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このページでは、私がこれまで関わってきたレポートや論文を通じて、教育政策の形成や現場での変化を支えてきた知見を共有しています。教育は世界を変える力を持っており、その可能性を最大限に引き出すために必要なエビデンスやデータと情報をお届けします。

査読付き論文

  • Mizunoya, S. et.al (2024). Dissecting the digital divide: A household fixed effects approach to estimating gender gaps in digital skills of youth in low- and middle-income countries. Vol.10, Issue 12, Heliyon.
  • Mizunoya, S. et.al (2022). Gender Stratification and Parental Stimulation of Children: Exploring Differences in Maternal and Paternal Practices. Journal of Child and Family Studies.
  • Mizunoya, S. et.al (2022). UNICEF Remote Learning Readiness Index: A Composite Indicator to Assess Resilience of Education Sector Against Crises and Emergencies. Statistical Journal of the IAOS, vol. 38, 
  • Mizunoya, S., et.al. (2021). Teacher Training and Textbook Distribution Improve Early Grade Reading: Evidence from Papua and West Papua. Comparative Education Review, 65(4), 000-000.
  • Mizunoya, S., et.al. (2021) Potential effects of COVID-19 school closures on foundational skills and Country responses for mitigating learning loss, Vol 87, International Journal of Educational Development.
  • Mizunoya, S., et.al. (2021). Education response to COVID 19 pandemic, a special issue proposed by UNICEF: Editorial Review, Vol 87, International Journal of Educational Development.  
  • Mizunoya, S., et.al. (2021). An Equity Analysis of Pre-primary Education in the Developing World, Vol. 109, International Journal of Educational Development.  
  • Mizunoya, S. et.al. (2020). How various types of disabilities impact children’s school attendance and completion – Lessons learned from censuses in eight developing countries. International Journal of Educational Development.
  • Mizunoya, S. et.al (2020). Parental Engagement in Children’s Learning: Insights for remote learning response during COVID-19, Innocenti Research Brief.
  • Mizunoya, S. et.al (2020). Promising practices for equitable remote learning emerging lessons from COVID-19 education responses in 127 countries, Innocenti Research Brief.
  • Mizunoya, S., et.al. (2018). Disability and school attendance in 15 low- and middle income countries. Vol 104. World Development.
  • Mizunoya, S. (2016). The Estimated Loss of Human Capital Formulation to Syria Through the Crisis. Norrag News, 53, 141-142.
  • Mizunoya, S., Yamazaki, I., & M. Sophie (2016). The Disability Gap in Employment Rates in a Developing Country Context: New Evidence from Vietnam. Vol 32(2), Economics Bulletin.
  • Mizunoya. S., Yamazaki, I., & M. Sophie (2016). Towards Inclusive Education: A picture of the impact of disability on school attendance in developing countries. Innocenti Working Paper No.2016-03, UNICEF OoR.
  • Mizunoya, S. & Mitra, Sophie (2013). Is There a Disability Gap in Employment Rates in Developing Countries?  Vol.42. World Development.
  • Mizunoya, S., et.al. (2011). Financial Inequity in Basic Education in Selected OECD Countries. International Education Studies, 4, 3.

国連レポート

  • UNICEF (2022). Are Children Really Learning? Exploring foundational skills in the midst of a learning crisis, New York, USA: UNICEF
  • UNICEF (2022). Education pathways in Roma settlements: Understanding inequality in education and learning, New York, USA: UNICEF
  • UNICEF (2022). How much does universal digital learning cost? New York, USA: UNICEF
  • UNICEF (2019-). MICS-EAGLE national reports and factsheets (Lao PDR, Sierra Leone, Togo, Bangladesh, Central African Republic, Cuba, Demographic Republic of Congo, Gambia, Georgia, Ghana, Guinea-Bissau, Iraq, Kiribati, Kyrgyzstan, Lesotho, Mongolia, Montenegro, Sao Tome and Principe, Suriname, Turkmenistan, and Zimbabwe).
  • UNICEF (2021). How are children Progressing through School?: An Educational Pathway Analysis, New York, USA: UNICEF
  • UNICEF (2021). Ensuring equal access to education in future crisis: Findings of the new Remote Learning Readiness Index, New York, USA: UNICEF
  • UNICEF (2021) COVID-19 and School Closures: One year of education disruption, New York, USA: UNICEF
  • UNICEF (2021) Education disrupted, New York, USA: UNICEF.
  • UNICEF, UNESCO (UIS), World Bank, OECD (2021).  Survey on National Education Responses to COVID-19 School Closures (3rd wave),
  • UNICEF, UNESCO (UIS), World Bank (2020).  Survey on National Education Responses to COVID-19 School Closures (2ndt wave), Survey on National Education Responses to COVID-19 School Closures (1st wave)
  • UNICEF and ITU (2020). COVID-19: How many children and young people have internet access at home? New York, USA: UNICEF.
  • UNICEF (2020) COVID-19: Are children able to continue learning during school closures? A global analysis of the potential reach of remote learning policies, New York, USA: UNICEF.
  • Mizunoya, S. (2016). Quantitative Analysis. In UNICEF Syria, The Syria education sector analysis: The effects of the crisis on education in areas controlled by the Government of Syria, 2010-201. Damascus, Syria: UNICEF
  • Mizunoya, S. (2016). Economic Loss from School Dropout due to the Syria Crisis. UNICEF Middle East and North Africa Regional Office. Amman: UNICEF.
  • Mizunoya, S. (2010). Out-of-School Children Analysis reports for Indonesia, Cambodia, Timor Leste, and the Philippines. Regional Office for Asia and Pacific, UNICEF.  Bangkok: Thailand.

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