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SOWC_2017_Summary_En_WEB_FINAL

8 UNICEF – THE STATE

8 UNICEF – THE STATE OF THE WORLD’S CHILDREN 2017 The constant churn of new tech‌nologies, such as virtual reality – enjoyed here by 12-year-old Mansoor in the Za’atari refugee camp, Jordan – is making it hard for policy to keep up. and adolescents, many lack digital skills and the critical ability to gauge the safety and credibility of content and relationships they experience online. This reflects a need for much more widespread digital literacy opportunities that can both safeguard and empower children. Finally, and crucially, all these gaps both reflect and produce lags in policymaking: regulatory frameworks for digital protection, digital opportunity, digital governance and digital accountability are not keeping pace with the rapidly changing digital landscape, and are overlooking the unique impact digital tech‌nologies have on children. If left unclosed, those regulatory gaps will quickly be exploited. There is no shortage of principles and guidelines for digital policymaking; what is lacking is consistent coordination and a commitment to tackling common challenges with children’s interests at the fore. Especially now, as the world works to realize the 2030 Agenda for Sustainable Development, ICTs and the internet can be powerful enablers, helping realize the promise of the Sustainable Development Goals (SDGs) to leave no one behind. But action – by governments, international organizations, civil society, academia, the private sector, and families, children and young people – must match the pace of change. The State of the World’s Children 2017: Children in a Digital World provides a timely review based on prevailing and © UNICEF/UN051295/Herwig

INTRODUCTION 9 new data sources on children’s lives in a digital world – examining the evidence, discussing the issues and exploring some of the key controversies, as well as proposing principles and concrete recommendations. Throughout, the report presents the perspectives of industry leaders and digital activists, and includes the views of children and young people, gleaned through adolescent workshops carried out in 26 countries, a specially commissioned U-Report poll that asked adolescents in 24 countries about their digital experiences, commentary by youth bloggers from UNICEF’s Voices of Youth, and analysis drawn from the pioneering Global Kids Online Survey. The report concludes with priority actions and practical recommendations for how society can harness the power of digitalization to benefit the most disadvantaged children and limit the harms to protect those children who are most vulnerable. These actions and recommendations underscore the need to provide all children with affordable access to high-quality online resources; protect children from harm online; safeguard children’s privacy and identities online; teach digital literacy to keep children informed, engaged and safe online; leverage the power of the private sector to advance ethical standards and practices that protect and benefit children online; and put children at the centre of digital policy. Despite the rapid spread of access to digital and online experiences around the world, there are still wide gaps in children’s access to digital and communications tech‌nology. YOUTH IN LOW-INCOME COUNTRIES ARE LEAST LIKELY TO CONNECT PROPORTION OF YOUTH (15–24) WHO ARE NOT USING THE INTERNET (%) Note: This map 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. The final boundary between the Sudan and South Sudan has not yet been determined. The final status of the Abyei area has not yet been determined. Source: International Telecommunication Union estimates, 2017. Percentage 0 20 40 60 80 100

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