction ..................................................................................................................................111. Nurturing Care A Holistic Approach to Young Child Health, Development and Wellbeing ................................112. Vaccination Trends Globally and in Europe ...........................................................................................................143. Working with Families to Protect Young Children from Vaccine-Preventable Diseases Module Overview and Summary ..........................................................................................................................15 II. Immunization and Vaccine Preventable Diseases A Major Public Health Achievement ...................161. Childhood Immunization .......................................................................................................................................162. How Vaccines Work .............................................................................................................................................173. The Benefits of Vaccination to the Individual Child and Society ...........................................................................204. Vaccine Safety and Side Effects ...........................................................................................................................225. Family-Held Vaccination Records ..........................................................................................................................23 III. Understanding Barriers to Vaccination ...............................................................................................241. Caregivers Along the Continuum of Vaccine Acceptance, Hesitancy, and Rejection ...........................................242. Understanding how Individuals Make Behavioural Choices .................................................................................26 a. The Behaviour Change Journey ........................................................................................................................26b. Factors Influencing Caregiver Decisions ...........................................................................................................27c. Perception Biases, Beliefs, and Myths About Vaccines The Internet and Social Media ................................31d. The Role of Health Workers ..............................................................................................................................34 IV. Communication Skills and Tools to Support Vaccine Acceptance by Caregiver .................................371. Active Listening Skills ...........................................................................................................................................37 a. Verbal Communication ......................................................................................................................................37b. Non-Verbal Communication ..............................................................................................................................38c. Empathy ............................................................................................................................................................39 2. Working with Caregivers Along the Continuum of Vaccine Hesitancy .................................................................39a. Vaccine-Accepting Families ...............................................................................................................................40b. Vaccine-Hesitant Caregivers .............................................................................................................................41c. Vaccine Refusers and Anti-Vaccine Advocates .................................................................................................44 3. Helping Caregivers Overcome Barriers to Vaccination .........................................................................................46a. Preparing Caregivers for Vaccination and Helping Them Manage Mild Side-Effects ........................................46b. Helping Caregivers Problem-Solve ....................................................................................................................46c. Addressing Rumours in the Community ...........................................................................................................47 V. Summary of Key Points and Post-Test .................................................................................................481. Summary of Key Points ......................................................................................................................................482. Post-Test with Answers ......................................................................................................................................49 VI. Websites And Video Clips .....................................................................................................................531. Websites .............................................................................................................................................................532. Relevant Video Clips ...........................................................................................................................................53 Annexes: Information Cards ........................................................................................................................55Information Card 1 - Common Vaccine-Preventable Diseases ...........................................................................................55Information Card 2 - Frequently Asked Questions (FAQS) About Childhood Vaccinations .................................................58Information Card 3 - Simple Ways to Show Empathy ........................................................................................................62Information Card 4 - Responses that Encourage Communication ......................................................................................63Information Card 5 - Roadblocks to Communication ..........................................................................................................64Information Card 6 - Practical Communication Skills Case Study ....................................................................................65Information Card 7 - The CASE Approach ...........................................................................................................................66Information Card 8 - Steps to Address Negative Rumours in the Community ...................................................................67Information Card 9 - Reducing Pain ....................................................................................................................................68Information Card 10 - What is Community or Herd Immunity and Why is it Important? ....................................................70 Worksheets................ ..................................................................................................................................71 References................. ..................................................................................................................................73 6 MODULE 22 PROTECTING YOUNG CHILDREN FROM VACCINE-PREVENTABLE DISEASES KEY MESSAGES Why is this topic important to you? Vaccination is one of the worlds safest and most cost-effective public health interventions. Yet growing distrust in science, coupled with misinformation, means that vaccination coverage rates are declining in some countries and communities, resulting in an upsurge of vaccine-preventable diseases. The routine vaccination schedule brings families into frequent contact with the healthcare system, providing opportunities to reach children with life-saving vaccines and other crucial services for children and their families. Research shows that those caring for children tend to trust the advice of their health workers when it comes to vaccination, despite conflicting and often misleading information from other sources. That is why your role is so important: poor or disrespectful responses to caregivers and their concerns, coupled with a lack of uptake of vaccines (whether at a clinic or during a home visit), can have a strong and negative impact not only on their future demand for vaccination, but also for a whole range of other health services. As a professional who is trusted by the families you serve, you have a unique opportunity to identify vaccine-hesitant caregivers; understand their fears, dilemmas and choices; provide them with relevant information; help them overcome their vaccination hesitancy; strengthen their confidence in vaccines and immunization, and, in some instances, vaccinate their children. Using your communication skills and your knowledge about how individuals make behavioural choices, you can influence and guide parents to make decisions in the best interests of their children by listening to and understanding their concerns, providing answers to their questions, and helping them make the best choice for their child and their community. LEARNING OUTCOMES Once you have completed this module you will: Have a good understanding of vaccine-preventable diseases and the importance of immunization. Understand the role of health workers particularly home visitors in guiding families in their decisions to have their children protected against vaccine-preventable illnesses. Understand the importance of checking the immunization status of the child during each relevant visit and reminding caregivers about upcoming vaccination appointments. Understand that the views of caregivers range across a continuum from vaccine acceptance, to hesitancy and rejection, and that tailored approaches and actions are required from you to ensure that as many infants and children are protected against vaccine-preventable diseases as possible. Be able to apply evidence-based techniques and approaches to address hesitancy and influence caregivers decisions and behaviours. When checking a childs records, know how to give their caregivers the space to voice concerns and ask questions so that you can provide facts about vaccination benefits and address rumours and misinformation. Know how to identify caregivers who are hesitant about vaccines and respond to their questions and concerns with facts and empathy to help them make informed decisions and move towards vaccination. Communicate with caregivers who are rejecting vaccines in a respectful and empathetic way, reminding them that vaccines are safe, advising them of the dangers and symptoms of vaccine-preventable diseases, and reinforcing their responsibilities, as caregivers, to inform health workers if their child has not been vaccinated. Show your appreciation and validation of families that have accepted vaccination and that might be willing to become vaccine advocates in your community. Be able to advise parents on how to deal with the possible common side effects of vaccination. 7 MODULE 22 PROTECTING YOUNG CHILDREN FROM VACCINE-PREVENTABLE DISEASES PRE-TEST FOR THIS MODULE Some of these questions may refer to topics that are unfamiliar to you at this early stage, but do not worry. The module will cover all of these issues and features a post-test (with answers) at the end so that you can assess your own progress. 1. Costing studies have shown that childhood vaccinations constitute one of the most cost-effective public health interventions. True False 2. The number of parents refusing vaccinations for their infants and young children is increasing. This group should, therefore, be the main target for education by home visitors. True False 3. Increasing herd/community immunity is not a good argument for increased support for immunization programmes. True False 4. Several countries in Europe have had a high number of measles cases. Some of the reasons for this include (please mark all answers that apply): a. Shortages of measles vaccine in these countriesb. Caregivers who are complacent, because they do not know that measles is a dangerous and very infectious diseasec. Researchers who have been unable to dis-prove the myth that measles vaccine causes autismd. Measles brought in by travellers from poor, under-developed countriese. Falling immunization coverage. 5. The reason for vaccine hesitancy is simple: caregivers just lack the evidence about the benefits of vaccines. True False 6. Some of the strategies to overcome vaccine hesitancy among parents include (please mark all answers you consider correct):a. Improving the interpersonal and communication skills of health workersb. Listening to the concerns of caregivers and showing empathyc. Understanding how behaviour change takes place and using a solid behaviour-change approachd. Ensuring that health workers welcome caregivers who may feel socially excluded and stigmatizede. Telling caregivers that health professionals know best and that they should not question immunization, as they are not expertsf. Improving the quality of health services. 7. Some of the challenges to the achievement of high immunization coverage rates for measles and rubella coverage (please circle the answers you consider correct)a. The rejection of vaccines by some families in small communities and urban areas creates pools of unprotected children, increasing the risks of the rapid spread of epidemicsb. Measles vaccine is routinely provided to children when they are one year of age: a time when some caregivers may feel that their young children have already received enough vaccines to be protected MODULE 22 PROTECTING YOUNG CHILDREN FROM VACCINE-PREVENTABLE DISEASES 8 c. Lack of trust in vaccine safetyd. Shortage of vaccines in some countries as a result of recent epidemics. 8. Home visitors should be prepared to respond flexibly to the concerns of parents about vaccinations, with brief, tailored and fact-based elevator speeches (short enough to be presented during an elevator ride of just a few floors). True False 9. Polio has been eradicated and will soon be removed from all immunization schedules. True False 10. Arrange the following stages into the correct sequence for an expanded behaviour-change model: 11. List some non-verbal communication features you can use to make caregivers feel more comfortable: 12. Giving young infants multiple vaccines at the same time can overwhelm their immune system. True False 13. Naturally acquired immunity works better and is safer than vaccine-acquired immunity. True False 14. The following approaches need to be avoided when addressing the concerns of caregivers about vaccines (mark all that apply): a. Reflective listeningb. Solving any problems the caregiver has in getting to the clinicc. Empathy for their concerns about whether they are making the best decision for their childd. Praising them by telling them that they are your best parents and that you are so proud of theme. Rebuking caregivers for missing vaccination appointmentsf. Reminding caregivers that they are not experts and should not question immunization. Stages Step Decision Advocacy Pre-contemplation Maintenance Preparation Contemplation Trigger Fine-tuning Trial 9 MODULE 22 PROTECTING YOUNG CHILDREN FROM VACCINE-PREVENTABLE DISEASES 9 MODULE 21 PROTECTING YOUNG CHILDREN FROM VACCINE-PREVENTABLE DISEASES 15. Caregivers who refuse vaccines are likely to include individuals with some of the following characteristics (mark all that apply)a. They are from marginalized populationsb. They question science and are often highly educated c. They come from poor and uneducated families in urban areasd. They dont trust their health care system or health workers. 16. The three Cs are (mark all that apply) Complacency Concern Convenience Confidence. 17. Vaccination programmes are expensive because of the costs of vaccines, cold-chains and the salaries needed to deliver so many vaccines to so many children. It is an important public health intervention, but not very cost-effective. True False 18. 18. Measles is so dangerous because (mark all that apply)a. The disease kills most unvaccinated children because the vaccine only starts working when a child is around two years oldb. It is so infectious that herd community cannot be achievedc. It can wipe out much of the immune memory that a young child had acquired before contracting measlesd. Survivors of measles have an increased likelihood of death in the 2-3 years after contracting the diseasee. The infection spreads rapidly when a group of unvaccinated individuals is exposed to a case of measles. 19. There are no good sources of credible information about vaccines and vaccine safety. True False 20. Vaccine rejectors have a responsibility to inform health workers that their child has not been protected against vaccine-preventable diseases and should know about the signs and symptoms of these diseases. True False 21. While vaccination contributes primarily to Sustainable Development Goal 3 (SDG 3) on good health and wellbeing by reducing the number of vaccine-preventable deaths, it also contributes indirectly to many other SDGs. True False 10 MODULE 22 PROTECTING YOUNG CHILDREN FROM VACCINE-PREVENTABLE DISEASES 10 MODULE 22 PROTECTING YOUNG CHILDREN FROM VACCINE-PREVENTABLE DISEASES GLOSSARY AND DEFINITIONS Caregiver. The parent or primary guardian of the child. This module uses the terms parent and caregiver interchangeably, recognizing that while most children are cared for by their parents, this is not always the case. For the purposes of this module, the terms parent or caregiver refer to the adults responsible for children and who make critical decisions on their behalf around immunization. Closed questions. Questions that are generally answered with a simple yes or no, in contrast to open-ended questions that encourage the other person to elaborate on their answer and encourage a genuine, two-way dialogue. Empathy. The capacity to understand or feel what another person is experiencing from their point of view, i.e. putting yourself in their shoes. This contrasts with sympathy, which often conveys pity for someone else, but not necessarily an understanding of their situation. European Centre for Disease Prevention and Control (ECDC). EU agency aimed at strengthening Europes defenses against infectious diseases. The core functions cover a wide spectrum of activities: surveillance, epidemic intelligence, response, scientific advice, microbiology, preparedness, public health training, international relations, health communication, and the scientific journal Eurosurveillance.1 Herd/community immunity. It is achieved when the vast majority of a population (at least 95% of children for childhood vaccination) is vaccinated, ensuring the protection of the whole community, including individuals who have not been vaccinated. Immunization. The process by which a person develops resistance to an infectious illness, usually through the application of a vaccine. Interpersonal communication. The exchange of information, thoughts, and feelings both verbal and non-verbal between two or more people that leads to dialogue, mutual understanding, respect for different perspectives and positions and immediate feedback. It can take place in a face-to-face setting or via video or audio settings by phone or Internet. MMR. Measles-mumps-rubella vaccine. Vaccination. Act of introducing a vaccine into the body to produce immunity to a disease. Vaccine hesitancy (WHO, 2019). The reluctance or refusal to vaccinate despite the availability of vaccines. Vaccine hesitancy is complex and context-specific, varying across time, place and vaccines, and is influenced by multiple factors, such as complacency, convenience and confidence. 1 European Centre for Disease Prevention and Control. https://www.ecdc.europa.eu/en/about-ecdc https://www.ecdc.europa.eu/en/about-ecdc 11 MODULE 21 PROTECTING YOUNG CHILDREN FROM VACCINE-PREVENTABLE DISEASES IINTRODUCTION 1. Nurturing Care A Holistic Approach to Young Child Health, Development and Wellbeing Recent decades have seen a surge of research on neuroscience and child development that has identified what newborns and young children need to survive, thrive, and lead healthy and productive lives. In May 2018, this critical body of scientific knowledge was brought together and used to create the Nurturing Care Framework by the World Health Organization (WHO), UNICEF, the World Bank and other partners. Compelling and robust scientific evidence was translated into five easily understandable and mutually supporting components that are essential for children to thrive (also shown in Figure 1): Good health Adequate nutrition Opportunities for early learning Responsive caregiving, and Security and safety. G OOD HEAL TH ADEQUATE NUTRITION G O PP UR TU NIT IES FO R E ARLY LEARN ING SECURITY AND SAFET Y R ESPO NSIV E C AR EG IVIN G Components of nurturing care Figure 1. The Nurturing Care: five interconnected components UNICEF/Kudravtsev 12 MODULE 21 PROTECTING YOUNG CHILDREN FROM VACCINE-PREVENTABLE DISEASES To survive, thrive and reach their full developmental potential, infants and young children need all five components of the Nurturing Care wheel. The components are not stand-alone, nor do they work as additions to each other: they are indivisible and synergistic. Responsive caregiving, for example, creates an enabling environment that can safeguard the other components: that is, a caregiver who is responsive to a child will be able to detect early signs that the child is feeling ill, tired, overwhelmed, anxious or threatened and will be able to respond in a way that protects the childs wellbeing. Similarly, a responsive caregiver is sensitive to the signs that a child is feeling well, alert, and ready to play and explore, and will be able to respond with appropriate activities. While parenting is perhaps the most challenging task for any adult, measures and support to prepare people for parenthood and education in parenting are more often available in high-and middle-income countries. Where such support is available in low-income countries, it tends to be accessed most frequently by high- and middle-income families. Families in many countries in the Europe and Central Asia region are fortunate to benefit from universal health care and home-visiting services provided by the public sector during the critical times of pregnancy and the first few years of a childs life. While the number of visits provided to all families is often limited, home visiting can be an effective entry point and opportunity to provide reliable and valid information and advice on child development, child rearing and parenting. Universal home-visiting services can also be used to identify families that are vulnerable or that need additional and targeted services. Providing all families with trusted and evidence-based information and advice and identifying the families with additional needs require knowledge and special skills in working with families from all walks of life to build a genuine and supportive partnership. About the resource package for home visitors and its modules The resource package for home visitors Supporting Families for Nurturing Care is a growing set of training modules (see Figure 2). It aims to strengthen the knowledge of home visitors on the key components of Nurturing Care, and enhance their skills in working with families to enable and empower them to provide the best start to their children. While targeting home visitors, many of these modules are also suitable for other health and non-health professionals who interact with pregnant women and the families of young children. Each of the modules responds to one or more components of Nurturing Care and builds capacity and skills needed by the home visitor to provide supportive home visits. In addition, each module aims to help home visitors reflect on professional attitudes and strengthen practices to engage inclusively and respectfully families that are diverse and face different needs and challenges. The modules have been developed by well-known experts and can be translated and adapted to different country contexts. In some countries, the modules have already become a mainstay of lifelong learning and continuing professional development for health workers and social-service providers engaged in promoting the comprehensive wellbeing of young children and their families. You can find hard copies of all modules on the International Step by Step Association (ISSA) website at https://www.issa.nl/modules_home_visitors and on UNICEF Agora. UNICEF/Voronin https://www.issa.nl/modules_home_visitors 13 MODULE 21 PROTECTING YOUNG CHILDREN FROM VACCINE-PREVENTABLE DISEASES Knowledge Module 1: The Early Childhood Years - A Time of Endless Opportunities Module 7: Parental Wellbeing Module 11: Working against Stigma and Discrimination - Promoting Equity, Inclusion and Respect for Diversity Module 12: Children Who Develop Differently - Children with Disabilities or Developmental Difficulties Module 18: Gender Socialisation and Gender Dynamics in Families - The New Role of the Home Visitor Skills Module 2: The New Role of the Home Visitor Module 10: Caring and Empowering - Enhancing Communication Skills for Home Visitors Module 13: Developmental Monitoring and Screening Module 15: Working with Other Services Module 17: Supervision - Supporting Professionals and Enhancing Service Quality Module 22: Protecting Young Children from Vaccine-Preventable Diseases Figure 2. The Supporting Families for Nurturing Care resource package and its modules (asterisks indicate complementary pre-existing training packages) Components of nurturing care Thinking Healthy*Care for Child Development*Module 4: Falling in Love - Promoting Parent-Child AttachmentModule 5: Engaging Fathers Module 8: Common Parenting Concerns Integrated Management of Childhood Illnesses (IMCI)*Module 20: Healthy Weight, Physical Activity, Sleep and Sedentary TimeModule 21: The Care of Small and Sick NewbornsModule 22: Protecting Young Children from Vaccine-Preventable Diseases Module 6: The Art of Parenting - Love, Talk, Play, ReadModule 19: Early Childhood Education Programmmes Module 9: Home Environment and SafetyModule 14: Keeping Young Children Free from Violence, Abuse and Neglect Infant and Young Child Feeding (IYCF)*Baby-friendly Hospital Initiative (BFHI)Module 16: Responsive Feeding G OOD HEALT H ADEQUATE NUTRITIO NG OPP UR TU NIT IES FO R E ARLY LEARN ING SECURITY AND SAFET Y RE SPO NS IVE C AR EG IVIN G 14 MODULE 21 PROTECTING YOUNG CHILDREN FROM VACCINE-PREVENTABLE DISEASES 2. Vaccination Trends Globally and in EuropeSince the development of the first vaccination against smallpox more than a century ago, vaccine programmes for children have become an integral component of preventive primary health care in every country on earth. Vaccination programmes prevent between 2 and 3 million deaths globally each year (WHO, 6.12.2019). In 2019, about 86 per cent of infants worldwide (116.3 million infants) received 3 doses of diphtheria- tetanus-pertussis (DTP3) vaccine, protecting them against infectious diseases that can cause serious illness, disability or death. Individuals and governments benefit from vast cost-savings as a result of the prevention of illness (EU and WHO, 2019). Based on the costs of illnesses, including treatment costs and productivity losses, that have been averted, every dollar invested in vaccines during the Decade of Vaccines (2011-2020) is estimated to have yielded a net return of about $16 (Ozawa et al., 2020). Two of the three strains of wild polio virus strains have been eradicated. A growing number of countries have achieved disease-free certifications (i.e. the European region has sustained its polio free status since 2002). The growing number of combination vaccines (i.e. the child is vaccinated against several diseases with one injection) is reducing the number of injections needed. In recent years, however, vaccination programmes have become victims of their own hard-earned success: few caregivers remember epidemics of polio, measles, pertussis or chickenpox that took the lives of many children, left many more with disabilities, and undermined their health and development. They may be unaware that measles is one of the worlds most contagious diseases, and that its transmission can only be halted if at least 95 per cent of the population is protected by immunization. In addition, misinformation that links vaccines to autism is easy to find and continues to circulate through social media and on websites, despite being discredited repeatedly, including by large-scale population studies (Hviid et al., 2019). Misinformation is sometimes disseminated deliberately to contradict (and appear alongside) evidence-based information about the benefits of vaccination. As a result of such challenges, countries around the world, and particularly in the Europe and Central Asia Region, have seen a resurgence of measles as the number of unprotected children and adults has grown. Measles cases have reached their highest level in Europe in 20 years (The Guardian, 21.12.2018). In total, 49 of the 53 countries in WHO European Region reported more than 192,943 measles cases and more than 100 measles-related deaths between 1 January 2018 and 31 December 2019, with a regional coverage with 2 doses of measles vaccination of only 91 per cent for the two doses of measles vaccination, which is too low to ensure herd immunity. Large disparities at the local level persist: some communities report over 95% coverage, and others below 70%. Several countries in the region Albania, the Czech Republic, Greece and the UK have recently lost their measles free certification. In the absence of disease, fear of disease has been replaced by fear of vaccines for some people (WHO, 2017). UNICEF/Bershadskyy Yuriy Immunization is one of the most cost-effective ways to save lives and promote good health and well-being. Every year, vaccines save 2-3 million lives, and millions more are protected from disease and disability. It routinely reaches more households than any other health service and brings communities into regular contact with the health system. This provides an effective platform to deliver other primary health care services and upon which to build universal health coverage. (Gavi The Vaccine Alliance, 2019) 15 MODULE 21 PROTECTING YOUNG CHILDREN FROM VACCINE-PREVENTABLE DISEASES 3. Working with Families to Protect Young Children from Vaccine-Preventable Diseases Module Overview and Summary UNICEF/ Krepkih Andrey Because of the frequency of the contact required with families, especially during the early months of a childs life, the quality of immunization services can either enhance or endanger the trust families place in health care services and professionals. As a health visitor for families with young children, you are in a unique position to educate the families you meet on the importance of vaccines and the vaccination schedule and identify caregivers who have some concerns or who may even reject vaccines. In their own home, and when talking to someone the family trusts their home visitor caregivers may feel more comfortable asking questions and voicing fears that have not been addressed during crowded vaccination sessions or in a busy doctors office. Your knowledge of the benefits and safety of vaccines, your communication skills and empathy for families, and your understanding of their concerns are your major tools for the promotion of this crucial health intervention. Once you have completed this module, you will be able to answer questions and provide practical tips to caregivers on how to support their child while they are being vaccinated and help them deal with common side effects. You will also be able to provide evidence-based information to counter any misinformation that might be spreading through the caregivers network or social media. Because you have the information about the childs vaccination status, you can tailor your response and refer families to other experts and specialists where necessary. The quality of your support is vital. It may influence whether caregivers complete the vaccination schedule for their children, and the way in which they engage with health services in the future. You may never know for sure, but you may have saved a childs life, while protecting other young children who cannot be vaccinated because of counter-indications, as well as infants who have not yet received their first vaccines! MODULE 22 PROTECTING YOUNG CHILDREN FROM VACCINE-PREVENTABLE DISEASES 16 MODULE 21 PROTECTING YOUNG CHILDREN FROM VACCINE-PREVENTABLE DISEASES IIIMMUNIZATION AND VACCINE PREVENTABLE DISEASES A MAJOR PUBLIC HEALTH ACHIEVEMENT 1. Childhood Immunization In its listing of 100 objects that have shaped public health, Global Health NOW of the Johns Hopkins Bloomberg School of Public Health called immunization one of the most important public health achievements in human history.2 The development of vaccines has accelerated since the first use of a smallpox vaccine in 1798, and particularly since the middle of the 20th century. Today more than 30 infectious diseases can be prevented with vaccines (see Information Card 1 in annexes for information about common vaccine-preventable childhood diseases). Even though the worlds population has grown by almost 70 per cent, Gavi The Vaccine Alliance reports that cases of common vaccine preventable diseases have fallen by around 90 per cent (Gavi, 29.01.2019). Smallpox has been eradicated, as well as two of the three wild polio strains (WHO, 24.10.2019), and a number of countries have achieved measles-free status. Today, WHO recommends 10 vaccines during infancy and the early childhood years, plus one (for HPV) during adolescence recommendations that apply to every country (WHO, April 2019). Bacillus Calmette Guerin (BCG) (1 dose protects against tuberculosis) DTP-containing vaccine (3 doses protects against Diphtheria, Tetanus, and Pertussis Td (Tetanus and Diphtheria) booster at 9-15 yrs Hepatitis B (34 doses - protects against hepatitis type B) Hib (3 doses - prevents Haemophilus influenzae type b) Pneumococcal (3 doses - protects against pneumococcal disease) Polio (OPV and/or IPV, 34 doses - protects against poliomyelites) Rotavirus (23 doses - protects against rotavirus disease) Measles (2 doses - protects against measles) Rubella (1 dose - protects against rubella) HPV (2 doses - protects against human papilloma virus that can cause cervical and other types of cancer) (adolescent girls) Most of the countries in the ECA region use the MMR vaccine, a combined vaccine against measles, mumps and rubella. WHO recommends vaccination against mumps in high performing immunization programmes with the capacity to maintain coverage over 80% and where mumps reduction is a public health priority. Unfortunately, there has been a 30 per cent increase in cases of measles globally, and many countries in Europe and Central Asia have reported falling immunization coverage: half of the countries in the Region have DTP3 and MCV1 coverage below the 95 per cent minimum needed to ensure herd immunity. In 2019 WHO declared vaccine hesitancy as one out of 10 threats to global health. As we will discuss in more detail below, the WHO Vaccines Advisory Group has attributed this to the three Cs: Complacency, in-Convenience, and lack of Confidence, which contribute to vaccine hesitancy among parents and caregivers. Health workers, especially home visitors who work closely with their communities, have a critical role to play, as their advice is trusted by parents and can influence decisions around vaccination. To fulfil this role, however, home visitors need clear, factual information on vaccines, as well as communication tools to tackle the global threat to health posed by vaccine hesitancy (WHO, 2019). 2 Global Health NOW. One hundred objects that shaped public health. Retrieved from https://www.globalhealthnow.org/object/vaccines https://www.globalhealthnow.org/object/vaccines 17 MODULE 22 PROTECTING YOUNG CHILDREN FROM VACCINE-PREVENTABLE DISEASES 17 MODULE 21 PROTECTING YOUNG CHILDREN FROM VACCINE-PREVENTABLE DISEASES 2. How Vaccines WorkAs a home visitor, you often have very little time to cover a large range of relevant topics with the families you visit. That is why you need to be able to explain, in concise and understandable terms, how vaccines work and why it is important to vaccinate all children. To be efficient, apply the Elevator speech approach (Karam et al., 2019a, b) to make your most important points in the time that it would take for a ride in an elevator. It is important to tailor your messages to each family, taking into account their existing level of knowledge, as well as their concerns and attitudes around vaccination. Visuals can often be very powerful, helping you to make a point quickly and convincingly. Reflection and discussion There are many reasons why children are not vaccinated or vaccinated incompletely, but the following four steps can help you prepare short, clear responses to families that have concerns. First write down some of the questions and concerns you and your colleagues have heard from the caregivers you visit. Then choose several questions related to how vaccines work and develop brief elevator speeches with your colleagues or on your own. For your responses, use simple language, avoid jargon and technical terms; use analogies or simple examples and comparisons. Then try out your elevator speeches on others (family, caregivers, etc.) Finally, compare your responses to those provided by experts from WHO and the European Centre for Disease Prevention and Control (ECDC) and modify your elevator speeches as needed. Here are your practice questions: the kind of questions you may well be asked by the families you visit. Look through them and prepare some answers. When you have finished, compare your answers to the information provided in Box 1 below: How do vaccines work? Why it is better to be vaccinated than to acquire natural immunity (have the child fight the disease on his/her own)? Are the vaccines, especially multiple doses, too strong for a small fragile baby to handle? Can vaccines cause the infection they are supposed to prevent? What happens when a child has been sick with a vaccine-preventable disease? Doesnt this make them more resistant and stronger in fighting new diseases? I have heard that vaccinating my child also protects other children. What is community/ herd immunity and why is it important? UNICEF/Krepkih Andrey MODULE 22 PROTECTING YOUNG CHILDREN FROM VACCINE-PREVENTABLE DISEASES 18 MODULE 21 PROTECTING YOUNG CHILDREN FROM VACCINE-PREVENTABLE DISEASES How do vaccines work? Vaccines contain either a much-weakened form of the virus or bacterium that causes a disease, or a small part of it. When the body detects the contents of the vaccine, its immune system will produce the antibodies required to fight off infection and eliminate the disease-causing virus or bacterium. When a person later comes into contact with the virus or bacterium, the immune system will recognize it and protect the person by producing the right antibodies before any disease can be caused. (ECDC, Questions and answers about childhood vaccinations) Why it is better to be vaccinated than to acquire natural immunity (have the child fight the disease on his/her own)? Infants and young children are vaccinated in controlled settings (doctors offices or clinics), and parents are informed about possible side effects, how to manage these, and when to seek additional advice. With vaccines, the immune system is stimulated to develop protection without infection, hence it is more effective (WHO, 2017). The only way a child can acquire natural immunity is to become sick with the disease itself. Even when the impact on the child is mild, it may mean additional caregiving and expenses for some families. But the disease could also result in complications, long-term illness, disability and even death, and many other children may become exposed in the process. For measles, the Center for Disease Control and Prevention (CDC) has reported complications with 30 per cent of measles cases, most commonly diarrhoea, ear infections and pneumonia. For every 1,000 cases of measles, one child may also be affected by encephalitis and two may die. Whats more, the measles infection can destroy much of the wider immunity a child has built up, increasing their risk of contracting other diseases. Are the vaccines, especially multiple doses, too strong for a small fragile baby to handle? Newborns commonly manage many challenges to their immune systems at the same time. The mothers womb is free from bacteria and viruses, so newborns immediately face a host of different challenges to their immune systems. From the moment of birth, thousands of different bacteria start to live on the surface of the intestines. By quickly making immune responses to these bacteria, babies keep them from invading the bloodstream and causing serious diseases. In fact, babies are capable of responding to millions of different viruses and bacteria because they have billions of immunological cells circulating in their bodies. Therefore, vaccines given in the first two years of life are a drop in the ocean of what an infants immune system successfully encounters and manages every day. (ECDC. Questions and answers about childhood vaccinations) Can vaccines cause the infection they are supposed to prevent? Inactivated vaccines do not have live germs and cannot cause infections. Live vaccines have weakened germs that are unable to cause disease in healthy people. Rarely a mild form of infection may occur. (WHO, 2017) What happens when a child has been sick with a vaccine-preventable disease? Doesnt this make them more resistant and stronger in fighting new diseases? The defences of children who have survived a vaccine preventable-disease are not necessarily stronger. On the contrary, the disease tends to make the child weaker and more vulnerable. Recent research on measles has shown that having suffered and survived this deadly disease may make it harder for a child to fight other infections for years to come. It has been known for some time that children who had measles were 2-3 times more likely to die from pneumonia, diarrhoea or other conditions in subsequent years. Now, we have learned that the measles virus infects and destroys memory B-cells. These are the cells where the immune system stores information about past Box 1. How vaccines work https://www.cdc.gov/vaccines/pubs/pinkbook/meas.html https://www.ecdc.europa.eu/en/immunisation-vaccines/childhood-vaccination/faq?pdf=yes&preview=yes 19 MODULE 22 PROTECTING YOUNG CHILDREN FROM VACCINE-PREVENTABLE DISEASES 19 MODULE 21 PROTECTING YOUNG CHILDREN FROM VACCINE-PREVENTABLE DISEASES infections that can help it in fighting new infections. In addition, the measles virus also reduces the ability of the immune system to respond to new and dangerous pathogens. It now seems possible that there could be actually five times more indirect deaths from immune amnesia (caused by the measles virus) than the initial infection caused. (Gallagher, 2019) I have heard that vaccinating my child also protects other children. What is community/herd immunity and why is it important? Vaccination protects you and your family, and it also helps protect others. It contributes to community immunity. This is achieved when enough people in a population are immune to an infectious disease (through vaccination and/or prior illness) so that it is unlikely to spread from person to person. Even those who cannot be vaccinated because they are too young, are allergic to vaccine components, or vaccination is contraindicated for them, are offered some protection because the disease cannot spread in the community and infect them. This is also known as herd or community immunity. When more than 95% of population is (blue dots) in a community they can protect those who are not yet vaccinated (yellow dots) from those who are infectious (red dots) When groups of unvaccinated people build up and are in close proximity, community immunity doesnt work and the disease spreads. For additional brief answers to common questions and concerns (developed by WHO and ECDC communication experts), check Information Card 2 Frequently Asked Questions (FAQs) about Childhood Vaccinations (in annexes), which also includes links to additional information. However, keep in mind that you will have to tailor your answers to the needs of individual families, their attitudes towards vaccination, and level of knowledge, so just learning some standardized answers by heart is not enough. 20 MODULE 22 PROTECTING YOUNG CHILDREN FROM VACCINE-PREVENTABLE DISEASES 20 MODULE 21 PROTECTING YOUNG CHILDREN FROM VACCINE-PREVENTABLE DISEASES 3. The Benefits of Vaccination to the Individual Child and Society NOPOVERTY AFFORDABLE ANDCLEAN ENERGY CLIMATEACTION LIFE BELOWWATER LIFE ON LAND PARTNERSHIPSFOR THE GOALS DECENT WORK ANDECONOMIC GROWTH SUSTAINABLE CITIESAND COMMUNITIES ZEROHUNGER EDUCATIONQUALITY EQUALITYGENDER AND SANITATIONCLEAN WATER PEACE, JUSTICEAnd STRONG INSTITUTIONS RESPONSIBLECONSUMPTIONAND PRODUCTION GOOD HEALTHAND WELL-BEING INDUSTRY, INNOVATIONAND INFRASTRUCTURE REDUCED INEQUALITIES GLO BA L S TRA TEGY FOR WOME NS, CHILDRENS AND ADO LESCEN TS HEA LTH SU RVIV E TH RIV E TRANSFORM Figure 3. Sustainable Development Goals (SDGs) Reflection and discussion Immunization for vaccine-preventable diseases provides one of the strongest financial returns of any public health intervention, but its benefits go far beyond the health sector alone. Take a look at Figure 3, which sets out all of the Sustainable Development Goals. Can you list ways in which the benefits of immunization can be felt across all of these goals? To help you, the potential links between immunization and the SDGs are set out in Table 1: perhaps you can think of others! When you see how vaccination supports the achievement of the SDGs, you can feel confident and proud in promoting such a cost-effective and safe service to your community and to the families you serve. Immunizing children is one of public healths best buys. Vaccines are relatively easy to deliver and, in most cases, provide lifelong protection. They boost development both through direct medical savings and indirect economic benefits such as cognitive development, educational attainment, labour productivity, income, savings and investment (Gavi The Vaccine Alliance, 2019) https://www.gavi.org/vaccineswork/value-vaccination https://www.gavi.org/vaccineswork/value-vaccination 21 MODULE 21 PROTECTING YOUNG CHILDREN FROM VACCINE-PREVENTABLE DISEASES Sustainable Development Goal Vaccination programmes 1. No povertyPrevent expensive illnesses and associated health-care costs, reducing the number of people forced into poverty. 2. Zero hungerProtect childrens nutritional status, because illness impairs absorption of essential nutrients. Malnourished children are also at a higher risk of death from vaccine-preventable diseases. 3. Good health and wellbeing Reduce mortality and morbidity and provide the platform for the delivery of other health services. 4. Quality educationVaccinated children have better nutrition and health status, and have, therefore, better chances to learn and achieve. 5. Gender equalityGlobally, this is a gender-equal intervention, with similar rates of vaccination for girls and boys 6. Clean water and sanitation (WASH) Prevent diarrhoeal diseases, alongside WASH programming. 8. Decent work and economic growth Contribute to the growth of healthy children who attain education and become a productive workforce. Caregivers are more likely to be able to work when children are not affected by vaccine-preventable diseases. 10. Reduce inequalityProtect all communities and children, including the most marginalized, those living in rural areas and in conflict zones, which can be further devastated by epidemics of infectious disease. 11. Healthy citiesProtect children from increased risk of exposure to vaccine-preventable diseases in cities where infections are more able to spread quickly. 16. Peace, justice and strong institution Contribute to equity and strong health services. Table 1. Vaccination and the achievement of the Sustainable Development Goals (SDGs) Source: Gavi, 2019 UNICEF/ Krepkih Andrey 4. Vaccine Safety and Side Effects Before you respond to concerns about the safety of vaccines in general
Report
09 Декабрь 2021
Preventing a lost decade
https://www.unicef.org/eca/reports/preventing-lost-decade
PREVENTING A LOST DECADEUrgent action to reverse the devastating impact of COVID-19 on children and young people For 75 years, UNICEF has delivered for children. From armed conflict, natural disasters and humanitarian crises to long-term survival and development programmes, our staff and partners have been on the ground working to provide essential services for those in need. Through the decades, UNICEF has helped to develop healthier and safer environments for children and their families. Take one example vaccines. In the 1980s, UNICEF and partners embarked on a bold mission to immunize every child against preventable diseases. Together with governments, we facilitated one of the greatest logistical mobilizations in peacetime history. By the early 1990s, global childhood immunization levels reached 80 per cent. Before the pandemic, we had made great strides toward helping all children realize their right to health, education and protection. At the start of 2020, more children were living to see their first birthday than at any time in history. Child mortality had fallen by 50 per cent since 2000. Maternal mortality and child marriages were on the decline and more girls were going to and staying in school than ever before. Yet multiple crises are now threatening those hard-fought gains for children. The COVID-19 pandemic has been the biggest threat to children in our 75-year history. While the number of children who are hungry, out of school, abused, living in poverty or forced into marriage is going up, the number of children with access to health care, vaccines, sufficient food and essential services is going down. The COVID-19 pandemic, a worsening climate crisis, armed conflict, displacement and other humanitarian emergencies are depriving children of their health and well-being. These developments portend an even more challenging future a future in which the world could fall short of meeting the Sustainable Development Goals (SDGs) to end poverty, reduce inequality and build more peaceful, prosperous societies by 2030. In September, UN-Secretary General Guterres laid out the stakes to an audience of world leaders: I am here to sound the alarm. The world must wake up. We are on the edge of an abyss and moving in the wrong direction. FOREWORD The world stands at a crossroads. We have a decision to make. Do we rally and unite to protect years of progress on child rights? Or do we allow the unequal recovery from COVID-19 to further marginalize the disadvantaged and increase inequality even more? UNICEF was created at another moment of crisis. Much of the world lay in ruins following years of war. Then, as now, marginalized and vulnerable children were most affected. In this context, UNICEF was created with the mandate to uphold and defend the rights of every child. So as we commemorate UNICEFs 75th year, we must also take stock of the work yet to be done for children. Now and in the years to come, we will continue to strive to create a world where childrens rights are fully realized, and where we open opportunities for every child. This is an ambitious undertaking that depends on new and strengthened partnerships with governments, civil society, our UN sister agencies and business. But together, we can build on the foundation of 75 years of results forchildren. In the aftermath of the Second World War, the private sector was instrumental in helping to rebuild economies, services and systems for children. In the years to come, the private sector will be a pivotal partner in driving innovation and technology to help us provide better services to more children andfamilies. And of course, children and young people are the most important partners of all. They are more than voices and beneficiaries they are integral participants in creating and implementing solutions. Their strength, creativity and courage give me hope. By working with them, we can respond to and recover from the pandemic equitably and reimagine a better future for every child. Henrietta ForeUNICEF Executive Director Introduction A protracted pandemic with unequal impact A reimagined future 75 years of delivering for children 6 9 11 12 COVID-19s ongoing impact on children CONTENTS 1 Poverty Health and immunization Education Child protection Nutrition Mental health Humanitarian emergencies First in line for investment, last in line for cuts:An urgent agenda for action for children 1. Invest in social protection, human capital, and spending for an inclusive and resilient recovery. 2. End the pandemic and reverse the alarming rollback in child health and nutrition 3. Build back stronger by ensuring quality education, protection, and good mental health for every child 4. Build resilience to better prevent, respond to, and protect children from crises 15 16 19 20 21 22 24 25 Foreword Key messages 2 3 2 4 27 28 32 36 40 Preventing a lost decade: Urgent action to reverse the devastating impact of COVID-19 on children and young people4 The problem COVID-19 is the worst crisis for children in UNICEFs 75-year history. Without action, the world faces a lost decade for children, leaving the Sustainable Development Goals an impossible dream. In less than two years, 100 million more children have fallen into poverty, a 10 per cent increase since 2019. In a best-case scenario, it will take seven to eight years to recover and return to pre-COVID-19 child poverty levels. The deep disparity in recovery from the pandemic is widening the gap between richer and poorer countries. While richer countries are recovering, poorer countries are saddled with debt and development gains are falling behind. The poverty rate continues to rise in low-income countries and least developed countries. The danger For the best-case scenario to become a reality, we must take action now. Even before the pandemic, around 1 billion children worldwide, and half of all children in developing countries, suffered at least one severe deprivation, without minimum levels of access to education, health, housing, nutrition, sanitation or water. The world stands at a crossroads. We must decide to either protect and expand the gains made for child rights over years, or suffer the consequences of reversed progress and a lost decade for todays children and young people, which will be felt by all of us, everywhere. KEY MESSAGES A child drinks water from the only source in Hesbi Camp, South Lebanon, October 2021. UNICEF/UN0553717/Choufany 5 But theres hope Far from feeling powerless in the face of challenge, todays children and young people welcome change and challenges, forging ahead with resilience and courage. Rather than consigning themselves to an already determined future, they are taking action. Todays young generation are more hopeful and confident that the world is becoming a better place. Todays crises also present a unique window of opportunity for the world to reimagine itself as a fair, safe, interdependent whole in which every childs potential stands an equal chance of fulfillment. For 75 years, UNICEF has been the worlds leading architect and advocate for child rights, whose work in delivering for every child, especially in times of crisis, is as critical today as ever. This is not a moment to be cautious. This is the time to work together and build a better future. What must happen Make our collective future our children first in line for investment and last in line for cuts. This agenda for action is based on UNICEFs 75years of experience, research and practice and 75 years of listening to children and young people. To respond and recover and to reimagine the future for every child, UNICEF continues to call for: Investing in social protection, human capital and spending for an inclusive and resilient recovery Ending the pandemic and reversing the alarming rollback in child health and nutrition including through leveraging UNICEFs vital role in COVID-19 vaccine distribution Building back stronger by ensuring quality education, protection and good mental health for every child Building resilience to better prevent, respond to and protect children from crises including new approaches to end famines, protect children from climate change and reimagine disaster spending. KEY MESSAGES Rukaiya Abbas, a UNICEF Nigeria Education Officer, talks with children at Kulmsulum School in Maiduguri, Nigeria. UNICEF/UN0322355/Kokic Preventing a lost decade: Urgent action to reverse the devastating impact of COVID-19 on children and young people6 COVID-19 is the worst crisis for children in UNICEFs 75-year history. Almost two years into the pandemic, its widespread impact continues to deepen, increasing poverty and entrenching inequality. While some countries are recovering and rebuilding in a new normal, for too many, COVID-19 remains a catastrophe. The global response so far has been deeply unequal and inadequate. The world now stands at a crossroads. The actions we take now will determine the well-being and rights of children for years to come. The unequal rollout of COVID-19 vaccines is putting entire communities at risk. And as new variants continue to emerge, children and their communities continue to face health risks. Increases in poverty have set back progress toward realizing childrens rights and achieving the Sustainable Development Goals. Childrens diets have deteriorated, and families struggle to find ways to find enough food and safe water for their children. By September 2021, schoolchildren around the world have lost an estimated 1.8 trillion hours of in-person learning due to COVID-related school closures, which will have profound long-term, unequal social and economic effects. Essential nutrition and health services such as routine immunization programmes and maternal and childcare continue to be disrupted. School closures, job losses among families and increased stress and anxiety have affected the mental health of children and young people. COVID-19 remains an urgent crisis for children that requires sustained, focused action. As we commemorate UNICEFs 75th year, this report lays out the work in front of us by taking stock of the ongoing impact of COVID-19 on children and the road to respond and recover to reimagine the future for every child. INTRODUCTION 7 According to my experience studying during the pandemic, whether it was distance learning or a mix of distance and in person, it provokes a great loss of interest. There is frustration, anxiety, panic, wanting to drop out of school and well, all of this has a great impact on our mental health. I think our generation questions many things. We talk about what is taboo, but above all, we stand up and raise our voice without letting anyone silence us. We come together regardless of our differences and this is a really good thing to be able to achieve the same goal. We want to use empathy to leave behind a good planet, a good world, a good place for future generations. Sofia, Uruguay. From UNICEFs Coping with COVID, Season 2. Girls play together after school in Montevideo, Uruguay. UNICEF/UN0343234/Pazos INTRODUCTION Preventing a lost decade: Urgent action to reverse the devastating impact of COVID-19 on children and young people8 Preventing a lost decade: Urgent action to reverse the devastating impact of COVID-19 on children and young people8 AN URGENT MOMENT: THE VAST IMPACT OF MULTIPLE CRISES Children today are growing up in a world facing multiple crises. The costs are not affecting all children equally. The most marginalized and vulnerable are hurt the most and vast disparities in health, education, mental health, poverty and migrants remain: In 2020, over 23 million children missed out on essential vaccines an increase of nearly 4 million from 2019, and the highest number since 2009. At its peak, more than 1.5 billion students were out of school due to nationwide shutdowns. Millions of children are either not in school or not learning the basic skills they need to build a better future. Mental health conditions affect more than 13 per cent of adolescents aged 1019 worldwide. Globally, 426 million children nearly 1 in 5 live in conflict zones that are becoming more intense and taking heavier toll on civilians, disproportionally affecting children. Women and girls are at the highest risk of conflict-related sexual violence. Eighty per cent of all humanitarian needs are driven by conflict. 50 million children suffer from wasting, the most life-threatening form of malnutrition, and this figure could increase by 9 million by 2022 due to the pandemics impact on childrens diets, nutrition services and feeding practices. Approximately 1 billion children nearly half of the worlds children live in countries that are at an extremely high risk from the impacts of climate change. More children are displaced than ever before. Last year, more than 82 million people worldwide were forcibly displaced. Health workers carry vaccines for COVID-19 vaccination session in Ramgarh, Banswada, India. UNICEF/UN0499236/ Bhardwaj 9 A PROTRACTED PANDEMIC WITH UNEQUAL IMPACT Around the world, the pandemic continues to wreak havoc on young lives. COVID-19 has affected essentially every child in the world. But it has not affected all children equally. Governments are scrambling to accelerate vaccination programmes while prolonging or even reintroducing public health measures. A survey of UNICEF Country Offices from March and April 2021 report that all countries not only those with ongoing humanitarian response or that are off-track towards reducing child mortality rates continue to face some severe service disruptions due to the COVID-19 pandemic and response. Countries with Humanitarian Action for Children (HAC) appeals are more affected. Lockdown measures that restrict mobility, access and transportation are a leading reason for service disruptions. The economic recovery has been deeply unequal. While richer countries are expected to regain all pandemic losses before the end of 2022, low-income countries face a fiscal and economic crisis that could last for years. And while richer countries are spending trillions on stimulus programmes and rolling out COVID-19 vaccines, low-income countries face slower economic growth, vaccine shortages, food insecurity and deepening poverty. With many lower-income countries in debt distress, the pandemic is widening the gap between rich and poor countries. Nowhere is this clearer than the roll-out of COVID-19 vaccines. The triumph of science and human inventiveness led to the creation of life-saving vaccines in record time. Yet as those in richer countries have access, many in poorer countries still wait for their first dose. As of 1 November 2021, over 80 per cent of administered COVID-19 vaccine doses have been in high- and upper-middle-income countries. Just 1.5 per cent have been given in low-income countries. At the Global COVID-19 Summit in September, world leaders set a target that every country should vaccinate 70 per cent of its population by mid-2022. Yet according to one estimate, the more than 85 low-income countries will not reach a vaccination rate of 60 per cent until 2023, or even later. This unjust rollout not only affects those who lack access to vaccines but it also affects the entire world. As the virus continues to spread, the more it continues to mutate, potentially into more dangerous variants. The pandemic will not be over for anyone until it is over for everyone. A PROTRACTED PANDEMIC WITH UNEQUAL IMPACT Preventing a lost decade: Urgent action to reverse the devastating impact of COVID-19 on children and young people10 COVID-19 changed how I look at the world. We have had to learn to adapt quickly to unpredictable conditions. COVID-19 changed me personally to take better care of my health and cleanliness and to take care of each other I still want to be an agent of change and give more contributions to the children in Indonesia, in particular, the children in Kabupaten Bone My hope for Indonesian girls is that they can pursue as high an education as possible without obstacles, such as child marriage, arranged marriage and other things. I wish that people realized that education is the most significant thing. Zulfa, Indonesia. From UNICEFs Coping with COVID, Season 2. Endah puts a mask on her daughter Fatima, 3, before leaving their home in Bekasi, West Java province, Indonesia. UNICEF/UNI346202/Wilander 11 A year ago, we urged the world to take action to avert a lost COVID generation. One year later, it is clear that far from being powerless in the face of challenge, todays children and young people are the welcome generation welcoming change and challenges, forging ahead with resilience and courage. Rather than consigning themselves to an already determined future, they are taking action and opening new opportunities. Todays young generation is more hopeful and confident that the world is becoming a better place. UNICEFs Changing Childhood project surveyed over 20,000 people across 21 countries and found that instead of despairing in the face of inequality and the climate crisis, the young are instead more confident that the world is becoming a better place compared to those aged 40 and older. The survey also found that todays young people are more likely than the older generation to recognize the progress made as living standards have risen and access to services has expanded. The expectations of children and young people are changing. They want to be more than voices speaking out and beneficiaries of services. They are rights-holders and act as agents of change and participants in creating and implementing solutions. From addressing the climate crisis, mental health, education, xenophobia, racism and discrimination they are calling for adults to reimagine a better future. As adults, we need to listen to and learn from their perspective. We cannot afford to fail them. As UNICEF commemorates its 75th anniversary, we are recommitting ourselves with a new spirit of urgency to work with partners, supporters and children and young people all over the world to ensure children survive and thrive into healthy, productive adulthood and protect the most marginalized and vulnerable. A REIMAGINED FUTURE Children should be first in line for investment and last in line for cuts. We are starting our 76th year by calling for urgent action to respond to and recover from COVID-19. An equitable recovery will not only reverse the effects of the pandemic, but also build a foundation for responding to future crises and reverse the deep inequalities that affect children: 1. Invest in social protection human capital and spending for an inclusive and resilient recovery: Ensure an inclusive recovery for every child Invest in the untapped potential of young migrants, refugees, and internally displaced people. 2. End the pandemic and reverse the alarming rollback in child health and nutrition, including through leveraging UNICEFs vital role in COVID-19 vaccine distribution: Ensure fair and equitable access to COVID-19 vaccines Protect children from deadly but treatable diseases Reverse the child nutrition crisis. 3. Build back stronger by ensuring quality education, protection and good mental health for every child: Resume in-person learning and improve quality education for every child. Invest in the mental health and well-being of children and young people. 4. Build resilience to better prevent, respond to and protect children from crises, including new approaches to end famines, protect children from climate change, and reimagine disaster spending: Consign famine and food insecurity to history Take urgent action to protect children from climate change and slow the devastating rise in global temperatures Reimagine disaster spending. Redouble efforts to protect children in war A REIMAGINED FUTURE OF DELIVERING FOR CHILDREN 75 YEARS Following the 1989 adoption of the Convention on the Rights of the Child the most comprehensive international legal framework on childrens rights UNICEF brought nations together under the banner of childrens rights and adopted a human rights-based approach to programming, placing human rights principles at the centre of its work. Inthe 1990s, UNICEF also developed School-in-a-Box, which continues to keep children learning in emergency settings. On a global scale, childrens health and well-being have improved significantly since 1946. Together with partners, UNICEF has developed life-changing innovations for children: the India MarkII family of water handpumps developed in the 1970s is still the worlds most widely used human-powered pump. 1946 1970s 1980s 1990s When UNICEF was founded in 1946 during the aftermath of World War II, the world faced unprecedented devastation. The worlds children needed the support, services and advocacy that UNICEF could provide. Photographs: top left UNICEF/UNI43138/Unknown, top right UNICEF/UN0300443/Bannon, bottom left UNICEF/UNI43280/Wolff, bottom right UNICEF/ UN0339499/Frank Dejongh In the early 1980s, UNICEF launched the Child Survival and Development Revolution, a drive to save the lives of millions of children each year, focusing on four low-cost measures: growth monitoring, oral rehydration therapy, promotion of breastfeeding and immunization. A decade later, UNICEF took a leading role in challenging systemic inequity around the world. In 2015, the world began working toward a new global development agenda, seeking to achieve, by 2030, new targets set out in the Sustainable Development Goals (SDGs). But there is still much to do. Deeply ingrained discrimination, poverty and inequality are leaving too many children and young people behind. UNICEF is dedicated to continuing to reach children from the poorest, most disadvantaged households, communities and countries. 2000s 2010s 2020s Photographs: top left UNICEF/UN0519450/Upadhayay, top right UNICEF/UN0528415/Sujan, bottom left UNICEF/UNI187128/Noorani, bottom right UNICEF/UN0546107/Contreras In the 2000s, UNICEF brought to scale a ready-to-use therapeutic food, which has become the global standard to treat children suffering from malnutrition. From 2000 to 2019, scaling up of coverage of malaria prevention and treatment, such as insecticide-treated nets, malaria rapid testing and drugs, reduced global malaria mortality by 60 per cent. And in 2020, as the world grappled with the COVID-19 pandemic, UNICEF played a key role in the UN-wide response and led efforts to procure and supply COVID-19 vaccines so that all countries have fair and equitable access to the vaccine as part of the COVID-19 Vaccine Global Access Facility (COVAX). Preventing a lost decade: Urgent action to reverse the devastating impact of COVID-19 on children and young people14 Hamsatou, 13, washes her hands at the Socoura displacement camp in Mopti, Mali. UNICEF/ UN0488966/ Keta 15 COVID-19S ONGOING IMPACT ON CHILDREN Conflicts are increasingly affecting civilians, disproportionately affecting children, with women and girls at increased risk of conflict-related sexual violence. In 2020, over 23 million children missed out on essential vaccines, the highest number since 2009. The percentage of children living in multidimensional poverty is projected to have increased from 4648per cent pre-COVID-19 to around 52 per cent in 2021, an increase of 100 million additional children. The percentage of children in monetary poor households is projected to have increased from 32 per cent in 2019 to 35 per cent in 2021, more than 60 million more children compared to before the pandemic. At the peak of the pandemic, 1.8 billion children lived in the 104 countries where violence prevention and response services were seriously disrupted. By October 2020, the pandemic had disrupted or halted critical mental health services in 93percent of countries worldwide Schools were closed worldwide for almost 80 per cent of the in-person instruction time during the first year of the pandemic. At its peak in March 2020, 1.6 billion learners (90percent of total learners worldwide) were facing school closure. 50 million children suffer from wasting, the most life-threatening form of malnutrition. This figure could increase by 9million by 2022 because of the impact of the pandemic. COVID-19S ONGOING IMPACT ON CHILDREN Preventing a lost decade: Urgent action to reverse the devastating impact of COVID-19 on children and young people16 The COVID-19 pandemic is reversing progress in the fight against child poverty. Although in much of the world, child poverty levels in late 2021 are not as high as in the early months of the pandemic in 2020, it will take at least seven to eight years to recover and return to pre-COVID-19 child poverty levels. Simply put, the recovery is not fast enough. UNICEF calculates child poverty by two distinct but complementary measures: children living in monetary poor households and multidimensional poverty (deprivations in at least one of the following: education, health, housing, nutrition, sanitation and water). The percentage of children living in monetary poor households is projected to have increased dramatically in 2020 compared to 2019. While globally, 2021 is expected to see a modest decrease from 2020, there is a stark inequality. While richer countries seem to be improving, the poverty rate is expected to increase in low-income countries and least developed countries compared to 2020. In developing countries, the percentage of children living in multidimensional poverty is projected to have increased from 4648 per cent pre-COVID-19 (around 1 billion children) to around 52 per cent in 2021. This is equivalent to a projected increase of 100 million additional children living in poverty compared to 2019. In the least developed countries, the increase in poverty is projected to be even more dramatic, rising from 48 per cent in 2019 to around 56 per cent in 2021 (an increase of over 40 million children). In addition, lower-income countries are recovering at a slower pace and continue to have higher levels of POVERTY Sebabatso Nchephe, 18, stands on the roof of the home she shares with her mother and two sisters in Ivory Park, an informal settlement on the outskirts of Johannesburg, South Africa. UNICEF/UNI363394/Schermbrucker 17 The share of children living in monetary poor households is projected to continue rising in low-income countries FIGURE 1 unemployment, prolonging the suffering of families and children. The unequal distribution of the COVID-19 shock will likely deepen inequality between countries and particularly impact children living in low-income regions. Children already living in monetary poverty are more likely to suffer a greater depth of poverty, while a new pool of children is more likely to increase the prevalence of poverty due to the unemployment rate increase. Even before the pandemic, almost half of all children in developing countries suffered at least one severe deprivation such as education, health, housing, nutrition, or water and sanitation. In 2020, multidimensional poverty increased 1518 per cent due to immediate impacts of COVID-19 such as school closures and health services disruption. Some of this increase is projected to be reversed in 2021 as schools reopen and health services recover. However, as the pandemic continues, lagging and cumulative effects of the economic disruption on nutrition are becoming evident, leading to a change in the composition of child poverty. These changes include both a different set of children and different problems. Underlying many of these challenges are significant gaps in social protection. For example, only 1 in 4 children have access to any form of child or family benefit.1 1 Note: For more on the assumptions, analysis, and methods used to expand and update the projections of the impact of COVID-19 on child poverty and children living in monetary poor households carried out last year by Save the Children and UNICEF, please see Impact of COVID-19 on children living in poverty: A Technical Note . COVID-19S ONGOING IMPACT ON CHILDREN The rise in multidimensional poverty since before the pandemic is expected to be more dramatic for the least-developed countries FIGURE 2 0 10 20 30 40 60 50 2019 2020 2021 Low-income countries Least developedcountries Lower-middle-income Non-least-developedcountries Developing countries Upper-middle-income 0 10 20 30 40 60 50 Developing countries Least-developedcountries Non-least-developedcountries 2019 2020 2021 Children living in monetary poor households (%) Children living in multidimensional poverty (%) Preventing a lost decade: Urgent action to reverse the devastating impact of COVID-19 on children and young people18 According to data from the first quarter of 2021, more than half of respondent countries reported some level of reduction in routine vaccination services compared to the same time in 2020 and more than one third of respondent countries reported disruptions to both routine facility-based and outreach immunization services. Years of progress in childhood immunization were eroded in less than two years of the pandemic: In 2020, over 23 million children missed out on essential vaccines an increase of nearly 4 million from 2019, and the highest number since 2009. HEALTH AND IMMUNIZATION Of those 23 million more than 60 per cent live in just ten countries (Angola, Brazil, Democratic Republic of the Congo, Ethiopia, India, Indonesia, Mexico, Nigeria, Pakistan and the Philippines) and 17 million of them did not receive any vaccines (zero-dose children). Most of these children live in communities affected by conflict, under-served remote areas, or informal urban settings where they experience multiple deprivations, including poor access to basic health and social services. Rocham Dear holds her disabled child at a UNICEF-supported vaccination and screening centre in Ratanakiri province, Cambodia. UNICEF/UN0403524/Raab 19 The impact of school closures during the first year of the pandemic was truly a worldwide phenomenon, affecting all countries and regions. In all, schools were either fully or partially closed worldwide for almost 80 per cent of the in-person instruction time during the first year of the pandemic. Globally during the first year of the pandemic, schools were fully closed 43 per cent of the time intended for in-person classroom instruction. Schools were partially closed 35 per cent of the time. Latin America and the Caribbean has been the most affected region with 80 per cent of instruction time disrupted due to full school closures. South Asia, the most populous region where the loss of instruction time due to full school closures accounted for 57 per cent, and Middle East and North Africa accounted for 51 per cent. In some countries, schools have been closed throughout the entire pandemic from early 2020. According to data from UNESCO, as of 31 October, 2021, an estimated more than 55 million students are affected by school closures in 14 countries, without any in-person learning. Low-income and lower-middle income countries have been more affected by full school closures than upper-middle income and high-income countries. Richer schoolchildren have access to digital technology that allows them to learn remotely, whereas children from poorer households are at risk of falling further behind in their education. The combination of prolonged school closures and inadequate remote learning could translate into substantial learning loss, further exacerbating the learning crisis. Stark inequalities in internet access remain across and within countries. Globally, 2.2 billion children and young people aged 25 years or less two thirds of children and young people worldwide do not have an internet connection at home. EDUCATION Disparities in access to the internet are even starker between rich and poor countries. Only 6 per cent of children and young people aged 25 years or younger in low-income countries have internet access at home, compared to 87 per cent in high-income countries. Globally, among the richest 20 per cent of families, 58per cent of children and young people aged 25 years or younger have internet access at home compared to only 16 per cent of children and young people from the poorest 20 per cent of households. COVID-19S ONGOING IMPACT ON CHILDREN Children in school No. 78 in Yerevan, Armenia wear masks at school to protect themselves and others from COVID-19. UNICEF/UN0415007/Galstyan Preventing a lost decade: Urgent action to reverse the devastating impact of COVID-19 on children and young people20 A higher percentage of in-person instruction time was disrupted by full school closures in low- and lower-middle-income countries FIGURE 3 Percentage of in-person instruction time disrupted by school closures over the first year of the pandemic (11 March 2020 11 March 2021) Note: Schools are considered fully closed if the closures institutionalized by the governments affect at least 70 per cent of the students (in pre-primary through upper secondary education) in a country; subnational school closures affecting a smaller share of students are considered as partial. 46 42 41 33 32 24 0 3 3 22 36 13 27 29 25 21 26 39 24 25 97 18 40 35 22 34 33 51 29 38 32 29 44 51 3 79 57 43 42 53 40 21 Western Europe West andCentral Africa Eastern Europeand Central Asia East Asiaand Pacific Eastern andSouthern Africa Middle East andNorth Africa North America Latin Americaand Caribbean South Asia World Low income Lower middleincome Upper-middleincome High income BY RE GIO NB Y IN CO ME GR OU P Schools that are fully closedSchools that are fully open Schools that are partially closed 21 CHILD PROTECTION Even before COVID-19, violence was all-too common in the lives of children, affecting at least 1 billion children every year. All indications suggest that the disruptions and public health measures associated with the pandemic may have increased the frequency and intensity of this violence. At the same time, children have been cut off from many of the positive and supportive relationships they rely on when in distress, including at school, in the extended family or the community. At the peak of the pandemic, 1.8 billion children lived in the 104 countries where violence prevention and response services were seriously disrupted. While the immediate health crisis will eventually wane, the impact of violence and trauma in childhood can last a lifetime including serious social and economic costs. Child marriage is closely associated with lower educational attainment, early pregnancies, intimate partner violence, maternal and child mortality, increased rates of sexually transmitted infections, intergenerational poverty, and the disempowerment of married girls. The pandemic is undoing years of progress in the fight against this practice. Up to 10million additional child marriages can occur before the end of the decade as a result of the COVID-19 pandemic. Poverty reduction along with access to education and jobs are key to ending child marriage. Global progress to end child labour has stalled for the first time in 20 years. The latest global estimates indicate that the number of children in child labour has risen to 160 million worldwide an increase of 8.4million children in the last four years. At the beginning of 2020, 63 million girls and 97 million boys were in child labour globally, accounting for almost 1 in 10 of all children worldwide. An additional 9 million children are at risk of being pushed into child labour by the end of 2022 as a result of the increase in poverty triggered by the pandemic. COVID-19S ONGOING IMPACT ON CHILDREN Meimouna, 12 years old, has everything to succeed. A brilliant student, she gets good marks and dreams of becoming a teacher. However, in the Mberra refugee camp, Mauritania, where she lives, a threat hangs over her future: early marriage. UNICEF/UN0479231/Pouget Preventing a lost decade: Urgent action to reverse the devastating impact of COVID-19 on children and young people22 NUTRITION The pandemic has harmed the nutrition, diets and food security of children and adolescents, especially for those living in poverty with multiple vulnerabilities. Childrens diets have long been inadequate only 29 per cent of children aged 623 months receive a minimally diverse diet and only 52 per cent receive a minimum meal frequency, with no notable change in the last 10 years. The pandemic has made childrens diets even worse. Quarantine measures, deteriorating economic conditions of families, and school closures have led to dramatically increased food insecurity. In the Philippines, households classified as moderately or severely food insecure jumped to 65 per cent, compared to 40 per cent before the pandemic. Fifty-six per cent of Filipino households report problems accessing food because of job loss, lack of money or limited public transportation. Economic situations have forced families to resort to difficult food-based coping strategies to manage limited food resources. These included limiting portion sizes during meals and relying on less preferred or less expensive food. In Cambodia, households that adopted these strategies increased from 62 per cent in August 2020 to 71 per cent in July 2021. Lower dietary diversity. The pandemic has also affected the quality of childrens diets, dramatically increasing their risk for micronutrient deficiencies. In Sri Lanka, there was a reduction in the consumption of flesh foods, dairy, pulses, and vitamin A rich foods among children 623 months old compared to data from November 2019. Children have consumed more processed foods. With more time spent at home due to social distancing and mobility restrictions, children and their families have shifted their food consumption patterns, often eating more unhealthy foods. For example, consumption of fruits declined by 30 per cent in Kenya and Uganda compared to pre-COVID-19. In Zimbabwe, 36percent reported an increase of sugary and junk food consumption since the beginning of lockdown in May 2020. Children have witnessed more ads for unhealthy products in the media during the pandemic. A review of social media posts from Uruguay corroborates the digital marketing practices of food companies. More than a third (35 per cent) of their Facebook posts on ultra-processed products made reference to the COVID-19 pandemic as an excuse to stay home and consume more of their products. Maria Mndez, 26, is feeding crushed bananas to her two-year-old daughter Mariela in Colotenango, Guatemala. UNICEF/UN0515109/Volpe 23 In Lusikisiki Ngobozana, Eastern Cape, South Africa, a caregiver monitors Marlons recovery from acute malnutrition, while his mother, Nomakhosazana, holds him. COVID-19-related lockdowns made those living in marginalized communities even more vulnerable. In South Africa, moderate and severe acute malnutrition remain a significant underlying causes of child mortality. Many families say the frequency of caregivers home visits have decreased and clinics havent been consistently open. Pandemic-necessitated travel restrictions further exposed a sharp divide between those who can afford adequate diets and services and those who cannot. From UNICEF and Magnum Photos Generation COVID photo project. UNICEF/UN0488697/Sobekwa/Magnum Photos Preventing a lost decade: Urgent action to reverse the devastating impact of COVID-19 on children and young people24 MENTAL HEALTH Even before the pandemic, in almost every country, mental health remains stigmatized and underfunded and poor mental health is limiting the life chances of children and adolescents around the world. More than 13 per cent of adolescents aged 1019 live with a diagnosed mental disorder. Suicide is the fourth leading cause of death for young people aged 15-19. Half of all mental health conditions start by 14 years of age. COVID-19 has exposed the extent and severity of the mental health crisis. The disruption to routines, education, recreation, as well as concern for family income, health and increase in stress and anxiety, is leaving many children and young people feeling afraid, angry and concerned for their future. By October 2020, the pandemic had disrupted or halted critical mental health services in 93 per cent of countries worldwide, while the demand for mental health support increased. National lockdowns have piled pressure on vulnerable children, as well as parents and caregivers ability to protect and nurture them. According to UNICEFs Changing Childhood project across 21 countries in the first half of 2021, 1 in 5 young people reported often feeling depressed or having little interest in doing things. In fact, we wont know the true impact of COVID-19 on childrens mental health for years. Children in Chattisgarh, India participate in games and activities to build emotional awareness as part of a Manas Foundation mental health and pschyo-socio-support programme facilitated by UNICEF. UNICEF/UN0517425/Panjwani 25 HUMANITARIAN EMERGENCIES Current humanitarian trends are deeply concerning. A steep rise in the number of countries and people affected humanitarian crises, including natural disasters, armed conflict and infectious disease outbreak continues. United Nations inter-agency appeals reflects the growing scale of humanitarian assistance and protection needs. In 2011, 14consolidated appeals aimed to reach 112 million people. By 2021, this number has grown to nearly 160million people across 27 consolidated appeals. Conflicts are increasingly affecting civilian populations, disproportionately affecting children. Women and girls are at increased risk of conflict-related sexual violence. As the intensity of conflict has increased, the number of people internally displaced by conflict reached its highest level. Entering 2021, there were an estimated 48 million internally displaced persons globally, and the number of refugees had reached 20 million. On top of this, the worsening climate crisis is also a deepening child rights crisis. Increasingly severe and frequent weather events and natural disasters are exacerbating chronic vulnerabilities. Globally, approximately 1 billion children nearly half of the worlds children live in countries that are at an extremely high-risk from the impacts of climate change. A humanitarian shipment which arrived at Beirut international airport through a UNICEF charter flight. The shipment included essential drugs, oral rehydration salts and antibiotics, medical and surgical supplies, and nutritional commodities. UNICEF/UN0551291/Choufany COVID-19S ONGOING IMPACT ON CHILDREN Preventing a lost decade: Urgent action to reverse the devastating impact of COVID-19 on children and young people26 A boy smiles at a learning centre in Barranquilla, Colombia, which provides education to children aged 615 who have been displaced by violence and are not enrolled in school. UNICEF/ UN0488971/Romero 27 As when UNICEF was founded 75 years ago, the world needed solutions to heal divisions, harness global progress, and protect and uphold universal human rights. We believe just as firmly now as we did 75 years ago that this starts with guaranteeing the next generation a better life than the last. We know what this world looks like. It is a world where we realize the Convention on the Rights of the Child and the Sustainable Development Goals in their entirety. Where we work together to end the pandemic and reverse the potentially devastating backslide in progress on child health and nutrition. Where we build back stronger by ensuring quality education and mental health for every child. Where we end poverty and invest in human capital for an inclusive recovery. Where we reverse climate change. And where we secure a new deal for children living through conflict, disaster, and displacement. The solutions below provide a clear roadmap towards this world. But this is only the beginning. We will only emerge stronger by working together governments, businesses, civil society, the public and most of all children and young people, to build a better future for every child. 1.Invest in social protection,human capital and spending for an inclusive and resilient recovery. 2.End the pandemic and reverse the alarming rollback in child health and nutrition including through leveraging UNICEFs vital role in COVID-19 vaccine distribution. 3.Build back stronger by ensuring quality education, protection, and good mental health for every child. 4.Build resilience to better prevent, respond to, and protect children from crises including new approaches to end famines, protect children from climate change, and reimagine disaster spending. First in line for investment, last in line for cuts: AN URGENT AGENDA FOR ACTION FOR CHILDREN AN URGENT AGENDA FOR ACTION FOR CHILDREN Preventing a lost decade: Urgent action to reverse the devastating impact of COVID-19 on children and young people28 INVEST IN SOCIAL PROTECTION, HUMAN CAPITAL, AND SPENDING FOR AN INCLUSIVE AND RESILIENT RECOVERY 1 Ranvir laughs heartily as he plays with his friends at an Anganwadi centre in Nayakheda, Rajasthan, India. Similar to day care centres, Anganwadi Centres provide meals, basic health services, immunization and a happy and safe place to play and learn for children in villages and rural areas throughout India. UNICEF/ UNI333247 29 ENSURE AN INCLUSIVE RECOVERY FOR EVERY CHILD Economic crises are often followed by cuts to government spending, including on programmes for children. If the world repeats this pattern in the wake of COVID-19, poverty and deprivation among children will persist long after the immediate crisis has waned. To prevent a lost decade, it is essential that countries invest in children to achieve sustained, inclusive economic growth and ensure they are prepared for the global economy of the future. We urgently need an inclusive recovery plan to reinstate the hard-won development gains of the past and avert the consequences of poverty for millions more children and their families. The COVID-19 pandemic risks devastating long-term economic consequences for children, communities and countries around the world. Children who were already marginalized are the most affected, as they suffer the impact of living in poverty, lost education, poorer nutrition and disrupted mental health. An inclusive recovery requires: 1. Governments safeguarding critical social spending to ensure that social systems and interventions are protected from spending cuts and expanded where inadequate. All governments should identify and ring-fence spending on programmes for children, adopting the principle of children being first in line for investment and last in line for cuts. Expand resilient social protection programmes for the most vulnerable children, no matter their migration status, as well as families with children, including working towards universal child benefits and child-friendly services like affordable, quality childcare. 2. Governments ensuring the best, most equitable, effective, and efficient use of financial resources across social sectors for human capital development. This includes ensuring that the recovery from the COVID-19 pandemic is green, low-carbon and inclusive, so that the capacity of future generations to address and respond to the climate crisis is not compromised. 3. International donors directing finance towards an inclusive recovery that protects children, especially the poorest and most marginalized. Maintain or increase overseas aid commitments, identifying context-specific new financing options, and direct funding to those countries most affected and least able to take on new lending. Act on debt relief, including extending current debt service suspension beyond December 2021 and to middle-income countries. Ensure coordinated action covering all creditors to restructure and, where necessary, reduce debt. AN URGENT AGENDA FOR ACTION FOR CHILDREN A Rohingya refugee girl jumps across a bridge in a large puddle caused by recent rains in Balukhali camp for Rohingya refugees in Coxs Bazaar District, Bangladesh. UNICEF/UN0205640/Sokol Preventing a lost decade: Urgent action to reverse the devastating impact of COVID-19 on children and young people30 INVEST IN THE UNTAPPED POTENTIAL OF YOUNG MIGRANTS, REFUGEES AND INTERNALLY DISPLACED PEOPLE One way to grow human capital following COVID-19 is to invest in talent on the move, a unique, yet largely untapped pool of talent, ideas, and entrepreneurship. Often resilient, highly motivated and with experience overcoming adversity, migrant and displaced youth have the potential to help solve some of our greatest challenges. McKinsey calculated that migrants made up just 3.4 per cent of the worlds population in 2015 but contributed nearly 10 per cent of global gross domestic product (GDP). Our own lives are touched every day by inventions and products developed by migrants or refugees. In 2017, nearly half of all Fortune 500 companies were founded by American immigrants or children of immigrants. While talent is universal, for many, opportunities are hard to come by. Governments and donors around the world must do more to break down the barriers standing in the way of this enormous potential to build back stronger. Unlocking the untapped potential of talent on the move requires: Governments removing barriers that prevent children and young people on the move accessing education, health and social protection. This includes opening national schools to all children independent of migration status, abolishing school fees, establishing scholarship programmes and paid traineeships, and providing financial assistance for school supplies. Governments recognizing prior learning and qualifications of migrant and displaced children and young people. Innovative digital solutions can be leveraged to achieve this. Governments stepping up their efforts to close the digital divide and create more opportunities for refugee and migrant children and youth to transition from learning to earning. Governments, caregivers and social services providing young people with more relevant and targeted information on available education and employment
Report
10 Октябрь 2020
UNICEF’s social protection response to COVID-19
https://www.unicef.org/eca/reports/unicefs-social-protection-response-covid-19
COVID-19 , , 3 United Nations Plaza . , NY, 10017, () 2020 . : : UNICEF/UNI341695/ 4: UNICEF/UNI325346/Tohlala/AFP : - , , , . , , , , , . 115 COVID-19 . , COVID-19 4 COVID-19 . , 2020 , , 117 , . , , , , , , - . , - , , , . , , . , ( 1, 3, 5, 8 10), . , . , . , , . COVID-19, 190 , 155 . : , - , , , , . , , , , , . , 115 , . 20 . , 44 . COVID-19 COVID-19 5 3-5 1000 11-17years old 6-10 11-14 COVID-19 , , , , 2 3 - COVID-19 117 . 2020 13 . 10 ; 150 . ; COVID-19 , 400 . , ; COVID-19 15 . 370 . 143 , , , 2020 132 . , COVID-19 6000 5 , 1,5 . - 463 . 20 . health treatments postponed . 117 37 6,7 . COVID-19 COVID-19 COVID-19 , , 20- , . : 70 , , . . - , : , , , . . : , . , , , , , , - , . : , , , , , , , , , , , . , : , , , , , . , : , . , , , . , , , , - . 65 COVID-19. , , 66 COVID-19 , , , , . . 7 : , ( , , ) ( , , , ) , , : , , , , , , , , , , ; , , / - , , , , s , , , - , , . - , : : , : , , , 87 95 95 52 COVID-19 : COVID-19 COVID-19. COVID-19, . COVID-19 : : , COVID-19 UNICEF , (), (), , , . 2016 , , , . COVID-19 , . 2020 240 000 ( 100 000 26 ) , . . Hajati), , COVID-19. , 88 COVID-19 400 000 . , , , , , 20 000 . RapidPro, SMS , . , , , , 2019 . - , () COVID-19 , . , , . , , , , . U-Report , . , . , (). , 2017 . COVID-19 - 2 , . , . , , - , COVID-19 . - - COVID-19 9, . 47 , 66 . , , . COVID-19 . Bono Familia - , . , , , . , . 2 , 70 . 780 . 9 COVID-19 (), () "- " -, , , , , . . , - . (1000 32 3 ) 8 23,8 (765 ). , t. 10 ( ) : , , .. : , , , . FAO (Food and Agriculture Organization of the UN) (2020). The State of Food Security and Nutrition in the World. http://www.fao.org/3/ca9692en/online/ca9692en.html Headey, D. et al. (July 2020). 'Impacts of COVID-19 on Childhood Malnutrition and Nutrition-related Mortality'. The Lancet. https://www.thelancet.com/journals/lancet/article/PIIS0140-6736(20)31647-0/fulltext ILO (2020). 'ILO Monitor: COVID-19 and the world of work' (multiple editions). https://www.ilo.org/global/topics/coronavirus/impacts-and-responses/WCMS_749399/lang--en/index.htm Malala Fund (2020). Girls Education and COVID-19. What past shocks can teach us about mitigating the impact of pandemics. https://malala.org/newsroom/archive/malala-fund-releases-report-girls-education-covid-19 UNDP/OPHI (Oxford Poverty & Human Development Initiative) (2020). Charting pathways out of multidimensional poverty: Achieving the SDGs. http://hdr.undp.org/sites/default/files/2020_mpi_report_en.pdf UNFPA (UN Population Fund) (2020). Impact of the COVID-19 Pandemic on Family Planning and Ending Gender-based Violence, Female Genital Mutilation and Child Marriage. https://www.unfpa.org/resources/impact-covid-19-pandemic-family-planning-and-ending-gender-based-violence-female-genital UNICEF (2020). Mortality Estimates https://www.unicef.org/press-releases/covid-19-devastates-already-fragile-health-systems-over-6000-additional-children UNICEF (2020). 'COVID-19: Are children able to continue learning during school closures?' https://data.unicef.org UNICEF/Save the Children (2020). 'Child Poverty and COVID-19'. https://data.unicef.org/topic/child-poverty/covid-19/ UNICEF/WFP (2020). Futures of 370 million children in jeopardy as school closures deprive them of school mealshttps://www.unicef.org/press-releases/futures-370-million-children-jeopardy-school-closures-deprive-them-school-meals WHO (2020). 'Immunization, Vaccines and Biologicals.https://www.who.int/immunization/diseases/measles/statement_missing_measles_vaccines_covid-19/en/ , / http://www.fao.org/3/ca9692en/online/ca9692en.html http://www.fao.org/3/ca9692en/online/ca9692en.html https://www.thelancet.com/journals/lancet/article/PIIS0140-6736(20)31647-0/fulltext https://www.thelancet.com/journals/lancet/article/PIIS0140-6736(20)31647-0/fulltext https://www.thelancet.com/journals/lancet/article/PIIS0140-6736(20)31647-0/fulltext https://www.ilo.org/global/topics/coronavirus/impacts-and-responses/WCMS_749399/lang--en/index.htm https://www.ilo.org/global/topics/coronavirus/impacts-and-responses/WCMS_749399/lang--en/index.htm https://malala.org/newsroom/archive/malala-fund-releases-report-girls-education-covid-19 https://malala.org/newsroom/archive/malala-fund-releases-report-girls-education-covid-19 https://malala.org/newsroom/archive/malala-fund-releases-report-girls-education-covid-19 http://hdr.undp.org/sites/default/files/2020_mpi_report_en.pdf https://www.unfpa.org/resources/impact-covid-19-pandemic-family-planning-and-ending-gender-based-violence-female-genital https://www.unfpa.org/resources/impact-covid-19-pandemic-family-planning-and-ending-gender-based-violence-female-genital https://www.unfpa.org/resources/impact-covid-19-pandemic-family-planning-and-ending-gender-based-violence-female-genital https://www.unicef.org/press-releases/covid-19-devastates-already-fragile-health-systems-over-6000-additional-children https://www.unicef.org/press-releases/covid-19-devastates-already-fragile-health-systems-over-6000-additional-children https://www.unicef.org/press-releases/covid-19-devastates-already-fragile-health-systems-over-6000-additional-children https://data.unicef.org https://data.unicef.org/topic/child-poverty/covid-19/ https://www.unicef.org/press-releases/futures-370-million-children-jeopardy-school-closures-deprive-them-school-meals https://www.unicef.org/press-releases/futures-370-million-children-jeopardy-school-closures-deprive-them-school-meals https://www.who.int/immunization/diseases/measles/statement_missing_measles_vaccines_covid-19/en/ https://www.who.int/immunization/diseases/measles/statement_missing_measles_vaccines_covid-19/en/ COVID-19 T UNICEFs Global Social Protection Programme Framework/ Gender and Social Protectionin South Asia: An assessment of the design of non- contributory programmes / : , Inclusive Social Protection Systems for Children with Disabilities in Europe and Central Asia/ Universal Child Benefits: Policy options and issues/ : Gender-Responsive Social Protection during COVID-19/ COVID-19 Towards Universal Social Protection for Children: Achieving SDG 1.3/ : 1.3 UNICEF Programme Guidance: Strengthening shock responsive social protection systems/ : , Making Cash Transfers Work for Children and Families/ Inclusive Social Protection Systems for Children with Disabilities in Europe and Central Asia/ 11 COVID-19 , - , families Button 3:
Report
16 Январь 2022
The State of the Global Education Crisis
https://www.unicef.org/eca/reports/state-global-education-crisis
EXECUTIVE SUMMARY A JO INT UNESCO, UNICEF, AND WORLD BANK REPORT THE STATE OF THE GLOBAL EDUCATION CRISIS:A PATH TO RECOVERY Published in 2021 by the International Bank for Reconstruction and Development / The World Bank, UNESCO and UNICEF under CC-BY-SA 3.0 IGO license. The present license applies exclusively to the texts. 2021, International Bank for Reconstruction and Development / The World Bank, UNESCO and UNICEF This Executive Summary is drawn from the publication: State of the Global Education Crisis: A Path to Recovery, published in 2021 by the International Bank for Reconstruction and Development / The World Bank, UNESCO and UNICEF The findings, interpretations, and conclusions expressed in this work do not necessarily reflect the views of The World Bank, its Board of Executive Directors, or the governments they represent, or those of UNESCO or UNICEF. The World Bank, UNESCO and UNICEF do not guarantee the accuracy, completeness, or currency of the data included in this work and do not assume responsibility for any errors, omissions, or discrepancies in the information, or liability with respect to the use of or failure to use the information, methods, processes, or conclusions set forth. The boundaries, colors, denominations, and other information shown on any map in this work do not imply any judgment on the part of The World Bank, UNESCO, or UNICEF concerning the legal status of any territory or the endorsement or acceptance of such boundaries. Nothing herein shall constitute or be construed or considered to be a limitation upon or waiver of the privileges and immunities of The World Bank, all of which are specifically reserved. UNICEF photographs are copyrighted and are not to be reproduced in any medium without obtaining prior written permission from UNICEF. Requests for permission to reproduce UNICEF photographs should be addressed to UNICEF, Division of Communication, 3 United Nations Plaza, New York 10017, USA (email: nyhqdoc.permit@unicef.org). All queries on rights and licenses, including subsidiary rights, should be addressed to World Bank Publications, The World Bank Group, 1818 H Street NW, Washington, DC 20433, USA; fax: 202-522-2625; e-mail: pubrights@worldbank.org. Cover photos (top to bottom, left to right): UNICEF/UN0517129/Panjwani; UNICEF/UN0360754/; UNICEF/UN0506301/Ijazah; UNICEF/UNI366076/Bos; UNICEF/UN0419388/Dejongh; UNICEF/UNI304636/Ma mailto:nyhqdoc.permit%40unicef.org?subject= mailto:pubrights%40worldbank.org?subject= EXECUTIVE SUMMARY THE STATE OF THE GLOBAL EDUCATION CRISIS: A PATH TO RECOVERY1 EXECUTIVE SUMMARY The global disruption to education caused by the COVID-19 pandemic is without parallel, and its effects on learning have been severe. The crisis brought education systems across the world to a halt, with school closures affecting more than 1.6 billion learners. While nearly every country in the world offered remote learning opportunities for students, the quality and reach of such initiatives varied greatly, and they were at best partial substitutes for in-person learning. Now, 21 months later, schools remain closed for millions of children and youth, and millions more are at risk of never returning to education. Growing evidence on the impacts of school closures on childrens learning depicts a harrowing reality. Learning losses have been large and inequitable: recent learning assessments show that children in many countries have missed out on most or all of the academic learning they would ordinarily have acquired in school, with younger and more marginalized children often missing out the most. Students in So Paulo (Brazil) learned only 28 percent of what they would have in face-to-face classes and the risk of dropout increased more than threefold. In rural Karnataka (India), the share of grade three students in government schools able to perform simple subtraction fell from 24 percent in 2018 to only 16 percent in 2020. The global learning crisis has grown by even more than previously feared: this generation of students now risks losing $17 trillion in lifetime earnings in present value as a result of school closures, or the equivalent of 14 percent of todays global GDP, far more than the $10 trillion estimated in 2020. In low- and middle-income countries, the share of children living in Learning Povertyalready over 50 percent before the pandemicwill rise sharply, potentially up to 70 percent, given the long school closures and the varying quality and effectiveness of remote learning. U NIC EF /UN 05 27 67 2/S UJA N EXECUTIVE SUMMARY THE STATE OF THE GLOBAL EDUCATION CRISIS: A PATH TO RECOVERY2 The crisis exacerbated inequality in education. Globally, full and partial school closures lasted an average of 224 days. But in low- and middle-income countries, school closures often lasted longer than in high-income countries, and the response was typically less effective. Teachers in many low- and middle-income countries received limited professional development support to transition to remote learning, leaving them unprepared to engage with learners and caregivers. At home, households ability to respond to the shock varied by income level. Children from disadvantaged households were less likely to benefit from remote learning than their peers, often due to a lack of electricity, connectivity, devices, and caregiver support. The youngest students and students with disabilities were largely left out of countries policy responses, with remote learning rarely designed in a way that met their developmental needs. Girls faced compounding barriers to learning amidst school closures, as social norms, limited digital skills, and lack of access to devices constrained their ability to keep learning. Progress made for children and youth in other domains has stagnated or reversed. Schools ordinarily provide critical services that extend beyond learning and offer safe spaces for protection. During school closures, childrens health and safety was jeopardized, with domestic violence and child labor increasing. More than 370 million children globally missed out on school meals during school closures, losing what is for some children the only reliable source of food and daily nutrition. The mental health crisis among young people has reached unprecedented levels. Advances in gender equality are threatened, with school closures placing an estimated 10 million more girls at risk of early marriage in the next decade and at increased risk of dropping out of school. The COVID-19 crisis forced the global education community to learn some critical lessons, but also highlighted that transformation and innovation are possible. Despite the shortcomings of remote learning initiatives, there were bright spots and innovations. Remote and hybrid education, which became a necessity when the pandemic hit, has the potential to transform the future of learning if systems are strengthened and technology is better leveraged to complement skilled and well-supported teachers. Building on the close collaboration of UNESCO, UNICEF, and the World Bank under the Mission: Recovering Education, this report presents new evidence on the severity of the learning losses incurred during school closures and charts a path out of the global education crisis, towards more effective, equitable, and resilient education systems. Reopening schools should be countries highest priority. The cost of keeping schools closed is steep and threatens to hamper a generation of children and youth while widening pre-pandemic disparities. Reopening schools and keeping them open should therefore be the top priority for countries, as growing evidence indicates that with adequate measures, health risks to children and education staff can be minimized. Reopening is the single best measure countries can take to begin reversing learning losses. To tackle the learning crisis, countries must first address the learning data crisis, by assessing students learning levels. While substantial losses in reading and math have now been documented in several countries and show variations across countries, grades, subjects and students characteristics, evidence on learning loss generally remains scarce. It is critical for policymakers, school administrators, and teachers to have access to learning data that reflect their context, and for learning data to be disaggregated by various sub-groups of students, so that they can target instruction and accelerate students learning recovery. To prevent learning losses from accumulating once children are back in school, countries should adopt learning recovery programs consisting of evidence-based strategies. Evidence from past disruptions to education, such as the 2005 Pakistan earthquake, show that without remedial measures, learning losses may grow even after children return to school, if the curriculum and teaching do not adjust to meet students learning needs. Learning recovery programs can prevent this and make up the losses with a contextually appropriate mix of proven techniques for promoting foundational learning: consolidating the curriculum, extending instructional time, and making learning more efficient through targeted instruction, structured pedagogy, small-group tutoring, and self-guided learning programs. In addition to recovering lost learning, such measures can improve Reopening schools should be countries highest priority. The cost of keeping schools closed is steep and threatens to hamper a generation of children and youth while widening pre-pandemic disparities. https://blogs.worldbank.org/education/mission-recovering-education-2021 EXECUTIVE SUMMARY THE STATE OF THE GLOBAL EDUCATION CRISIS: A PATH TO RECOVERY3 learning outcomes in the long run, by improving systems responsiveness to students learning needs. But countries must act now to make that happen, taking advantage of the opportunity to improve their systems before the learning losses become permanent. Beyond addressing learning losses, addressing children's socioeomotional losses is essential. School closures not only disrupted education, but also affected the delivery of essential services, including school feeding, protection and psychosocial support, impacting the overall wellbeing and mental health of children. Reopening schools and supporting them to provide comprehensive services promoting wellbeing and psychosocial support is a priority. This will happen only if teachers are adequately equipped and trained to support the holistic needs of children. All teachers should be supported and prepared for remedial education, mental health and psychosocial support, and remote learning. Building back better requires countries to measure how effective their policy responses are at mitigating learning loss and to analyze their impact on equityand then to use what they learn to keep improving. Improving systems to generate timely and reliable data is critical to evaluate policy responses and generate lessons learned for the next disruption to education. The implementation gap between policy and improved student learning requires more research to understand what works and how to scale what works to the system level. Countries have an opportunity to accelerate learning and make schools more efficient, equitable, and resilient by building on investments made and lessons learned during the crisis. Now is the time to shift from crisis to recoveryand beyond recovery, to resilient and transformative education systems that truly deliver learning and wellbeing for all children and youth. U NIC EF /UN 04 95 42 7/P OU GE T EXECUTIVE SUMMARY A JO INT UNESCO, UNICEF, AND WORLD BANK REPORT THE STATE OF THE GLOBAL EDUCATION CRISIS:A PATH TO RECOVERY Published in 2021 by the International Bank for Reconstruction and Development / The World Bank, UNESCO and UNICEF under CC-BY-SA 3.0 IGO license. The present license applies exclusively to the texts. 2021, International Bank for Reconstruction and Development / The World Bank, UNESCO and UNICEF This Executive Summary is drawn from the publication: State of the Global Education Crisis: A Path to Recovery, published in 2021 by the International Bank for Reconstruction and Development / The World Bank, UNESCO and UNICEF The findings, interpretations, and conclusions expressed in this work do not necessarily reflect the views of The World Bank, its Board of Executive Directors, or the governments they represent, or those of UNESCO or UNICEF. The World Bank, UNESCO and UNICEF do not guarantee the accuracy, completeness, or currency of the data included in this work and do not assume responsibility for any errors, omissions, or discrepancies in the information, or liability with respect to the use of or failure to use the information, methods, processes, or conclusions set forth. The boundaries, colors, denominations, and other information shown on any map in this work do not imply any judgment on the part of The World Bank, UNESCO, or UNICEF concerning the legal status of any territory or the endorsement or acceptance of such boundaries. Nothing herein shall constitute or be construed or considered to be a limitation upon or waiver of the privileges and immunities of The World Bank, all of which are specifically reserved. UNICEF photographs are copyrighted and are not to be reproduced in any medium without obtaining prior written permission from UNICEF. Requests for permission to reproduce UNICEF photographs should be addressed to UNICEF, Division of Communication, 3 United Nations Plaza, New York 10017, USA (email: nyhqdoc.permit@unicef.org). All queries on rights and licenses, including subsidiary rights, should be addressed to World Bank Publications, The World Bank Group, 1818 H Street NW, Washington, DC 20433, USA; fax: 202-522-2625; e-mail: pubrights@worldbank.org. Cover photos (top to bottom, left to right): UNICEF/UN0517129/Panjwani; UNICEF/UN0360754/; UNICEF/UN0506301/Ijazah; UNICEF/UNI366076/Bos; UNICEF/UN0419388/Dejongh; UNICEF/UNI304636/Ma mailto:nyhqdoc.permit%40unicef.org?subject= mailto:pubrights%40worldbank.org?subject= EXECUTIVE SUMMARY THE STATE OF THE GLOBAL EDUCATION CRISIS: A PATH TO RECOVERY1 EXECUTIVE SUMMARY The global disruption to education caused by the COVID-19 pandemic is without parallel, and its effects on learning have been severe. The crisis brought education systems across the world to a halt, with school closures affecting more than 1.6 billion learners. While nearly every country in the world offered remote learning opportunities for students, the quality and reach of such initiatives varied greatly, and they were at best partial substitutes for in-person learning. Now, 21 months later, schools remain closed for millions of children and youth, and millions more are at risk of never returning to education. Growing evidence on the impacts of school closures on childrens learning depicts a harrowing reality. Learning losses have been large and inequitable: recent learning assessments show that children in many countries have missed out on most or all of the academic learning they would ordinarily have acquired in school, with younger and more marginalized children often missing out the most. Students in So Paulo (Brazil) learned only 28 percent of what they would have in face-to-face classes and the risk of dropout increased more than threefold. In rural Karnataka (India), the share of grade three students in government schools able to perform simple subtraction fell from 24 percent in 2018 to only 16 percent in 2020. The global learning crisis has grown by even more than previously feared: this generation of students now risks losing $17 trillion in lifetime earnings in present value as a result of school closures, or the equivalent of 14 percent of todays global GDP, far more than the $10 trillion estimated in 2020. In low- and middle-income countries, the share of children living in Learning Povertyalready over 50 percent before the pandemicwill rise sharply, potentially up to 70 percent, given the long school closures and the varying quality and effectiveness of remote learning. U NIC EF /UN 05 27 67 2/S UJA N EXECUTIVE SUMMARY THE STATE OF THE GLOBAL EDUCATION CRISIS: A PATH TO RECOVERY2 The crisis exacerbated inequality in education. Globally, full and partial school closures lasted an average of 224 days. But in low- and middle-income countries, school closures often lasted longer than in high-income countries, and the response was typically less effective. Teachers in many low- and middle-income countries received limited professional development support to transition to remote learning, leaving them unprepared to engage with learners and caregivers. At home, households ability to respond to the shock varied by income level. Children from disadvantaged households were less likely to benefit from remote learning than their peers, often due to a lack of electricity, connectivity, devices, and caregiver support. The youngest students and students with disabilities were largely left out of countries policy responses, with remote learning rarely designed in a way that met their developmental needs. Girls faced compounding barriers to learning amidst school closures, as social norms, limited digital skills, and lack of access to devices constrained their ability to keep learning. Progress made for children and youth in other domains has stagnated or reversed. Schools ordinarily provide critical services that extend beyond learning and offer safe spaces for protection. During school closures, childrens health and safety was jeopardized, with domestic violence and child labor increasing. More than 370 million children globally missed out on school meals during school closures, losing what is for some children the only reliable source of food and daily nutrition. The mental health crisis among young people has reached unprecedented levels. Advances in gender equality are threatened, with school closures placing an estimated 10 million more girls at risk of early marriage in the next decade and at increased risk of dropping out of school. The COVID-19 crisis forced the global education community to learn some critical lessons, but also highlighted that transformation and innovation are possible. Despite the shortcomings of remote learning initiatives, there were bright spots and innovations. Remote and hybrid education, which became a necessity when the pandemic hit, has the potential to transform the future of learning if systems are strengthened and technology is better leveraged to complement skilled and well-supported teachers. Building on the close collaboration of UNESCO, UNICEF, and the World Bank under the Mission: Recovering Education, this report presents new evidence on the severity of the learning losses incurred during school closures and charts a path out of the global education crisis, towards more effective, equitable, and resilient education systems. Reopening schools should be countries highest priority. The cost of keeping schools closed is steep and threatens to hamper a generation of children and youth while widening pre-pandemic disparities. Reopening schools and keeping them open should therefore be the top priority for countries, as growing evidence indicates that with adequate measures, health risks to children and education staff can be minimized. Reopening is the single best measure countries can take to begin reversing learning losses. To tackle the learning crisis, countries must first address the learning data crisis, by assessing students learning levels. While substantial losses in reading and math have now been documented in several countries and show variations across countries, grades, subjects and students characteristics, evidence on learning loss generally remains scarce. It is critical for policymakers, school administrators, and teachers to have access to learning data that reflect their context, and for learning data to be disaggregated by various sub-groups of students, so that they can target instruction and accelerate students learning recovery. To prevent learning losses from accumulating once children are back in school, countries should adopt learning recovery programs consisting of evidence-based strategies. Evidence from past disruptions to education, such as the 2005 Pakistan earthquake, show that without remedial measures, learning losses may grow even after children return to school, if the curriculum and teaching do not adjust to meet students learning needs. Learning recovery programs can prevent this and make up the losses with a contextually appropriate mix of proven techniques for promoting foundational learning: consolidating the curriculum, extending instructional time, and making learning more efficient through targeted instruction, structured pedagogy, small-group tutoring, and self-guided learning programs. In addition to recovering lost learning, such measures can improve Reopening schools should be countries highest priority. The cost of keeping schools closed is steep and threatens to hamper a generation of children and youth while widening pre-pandemic disparities. https://blogs.worldbank.org/education/mission-recovering-education-2021 EXECUTIVE SUMMARY THE STATE OF THE GLOBAL EDUCATION CRISIS: A PATH TO RECOVERY3 learning outcomes in the long run, by improving systems responsiveness to students learning needs. But countries must act now to make that happen, taking advantage of the opportunity to improve their systems before the learning losses become permanent. Beyond addressing learning losses, addressing children's socioeomotional losses is essential. School closures not only disrupted education, but also affected the delivery of essential services, including school feeding, protection and psychosocial support, impacting the overall wellbeing and mental health of children. Reopening schools and supporting them to provide comprehensive services promoting wellbeing and psychosocial support is a priority. This will happen only if teachers are adequately equipped and trained to support the holistic needs of children. All teachers should be supported and prepared for remedial education, mental health and psychosocial support, and remote learning. Building back better requires countries to measure how effective their policy responses are at mitigating learning loss and to analyze their impact on equityand then to use what they learn to keep improving. Improving systems to generate timely and reliable data is critical to evaluate policy responses and generate lessons learned for the next disruption to education. The implementation gap between policy and improved student learning requires more research to understand what works and how to scale what works to the system level. Countries have an opportunity to accelerate learning and make schools more efficient, equitable, and resilient by building on investments made and lessons learned during the crisis. Now is the time to shift from crisis to recoveryand beyond recovery, to resilient and transformative education systems that truly deliver learning and wellbeing for all children and youth. U NIC EF /UN 04 95 42 7/P OU GE T
Report
05 Октябрь 2021
Public health and social measures' considerations for educational authorities
https://www.unicef.org/eca/reports/public-health-and-social-measures-considerations-educational-authorities
CONSIDERATIONS FOR HEALTH AND EDUCATIONAL AUTHORITIES ON THE PUBLIC HEALTH AND SOCIAL MEASURES TO REOPEN SCHOOLS AS SAFELY AS POSSIBLE SCHOOLING IN TIME OF COVID-19 2 Considerations for health and educational authorities on the public health and social measures to reopen schools as safely as possible Developed by: This document was developed by Kalpana Vincent (Social and Behaviour Change Consultant, UNICEF Regional Office for Europe and Central Asia), Viviane Bianco (Social and Behaviour Change Specialist), Sarah Fuller (Education Consultant, UNICEF Regional Office for Europe and Central Asia), Jessica Katherine Brown (Early Childhood Development Specialist, UNICEF Regional Office for Europe and Central Asia), Cristiana Salvi (Regional Advisor, Risk Communication and Community Engagement, WHO Regional Office for Europe) and Olha Izhyk (Risk Communication and Community Engagement Consultant, WHO Regional Office for Europe,) Photo credits Front cover: UNICEF/UN0362379/Pancic Contents: UNICEF/UN0469726/Djemidzic Page 4: UNICEF/UN0419787/Margaryan UNICEF Regional Office for Europe and Central Asia WHO Regional Office for Europe October 2021 United Nations Childrens Fund (UNICEF), 2021. 3 CONTENTS Introduction .. 4 COVID-19 transmission in the school setting. 4 COVID-19 transmission in children . 5 Considerations to ensure the reopening of schools as safely as possible....... 6 Maintain physical distance Ventilation and air-condition use Hand hygiene Promote vaccination of teachers and other school staff Usage of masks Testing 4 INTRODUCTION Education is too important to keep all-remote. The loss of an unprecedented amount of classroom time has resulted in social, developmental, learning and emotional setbacks that negatively impacted students physical and mental health and well-beingi for yearsii. It has widened inequalitiesiii and disproportionately affecting children from less- advantaged backgroundsiv. Given the adverse effects of school closures on the health and well-being of students, the interruption of face- to-face learning should be considered only as a measure of last resort. There are huge costs to such interruption. It is long past time to stop making children pay that price. The return to face-to-face learning helps children return to a sense of normality, although different normality as prevention and control measures have likely altered school and classroom routines. Attending the school also opens up the opportunities to interact with teachers and peers and receive psychological support. Importantly, a return to the classroom delivery of education means children can get back to learning with adequate support to recover what they have missed over the course of the past 18 months. 5 COVID-19 TRANSMISSION IN THE SCHOOL SETTING The majority of studies indicate that in-school transmission was generally lowv when schools layered several kinds of safety measures such as usage of masks, symptom screening, physical distancing, improved ventilation and rate of vaccinated population of teachers and other school staff. Though transmission can occur within school settings and clusters have been reported by countries in preschool, primary and secondary schools, it is influenced by the local levels of community transmission. It has also been identified that COVID-19 transmission in the school setting was not a primary determinant of community transmission in the earlier phase of the pandemicvi-vii-viii. A global study that tracked school closures and subsequent re-openings data in 191 countries showed no association between school status and COVID-19 infection rates in the community in the earlier phase of the pandemicix. It is of paramount importance to understand the transmission of COVID-19 in schools and communities. During the first and second waves of the pandemic, there has been a limited spread of COVID-19 in schools. The cases reported most often in teachers and other staffx and showed that the risk of adult to adult transmission is higher than the child to child or child to adult transmission. With the emergence of new variants, the susceptibility and infectiousness of children, adolescents and educational staff are currently higher and thus the likelihood of transmission in the school setting is also higher.xi COVID-19 TRANSMISSION IN CHILDREN Children figure amongst the unvaccinated populations in countries with the subsequent vaccine roll-out and as a result, more COVID- 19 transmission is expected to occur in the school setting, particularly when community activity levels are highxii. Transmission in school settings can be limited if effective mitigation and prevention measures are in placexiii. Worldwide, relatively few children have been reported with symptomatic COVID-19. Children become less seriously ill compared to older persons and rarely need to be hospitalisedxiv. During the winter of 2021, the infection rates have increased sharply in children aged 5-14 years of age in other age groups. Most children with COVID-19 are symptomatic or have mild symptoms and a very low risk of deathxv. Although very rare, some children develop significant respiratory disease and require hospital admissionxvi. Those children who do require hospitalisation or who have more severe outcomes often have underlying chronic conditions. There is no evidence of a difference by age or sex in the risk of severe outcomes among children. 6 It is important that schools should have a risk-mitigation strategy in place. Countries should ensure these strategies carefully balance the likely benefits for, and harms to, younger and older age groups of children when making decisions about implementing infection prevention and control measures. Any measure needs to be balanced with the even worse alternative of schools being closed and Any measure introduced by schools should follow standard protocols for implementation. CONSIDERATIONS TO ENSURE THE REOPENING OF SCHOOLS AS SAFELY AS POSSIBLE Maintain physical distance WHO advises that schools should consider maintaining at least one-metre distance between everyone present at school. Increase spacing between students desks or spots on a bench at a minimum of the one-metre between desks. If the classroom is small, consider splitting students into two classrooms. Teachers can rotate across classes if necessary. Different subjects can be taught if teachers for the same subjects arent available at the same time. Moving classes outdoors or to spacious rooms such as auditoriums or cafeterias would help facilitate distancing. Teachers should consider maintaining the distance between themselves and their students whenever possible and during instruction. Markings on the floor and benches (with paint, tape or stickers) might be advised to help students and teachers recognise the distance. Keeping students in small groups help in keeping the proximity between them and aid in contact tracing when an infected individual at the school has been identified. School days can be staggered to vary the start and end times according to the grades, hall passing periods and mealtimes. It helps to avoid having all the students and teachers together at once. Ventilation and air-condition use WHO recommends improving air quality (ventilation) naturally by opening windows when it is safe and possible to bring fresh air from outdoors. The larger the number of 7 people in the indoor setting, the greater the need for ventilation with outdoor air. Consider moving unmasked activities such as eating or activities that release high amounts of respiratory droplets like singing, recitation, sports or exercise to outdoors. Ensure adequate ventilation and increase total airflow supply to classrooms and communally shared spaces when it is occupied. If heating, ventilation and air conditioning (HVAC) systems are used, regularly inspect, maintain and clean them. Promote hand hygiene Hand cleaning is one of the most important measures to avoid the transmission of germs and prevent the spread of COVID-19. Encourage students to wash hands at key times with soap and water for at least 40 seconds or hand rub using an alcohol-based hand sanitiser with 60% to 80% of alcohol for at least 20 seconds. Supervise young children when they use hand rub to prevent them from swallowing alcohol. Increase access to maintenance of handwashing facilities with running water and reliable supplies stations or facilities such as sinks, portable handwashing stations and hand rub dispensers. Consider making hand rub available for teachers, students and other educational staff where soap and water arent readily available (e.g. classrooms and gyms) and near frequently touched surfaces (e.g. doors and shared equipment such as musical instruments, sports gear etc.,). Regularly clean and disinfect frequently touched surfaces to kill germs. Ensure that all cleaning materials are kept out of reach of children. Promote vaccination of adolescents, teachers and other school staff WHO recommends (relates to use of Pfizer/BioNTech vaccine) adolescents from 12-17 years with severe chronic comorbidities and those who are in contact with vulnerable individuals including the teachers and other school staff should be considered as part of priority population groupsxvii-xviii in the national vaccination plans while first ensuring vaccination of older adults, vulnerable populations and people with underlying health conditions, who are at higher risk of severe COVID-19 infection. There is substantial evidence that schools can reopen safely without vaccinating children, particularly in the presence of other risk mitigation strategiesxix. However, encouraging vaccination of teachers and school staff vaccination is critical to their risk of infection and further transmission in schools. 8 Provide updates about COVID-19 vaccination through regular informational and educational sessions. Usage of masks WHO advises that people always consult and abide by national and local authorities on recommended practices in their area. WHO and UNICEF recommend the following: Children aged five years and under are not required to wear masks. For children between six and 11 years of age, a risk-based approach is encouraged, consider: o The intensity of transmission in the area where the child is and evidence on the risk of infection and transmission in this age group. o The childs capacity to comply with the correct use of masks and availability of adult supervision. o The potential impact of mask- wearing on learning and development. Children and adolescents 12 years or older should follow the national mask guidelines for adults. Teachers and support staff are required to refer national guidance to wear masks. Students should not wear a mask when playing sports or doing physical activities such as running, jumping or on the playground. Students of any age with developmental disorders, disabilities or other specific health conditions should be assessed on a case by case basis by their parents/caregivers, educators or medical providers for the usage of masks. Students with severe cognitive or respiratory impairments with difficulties tolerating a mask should not be required to wear masks. Testing Robust testing can help promptly identify and isolate cases and quarantine those who may have been exposed to COVID-19 to interrupt the chains of transmission. This helps to reduce the risk of students, teachers and educational staff being infected. In response to the school outbreak, schools administrators can work with local public health authorities and request a temporary testing location. If a confirmed case is identified in the school setting, activate contract- tracing protocols to find where the source of infection may have occurred schools, households and other relevant settings. 9 i United Nations (2020). Policy Brief: The impact of COVID-19 on children. ii Kuhfeld, Megan, and Beth Tarasawa. The COVID-19 slide: What summer learning loss can tell us about the potential impact of school closures on student academic achievement. NWEA white paper, 2020. iii United Nations (2020). Policy Brief: Education during COVID-19 and beyond. iv European Centre for Disease Prevention and Control (2020). COVID-19 in children and the role of school settings in COVID-19 transmission. v European Centre for Disease Prevention and Control (2021). COVID-19 in children and the role of school settings in COVID-19 transmission; 2021. Second update. vi World Health Organisation (2021). Schooling During COVID-19. Recommendations from the European Technical Advisory Group for schooling during COVID-19. vii European Centre for Disease Prevention and Control (2020). Questions and answers on COVID-19: Children aged 1-18 years and the role of school settings. viii UNICEF (2020). In-person schooling and covid-19 transmission: A review of evidence. f ix Insights for Education, 2020. x What settings have been linked to SARS-CoV-transmission clusters? (2020). xi European Centre for Disease Prevention and Control. COVID-19 in children and the role of school settings in COVID-19 transmission; 2021. Second update. xii European Centre for Disease Prevention and Control. COVID-19 in children and the role of school settings in COVID-19 transmission; 2021. Second update. xiii Schooling during COVID (2021). Recommendations from the European Technical Advisory Group for schooling during COVID-19. xiv European Centre for Disease Prevention and Control (2020). COVID-19 in children and the role of school settings in COVID-19 transmission xv Bhopal, S., Bagaria, J., Olabi, B and Bhopal, J. Children and young people remain at low risk of COVID-19 mortality (2021). xvi Preston, L., Chevinsky, J., Kompaniyets, L., Characteristics and Disease Severity of US Children and Adolescents Diagnosed with COVID-19 xvii World Health Organization (2021). WHO SAGE Roadmap for prioritising uses of COVID-19 vaccines in the context of limited supply. xviii World Health Organization (2021). European Technical Advisory Group of Experts on Immunization (ETAGE) interim recommendations. Inclusion of adolescents aged 12-15 years in national COVID-19 vaccination programmes. xix World Health Organization (2021). WHO SAGE Roadmap for prioritising uses of COVID-19 vaccines in the context of limited supply.
Programme
07 Апрель 2020
UNICEF responds to the COVID-19 pandemic in Europe and Central Asia
https://www.unicef.org/eca/unicef-responds-covid-19-pandemic-europe-and-central-asia
Traditional media are also helping to reach those who lack digital access, with hundreds of thousands of traditional print material (posters, leaflets etc.) complementing web-based, multi-language initiatives. COVID-19 has disrupted every aspect of daily life for millions of children and their families. Given the impact of family stress and disruption, UNICEF is supporting child protection systems across the Region. In the Western Balkans, for example, we aim to help children report abuse and violence, backed by psychosocial support and the construction of shelters for the most high-risk children. In Italy, we are working with refugees and migrants to ensure that very vulnerable young men and women, and families with small children who remain outside the formal reception system can access emergency shelter and cash assistance. And in conflict-affected Eastern Ukraine, mobile GBV prevention teams have been adapted to provide advice online, with emergency visits available when required. To respond to the devastating socioeconomic consequences for children and families, we are supporting governments across the Region to expand, adjust, and strengthen their social protection programmes. In Albania, we support municipal social protection mechanisms that provide temporary support to help families withstand the impact of physical distancing on their livelihoods. In Tajikistan, we are exploring how emergency cash support can better reach households through the government’s social protection systems. We are appealing for $149 million for the Europe and Central Asia Region to expand our work as part of UNICEF’s Global Humanitarian Action for Children (HAC) for COVID-19 response. Against this target, the Region has already received $41 million (11%) in funding from key donors. The appeal will enable UNICEF to ramp up its existing work to support national efforts to contain the spread of COVID-19, while mitigating the impacts on children and their families. This will include:  Providing protective, life-saving health and hygiene supplies for facilities, health and social care workers and affected communities Supporting continued access to essential healthcare, immunization and nutrition services for women, children and vulnerable communities Intensifying and expanding communication and engagement with communities on infection prevention and safety in the home through social and multimedia, reaching children, adolescents and parents, and recognizing the role of young people as key conveyors Ensuing continuing education through distance learning for pre- and school-age children, using internet-based technology, TV broadcasts and innovative social media challenges Supporting mental health, psychosocial assistance and GBV prevention for children and caregivers through online platforms Supporting evidence-based strategies to strengthen social protection programming and reinforce safety nets for children most at risk in the face of unprecedented economic downturn in the Region Ensuring global and regional coordination, and effective data collection on the impact of the pandemic on children in Europe and Central Asia.
Report
15 Октябрь 2021
State of the World’s Hand Hygiene
https://www.unicef.org/eca/reports/state-worlds-hand-hygiene
HAND HYGIENEA global call to action to make hand hygiene a priority in policy and practice State of the Worlds 2 S TAT E O F T H E WO R L D ' S H A N D H YG I E N E A G L O B A L C A L L T O AC T I O N T O M A K E H A N D H YG I E N E A PR I O R I T Y I N P O L I CY A N D PR AC T I C E Published by UNICEF and WHOProgramme Division/WASH3 United Nations PlazaNew York, NY 10017 USAwww.unicef.org/wash United Nations Childrens Fund (UNICEF) and World Health Organization (WHO), 2021 Suggested citation: United Nations Childrens Fund and World Health Organization, State of the Worlds Hand Hygiene: A global call to action to make hand hygiene a priority in policy and practice, UNICEF, New York, 2021. UNICEF ISBN: 978-92-806-5290-1 Permission is required to reproduce any part of this publication. For more information on usage rights, please contact nyhqdoc.permit@unicef.org The designations employed in this publication and the presentation of the material do not imply on the part of the World Health Organization (WHO) and United Nations Childrens Fund (UNICEF) the expression of any opinion whatsoever concerning the legal status of any country or territory, or of its authorities or the delimitations of its frontiers. Dotted and dashed lines on maps may represent approximate border lines for which there may not yet be full agreement. The mention of specific companies or of certain manufacturers products does not imply that they are endorsed or recommended by WHO and UNICEF in preference to others of a similar nature that are not mentioned. Errors and omissions excepted, the names of proprietary products are distinguished by initial capital letters. All reasonable precautions have been taken by WHO and UNICEF to verify the information contained in this publication. However, the published material is being distributed without warranty of any kind, either expressed or implied. The responsibility for the interpretation and use of the material lies with the reader. In no event shall WHO and UNICEF be liable for damages arising from its use. The statements in this publication are the views of the author(s) and do not necessarily reflect the policies or the views of UNICEF or WHO. Edited by Jeff Sinden. Publication design by Blossom. http://www.unicef.org/wash http://nyhqdoc.permit@unicef.org S TAT E O F T H E WO R L D ' S H A N D H YG I E N E A G L O B A L C A L L T O AC T I O N T O M A K E H A N D H YG I E N E A PR I O R I T Y I N P O L I CY A N D PR AC T I C E 3 Acknowledgements This report is the result of collaboration between a large number of contributors, reviewers and editors. The development of the report was led by Ann Thomas (Senior Advisor, WASH, UNICEF), under the overall direction and guidance of Kelly Ann Naylor (Director for WASH, UNICEF) and Bruce Gordon (Coordinator of Water, Sanitation, Hygiene and Health, World Health Organization). Clarissa Brocklehurst acted as Managing Editor. This document could not have been produced without the valuable contributions of Nathaniel Paynter, Tom Slaymaker, Christian Snoad, Job Ominyi, Mitsunori Odagiri and Guy Hutton at UNICEF, and Joanna Esteves Mills, Rick Johnson, Betsy Engebretson, Maggie Montgomery, Benedetta Allegranzi, Claire Kilpatrick and Kerstin Schotte at WHO. WHO and UNICEF are grateful to the many others who assisted with contributions, including Om Prasad, Helen Hamilton and Julie Truelove, WaterAid; Julia Rosenbaum, FHI360; Claire Chase, World Bank; Cheryl Hicks, WASH4Work; Jason Cardosi, LIXIL; Jeff Albert, Aquaya; Andrea Beatriz Lee-Llacer and Beverly Ho, Government of the Philippines; Ben Mandell and Jessica Jacobson, Water.org; Belinda Makhafola, Environmental Health Services, Government of South Africa; Ian Ross and Daniel Korbel, London School of Hygiene and Tropical Medicine, and Peter van Maanen, consultant. The authors would like to pay tribute to Val Curtis, Director of the Environmental Health Group at the London School of Hygiene and Tropical Medicine, who tragically died in 2020. Val was a champion of hand hygiene, and her work did more than anyone elses to raise the profile of hygiene and behaviour change in global health and political agendas. 4 S TAT E O F T H E WO R L D ' S H A N D H YG I E N E A G L O B A L C A L L T O AC T I O N T O M A K E H A N D H YG I E N E A PR I O R I T Y I N P O L I CY A N D PR AC T I C E Contents 1 2 3 Acknowledgements Foreword Acronymsand abbreviations Executive summary Endnotes WHY IS THIS REPORT NECESSARY? 1.1 Defining the challenge 1.2 A timeline of hand hygiene history 1.3 Things you need to know before reading this report WHY INVEST IN HAND HYGIENE? 2.1 Hand hygiene protects health 2.2 Hand hygiene has positive economic impacts 2.3 Hand hygiene is good for society as a whole WHAT IS THE CURRENT STATUS OF PROGRESS IN GLOBAL HAND HYGIENE? 3.1Monitoring hand hygiene 3.2Hand hygiene in households 3.3 Hand hygiene in schools 3.4 Hand hygiene in health care facilities 3.5 Hand hygiene in other settings 13 14 16 18 21 22 23 25 27 28 29 35 38 413 8 9 10 83 S TAT E O F T H E WO R L D ' S H A N D H YG I E N E A G L O B A L C A L L T O AC T I O N T O M A K E H A N D H YG I E N E A PR I O R I T Y I N P O L I CY A N D PR AC T I C E 5 4 5 6WHAT IS THE STATUS OF POLICY AND FINANCE FOR HAND HYGIENE? 4.1 Status of national hygiene policies and plans 4.2National targets for hygiene 4.3The cost of achieving universal hand hygiene 4.4Current investment levels and sources of funding GOVERNMENTS CAN ACCELERATE HAND HYGIENE PROGRESS WITH PROVEN, EFFECTIVE APPROACHES 6.1 Good governance begins with leadership, effective coordination and regulation 6.2 Smart public finance unlocks effective household and private investment 6.3 Capacity at all levels drives progress and sustains services 6.4Reliable data support better decision-making and stronger accountability 6.5Innovation leads to better approaches and meets emerging challenges 6.6Looking ahead: A pathway to 2030 IMAGINING A BETTER FUTURE: A DRAMATIC ACCELERATION IN PROGRESS REQUIRES WORK ON MANY FRONTS 5.1 The COVID-19 pandemic is an inflection point 5.2 Countries are rising to the challenge 45 46 48 49 53 65 66 69 71 75 78 81 57 58 60 6 S TAT E O F T H E WO R L D ' S H A N D H YG I E N E A G L O B A L C A L L T O AC T I O N T O M A K E H A N D H YG I E N E A PR I O R I T Y I N P O L I CY A N D PR AC T I C E Tables, figures and boxes TABLES TABLE 1: SDG service ladder for hygieneTABLE 2: Number and percentage of countries with national hygiene plans that have been costed and supported by sufficient financial resourcesTABLE 3: National hygiene coverage targets and alignment with SDG 6 FIGURES FIGURE 1: A timeline of progress in hand hygieneFIGURE 2: Progress in coverage of hygiene services between 2015 and 2020FIGURE 3: Population with no handwashing facilities at home, 2020 (%)FIGURE 4: Population with basic hygiene facilities in Haiti, disaggregated by SDG region, country, urban/rural, sub-national region and wealth quintiles, (%)FIGURE 5: Progress towards universal basic hygiene among countries with more than 99% coverage in 2020, by national income category, 2015-2020FIGURE 6: Top countries in expanding hand hygiene coverage, 2015-2020FIGURE 7: Basic hygiene vs improved and accessible water on premises, (%)FIGURE 8: Progress in basic hygiene services (2015-2020), and acceleration needed to reach universal coverage by 2030FIGURE 9: Hygiene in schools (% of schools and number of children)FIGURE 10: Trends in global coverage of hygiene in schools, 2015-2019, (% of schools)FIGURE 11: Regional coverage of hygiene in schools, 2015-2019 (%)FIGURE 12: Handwashing before eating and after using the toilet in schools in Latin America and the Caribbean, (%)FIGURE 13: Use of soap for handwashing by girls and boys, (%)FIGURE 14: Hand hygiene services in health care facilities, by country, 2019, (%)FIGURE 15: Proportion of health care facilities with hand hygiene at points of care, 2019, (%)FIGURE 16: Progress in basic hand hygiene services in fragile and conflict-affected countries, (%)FIGURE 17: Inequalities in basic hygiene services: Globally, in fragile contexts and NigerFIGURE 18: Households in refugee camps with access to soap, (%) 19 4748 173030 32 323334 35353636 373741 40 424243 S TAT E O F T H E WO R L D ' S H A N D H YG I E N E A G L O B A L C A L L T O AC T I O N T O M A K E H A N D H YG I E N E A PR I O R I T Y I N P O L I CY A N D PR AC T I C E 7 505455 14181924395253556263 636767686870 72 73 74767779 80 80 FIGURE 19: Estimated annual cost of providing hand hygiene in all households in 46 least-developed countries, (US$)FIGURE 20: Sufficiency of financial resources allocated to hygiene to meet national targetsFIGURE 21: Government spending on hygiene compared to drinking water and sanitation, 14 countries, (%) BOXESBOX 1: Defining hygiene and hand hygieneBOX 2: Defining handwashing facilitiesBOX 3: Soap and water, or alcohol-based hand rub?BOX 4: Handwashing is a highly cost-effective intervention in domestic settingsBOX 5: Points of careBOX 6: Ensuring the availability of affordable soap and alcohol-based hand rubsBOX 7: Government investment in behaviour change: The example of tobacco useBOX 8: Tracking hygiene expenditure through WASH accounts in MaliBOX 9: Accelerating progress on hand hygiene through local government in the PhilippinesBOX 10: Hygiene promotion at scale in ZambiaBOX 11: Focusing on hand hygiene in public places in IndonesiaBOX 12: South Africa: Developing and using a national hand hygiene policyBOX 13: Taking an all-of-government approach to hygiene in NigeriaBOX 14: Hand hygiene as part of Clean Green PakistanBOX 15: Integrating hygiene and immunization programming in NepalBOX 16: Mobilizing COVID-19 funding for hand hygiene in the Lao Peoples Democratic RepublicBOX 17: The African Sanitation Policy Guidelines provide support to governments to include hand hygiene in sanitation policyBOX 18: In Timor-Leste, a twinning partnership with Macao focused on improvements in health care facilitiesBOX 19: The International Labour Organization provides guidance to workplaces to ensure hand hygieneBOX 20: Monitoring hand hygiene behaviour in public places in Indonesia using mobile phonesBOX 21: Use of SMS surveys to gather information on handwashing and soap access in AfricaBOX 22: Leveraging an existing partnership to innovate for handwashing: The SATO TapBOX 23: A social enterprise responds to the need for innovative portable handwashing facilities: The HappyTapBOX 24: Inclusive design makes handwashing accessible for people living with disabilities in the United Republic of Tanzania and Zambia 8 S TAT E O F T H E WO R L D ' S H A N D H YG I E N E When COVID-19 emerged nearly two years ago, the world was without vaccines or medicines for this novel virus. One of the most critical tools in our arsenal for preven-ting infection was also one of our oldest: hand hygiene. But it was one that nearly a third of the world could not use. The benefits of hand hygiene in preventing the transmission of infectious diseases have been known since 1850. For example, proper hand hygiene has been proven to reduce deaths from respiratory and diarrheal diseases in children under five by 21 per cent and 30 per cent respectively. Yet in 2021, an estimated 2.3 billion people globally cannot wash their hands with soap and water at home and one-third of the worlds health facilities lack hand hygiene re-sources at the point of care. Meanwhile, nearly half of schools worldwide do not have basic hygiene services, affecting 817 million children. Over the past five years, half a billion people have gained access to basic hand hygie-ne facilities a rate of 300,000 per day. This is progress, but it is far too slow. At the current rate, almost two billion people will still lack access to basic hand hygiene faci-lities in 2030, negatively impacting other development priorities, including education, health, nutrition, and economic growth. COVID-19 created a unique moment for hand hygiene, with unprecedented attention, resources, and political will. However, we know from previous emergencies that such attention can be fleeting. In 2020, UNICEF, WHO and other partners launched the Hand Hygiene for All initiative, with the aim of channeling momentum around hand hygiene into long-term sustainable change. The State of the Worlds Hand Hygiene is the flagship report of the Hand Hygiene for All initiative, and is a companion piece to last years State of the Worlds Sanitation report. The reports message is clear: we must quadruple the current rate of progress to achieve the Sustainable Development Goal target on hand hygiene. We call on all governments to make the cost-effective investments in hand hygiene that will save many lives. Now is the time for governments, donors, and multilateral agencies to step up and support this most fundamental of public health interventions. Hand hygiene is essen-tial to primary health care, universal health coverage, and disease control. With the right leadership on hand hygiene, we can make the world a healthier place for all. Foreword MS. HENRIETTA H. FOREExecutive Director UNICEF DR. TEDROS ADHANOM GHEBREYESUSDirector-General World Health Organization https://www.unicef.org/reports/state-worlds-sanitation-2020 9 S TAT E O F T H E WO R L D ' S H A N D H YG I E N E A G L O B A L C A L L T O AC T I O N T O M A K E H A N D H YG I E N E A PR I O R I T Y I N P O L I CY A N D PR AC T I C E Acronymsandabbreviations ABHR alcohol-based hand rubAMCOW African Ministers Council on WaterCDC Centres for Disease Control and PreventionCSO civil society organizationsDALY disability-adjusted life yearDHS Demographic and Health SurveyEMIS education management information systemESA external support agencyGLAAS Global Analysis and Assessment of Sanitation and Drinking-WaterHBCC Hand Hygiene Behaviour Change CoalitionHH4A Hand Hygiene for AllHHMA Hand Hygiene Market AcceleratorILO International Labour OrganizationIPC infection prevention and controlJMP WHO-UNICEF Joint Monitoring Programme for Water Supply, Sanitation and HygieneOECD Organization for Economic Co-operation and DevelopmentMICS Multiple Indicator Cluster SurveyMOOC massive open online courseNGO non-governmental organizationSDG Sustainable Development GoalUNICEF United Nations Childrens FundUNHCR United Nations High Commission for RefugeesUSAID United States Agency for International DevelopmentWASH water, sanitation and hygieneWBCSD World Business Council for Sustainable DevelopmentWHO World Health Organization S TAT E O F T H E WO R L D ' S H A N D H YG I E N E A G L O B A L C A L L T O AC T I O N T O M A K E H A N D H YG I E N E A PR I O R I T Y I N P O L I CY A N D PR AC T I C E 10 Executive Summary Sustainable Development Goal (SDG) 6 calls for the global community to achieve ac-cess to hygiene for all by 2030. Hand hygiene is one of the most important elements of hygiene. However, both access to the facilities to practise hand hygiene and support for the behaviours required are missing in many settings. It is estimated that three out of ten people, 2.3 billion globally, lack a facility with water and soap available to wash their hands at home, including 670 million who have no handwashing facility at all. Facilities are also missing in many health care facilities, schools and public places. For instance, 7 per cent of health care facilities in sub-Sa-haran Africa, and 2 per cent globally, have no hand hygiene services at all, and 462 million children attend schools with no hygiene facilities. The simple act of cleaning hands can save lives and reduce illness by helping prevent the spread of infectious diseases. These diseases can be caused by pathogens (germs) transmitted through the air or via surfaces, food or human faeces. Because people fre-quently touch their face, food and surfaces, hands play a significant role in spreading disease. It is estimated that half a million people die each year from diarrhoea or acute respiratory infections that could have been prevented with good hand hygiene. As well as preventing a multitude of diseases, hand hygiene can help avoid significant financial costs resulting from sickness and death. During the COVID-19 pandemic, hand hygiene received unprecedented attention and became a central pillar in national COVID prevention strategies. This has created a unique opportunity to position hand hygiene as an important long-term public policy issue. The evidence shows that hand hygiene is a highly cost-effective investment, pro-viding outsized health benefits for relatively little cost; truly a no-regrets investment. Despite efforts to promote hand hygiene, often supported by the international commu-nity and coinciding with epidemics or emergencies, the rates of access to hand hygiene facilities remain stubbornly low. If current rates of progress continue, by the end of the SDG era in 2030, 1.9 billion people will still lack facilities to wash their hands at home. Governments should commit to hand hygiene not as a temporary public health inter-vention in times of crisis, but as a vital everyday behaviour that contributes to health 11 S TAT E O F T H E WO R L D ' S H A N D H YG I E N E A G L O B A L C A L L T O AC T I O N T O M A K E H A N D H YG I E N E A PR I O R I T Y I N P O L I CY A N D PR AC T I C E and economic resilience. The global community finds itself at a unique moment in time one of both urgency and opportunity. The time to accelerate progress on hand hygiene is now before the next health crisis is upon us. Both citizens and governments have a role to play. Governments should show lead-ership and make hand hygiene a public policy issue, backed with relevant regulation and enforcement. Water must be made easily accessible to allow hand hygiene every-where, and hand hygiene facilities should be available and used in every health care facility and school. Governments should make strategic investments in promotion and capacity building. Analysis shows that government expenditure in hand hygiene pro-motion will heavily leverage investments by households. Individuals should adopt and maintain hand hygiene behaviours, and expect others to do the same. Households can invest in handwashing facilities, which can be as simple as a jug and a bowl, and purchase soap. The private sector has a role to play, working with governments, to make hand hygiene facilities, water and soap widely available and affordable by all. As this report shows, investment in five key accelerators governance, financing, capacity development, data and information, and innovation identified under the UN-Water SDG 6 Global Acceleration Framework can be a pathway towards achiev-ing hand hygiene for all. Good governance begins with leadership, effective coordination and regu-lation: It is critical that governments establish clear policy relating to both service availability that facilitates handwashing, including readily availa-ble water, and the behaviours required to ensure hand hygiene is common practice in all relevant settings. Hand hygiene should be championed by a head of state, minister or another senior political figure ready to assume the challenge of driving progress. Local leadership is equally important; states, districts and villages should also be committed. All levels of government need to be clear that hand hygiene is a crucial public policy issue, and progress requires targets, strategies, roadmaps and budgets. Smart public finance unlocks effective household and private investment: Governments should seek ways to ensure public spending has the maxi-mum impact possible and stimulates investments from households and the private sector. The cost of hand hygiene can be shared between government and cit-izens. Strategic government spending on promotion, reinforcement and education both catalyses and optimizes household investment. Governments should invest in hand hy-giene in schools and health care facilities, set clear rules for these facilities, and regulate businesses so that hand hygiene is ensured. Governments have an important role to play in investing in water supply systems, so that they provide easily available water in quantities that facilitate handwashing. Capacity at all levels drives progress and sustains services: Governments should assess current capacity with respect to their hand hygiene poli-cy and strategies, identify gaps and develop capacity-building strategies based on the rigorous application of best practice. There are serious gaps in capacity for the promotion and sustained uptake of hand hygiene, and for many stake-holders this represents uncharted territory. Research into what works in various set-tings has resulted in critical hand hygiene innovations over the decades. This research is ongoing, and it remains a challenge for governments and others to keep up with the evolving evidence base to ensure effective implementation of innovation. In many S TAT E O F T H E WO R L D ' S H A N D H YG I E N E A G L O B A L C A L L T O AC T I O N T O M A K E H A N D H YG I E N E A PR I O R I T Y I N P O L I CY A N D PR AC T I C E 12 cases, countries need to invest in entirely new skillsets, in terms of how to create an enabling policy environment, promote hand hygiene, incentivize the private sector to engage, and regulate and enforce policy. Capacity needs to be built at all levels, across all settings: both nationally and locally, within governments, the private sector and society as a whole. Reliable data support better decision-making and stronger accountability: Governments should address the need for consistent data on hand hy-giene in order to inform decision-making and make investments strategic. While there have been dramatic improvements in the availability of data on hand hy-giene in recent years, particularly for households, gaps still remain. There are aspects of hand hygiene in health care facilities that are not comprehensively monitored, and little data exists on the availability and affordability of soap. The lack of data makes tracking progress against national and international targets problematic, and, in turn, makes decisions about policy, programming and investment difficult for governments. Data can be collected through incorporating a standardized handwashing module in household surveys and also through innovative approaches using mobile phones. Examples include crowdsourced data on hand hygiene in public places in Indonesia, and data collected by SMS surveys in Africa on the effects of the COVID-19 pandemic on the availability of soap. Innovation leads to better approaches and meets emerging challenges: Governments and supporting agencies should encourage innovation, par-ticularly on the part of the private sector, in order to roll out hand hygiene for all, in all settings. New ideas are needed to overcome challenges, such as lack of water supply, uneven soap availability and the impediment of affordability. 13 S TAT E O F T H E WO R L D ' S H A N D H YG I E N E 1Why is this report necessary?1.1 Defining the challenge1.2 A timeline of hand hygiene history1.3 Things you need to know before reading this report UNICEF/UNI367259/Fazel S TAT E O F T H E WO R L D ' S H A N D H YG I E N E 14 1 Defining the challenge1.1The second target under SDG 6 calls for the global community to: By 2030, achie-ve access to adequate and equitable sani-tation and hygiene for all and end open defecation, paying special attention to the needs of women and girls and those in vulnerable situations. Hand hygiene is one of the most important elements of hygie-ne. However, both access to the facilities to practise hand hygiene and support for the behaviours required are missing in many settings. UNICEF/UN0414850/NaftalinBOX 1 Defining hygiene and hand hygieneHygiene is a broad term and encompasses many activities. It can include hand hygiene (both hand-washing and the use of hand sanitizers such as alco-hol-based hand rubs (ABHRs)), menstrual hygiene management, oral hygiene, environmental cleaning in health care facilities and food hygiene. One of the challenges is that there is no clear, agreed-upon, in-ternationally recognized definition of hygiene. The World Health Organization (WHO) has pre-pared guidelines on hand hygiene in health care settings, and issues resources that are regularly updated, but there is no internationally recognized definition, or normative guidance on hand hygiene for households, schools and other settings.1 15 S TAT E O F T H E WO R L D ' S H A N D H YG I E N E It is estimated that three out of ten people, 2.3 billion globally, lack a facility with water and soap avail-able to wash their hands at home, including 670 million who have no handwashing facility at all. Facilities are also missing in many health care fa-cilities, schools and public places, even though there is evidence that the pres-ence of hand hygiene facilities is a strong determinant of regular hand hygiene in households and health care facilities. Hand hygiene is one of the most important measures to prevent the spread of infectious diseases, in-cluding diarrhoeal diseases and respiratory diseases, such as COV-ID-19. The COVID-19 pandemic has brought unprecedented attention to the role of hand hygiene in controlling disease and has created a unique opportunity to position it as an important public poli-cy issue. For instance, WHO states that control of COVID-19 requires a compre-hensive package of preventive measures, which includes frequent hand hygiene.2 However, there is a grave and very real risk that the emergency responses adopt-ed during the pandemic will not evolve into long-term commitments to hand hy-giene. Experience has shown that height-ened interest in hand hygiene associated with disease outbreaks is often followed by a rapid decline.3 There is, therefore, a significant risk that this crucial moment of opportunity will be lost. This report outlines the extent of the challenge in making sure hand hygiene is available to everyone across multiple settings, including schools, health care facilities, workplaces and public spaces. It offers concrete examples of success in a number of countries, and outlines the key actions governments and their develop-ment partners should take to make hand hygiene for all a reality. The evidence shows that hand hy-giene is a highly cost-effective in-vestment, providing outsized health benefits for relatively little cost. Both citizens and governments have a role to play. Governments should show lead-ership and make hand hygiene a public policy issue. Individuals should adopt and maintain hand hygiene behav-iours, and demand that others do the same. Strategic investments should be made by governments in promotion and capaci-ty-building to leverage investments made by households and businesses. Govern-ments should ensure that water is easily accessible to make hand hygiene possible everywhere, and that hand hygiene facili-ties are available and used in every health care facility and school. U NIC EF/U N04 1013 4/St ephe n/In finity Imag es S TAT E O F T H E WO R L D ' S H A N D H YG I E N E A G L O B A L C A L L T O AC T I O N T O M A K E H A N D H YG I E N E A PR I O R I T Y I N P O L I CY A N D PR AC T I C E 16 A timeline of hand hygiene history 1.2 The history of hand hygiene begins in the mid-nineteenth century. In 1847, the hand-hygiene pioneer Ignaz Semmelweis championed handwashing with a chlo-rinated lime solution as a way to reduce the terrifyingly high rates of mortality in maternity clinics, publishing a book in 1861 that made the link between puerper-al fever (also known as childbed fever) and the lack of hand hygiene by attend-ing doctors.4 Florence Nightingale im-plemented hygiene measures, including handwashing by staff, in the hospitals of the Crimean War and showed statistical-ly that these measures reduced mortality among soldiers. Over time, the evidence expanded, and hand hygiene was shown to help prevent a range of respiratory and diarrhoeal dis-eases and be crucial in fighting bacterial infections in health care facilities. In the early years of the new millennium, the profile of hand hygiene as a vital public health intervention rose, with increasing engagement of social and behavioural scientists. Additionally, the private sector began playing an important role, bringing marketing expertise and advice on how to improve markets for hand hygiene products. This led to the emergence of multi-stakeholder partnerships and the development of a range of resources. The Public-Private Partnership for Hand-washing was launched in 2001 by mem- bers that included the World Bank, the Centres for Disease Control and Preven-tion (CDC), UNICEF, Johns Hopkins Uni-versity, the London School of Hygiene and Tropical Medicine, the United States Agency for International Development (USAID), Unilever, Proctor and Gamble and Colgate-Palmolive. The following year, an important set of guidelines was pub-lished by partnership member CDC. A few years later, the partnership launched Glob-al Handwashing Day, which is now ob-served annually on 15 October by over one hundred countries, with schoolchildren as particularly enthusiastic participants. The partnership has continued to expand and broaden, and has almost 40 members and affiliates. In parallel, WHO issued the WHO Guide-lines on Hand Hygiene in Health Care, along with an improvement strategy, as-sessment tools and improvement toolkit, and has continued to update and add to these resources.5 Experience has shown that progress on hand hygiene is periodically accelerat-ed by high-profile disease outbreaks, including H1N1 influenza, Ebola viral dis-ease and, most recently, COVID-19. In re-sponse to COVID-19, governments have promoted hand hygiene, not only as a first line of defence in controlling the pan-demic, but also to increase resilience to future disease outbreaks. 17 S TAT E O F T H E WO R L D ' S H A N D H YG I E N E FIGURE 11847 2000 2003 2008 2014 2015 2017 2021 2020 Ignaz Semmelweis demonstrates the connection between hand hygiene and the prevention of postpartum infectionsFlorence Nightingale champions hand hygiene in army hospitals during the Crimean War Seminal paper published, demonstrating a significant reduction of health-care-associated infections associated with improved hand hygiene6 Public-Private Partnership for Handwashing launched CDC issues guidelines on hand hygiene in health care West Africa Ebola outbreak Minimum requirements for infection prevention and control (IPC) programmes launched by WHO, with hand hygiene prominent Launch of first State of the Worlds Hand Hygiene report End date of the SDGs COVID-19 pandemicWHO issues recommendations on hand hygiene in the context of COVID-197 The Hand Hygiene for All initiative launched by UNICEF, WHO and partners in response to COVID-19 pandemic SDGs adopted by United Nations Member States. SDG Target 6.2 includes hygiene, with an indicator related to handwashing with soap Public-Private Partnership for Handwashing becomes the Global Handwashing Partnership SDG service ladder for hygiene established by the WHO-UNICEF Joint Monitoring Programme for Water Supply, Sanitation and Hygiene (JMP). Hygiene coverage, measured by handwashing at home, reported in 2017 JMP Data Update, with data for 71 countries8 Seminal paper published, suggesting a more than 40% reduction in diarrhoea risk in the community through handwashing with soap9 WHO launches the First Global Patient Safety Challenge, with a focus on hand hygiene to reduce health-care-associated infections and antimicrobial resistance Public-Private Partnership for Handwashing holds the first Global Handwashing Day on 15 October H1N1 pandemic Issuance of WHO Guidelines on Hand Hygiene in Health Care and launch of the global hand hygiene campaign Save Lives: Clean Your Hands First World Hand Hygiene Day on 5 May, targeted at health care workers 1854 - 1856 2001 2002 2005 2019 2009 2030 A timeline of progress in hand hygiene S TAT E O F T H E WO R L D ' S H A N D H YG I E N E A G L O B A L C A L L T O AC T I O N T O M A K E H A N D H YG I E N E A PR I O R I T Y I N P O L I CY A N D PR AC T I C E 18 Things you need to know before reading this report 1.3 While definitions of hygiene can be broad, this report focuses on hand hygiene spe-cifically, and even more specifically, on handwashing with soap. Good hand hy-giene entails the effective removal of germs from hands. Although liquid and gel hand sanitizers, such as ABHRs, play an important role in health care facilities, and are increas-ingly used to supplement handwashing in schools, offices and public places, this report focuses on handwashing with soap as a widely practised behaviour in industrialized and developing countries alike, and the one that is most common in households. Gathering information on handwashing is difficult. Simply asking people if they wash their hands is a notoriously unrelia-ble method. Observing handwashing can also introduce bias when the observed are aware their behaviour is being mon-itored, and is costly to carry out at scale. In health care facilities, WHO guidelines call for hand hygiene to be monitored through direct observation. There is also growing interest in electronic monitoring, focused on the point of care, as reliable systems are developed. In light of the difficulty in measuring hand hygiene through observation, progress to-wards the global SDG target on hygiene is measured with a simple indicator related to the existence of facilities for handwash-ing with soap at the household level (In-dicator 6.2.1b: the proportion of the pop-ulation with handwashing facilities with soap and water at home). The presence of hand hygiene facilities is also used as a proxy measure in measuring coverage in schools and health care facilities. BOX 2Defining handwashing facilities Handwashing facilities may be fixed or mobile, and include a sink with tap water, buckets with taps, tip-py-taps, and jugs or basins designated for handwa- shing. Soap includes bar soap, liquid soap, powder detergent, and soapy water, but does not include ash, soil, sand or other handwashing agents. The hand hygiene service ladder Hand hygiene is monitored globally by the JMP using globally agreed-upon definitions and methods. Households or schools that have a handwashing facility with soap and water available on prem-ises meet the criteria for basic hygiene service. These facilities may take sever-al forms, as may the soap (see Box 2). Households or schools that have a facility but lack water or soap are classified as Sour ce: J MP 19 S TAT E O F T H E WO R L D ' S H A N D H YG I E N E having limited service, and are distin-guished from households or schools that have no facility at all. In some cultures, ash, soil, sand or other materials are used as handwashing agents, but these are less effective than soap and are therefore counted as a limited service. In health care facilities, ABHRs are also included in the definition of hygiene service, and are considered the gold standard, when available and if hands are not visibly dirty (see Box 3).10 The SDG service ladder for hygiene in households, schools and health care fa-cilities is shown in Table 1. Soap and water, or alcohol-based hand rub? When practised correctly, it can be quicker, ea-sier and more effective to clean hands with ABHR rather than washing hands with soap and water. Encouraging the use of ABHR by health care wor-kers can greatly improve hand hygiene complian-ce, as well as providing an alternative when there are water shortages. However, ABHR is less ef-fective when hands are visibly dirty or soiled with blood or other bodily fluids. In such cases (and after using the toilet), handwashing with soap and water is recommended. Some pathogens (such as Clostridium difficile) may not be effectively removed or inactivated by ABHR. If exposure to such pathogens is strongly suspected or proven, handwashing with soap and water is the preferred means of hand hygiene.11 BOX 3 SDG service ladder for hygieneTABLE 1SERVICE LEVEL DEFINITION Basic For households: Availability of a handwashing facility on premises with soap and water.For schools: Handwashing facilities with water and soap available at the school at the time of the survey.For health care facilities: A functional hand hygiene facility with water and soap and/or ABHR at points of care, and within five metres of the toilets. Limited For households: Availability of a handwashing facility on premises lacking soap and/or water.For schools: Handwashing facilities with water but no soap available at the school at the time of the survey.For health care facilities: Functional hand hygiene facilities are available either at points of care or toilets, but not both. No Facility For households: No handwashing facility on premises.For schools: No handwashing facilities or no water available at the school.For health care facilities: No functional hand hygiene facilities are available either at points of care or toilets. Source: WHO-UNICEF Joint Monitoring Programme S TAT E O F T H E WO R L D ' S H A N D H YG I E N E A G L O B A L C A L L T O AC T I O N T O M A K E H A N D H YG I E N E A PR I O R I T Y I N P O L I CY A N D PR AC T I C E 20 Drivers of hand hygiene behaviour Behaviour is influenced by a range of so-cial, environmental and psychological de-terminants. In domestic settings, some of the most influential determinants include knowledge, perception of risk, psycholog-ical trade-offs, characteristic traits such as gender or education, and availability of in-frastructure. For instance, there is evidence that the presence of handwashing facili-ties acts as a cue or reminder and works to overcome some of the factors that may prevent handwashing.12 These determinants are factors that can be altered to help prompt a change in be-haviour, such as handwashing with soap, and for a behaviour change intervention to be effective, it must address the factors that influence a behavioural outcome. Ev-idence shows that simply sharing knowl-edge of good hygiene practice rarely re-sults in sustained behaviour change (i.e., knowledge is necessary but not suffi-cient). Interventions to promote hand hygiene should be designed based on an understanding of what peo-ple care about, and should engage relevant social norms to trigger and reinforce handwashing practice. While fear acts as a temporary stimulus for handwashing, for instance, during out-breaks of Ebola or COVID-19, this is often a temporary trigger, and when the threat recedes, so do the behaviours. For sustained hand hygiene im-provements, it is important to con- sider motives and emotions that will change peoples long-term mindset. These include affiliation (es-tablishing a sense of solidarity in the home and society), nurture (the desire to care for, look after and protect chil-dren),13 and disgust (the desire to avoid anything contaminating).14,15,16 Hygiene behaviour change programmes have been shown to be successful if they use multimodal approaches, address a range of determinants, use emotions (such as disgust, nurture, social status and affili-ation), and change behavioural settings through the placement of infrastructure with visual cues (sometimes referred to as nudges) to change the environment where behaviour occurs.17,18 While alter-ing the physical environment can nudge handwashing improvement, the science of habit formation has also been applied to handwashing. This aims to shift hand-washing behaviour from a goal-oriented, conscious practice to an unconscious behaviour that is reflexively practised.19 For health care settings, WHO has de-veloped a multimodal approach based on the premise that multiple elements, all essential and complementary, must be in place and used in combination to achieve optimal hand hygiene.20 The five elements are: system change; training and education; monitoring and feed-back; reminders and communications; and the presence of a safety culture. The multimodal approach has been applied in a wide range of countries since 2006, and has been demonstrated to be an effective way to improve hand hygiene practices and patient outcomes.21,22 U NIC EF/U NI3 5781 2/Bu ta 21 S TAT E O F T H E WO R L D ' S H A N D H YG I E N E 2Why invest in hand hygiene? UNICEF/UN0224066/Sokhin2.1 Hand hygiene protects health2.2 Hand hygiene has positive economic impacts2.3 Hand hygiene is good for society as a whole S TAT E O F T H E WO R L D ' S H A N D H YG I E N E 222 Hand hygiene protects health 2.1 The simple act of cleaning hands can save lives and reduce illness by helping prevent the spread of in-fectious diseases. These diseases can be caused by bacterial, viral or protozoan pathogens (germs) transmitted through the air or via surfaces, food or human faeces. Because people frequently touch their face, food and surfaces, hands play a significant role in spreading disease. It is estimated that half a million people die each year from diarrhoea or acute respiratory infections that could have been prevented with good hand hygiene. The health condi-tions that can be reduced through hand hygiene include: Acute respiratory infections, which are a leading cause of morbidity and mortality in the world.23 These include COVID-19 and pneumonia, the single largest in-fectious cause of death among children under 5 years of age in low- and mid-dle-income countries.24 Estimates from 2016 show that, 370,000 deaths caused by acute respiratory infections each year could have been prevented through ba-sic hand hygiene.25 Diarrhoeal disease, which is a major pub-lic health concern and a leading cause of disease and death among children under 5 years of age in low- and middle-in-come countries. This includes cholera, an acute diarrhoeal disease that can kill within hours if left untreated. Based on estimates from 2016, it is estimated that 165,000 deaths caused by diarrhoea each year could be prevented through basic hand hygiene.26 Stunting, which can be caused by repeat-ed bouts of diarrhoea and affects nearly one quarter of children under 5 years of age globally.27 Poor physical growth in early life affects cognitive development and increases the risk of illness and death in childhood.28 Sepsis, which is a preventable, life-threat-ening condition characterized by severe organ dysfunction, and is often relat-ed to inadequate quality of care. Sepsis accounts for a significant proportion of neonatal and maternal deaths global-ly, as well as health-care-associated in-fections.29 Hand hygiene during labour, delivery and post-natal care is critical to reducing infection. Health-care-associated infections, or no-socomial infections, are a leading cause of avoidable harm, jeopardize patient safety and represent a massive disease burden. The most common are surgical infections, hospital-acquired pneumonia, cathe-ter-associated urinary tract infections, and bloodstream infections. Many are caused by antibiotic-resistant organisms. It is esti-mated that hand hygiene can reduce up to 50 per cent of these infections.30 Hand hygiene also enables several addi-tional indirect health benefits, including: Unlocking other hygiene practices: The basin, water supply and soap required for handwashing unlock additional beneficial hygiene practices (e.g., facial cleanliness to reduce trachoma transmission). Reducing the burden on the health sys-tem: By reducing the strain of infectious 23 S TAT E O F T H E WO R L D ' S H A N D H YG I E N E diseases on the health system, hand hy-giene can free up resources to address other health priorities. Increasing health-care-seeking behaviour: In health care facilities, inadequate water, sanitation and hygiene (WASH) conditions, including a lack of handwashing facilities, have a negative impact on staff morale, pa-tient health-care-seeking behaviour (espe-cially among pregnant women) and their overall health care experience.31 Improving overall quality of care in health care settings: As an action relevant to all those working in health care settings, hand hygiene can be an entry point that catalyses other quality improvements. Reducing antimicrobial resistance: By re-ducing the need to treat infectious diseases with antibiotics, hand hygiene can substan-tially reduce antimicrobial resistance, ex-tending the useful life of last-line-of-defence antimicrobials. By reducing the spread of antibiotic-resistant infections, it also reduc-es deaths and health costs due to untreat-able infections, which often lead to sepsis. Hand hygiene has positive economic impacts 2.2 Significant financial costs result from sickness and death related to poor hand hygiene. These costs fall on both the patient and the health sys-tem. They include direct costs, such as the costs of medical treatment borne by households or governments for pre-ventable diseases, and non-medical costs, including out-of-pocket payments and travel costs for households seeking health care. Indirect costs include income loss, school absence and lost productivity associated with sickness. An influential review of the cost-effective-ness of interventions for improving child health concluded that domestic hand hygiene promotion is highly cost-ef- U NIC EF/U N04 1483 7/N afta lin S TAT E O F T H E WO R L D ' S H A N D H YG I E N E A G L O B A L C A L L T O AC T I O N T O M A K E H A N D H YG I E N E A PR I O R I T Y I N P O L I CY A N D PR AC T I C E 24 U NIC EF/U N03 8425 0/C aas fective, on par with oral rehydration therapy and most childhood vacci-nations (see Box 4).32 A 2012 study by the Organization for Economic Co-oper-ation and Development (OECD) suggests that, in the organizations member states, investments in hand hygiene in health care facilities generate savings in health expenditure that are, on average, 15 times the implementation costs.33 Hand hygiene in the workplace has posi-tive economic benefits as it protects both workers and, in retail and hospitality set-tings, customers. Hand hygiene is thus considered essential to ensuring busi-ness continuity and is increasingly seen as an important investment for the private sector.34 It is also essential in countries wishing to build their tourism industry. BOX 4Handwashing is a highly cost-effective intervention in domestic settings A 2002 study considered a hygiene promotion intervention implemented in urban Burkina Fa-so.35 The success of the intervention was eval-uated through a study of handwashing uptake and behaviour by mothers of young children, and the findings from this evaluation were combined with secondary data on health risk reduction in the intervention area. The study examined the direct medical savings for the government and households, due to diarrhoeal disease, plus in-direct savings related to caretaker time and lost productivity associated with child death. The authors concluded that the cost to society (the provider of the intervention plus the households who participated) of the intervention was equal to US$51 per case of diarrhoea averted (2002 prices), falling to US$7.90 if indirect benefits were included. At the time, the annual cost of the pro- gramme was 0.001 per cent of the annual health budget of Burkina Faso. Such results are hard to interpret alone. However, the Disease Control Priorities (DCP) project pro-vides combined assessments of the cost-effective-ness of health interventions, measured in terms of the extent to which they can avert disability-adjust-ed life years (DALYs). DALYs are the sum of years of potential life lost due to premature mortality and the years of productive life lost due to disability. In 2016, drawing on the study in Burkina Faso, the DCP project estimated that the cost for every DALY averted through handwashing was US$88-225. On this basis, the DCP project rated handwashing as a very cost-effective intervention for child health, placing it on a similar level to oral rehydration ther-apy and most childhood vaccinations. 36 25 S TAT E O F T H E WO R L D ' S H A N D H YG I E N E Hand hygiene is good for society as a wholeIn addition to the health benefits, good hand hygiene has positive societal im-pacts that cannot easily be quantified. For instance, access to improved WASH ser-vices has been shown to reduce stress, particularly among women and people living with disabilities, by increasing feel-ings of dignity, privacy and safety, and de-creasing feelings related to disgust, fear of violence, injury and shame. The ability to maintain personal hygiene has an im-portant role to play in this, as it is linked to feelings of dignity and pride.37 Research in Malawi demonstrated that the adverse effects of poor hand hygiene dis-proportionately affect people living with disabilities.38 Globally, it has been shown that the most vulnerable populations and those in resource-poor settings suffer the most from the negative impacts of poor WASH.39 Improvements in hand hygiene, therefore, contribute to reducing inequality. The infectious diseases that hand hy-giene can help control keep kids out of school and adults out of work, affect-ing the short- and long-term economic well-being of households. Because poor-er households are more exposed to key factors that cause illness, a pattern of de-cline in health and socioeconomic status can be created. Reduced school attain-ment and household productivity affect national economic development, which, in turn, affects a countrys ability to pro-vide essential services. Underfunded health services are further pressured by the need to treat preventable infectious diseases, with far-reaching implications. This cycle of decline is exacerbated by emerging global trends, such as the in-creased risk of global disease outbreaks and antimicrobial resistance. Just as inadequate hand hygiene can cre-ate this downward cycle, good hand hy- U NIC EF/U N02 2538 6/Br own 2.3 S TAT E O F T H E WO R L D ' S H A N D H YG I E N E A G L O B A L C A L L T O AC T I O N T O M A K E H A N D H YG I E N E A PR I O R I T Y I N P O L I CY A N D PR AC T I C E 26 U NIC EF/U N02 9313 1/H olt giene can lead to an upward spiral of mu-tually reinforcing improved health, social and economic outcomes. Keeping hands free of germs in the household, at school, and when visiting health services keeps infectious diseases at bay, enabling indi-viduals to survive,
Report
30 Июль 2018
Capture the moment
https://www.unicef.org/eca/reports/capture-moment
CAPTURE THE MOMENT: EARLY INITIATION OF BREASTFEEDING 1 CAPTURETHE MOMENT Early initiation of breastfeeding: The best start for every newborn 2 CAPTURE THE MOMENT: EARLY INITIATION OF BREASTFEEDING United Nations Childrens Fund (UNICEF) July 2018 Permission is required to reproduce any part of this publication. Permissions will be freely granted to educational or non-profit organizations. Please contact: UNICEF Nutrition Section, Programme Division andData, Analytics and Innovation, Division of Data, Research and Policy3 United Nations PlazaNew York, NY 10017, USA email: nutrition@unicef.org At WHO contact: nutrition@who.int ISBN: 978-92-806-4976-5 For the latest data, please visit:https://data.unicef.org/topic/nutrition/infant-and-young-child-feeding/ Suggested citation:UNICEF, WHO. Capture the Moment Early initiation of breastfeeding: The best start for every newborn. New York: UNICEF; 2018 Notes on the maps in this publication: This map is stylized and not to scale. It does not reflect a position by UNICEF on the legal status of any country or territory or the delimitation of any frontiers. The dotted line represents approximately the Line of Control in Jammu and Kashmir agreed upon by India and Pakistan. The final status of Jammu and Kashmir has not yet been agreed upon by the parties. In addition, the final boundary between the Sudan and South Sudan has not yet been determined, and the final status of the Abyei area has not yet been determined. Photo credits: On the cover: UNICEF/UNI114722/Pirozzi; page 6: UNICEF/UNI95002/Pirozzi; page 12: UNICEF/UNI11851/Pirozzi; page15: UNICEF/UNI164740/Noorani; page 19: UNICEF/UN0156444/Voronin; page20: UNICEF/UNI94993/Pirozzi; page 23: UNICEF/UN0159224/Naftalin; page 26: UNICEF/UNI180267/Viet Hung; page 29: UNICEF/UNI38775/Pirozzi CAPTURE THEMOMENT Early initiation of breastfeeding: The best start for every newborn 4 CAPTURE THE MOMENT: EARLY INITIATION OF BREASTFEEDING AcknowledgementsThis report was prepared by UNICEFs Nutrition Section (Programme Division), the Data and Analytics Section (Division of Data, Research and Policy) and the Division of Communication, in collaboration with WHOs Department of Nutrition for Health and Development and the Department of Maternal, Newborn, Child and Adolescent Health. Report team UNICEF, Programme Division: Maaike Arts, France Bgin, Willibald Zeck, Carole Leach-Lemens and Victor M. Aguayo. UNICEF, Division of Data, Research and Policy: Vrinda Mehra, Julia Krasevec, Liliana Carvajal-Aguirre, Tyler A. Porth, Chika Hayashi and MarkHereward. WHO: Laurence Grummer-Strawn, Nigel Rollins, and Francesco Branca. Communication teamUNICEF: Julia DAloisio (editing), Yasmine Hage and Xinyi Ge (fact checking), Nona Reuter (design), Irum Taqi, Guy Taylor and Shushan Mebrahtu (advocacy), Kurtis Cooper and Sabrina Sidhu (media). UNICEF gratefully acknowledges the support of the Bill & Melinda Gates Foundation, UNICEF USA and the Government of the Netherlands. UNICEF and WHO would like to extend special thanks to their partners in the Global Breastfeeding Collective for their breastfeeding advocacy efforts. List of abbreviationsBFHI Baby-friendly Hospital Initiative CHW Community health worker DHS Demographic and Health Survey MICS Multiple Indicator Cluster Survey UNICEF United Nations Childrens Fund WHA World Health Assembly WHO World Health Organization CAPTURE THE MOMENT: EARLY INITIATION OF BREASTFEEDING 5 Contents Starting out right 7 Why an early start to breastfeeding matters 8 Early initiation in numbers 10 What the global and regional data tellus 10 Barriers and missed opportunities 13 Skilled birth attendants 13 Institutional deliveries 14 Caesarean sections 16 Supplemental foods or liquids 18 Clearing the path for breastfeeding 21 Lessons from countries 24 What needs to be done? 27 Annexes 29 Annex 1. Countries with largest changes in prevalence of early initiation of breastfeeding between 2005 and 2017 30 Annex 2. Overview of early initiation of breastfeeding rates by country 31 Annex 3. Notes on the data 39 Endnotes 41 6 CAPTURE THE MOMENT: EARLY INITIATION OF BREASTFEEDING6 CAPTURE THE MOMENT: EARLY INITIATION OF BREASTFEEDING 7 Starting out right Whether delivery takes place in a hut in a rural village or a hospital in a major city, putting newborns to the breast within the first hour after birth gives them the best chance to survive, grow and develop to their full potential. These benefits make the early initiation of breastfeeding a key measure of essential newborn carein the Every Newborn Action Plan.1 The World Health Organization (WHO) and the United Nations Childrens Fund (UNICEF) recommend that children initiate breastfeeding within the first hour of birth and be exclusively breastfed for the first six months of life meaning no other foods or liquids are provided, including water. From the age of 6 months, children should begin eating safe and adequate complementary foods while continuing to breastfeed for up to two years and beyond.2,3 The early initiation of breastfeeding putting newborns to the breast within the first hour of life is critical to newborn survival and to establishing breastfeeding over the long term. When breastfeeding is delayed after birth, the consequences can be life-threatening and the longer newborns are left waiting, the greater the risk. Improving breastfeeding practices could save the lives of more than 800,000 children under 5 every year, the vast majority of whom are under six months of age. Beyond survival, there is growing evidence that breastfeeding boosts childrens brain development and provides protection against overweight and obesity. Mothers also reap important health benefits from breastfeeding, including a lower risk of breast cancer, ovarian cancer and type 2 diabetes.4 The life-saving protection of breastfeeding is particularly important in humanitarian settings, where access to clean water, adequate sanitation and basic services is often limited. This report presents the global situation of early initiation of breastfeeding and describes trends over the past ten years. Drawing from an analysis of early initiation rates among babies delivered by skilled birth attendants, the report describes key findings and examines the factors that both help and hinder an early start to breastfeeding. The report outlines key learnings from countries where rates of early initiation have improved or deteriorated and concludes with recommendations for policy and programmatic action. No matter where a newborn takes his or her first breath, the desire to give that baby the best start in life is universal. The first hours and days after birth are one of the riskiest periods of a childs life but getting an early start to breastfeeding offers a powerful line ofdefense. 8 CAPTURE THE MOMENT: EARLY INITIATION OF BREASTFEEDING Why an early start to breastfeeding matters When it comes to breastfeeding, timing is everything. Newborns who are put to their mothers breast within the first hour of life are more likely to survive, while those left waiting face life-threatening consequences. Indeed, the longer newborns wait for the first critical contact with their mother, the greater their risk ofdeath. According to a recent meta-analysis of five studies from four countries, including more than 130,000 breastfed newborns, those who began breastfeeding between 2 and 23 hours after birth had a 33 per cent greater risk of dying compared with those who began breastfeeding within one hour of birth. Among newborns who started breastfeeding 24 hours or more after birth, the risk was more than twice as high (see Figure 1).5 The protective effect of early breastfeeding existed independently of whether or not the children were exclusively breastfed. Children who are not put to the breast within the first hour of life also face a higher risk of common infections. In a study of more than 4,000 children in Tanzania, the delayed initiation of breastfeeding was associated with an increased risk of cough and an almost 50 per cent increased risk of breathing difficulties in the first six months of life, compared with newborns who began breastfeeding within the first hour of birth.6 Babies are born ready to breastfeed. The newborn suckling reflex allows infants to suck, swallow and feed immediately after birth. Putting newborns to the breast necessitates skin-to-skin contact, and this closeness between mother and baby in the moments after delivery provides both short- and long-term benefits. Immediate skin-to-skin contact helps regulate newborns body temperature and allows their bodies to be populated with beneficial bacteria from their mothers skin. These good bacteria provide protection from infectious diseases and help build babies immune systems.7 Suckling at the breast triggers the release of prolactin in the mother, an important hormone that stimulates milk production and helps ensure a continuous food supply for the infant.8 The breastmilk consumed by newborns during the first few days called colostrum is extremely rich in nutrients and antibodies and acts as a childs first vaccine, providing a vital shield of protection against disease and death. Skin-to-skin contact immediately after birth until the end of the first breastfeeding has been shown to extend the duration of breastfeeding, improve the likelihood of babies being breastfed at all in the first months of life, and may also contribute to an increase in exclusive breastfeeding.9 Initiating breastfeeding within the first hour of life is no easy feat: mothers cannot be expected to do it alone. They require adequate support and guidance on positioning and feeding their newborns. The appropriate care of both newborn and mother in the moments after birth is critical to ensuring that breastfeeding not only begins but continues successfully. While a small proportion of women cannot breastfeed for medical reasons, most mothers simply need the right support at the right time to ensure that breastfeeding gets an early start. CAPTURE THE MOMENT: EARLY INITIATION OF BREASTFEEDING 9 <1 hour is optimal For newborns, every minute counts Risk of infection and death increases the lo nger th e del ay Breastfeeding <1 hour after birth saves lives and provides benefits that last a lifetime. Waiting 1 day or more increases their risk of death* by more than 2 times. Waiting 2-23 hours increases their risk of death* by 1.3 times. The longer babies need to wait, the greater the risk. 24h2-23h<1h *Risk of death is presented for the first 28 days of life and in comparison to those who initiated in <1 hour. Figure 1. Visualization of the evidence about the importance of initiating breastfeeding within the first hour of life.Source: Smith Emily R, et al. Delayed breastfeeding initiation and infant survival: A systematic review and meta-analysis. PLoS ONE, vol, 12, no. 7, 25 July 2017. 10 CAPTURE THE MOMENT: EARLY INITIATION OF BREASTFEEDING Early initiation in numbersWhat the global and regional data tellus Most of the worlds newborns are left waiting too long to begin breastfeeding. In 2017 alone, an estimated 78 million newborns had to wait more than one hour to be put to the breast. This means that only about two in five children (42 per cent), the majority born in low- and middle-income countries, were put to the breast within the first hour of life. While this is a slight improvement from 37 per cent in 2005, progress is slow. Early initiation rates vary widely across regions from 35 per cent in the Middle East and North Africa to 65 per cent in Eastern and Southern Africa (see Figure 2). Estimates are not available for any countries in North America or Western Europe (see box 1), highlighting the concerning data gap in many high-income countries. While early initiation rates vary widely across regions, there are no notable differences globally in rates of initiation by the sex of the child, place of residence (rural or urban) or household wealth. <20% 20-39% 40-59% 60-79% 80 No current data No data Country with datafrom 2005-2012 56% 52% 65% 40% 35% 40% 32% 42% Eastern andSouthern Africa Eastern Europeand Central Asia* West andCentral Africa Middle Eastand North Africa* SouthAsia East Asia andthe Pacific Latin America andthe Caribbean* World CAPTURE THE MOMENT: EARLY INITIATION OF BREASTFEEDING 11 <20% 20-39% 40-59% 60-79% 80 No current data No data Country with datafrom 2005-2012 56% 52% 65% 40% 35% 40% 32% 42% Eastern andSouthern Africa Eastern Europeand Central Asia* West andCentral Africa Middle Eastand North Africa* SouthAsia East Asia andthe Pacific Latin America andthe Caribbean* World Globally, only two out of five newborns are put to the breast within the first hour of life Figure 2. Per cent of newborns put to the breast within one hour of birth, by country and region, 2017.Source: UNICEF global databases, 2018. For notes on the data, see Annex 3. BOX 1 Breastfeeding initiation in high-income countries The early initiation of breastfeeding benefits every newborn no matter where they live. Yet many high-income countries are failing to track this important indicator of child nutrition. Globally, rates of early initiation of breastfeeding are tracked using data from household surveys, such as Demographic and Health Surveys (DHS) and Multiple Indicator Cluster Surveys (MICS). These large-scale surveys assess initiation rates by asking mothers of children under age 2 whether their youngest child was put to the breast within the first hour of life or later. Many low- and middle-income countries undertake such household surveys every four to five years. While many high-income countries track breastfeeding through hospital registries or other data systems, these data are not collected using standard global indicators (such as breastfeeding initiation within the first hour of life) and are therefore not internationally comparable. While it is not possible to report on early initiation rates for the majority of high-income countries, we can report on the number of children who have never been breastfed. In high-income countries, 21 per cent of children are never breastfed, compared with only 4 per cent of children who are never breastfed in low- and middle-income countries.10 This wide gap means that 2.6 million children in high-income countries are missing out completely on the benefits of breastfeeding. 12 CAPTURE THE MOMENT: EARLY INITIATION OF BREASTFEEDING 13 Globally, the proportion of deliveries assisted by a skilled birth attendant has increased from just over 60 per cent in 2000 to nearly 80 per cent in 2016.12 Despite the potential for skilled birth attendants to support breastfeeding initiation, this is not always the case in practice. UNICEFs 2016 report, From the First Hour of Life, showed that the presence of a medical doctor, nurse or midwife did not support the early initiation of breastfeeding in many low- and middle-income countries. In Europe and Central Asia, for example, where almost all births are attended by skilled providers, only 65 per cent of infants delivered by a skilled health provider began breastfeeding within the first hour of life. And in South Asia, the early initiation rate in the presence of a skilled provider was much lower, at 34 per cent.13 According to findings from a review of the latest data between 2010 and 2017 on birth assistance and the timing of breastfeeding initiation in 74 countries, early initiation rates were found to be somewhat similar whether the newborn was delivered with the support of a skilled or unskilled provider. Only 48 per cent of newborns delivered by a skilled birth attendant and 44 per cent of newborns delivered by an unskilled attendant began breastfeeding within the first hour of birth. These findings tell a story of missed opportunities. There is great potential for skilled birth attendants to support mothers in initiating breastfeeding immediately after birth; but better training and support are needed to help them seize these critical moments. Barriers and missed opportunities Why are newborns missing out on breastfeeding in the first hour of life and what obstacles stand in their way? In some cases, outdated practices in health facilities mean that mothers and babies are separated immediately after birth and support and guidance on optimal breastfeeding is limited. In others, the lack of knowledge about breastfeeding after a caesarean section, or cultural practices that involve feeding newborns supplemental foods or drinks, candelay newborns first critical contact withtheir mother.11 In the context of public health and nutrition programmes, missed opportunities refer to moments where mothers and children fail to receive key life-saving interventions, despite having contact with a health provider. Today, more births take place in health institutions with skilled providers than ever before. Yet, most newborns are still not being put to the breast within the first hour of life. These low global rates of early initiation of breastfeeding are evidence of a massive missed opportunityworldwide. Skilled birth attendants Having a skilled attendant present at birth is crucial for the survival and well-being of mother and baby and a measure of the quality of care received. A mothers contact with skilled providers during pregnancy and delivery can provide her with the support needed to carry out the recommended breastfeeding practices, including initiation of breastfeeding within the first hour after birth. 14 CAPTURE THE MOMENT: EARLY INITIATION OF BREASTFEEDING Figure 3. Trends in per cent of infants put to the breast within one hour of birth, by change in institutional delivery rate, 2005 and 2017. The lines on the bars represent confidence intervals. Source: UNICEF Global databases 2018. For notes on the data, see Annex 3. Institutional deliveries Over the past decade, the global rate of institutional deliveries has been rising, with three quarters of all deliveries (75 per cent) now occurring in health facilities. Institutional deliveries take place in a health facility, such as a maternity clinic or a hospital, and are usually performed under the supervision of a skilled birth attendant, suggesting a certain standard of care. However, supporting mothers to bring babies to the breast is not always a routine intervention after birth, and the increase in institutional deliveries has not always translated into improvements in the rate of early initiation of breastfeeding. In a subset of 58 countries with trend data available for both the place of delivery and the rate of early initiation of breastfeeding, the increase in institutional deliveries (from 53 per cent in 2005 to 71 per cent in 2017) is greater than the rise in early initiation rates over the same period (from 45 per cent to 51 per cent). These figures reflect a missed opportunity to support mothers and newborns in initiating breastfeeding immediately after birth. The only significant improvement in early initiation rates since 2005 can be seen among the group of countries where institutional deliveries increased by more than 20 percentage points (see Figure 3). The rise in breastfeeding initiation rates among this group of countries is primarily driven by low-income countries, where early initiation rates increased by 15 percentage points, compared with an increase of 8 percentage points in lower- middle-income countries. While this increase in early initiation rates is 2017 2005Per cent of newborns put to the breast within one hour of birth Change in institutional delivery rate, 20052017 Minimal/No increase<10 percentage point Moderate increase10 to 19 percentage point Large increase20 percentage point 0 10 20 30 40 50 60Percentage Early initiation rates have only improved significantly among the group of countries with a large increase in institutional deliveries 15 16 CAPTURE THE MOMENT: EARLY INITIATION OF BREASTFEEDING important, the rate of early initiation in countries with rising numbers of institutional deliveries is still discouragingly low, with only half of newborns being put to breast in the first hour of life. The effect of increasing institutional delivery rates on early initiation of breastfeeding depends on national and facility-based policies on the care of mothers and newborns, as well as the skills and commitment of the health professionals working in these facilities. An increase in institutional deliveries can improve early initiation rates when national or facility-based policies emphasize immediate skin-to-skin contact and provide staff trained to support. However, an increase in institutional deliveries can also negatively influence rates of early initiation if staff members are not appropriately trained and facilities maintain outdated policies and practices that create barriers for breastfeeding such as separating newborns and mothers without medical justification or routinely providing liquids or foods to the newborn.14 Caesarean sections Globally, caesarean sections have increased from an average of 13 per cent in 2005 to more than 20 per cent in 2017. All regions have witnessed a large increase in rates of caesarean sections, apart from Sub-Saharan Africa, where rates have remained somewhat unchanged.15 Access to surgical deliveries, where medically needed, is a critical part of ensuring safer deliveries for newborns and their mothers. Yet the rising rates of elective caesarean section worldwide have had consequences on the early initiation of breastfeeding. Several studies show that surgical deliveries can reduce the likelihood of immediate skin-to-skin contact and the early initiation of breastfeeding.16,17,18 In one study, women who ultimately delivered by caesarean section after an unsuccessful trial of labour were more likely to initiate breastfeeding within the first hour after birth than women with a scheduled repeat caesarean section.*,19 An analysis of key factors linked to early initiation rates among babies delivered by a skilled birth attendant showed that the type of delivery can significantly affect when the newborn is put to the breast. Consistently, across all 51 countries studied, early initiation rates among newborns delivered by vaginal birth were more than twice as high as early initiation rates among newborns delivered by caesarean section (see Figure 4). A statistically significant difference was seen in all but 4 of the 51 countries studied. These findings are concerning because immediate skin-to-skin contact and the initiation of breastfeeding are especially important for babies born by caesarean section. The close contact between mother and baby protects newborns with good bacteria from their mothers body a critical step in developing the babys gut health and immune system.20 With a vaginal delivery, this process likely occurs in the birth canal. There is some evidence that immediate or early skin-to-skin contact after a caesarean section can help increase early breastfeeding initiation and decrease the time to the first breastfeed.21 * Repeat caesarean section refers to a caesarean section in a woman whose previous delivery was via caesarean section. MalawiRwanda KyrgyzstanMozambique NamibiaBurundi HondurasMyanmar ZimbabweZambiaTurkeyNiger LesothoTogo CambodiaPeru KenyaLiberiaGhana United Republic of TanzaniaDominican Republic NepalEthiopiaUganda BeninDemocratic Republic of the Congo BangladeshPhilippines YemenTajikistanIndonesia AngolaSierra Leone HaitiGambia IndiaMexico Burkina FasoCameroon AfghanistanNigeria ArmeniaEgypt ComorosGabon Cte d'IvoireSenegal CongoJordan PakistanGuinea Percentage Caesarean sectionVaginal delivery 0 20 40 60 80 100 Figure 4. Per cent of newborns put to the breast within one hour of birth, by type of delivery (vaginal delivery or caesarean section), by country, 2017.Source: UNICEF Global databases 2018. For notes on the data, see Annex 3. In nearly every country, early initiation rates are significantly lower among newborns delivered by caesarean section 17 18 CAPTURE THE MOMENT: EARLY INITIATION OF BREASTFEEDING With the right support, most newborns delivered by caesarean section can be put to the breast within the first hour after birth. However, in practice, women who deliver by caesarean section often face important challenges in initiating breastfeeding, such as managing the effects of anesthesia, recovering from surgery and finding help to hold the baby safely. Key actions to facilitate skin-to-skin contact and initiation of breastfeeding immediately after birth include having an appropriate policy and protocol in the maternity facility, building the skills of staff and involving fathers in breastfeeding support.22 Figure 5. Per cent of newborns put to the breast within one hour of birth, by type of supplemental feeding in the first three days of life, by World Bank country-income grouping, 2017.Source: UNICEF Global databases 2018. For notes on the data, see Annex 3. Breastmilk only Non-milk-based (e.g., water, sugar water, tea, honey) Milk-based (e.g., infant formula, animal milk) 0 10 20 30 40 50 60 70 80 Low-incomecountries Lower-middleincome countries Upper-middleincome countries Allcountries n=18 n=21 n=6 n=45 Perc enta geSupplemental foods or liquids Giving newborns foods or drinks in the first days of life is common in many parts of the world and is often linked to cultural norms, family practices and health system policies and procedures that are not based on scientific evidence. These practices and procedures vary by country and may include discarding colostrum or having an elder family member give the newborn a specific food or liquid, such as honey, or having a health professional routinely give the newborn a specific liquid, such as sugar water or infant formula. These practices can delay a newborns first critical contact with his or her mother.23, 24 ,25 Early initiation rates are nearly twice as high among newborns whoreceive only breastmilk, compared with newborns who receive milk-based supplemental feeds in the first three days of life CAPTURE THE MOMENT: EARLY INITIATION OF BREASTFEEDING 19 Figure 5 shows that among newborns who received milk-based liquids in the first three days after birth, nearly two in three babies waited one hour or longer to be put to the breast. This finding is based on an analysis of 51 countries with available data on the timing of initiation and the receipt of liquids and foods other than breastmilk. Conversely, close to 60 per cent of newborns receiving only breastmilk in their first days of life were put to the breast within the first hour. The rates of early initiation were slightly better among newborns receiving water-based supplementary feeds than among newborns receiving other supplementary feeds, but still significantly lower than among newborns receiving only breastmilk. 20 CAPTURE THE MOMENT: EARLY INITIATION OF BREASTFEEDING 21 programme and policy-related factors that improve the chances of optimal breastfeeding practices, including starting breastfeeding in the first hour of life.27 The analysis found that a combination of interventions had the greatest impact on the early initiation of breastfeeding, leading to a significant 85 per cent increase in rates. These interventions comprised the home and family environment (peer support, one-to-one counselling, home visits or telephone and home support by father or grandparent) and health systems and services (including the BFHI). Access to antenatal care, where mothers are counselled about the initiation of breastfeeding, also has a positive effect on its practice.28, 29, 30, 31 The more antenatal visits and professional antenatal care a mother receives, the greater the probability that she will initiate breastfeeding within the first hour of her childs life. There is a need to better institutionalize the protection, promotion and support of breastfeeding in maternity facilities, particularly in the first days of life. A systematic review of the Baby-friendly Hospital Initiative (BFHI) in 19 countries showed that facilities adherence to the BFHIs Ten Steps to Successful Breastfeeding can increase breastfeeding rates, including theearly initiation of breastfeeding (see box 2). Efforts to avoid supplementing newborns with liquids or foods other than breast milk (step 6) were crucial to successful breastfeeding outcomes. This may be because of the detrimental impact of supplements on breastfeeding success, or because carrying out this step requires other steps to be in place, including having a policy to support breastfeeding and putting the newborn to the mothers breast in the first hour of life.26 Breastfeeding can be challenging to learn, particularly in the first moments after birth. But having the right policies, programmes and people in place provides a strong support network for mothers. A systematic review and meta-analysis conducted in 2015 identified Clearing the path for breastfeeding 22 CAPTURE THE MOMENT: EARLY INITIATION OF BREASTFEEDING The Baby-friendly Hospital Initiative, launched in 1991 and updated in 2018, ensures adequate protection, promotion and support for breastfeeding in facilities providing maternity and newborn care. The BFHIs Ten Steps to Successful Breastfeeding are key to improving the early initiation of breastfeeding and to supporting optimal breastfeeding practices more generally. The updated BFHI guidance emphasizes the importance of integrating the Ten Steps into other initiatives to improve the quality of care around birth and encourages countries to achieve sustainable, universal coverage of breastfeeding interventions. Critical management procedures 1a. Comply fully with the International Code of Marketing of Breast-milk Substitutes and relevant World Health Assembly (WHA) resolutions (the Code). 1b. Have a written infant feeding policy that is routinely communicated to staff and parents. 1c. Establish ongoing monitoring and data management systems. 2. Ensure staff has sufficient knowledge, competence and skills to support breastfeeding. Key clinical practices 3. Discuss the importance and management of breastfeeding with pregnant women and their families. 4. Facilitate immediate and uninterrupted skin-to-skin contact and support mothers to initiate breastfeeding as soon as possible after birth. 5. Support mothers to initiate and maintain breastfeeding and manage common difficulties. 6. Do not provide breastfed newborns any food or fluids other than breast milk, unless medically indicated. 7. Enable mothers and their infants to remain together and to practise rooming-in 24 hours a day. 8. Support mothers to recognize and respond to their infants cues for feeding. 9. Counsel mothers on the drawbacks of feeding bottles, teats and pacifiers. 10. Coordinate discharge so that parents and their infants have timely access to ongoing support and care. BOX 2 The Baby-friendly Hospital Initiative Ten Steps to Successful Breastfeeding(revised 2018) 23 24 CAPTURE THE MOMENT: EARLY INITIATION OF BREASTFEEDING Tracking the performance of breastfeeding programmes at country level provides evidence of successes and challenges in improving the early initiation of breastfeeding. The examples below, drawn from the experiences of UNICEF country offices, offer important learnings for countries. In Cambodia, an increase in the rates of early initiation of breastfeeding from 6 per cent in 1998 to 63 per cent in 2014 appears to be the result of awareness raising and promotional campaigns in communities, along with investments in improved quality of care around the time of delivery. The percentage of deliveries by a skilled birth attendant increased from 44 per cent in 2005 to 89 per cent in 2014, while institutional deliveries increased from 22 per cent to 83 per cent during the same period. Between 2000 and 2010, the use of supplements in the first three days after birth decreased considerably from 93 per cent to 15 per cent in public facilities, from 91 per cent in 2000 to 34 per cent in 2010 in private facilities and from 94 per cent to 21 per cent for home deliveries.32 In the Dominican Republic, while caesarean section rates almost doubled, increasing from 31 per cent in 2002 to 58 per cent in 2014, the rate of early initiation of breastfeeding decreased from 62 per cent to 38 per cent during the same period. Since 2014, the Ministry of Health and its partners have increased support for the Mothers and Newborns in Good Care initiative, which integrates the promotion, protection and support of breastfeeding as a part of the evidence-based interventions to reduce preventable maternal and newborn deaths. Monitoring the BFHI standards and the Code remains a challenge, particularly in private facilities, where about 40 per cent of deliveries take place, and where 86 per cent of deliveries take place via caesarean section. In Egypt, caesarean section rates more than doubled between 2005 and 2014, increasing from 20 per cent to 52 per cent. During the same period, rates of early initiation of breastfeeding decreased from 40 per cent in 2005 to 27 per cent in 2014. While support for the early initiation of breastfeeding is available in facilities implementing the BFHI where staff are trained and practices are monitored, there are many facilities that are not baby-friendly and lack trained staff and adequate monitoringsystems. In Montenegro, standard postdelivery practices include a two-hour observation period during which breastfeeding is not usually initiated. While the rate of caesarean sections increased from 12 per cent in 200733 to 20 per cent in 2013,34 the rates of early initiation of breastfeeding decreased from 25 per cent in 2005 to 14 per cent in 2013.35 Lessons from countries CAPTURE THE MOMENT: EARLY INITIATION OF BREASTFEEDING 25 The government and its partners are currently working to build the capacities of health professionals, with a focus on breastfeeding. The promotion of breastfeeding and baby-friendly hospitals is also done though social media.Plans are underway for a national BFHI programme to be initiated shortly in all maternity wards of the country. In Rwanda, the proportion of deliveries with skilled birth attendants increased from 39 per cent in 2005 to 91 per cent in 2014, with nearly all births in health facilities being assisted by skilled birth attendants. At the same time, the country implemented an intensive and sustained communication campaign on feeding practices, including early initiation of breastfeeding and the BFHI. This resulted in increased awareness about breastfeeding among decision-makers, leaders and communities, and increased investments in building the capacities of community health workers to support breastfeeding. Rwanda now has 45,000 community health workers who counsel mothers about adequate feeding practices and safe deliveries. The rates of early initiation of breastfeeding also increased from 64 per cent in 2005 to 81 per cent in 2014. Between 2010 and 2013, the rate of caesarean sections nearly doubled from 7 per cent to 15 per cent, yet this jump did not impact early initiation. This finding reveals the power of establishing a cadre of well-trained health professionals to support early initiation. In Serbia, there was a steady decline in early initiation rates from 17 per cent in 2005 to just under 8 per cent in 2010. Based on these findings, the government took measures to improve the quality of care around birth and the Ministry of Health and its partners increased support to the BFHI, engaged neonatologists in discussions about improving the BFHI, organized events for pediatricians and other specialists and collaborated with mother support groups. By 2014, the rate of early initiation of breastfeeding had increased to 51 per cent in the country. By 2017, Serbia had integrated the BFHI criteria into its hospital accreditation standards, making the programme more sustainable and easier to scale-up to universal coverage. In Viet Nam, the rate of early initiation of breastfeeding decreased from 44 per cent in 2006 to 27 per cent in 2014, in the context of near universal institutional deliveries (which reached 94 per cent in 2014, while caesarean section rates rose from 10 per cent in 2002 to 28 per cent in 2014). In response, the Ministry of Health approved national Guidelines for essential care of the mother and newborn during and immediately after a caesarean section in November 2016.36 The guidelines emphasize skin-to-skin contact immediately after birth and support for the initiation of breastfeeding within the first hour after birth. 26 CAPTURE THE MOMENT: EARLY INITIATION OF BREASTFEEDING 27 What needs to be done? Too many newborns are not put to the breast in the first hour of life. While access to maternity facilities and skilled birth attendants at delivery have the potential to improve childrens and mothers chances of survival and wellbeing, the quality of care provided is often inadequate and missed opportunities leave far too many newborns waiting for the first critical contact with their mother. The early introduction of supplementary foods and liquids and non-indicated caesarean sections are inappropriate practices that may neglect or disrupt support for the early initiation of breastfeeding. National and facility policies to support breastfeeding around the time of birth are inadequate and the capacities of skilled birth attendants are often insufficient. The following recommendations for action, applicable in development and humanitarian settings, are based on the Global Breastfeeding Collectives framework of key policy actions for improving breastfeeding:37 1) Increase funding to strengthen the protection, promotion and support of breastfeeding programmes, including for interventions impacting the early initiation of breastfeeding. 2) Fully implement the International Code of Marketing of Breast-milk Substitutes and relevant World Health Assembly Resolutions through strong legal measures that are enforced and independently monitored by organizations free from conflicts of interest. This includes monitoring the compliance of health professionals and health facilities. 3) Enhance the quality of care in facilities by establishing policies on immediate skin-to-skin contact and early initiation of breastfeeding after birth as part of national policies on maternal and newborn care, along with other evidence-based recommendations, including those in the WHO/UNICEF Ten Steps to Successful Breastfeeding.38,39, 40,41 Support for the early initiation of breastfeeding should be reflected in all newborn care policies and cover all situations, including caesarean sections and small and pre-term newborns. National policies should discourage the provision of foods or liquids to breastfed newborns in the first days of life, unless such items are needed for medical reasons. Governments and health professionals need to work together to reduce unnecessary caesarean sections through a combination of improved policies and appropriate incentive schemes. Giving all newborns an early start to breastfeeding requires action on the part of multiple actors particularly governments, health care institutions and health care workers. 28 CAPTURE THE MOMENT: EARLY INITIATION OF BREASTFEEDING Support for skin-to-skin contact and early initiation of breastfeeding should be integrated into the pre-service training of health care workers, including those targeting physicians, nurses, midwives and other birth attendants. In-service capacity building to bridge knowledge and skills gaps needs to be supported where needed. 4) Improve access to skilled breastfeeding counselling for all mothers, wherever they deliver their babies. Health professionals should prepare and counsel women undergoing a caesarean section on initiating breastfeeding. 5) Strengthen links between health facilities and communities, and encourage community networks that protect, promote and support breastfeeding. Through behaviour change strategies, encourage mothers and families to demand support for the early initiation of breastfeeding from birth attendants through behavioural change communication strategies. Establish and support social accountability systems in which mothers and families can provide feedback about the quality of care and hold providers accountable. 6) Develop monitoring systems that track the progress of policies, programmes and funding towards improving early initiation of breastfeeding. This includes both ensuring the availability of country level data on early initiation of breastfeeding and data on enabling factors, such as the number of maternity facilities implementing the Ten Steps. Facilities should monitor their own practices in this area as part of quality improvement approach. Support for improving the early initiation of breastfeeding is a life-saving intervention, with the power to protect newborns when they are most vulnerable. Mothers and newborns who get an early start to breastfeeding are more likely to continue breastfeeding, paving the way for a successful breastfeeding relationship throughout the critical first years of a childslife. Governments, policy makers and health providers must together do much more to protect, promote and support the early initiation of breastfeeding. By strengthening the capacities of health workers, adopting protective policies and making mothers and newborns a priority, we can capture the moment and give every newborn the best startto life. Annexes 30 CAPTURE THE MOMENT: EARLY INITIATION OF BREASTFEEDING Perc enta ge Countries where prevalence ofearly intiation has gone up Countries where prevalence ofearly intiation has gone down 68.7 36.6 53.0 41.6 50.8 21.117.5 19.6 60.5 38.1 44.0 26.5 37.2 18.6 25.0 14.4 0 10 20 30 40 50 60 70 Baseline estimate Latest estimate MontenegroJordanViet NamDominicanRepublic BurkinaFaso SerbiaBelarusGeorgia ANNEX 1.Countries with largest changes in prevalence of early initiation of breastfeeding between 2005 and 2017 Trends in per cent of newborns put to the breast within one hour of birth, by country, around 2005 and around 2017.Source: UNICEF Global databases 2018. For notes on the data, see Annex 3. CAPTURE THE MOMENT: EARLY INITIATION OF BREASTFEEDING 31 Countries and territoriesLatest estimatei Baseline estimate for trend ii Trendiii CategoryYear Early initiation of breastfeeding (%) Rank iv Year Early initiation of breastfeeding (%) Afghanistan 2015 40.9 57 Albania 2008 43.4 Algeria 2012 35.7 2006 49.5 Andorra no data Angola 2015 48.3 50 2007 54.9 Anguilla no data Antigua and Barbuda no data Argentina 2011 52.7 Armenia 2015 40.9 58 2005 32.2 Australia no data Austria no data Azerbaijan 2013 19.7 74 2006 30.7 Bahamas no data Legend for categories: Increase: 8 percentage point increase Minimal/no change: <8 percentage point change Decrease: 8 percentage point decrease ANNEX 2.Overview of early initiation of breastfeeding rates by country i Latest estimate refers to the most recent estimate from 2000 onwards availale in the UNICEF global database. Regional aggregates and rank were based on countries with recent estimates (2013-2018) only. Trends were presented if a baseline point between 2003 and 2008 was available in addition to a recent (2012-2018) estimate. ii A baseline estimate is presented if the latest estimate was between 2012 and 2018 and if a point between 2003 and 2008 was also available; else blank. iii Trends are presented for a subset of 77 countries with a recent (2012-2018) latest estimate and where a baseline (2003-2008) was also available. iv Rank based on a subset of 76 countries with recent (2013-2018) data. 32 CAPTURE THE MOMENT: EARLY INITIATION OF BREASTFEEDING Countries and territoriesLatest estimatei Baseline estimate for trend ii Trendiii CategoryYear Early initiation of breastfeeding (%) Rank iv Year Early initiation of breastfeeding (%) Bahrain no data Bangladesh 2014 50.8 43 2006 35.6 Barbados 2012 40.3 Belarus 2012 53.0 2005 21.1 Belgium no data Belize 2015 68.3 20 2006 50.4 Benin 2014 46.6 53 2006 54.1 Bhutan 2015 77.9 9 Bolivia (Plurinational State of) 2016 55.0 33 2008 62.8 Bosnia and Herzegovina 2011 42.3 Botswana 2007 40.0 Brazil 2006 42.9 British Virgin Islands no data Brunei Darussalam no data Bulgaria no data Burkina Faso 2014 41.6 55 2006 19.6 Burundi 2016 85.0 3 Cabo Verde 2005 72.7 Cambodia 2014 62.6 26 2005 35.5 Cameroon 2014 31.2 67 2006 19.6 Canada no data Central African Republic 2010 43.5 Chad 2014 23.0 73 2004 32.4 Chile no data China 2013 26.4 71 2008 41.0 Colombia 2009 63.4 CAPTURE THE MOMENT: EARLY INITIATION OF BREASTFEEDING 33 Countries and territoriesLatest estimatei Baseline estimate for trend ii Trendiii CategoryYear Early initiation of breastfeeding (%) Rank iv Year Early initiation of breastfeeding (%) Comoros 2012 33.7 Congo 2014 25.3 72 2005 34.4 Cook Islands no data Costa Rica 2011 59.6 Cte dIvoire 2016 36.6 63 2006 24.9 Croatia no data Cuba 2014 47.9 51 2006 70.2 Cyprus no data Czechia no data Democratic Peoples Republic of Korea 2012 28.1 Democratic Republic of the Congo 2013 51.9 39 2007 48.0 Denmark no data Djibouti 2012 52.0 Dominica no data Dominican Republic 2014 38.1 62 2007 60.5 Ecuador 2012 54.6 Egypt 2014 27.1 69 2005 40.1 El Salvador 2014 42.0 54 2008 32.8 Equatorial Guinea no data Eritrea 2010 93.1 Estonia no data Eswatini 2014 48.3 49 2006 59.1 Ethiopia 2016 73.3 14 2005 66.2 Fiji 2004 57.3 Finland no data France no data Gabon 2012 32.3 34 CAPTURE THE MOMENT: EARLY INITIATION OF BREASTFEEDING Countries and territoriesLatest estimatei Baseline estimate for trend ii Trendiii CategoryYear Early initiation of breastfeeding (%) Rank iv Year Early initiation of breastfeeding (%) Gambia 2013 51.5 40 2005 47.7 Georgia 2012 68.7 2005 36.6 Germany no data Ghana 2014 55.6 32 2006 35.2 Greece no data Grenada no data Guatemala 2014 63.1 25 2008 55.5 Guinea 2016 33.9 64 2005 37.9 Guinea-Bissau 2014 33.7 65 2006 22.6 Guyana 2014 49.2 48 2006 43.1 Haiti 2012 46.7 2005 42.9 Holy See no data Honduras 2011 63.8 Hungary no data Iceland no data India 2015 41.5 56 2005 23.1 Indonesia 2012 49.3 2007 40.2 Iran (Islamic Republic of) 2010 68.7 Iraq 2011 42.8 Ireland no data Israel no data Italy no data Jamaica 2011 64.7 Japan no data Jordan 2012 18.6 2007 37.2 Kazakhstan 2015 83.3 4 2006 64.2 Kenya 2014 62.2 27 2003 49.6 CAPTURE THE MOMENT: EARLY INITIATION OF BREASTFEEDING 35 Countries and territoriesLatest estimatei Baseline estimate for trend ii Trendiii CategoryYear Early initiation of breastfeeding (%) Rank iv Year Early initiation of breastfeeding (%) Kiribati no data Kuwait no data Kyrgyzstan 2014 82.5 5 2005 64.7 Lao Peoples Democratic Republic 2011 39.1 Latvia no data Lebanon 2004 41.3 Lesotho 2014 65.3 24 2004 56.8 Liberia 2013 61.2 29 2006 66.2 Libya no data Liechtenstein no data Lithuania no data Luxembourg no data Madagascar 2012 65.8 2003 60.6 Malawi 2015 76.2 11 2006 58.3 Malaysia no data Maldives 2009 60.5 Mali 2015 53.2 37 2006 44.4 Malta no data Marshall Islands 2007 72.5 Mauritania 2015 61.8 28 2007 44.3 Mauritius no data Mexico 2015 51.0 42 Micronesia (Federated States of) no data Monaco no data Mongolia 2013 71.1 16 2005 77.5 Montenegro 2013 14.4 76 2005 25.0 Montserrat no data 36 CAPTURE THE MOMENT: EARLY INITIATION OF BREASTFEEDING Countries and territoriesLatest estimatei Baseline estimate for trend ii Trendiii CategoryYear Early initiation of breastfeeding (%) Rank iv Year Early initiation of breastfeeding (%) Morocco 2010 26.8 Mozambique 2013 69.0 18 2003 63.8 Myanmar 2015 66.8 21 Namibia 2013 71.2 15 2006 67.3 Nauru 2007 76.4 Nepal 2016 54.9 34 2006 35.5 Netherlands no data New Zealand no data Nicaragua 2011 54.4 Niger 2012 52.9 2006 46.6 Nigeria 2016 32.8 66 2007 29.9 Niue no data Norway no data Oman 2014 71.1 17 Pakistan 2013 18.0 75 2006 25.9 Palau no data Panama 2013 47.0 52 Papua New Guinea no data Paraguay 2016 49.5 47 2008 47.1 Peru 2016 54.8 35 2003 47.4 Philippines 2013 49.7 46 2003 46.0 Poland no data Portugal no data Qatar 2012 33.5 Republic of Korea no data Republic of Moldova 2012 60.9 2005 66.6 Romania 2004 57.7 CAPTURE THE MOMENT: EARLY INITIATION OF BREASTFEEDING 37 Countries and territoriesLatest estimatei Baseline estimate for trend ii Trendiii CategoryYear Early initiation of breastfeeding (%) Rank iv Year Early initiation of breastfeeding (%) Russian Federation 2011 25.0 Rwanda 2014 80.5 7 2005 63.9 Saint Kitts and Nevis no data Saint Lucia 2012 49.6 Saint Vincent and the Grenadines no data Samoa 2014 81.4 6 San Marino no data Sao Tome and Principe 2014 38.3 61 2006 35.3 Saudi Arabia no data Senegal 2016 29.4 68 2005 22.6 Serbia 2014 50.8 44 2005 17.5 Seychelles no data Sierra Leone 2013 53.8 36 2005 33.1 Singapore no data Slovakia no data Slovenia no data Solomon Islands 2015 78.9 8 2006 75.0 Somalia 2009 23.4 South Africa 2003 61.1 South Sudan 2010 50.5 Spain no data Sri Lanka 2016 90.3 1 2006 79.9 State of Palestine 2014 40.8 59 2006 64.6 Sudan 2014 68.7 19 Suriname 2010 44.7 Sweden no data Switzerland no data 38 CAPTURE THE MOMENT: EARLY INITIATION OF BREASTFEEDING Countries and territoriesLatest estimatei Baseline estimate for trend ii Trendiii CategoryYear Early initiation of breastfeeding (%) Rank iv Year Early initiation of breastfeeding (%) Syrian Arab Republic 2009 45.5 Tajikistan 2012 49.6 2005 60.9 Thailand 2015 39.9 60 2005 49.6The former Yugoslav Republic of Macedonia 2011 21.0 Timor-Leste 2016 75.2 12 2003 46.9 Togo 2013 60.6 30 2006 35.8 Tokelau no data Tonga 2012 79.1 Trinidad and Tobago 2006 41.2 Tunisia 2011 39.9 Turkey 2013 49.9 45 2003 52.3 Turkmenistan 2015 73.4 13 2006 59.8 Turks and Caicos Islands no data Tuvalu 2007 15.0 Uganda 2016 66.1 22 2006 41.8 Ukraine 2012 65.7 2005 35.9 United Arab Emirates no data United Kingdom no data United Republic of Tanzania 2015 51.3 41 2004 57.6 United States no data Uruguay 2013 76.5 10 Uzbekistan 2006 67.1 Vanuatu 2013 85.4 2 2007 71.9 Venezuela (Bolivarian Republic of) no data Viet Nam 2013 26.5 70 2006 44.0 Yemen 2013 52.7 38 2006 29.6 Zambia 2013 65.8 23 2007 55.6 Zimbabwe 2015 57.6 31 2005 68.2 CAPTURE THE MOMENT: EARLY INITIATION OF BREASTFEEDING 39 ANNEX 3.Notes on the data A. General Notes A.1 Early Initiation of Breastfeeding: Indicator DefinitionNumerator:
Report
27 Апрель 2021
COVID-19 impact on the remittances
https://www.unicef.org/eca/reports/covid-19-impact-remittances
In the face of the COVID-19 pandemic and its resulting economic crisis, UNICEF in the Republic of Moldova commissioned research to assess the impact of the reduced flow of remittances on families with children in the areas of health, education, nutrition and other child related social services, and to drive the development of an equity-focused and…, 1 AcknowledgementsAbbreviationsGlossaryExecutive summaryIntroduction1. Socioeconomic profile of families with children in the Republic of Moldova before COVID19 2. Economic impact of COVID19 on families with children in the Republic of Moldova 3. Coping mechanisms adopted by families with children in the Republic of Moldova 4. Impact of the…

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