Children in a Digital World to Download the Full Report, Please Visit

SUMMARY

THE STATE OF THE WORLD’S CHILDREN 2017 Children in a Digital World To download the full report, please visit www.unicef.org/SOWC2017

Published by UNICEF Division of Communication 3 United Nations Plaza, New York, NY 10017, USA [email protected] www.unicef.org

Front cover image: Children at St. Columba’s School in Delhi, India, use a mobile phone. © UNICEF/UN036675/Sharma

ISBN 978-92-806-4938-3 SUMMARY

THE STATE OF THE WORLD’S CHILDREN 2017 Children in a Digital World

The State of the World’s Children 2017 examines the ways in which digital tech‌nology has already changed children’s lives and life chances – and explores what the future may hold.

If leveraged in the right way and universally accessible, digital tech‌nology can be a game changer for children being left behind – whether because of poverty, race, eth‌nicity, gender, disability, displacement or geographic isolation – connecting them to a world of opportunity and providing them with the skills they need to succeed in a digital world.

But unless we expand access, digital tech‌nology may create new divides that prevent children from fulfilling their potential. And if we don’t act now to keep pace with rapid change, online risks may make vulnerable children more susceptible to exploitation, abuse and even trafficking – as well as more subtle threats to their well-being.

This report argues for faster action, focused investment and greater cooperation to protect children from the harms of a more connected world – while harnessing the opportunities of the digital age to benefit every child. Contents

Foreword 1

Key messages 3

Introduction: Children in a digital world 6

U-report poll: What do adolescents and youth think of life online? 10

Chapter 1 DIGITAL OPPORTUNITY – The promise of connectivity 12

Chapter 2 DIGITAL DIVIDES – Missed opportunities 16

Chapter 3 DIGITAL DANGERS – The harms of life online 20

Chapter 4 DIGITAL CHILDHOODS – Living online 24

Chapter 5 DIGITAL PRIORITIES – Harness the good, limit the harm 28 FOREWORD 1

Foreword

The State of the World’s Children 2017 The young blogger in the Democratic is about an extraordinary subject that Republic of the Congo using the internet increasingly affects almost every aspect of to report on the lack of safe water and life for millions of children around the world sanitation and other serious issues and, indeed, for us all: digital tech‌nology. in his community.

As the influence of digital tech‌nology – For worse: and especially the internet – has increased, the debate about its impact has grown The girl who is forbidden by the rules louder: Is it a boon to humankind, offering of her family or her society to go online, unlimited opportunity for communication missing out on the chance to learn and and commerce, learning and free connect with friends. expression? Or is it a threat to our way of life, undermining the social fabric, The teenager whose personal even the political order, and threatening information is misused by marketers our well-being? and shared online.

This is an interesting but essentially The boy whose video game habit has academic debate. Because for better and taken over his life, at least according for worse, digital tech‌nology is a fact of to his parents. our lives. Irreversibly. And worse still: For better: A boy driven nearly to suicide by The boy living with cerebral palsy, interacting cyberbullying that follows him everywhere. online on an equal footing with his peers, for the first time in his life hisabilities more A 14-year-old girl whose ex-boyfriend ‘visible’ than his disability. created a social media profile featuring nude pictures he forced her to take of herself. The girl who fled the violence in the Syrian Arab Republic with her family, recapturing An eight-year-old girl in the Philippines her future guided by a teacher at the Za’atari forced to perform live-stream sex acts by refugee camp as she uses a digital tablet a neighbour who operates a child sexual to learn. abuse website. 2 UNICEF – THE STATE OF THE WORLD’S CHILDREN 2017

Beyond the harm to individual children that that can help guide more effective digital tech‌nology can enable or abet is its policymaking and more responsible business capacity to incite violence on a massive practices to benefit children in a digital age. scale that affects the lives and futures of hundreds of thousands of children. We need Equally important, this report includes look no further for confirmation of this grim the perspectives of children and young potential than an insidious social media people on the impact of digital tech‌nology campaign in Myanmar this year that incited in their lives – telling their own stories horrific violence against members of the about the issues that most affect them. Rohingya eth‌nic minority, which resulted in the killing and maiming of children and Their voices matter ever more – and forced hundreds of thousands to flee are louder than ever before – in a digital towards uncertain futures. world. A world they are not only inheriting, but helping to shape. The internet is all of these things, reflecting and amplifying the best and worst of human By protecting children from the worst nature. It is a tool that will always be used digital tech‌nology has to offer, and for good and for ill. Our job is to mitigate the expanding their access to the best, harms and expand the opportunities digital we can tip the balance for the better. tech ‌nology makes possible.

That’s what this report is about. It surveys the landscape of digital opportunity as it relates to – and affects – children. It examines the digital divides that prevent millions of children from accessing through Anthony Lake the internet new opportunities to learn UNICEF Executive Director and, someday, to participate in the digital economy, helping to break intergenerational cycles of poverty.

It also explores the undeniably dark side of the internet and digital tech‌nology, from cyberbullying to online child sexual abuse to dark web transactions and currencies that can make it easier to conceal trafficking and other illegal activities that harm children. It reviews some of the debates about less obvious harms children may suffer from life in a digital age – from digital dependencies to the possible impact of digital tech‌nology on brain development and cognition. And it outlines a set of practical recommendations © UNICEF/UN024828/Nesbitt KEY MESSAGES 3

The State of the World’s Children — Children in a Digital World Key messages

Digital tech‌nology has already changed Digital tech‌nologies can deliver economic the world – and as more and more opportunity by providing young people with children go online around the world, training opportunities and job-matching it is increasingly changing childhood. services, and by creating new kinds of work.

Youth (ages 15–24) are the most To accelerate learning, information connected age group. Worldwide, and communication tech‌nology (ICT) in 71 per cent are online compared with education needs to be backed by training 48 per cent of the total population. for teachers and strong pedagogy.

Children and adolescents under 18 account for an estimated one in three But digital access is becoming the new internet users around the world. dividing line, as millions of the children who could most benefit from digital A growing body of evidence indicates tech‌nology are missing out. that children are accessing the internet at increasingly younger ages. In some About 29 per cent of youth worldwide – countries, children under 15 are as likely around 346 million individuals – are not online. to use the internet as adults over 25. African youth are the least connected. Smartphones are fuelling a ‘bedroom Around 60 per cent are not online, compared culture’, with online access for many children with just 4 per cent in Europe. becoming more personal, more private and less supervised. Digital divides go beyond the question of access. Children who rely on mobile phones rather than computers may get Connectivity can be a game only a second-best online experience, changer for some of the world’s and those who lack digital skills or speak most marginalized children, helping minority languages often can’t find relevant them fulfil their potential and break content online. intergenerational cycles of poverty. Digital divides also mirror prevailing Digital tech‌nologies are bringing economic gaps, amplifying the advantages opportunities for learning and education to of children from wealthier backgrounds and children, especially in remote regions and failing to deliver opportunities to the poorest during humanitarian crises. and most disadvantaged children.

Digital tech‌nologies also allow children There is a digital gender gap as well. to access information on issues that affect Globally, 12 per cent more men than women their communities and can give them a role used the internet in 2017. In India, less than in helping to solve them. one third of internet users are female. 4 UNICEF – THE STATE OF THE WORLD’S CHILDREN 2017

“One of the key challenges many young people are struggling with is the proper verification of sources. Even though technological innovations have accelerated the pace of life, it’s important that we take our time to check the validity, credibility and overall quality of the sources of information that we use.” DENNAR GARY ALVAREZ MEJIA, 19, SANTA CRUZ DE LA SIERRA, PLURINATIONAL STATE OF BOLIVIA

Digital tech‌nology can also The potential impact of ICTs on make children more susceptible children’s health and happiness is to harm both online and off. Already a matter of growing public concern vulnerable children may be at greater – and an area that is ripe for further risk of harm, including loss of privacy. research and data.

ICTs are intensifying traditional Although most children who are online childhood risks, such as bullying, and view it as a positive experience, many fuelling new forms of child abuse and parents and teachers worry that immersion exploitation, such as ‘made-to-order’ child in screens is making children depressed, sexual abuse material and live streaming creating internet dependency and even of child sexual abuse. contributing to obesity.

Predators can more easily make Inconsistent advice can be confusing contact with unsuspecting children through for caregivers and educators, underlining anonymous and unprotected social media the need for more high-quality research profiles and game forums. on the impact of ICTs on well-being.

New tech‌nologies – like cryptocurrencies Researchers acknowledge that and the Dark Web – are fuelling live excessive use of digital tech‌nology can streaming of child sexual abuse and other contribute to childhood depression and harmful content, and challenging the ability anxiety. Conversely, children who struggle of law enforcement to keep up. offline can sometimes develop friendships and receive social support online that they VOICES OF YOUTH Ninety-two per cent of all child sexual are not receiving elsewhere. Young bloggers abuse URLs identified globally by the speak out Internet Watch Foundation are hosted in For most children, underlying issues just five countries: the Netherlands, the – such as depression or problems at Voices of Youth is UNICEF’s United States, Canada, France and the home – have a greater impact on health digital platform for young people Russian Federation. and happiness than screen time. to learn more about issues affecting their lives. This vibrant community of youth bloggers Efforts to protect children need to focus Taking a ‘Goldilocks’ approach from all over the world offers particularly on vulnerable and disadvantaged to children’s screen time – not too inspiring, original insights and children, who may be less likely to much, not too little – and focusing opinions on a variety of topics. understand online risks – including loss more on what children are doing online of privacy – and more likely to suffer harms. and less on how long they are online, Full articles by youth contributors can better protect them and help featured in The State of the While attitudes vary by culture, children them make the most of their time online. World’s Children 2017 can be found at: http://www. often turn first to their peers when they voicesofyouth.org/en/sections/ experience risks and harms online, making content/pages/sowc-2017 it harder for parents to protect their children. KEY MESSAGES 5

“In Benin, a lot of young people and children do not have access to digital technologies and the internet. This lack of access to the digital world puts young people at a grave disadvantage. I have been in numerous situations where the lack of internet access was a serious problem.” EMMANUELLA AYIVI, 15, COTONOU, BENIN

The private sector – especially in the technology‌ and telecommunication The State of the World’s Children 2017 concludes with six industries – has a special responsibility priority actions to harness the power of digitalization while and a unique ability to shape the benefiting the most disadvantaged children and limiting harm impact of digital tech‌nology on children. to the most vulnerable.

The power and influence of the private 1. Provide all children with affordable access to high-quality sector should be leveraged to advance online resources. industry-wide ethical standards on data and privacy, as well as other practices that 2. Protect children from harm online – including abuse, exploitation, benefit and protect children online. trafficking, cyberbullying and exposure to unsuitable materials.

Governments can promote market 3. Safeguard children’s privacy and identities online. strategies and incentives that foster innovation and competition among 4. Teach digital literacy to keep children informed, engaged and service providers to help lower the cost safe online. of connecting to the internet, thereby expanding access for disadvantaged 5. Leverage the power of the private sector to advance ethical children and families. standards and practices that protect and benefit children online.

Tech‌nology and internet companies 6. Put children at the centre of digital policy. should take steps to prevent their networks and services from being used by offenders to collect and distribute child sexual abuse images or commit other violations against children.

Media stories about the potential impact of connectivity on children’s healthy development and well-being should be grounded in empirical research and data analysis.

And internet companies should work with partners to create more locally developed and locally relevant content, especially content for children who speak minority languages, live in remote locations and belong to marginalized groups. 6 UNICEF – THE STATE OF THE WORLD’S CHILDREN 2017

Introduction: Children in a digital world

Like globalization and urbanization, ‘digitalization’ has already changed the world. The rapid proliferation of information and communication tech‌nology (ICT) is an unstoppable force, touching virtually every sphere of modern life, from economies to societies to cultures … and shaping everyday life.

Childhood is no exception. From the help them fulfil their potential, in turn moment hundreds of millions of children breaking cycles of disadvantage. enter the world, they are steeped in a steady stream of digital communication But millions of children do not enjoy that and connection – from the way their access, or their access is intermittent or medical care is managed and delivered of inferior quality – and they are most often to the online pictures of their first the children who are already most deprived. precious moments. This only compounds their deprivation, effectively denying them the skills and As children grow, the capacity of knowledge that could help them fulfil their digitalization to shape their life experiences potential and helping break intergenerational grows with them, offering seemingly cycles of disadvantage and poverty. limitless opportunities to learn and to socialize, to be counted and to be heard. Digital tech‌nology and interactivity also pose significant risks to children’s safety, privacy Especially for children living in remote and well-being, magnifying threats and locations, or those held back by poverty, harms that many children already face offline exclusion and emergencies that force them and making already vulnerable children to flee their homes, digital tech‌nology and even more vulnerable. innovation can open a door to a better future, offering greater access to learning, Even as ICT has made it easier to share communities of interest, markets and knowledge and collaborate, so, too, has it services, and other benefits that can made it easier to produce, distribute and INTRODUCTION 7

share sexually explicit material and other use. The Internet of Things, artificial illegal content that exploits and abuses intelligence and machine learning are children. Such tech‌nology has opened here to stay, creating new opportunities new channels for the trafficking of children but also new challenges. and new means of concealing those transactions from law enforcement. It has What can governments, international also made it far easier for children to access organizations, civil society, communities, inappropriate and potentially harmful content families and children themselves do to – and, more shockingly, to produce such help limit the harms of a more connected content themselves. world, while harnessing the opportunities of a digital world to benefit every child? Even as ICT has made it easier for children to connect to one another and share First and foremost, we need to identify and experiences online, it has also made it easier close the gaps: in access to quality online to use those new channels of connectivity resources, in knowledge about how children and communication for online bullying, with use the internet and children’s knowledge “ a much greater reach – and thus potentially of how to protect themselves online, The State of the greater risk – than offline bullying. Similarly, and in both policymaking and regulatory World’s Children it has increased opportunities for wider frameworks that have not caught up with 2017 provides a misuse and exploitation of children’s privacy, the pace of change. timely review based and changed the way children regard their own private information. Despite the rapid spread of access to on prevailing and digital and online experiences around the new data sources Even as the internet and digital entertainment world, there are still wide gaps in children’s of children’s lives have spurred tremendous creativity and access to digital and communications in a digital world – expanded children’s access to a wealth of tech‌nology. Access to ICTs – and the quality examining the evidence enriching and entertaining content, they have of that access – has become a new dividing and exploring key also raised questions of digital dependency, line. For example, children whose access and ‘screen addiction’, among children. is limited to a small range of local content controversies, as And even as such tech‌nologies have greatly services viewed via inferior devices with well as proposing enlarged platforms for the free expression a slow connection are missing out on the principles and concrete of ideas, they have also broadened the full range of content and opportunities recommendations. distribution of hate speech and other negative their better-connected peers enjoy. content that can shape our children’s view These disparities mirror and potentially of the world – and of themselves. exacerbate those already affecting disadvantaged children offline. Some of the impacts of digitalization on children’s well-being are not universally Gaps in our knowledge about children’s lives agreed. Indeed, some are the subject of online, including the impact of connectivity growing public debate among policymakers on cognition, learning and social emotional and parents alike. And while the potentially development, make it more difficult to equalizing power of digitalization on develop dynamic policies that get ahead children’s chances in life cannot be denied, of issues by addressing risks and making that promise has yet to be realized. the most of opportunities. Gaps in our understanding about how children feel about These challenges will only intensify as the their experience of connectivity – including reach and range of digitalization expands their perceptions of risks – further limit us. and its many opportunities continue to be exploited commercially and otherwise. There are also clear gaps in children’s More digital devices, online platforms and knowledge about risks online, and despite application will be available for children’s rapidly increasing usage among children 8 UNICEF – THE STATE OF THE WORLD’S CHILDREN 2017

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

new data sources on children’s lives in The report concludes with priority a digital world – examining the evidence, actions and practical recommendations discussing the issues and exploring for how society can harness the power some of the key controversies, as well of digitalization to benefit the most as proposing principles and concrete disadvantaged children and limit the recommendations. harms to protect those children who are most vulnerable. These actions Throughout, the report presents the and recommendations underscore perspectives of industry leaders and the need to provide all children with digital activists, and includes the views affordable access to high-quality online of children and young people, gleaned resources; protect children from harm through adolescent workshops carried out online; safeguard children’s privacy and in 26 countries, a specially commissioned identities online; teach digital literacy to U-Report poll that asked adolescents in keep children informed, engaged and safe 24 countries about their digital experiences, online; leverage the power of the private Despite the rapid spread of access to digital and online commentary by youth bloggers from sector to advance ethical standards and experiences around the world, UNICEF’s Voices of Youth, and analysis practices that protect and benefit children there are still wide gaps in drawn from the pioneering Global Kids online; and put children at the centre children’s access to digital and Online Survey. of digital policy. 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 Percentage 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 0 20 40 60 80 100 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. 10 UNICEF – THE STATE OF THE WORLD’S CHILDREN 2017 https://ureport.in

What do adolescents What do you like What do you dislike What would make the and youth think of about the internet? about the internet? internet better for you? life online? Learning things for Violence Young people from low-income school or health countries were 2.5 times more likely to Girls ask for greater access to digital devices As part of the research for The State of the World’s Children 2017, U‑Report – an innovative social Boys messaging tool used by nearly 4 million young 23% people around the world to share their views on Girls are more likely 40% to be upset by violence a range of common concerns – sent four questions (27% vs. 20% for boys). to U‑Reporters worldwide. The poll garnered a total of 63,000 responses. Data highlighted here reflect the responses of adolescents and youth (ages 13–24) from 24 countries.* Unwanted sexual content Learning skills I can’t learn at school Girls How did you learn Indonesia Boys to use the internet? 31% Burundi 33% Reported equally by 24% girls (32%) and boys (33%). Learned on their own Brazil 12% 9% 10% Honduras “Learning skills that I can’t learn at school” Low-income countries CAR was especially important to those High-income countries Low Lower Upper High 42% in Indonesia (47%), income middle middle income 69% of young people in income income Honduras said they learned Burundi (35%) Young people in low‑income countries are more on their own compared to and Brazil (34%). likely to be upset by unwanted sexual content 19% in the Central African (42% vs. 16% in high‑income countries). Republic (CAR). Read about politics and/or Learned from friends or siblings improving my community “There is nothing I dis like Reported more More popular about the internet.” often by those among older * Only countries with a minimum of 100 respondents in low‑income age groups. each were included in the ‘country’ category analysis, Low-income countries countries. 13% namely: Algeria, Bangladesh, Brazil, Burkina Faso, 39% 9% Burundi, Cameroon, Central African Republic, Chad, High-income countries 3% Chile, Côte d’Ivoire, El Salvador, Guatemala, Honduras, India, Indonesia, Liberia, Malaysia, Mexico, Mongolia, Pakistan, Peru, Philippines, Thailand and Ukraine. FOREWORD 11 https://ureport.in

CHAPTER 1: KEY POINTS

Digital tech‌nology Connected children The digital economy Digital technologies‌ has enormous potential and youth are making is opening up new are increasingly being to extend the reach and their voices heard markets and creating job used to help one of the improve the quality of through blogs, videos, opportunities, including world’s most vulnerable education – but what is social media, magazines, for youth without groups: children wrong with education cartoons, hashtags, specialized skills. caught in humanitarian cannot be fixed by podcasts and other situations. ICTs are tech‌nology alone. To forms. They recognize being used to enhance improve children’s the potential of digital communication and learning, digital tools tools to help them information sharing, must be supported access information facilitate digital cash with strong teachers, and seek solutions transfers and generate motivated learners to problems affecting new forms of data that and sound pedagogy. their communities. can benefit children and families in emergencies. 01 DIGITAL OPPORTUNITY: THE PROMISE OF CONNECTIVITY 13

This chapter looks at the opportunities digitalization offers to children everywhere, but especially children disadvantaged by poverty, exclusion, conflicts and other crises. For example, ICTs are bringing education to children in remote parts of Brazil and Cameroon and to girls in Afghanistan who cannot leave their homes. ICTs are also enabling child bloggers and reporters in the Democratic Republic of the Congo to advocate for their rights. They’re increasingly supporting children and their families in emergencies. And they’re literally giving a voice to children with disabilities: “The day I received an electronic notepad connected to the internet, my life literally changed,” Ivan Bakaidov, an 18-year-old with cerebral palsy, writes in this report.

There are countless stories and How well are digital tech‌nologies fulfilling examples of how children around the this promise? Without question, they have world are capturing opportunities to learn opened access to learning opportunities and enjoy themselves online and to shape for children around the world, especially their own paths into adulthood. These those in remote regions. They have allowed opportunities must be considered alongside children to participate in e-learning and the reality that they are not available to to access a wide range of educational millions of children, as well as the risks and learning content that was unavailable of life online and the potential impact of to previous generations of children. connectivity on children’s well-being. But they provide an exciting glimpse of But when it comes to whether or not what is already happening and a sense digital tech‌nologies are accelerating of what could happen in the future. learning in the classroom, the picture has “ up to now been much more mixed. ICTs Digital technology‌ The idea that digital connectivity could have already opened avenues for children could be the great game transform education has attracted global to develop, learn, participate and improve changer of our time interest and opened up new possibilities, themselves and their situation. However, if it is used to give all as development organizations, commercial these benefits are far from equally shared – software and hardware producers and and the benefits and opportunities emerging children a fair chance, educational institutions develop, pilot and for children do not necessarily look the starting with those try to scale up new digital products and same in all parts of the world. most left behind. services in the education sector. ICTs are already expanding access to high-quality Assessing the extent to which these educational content, including textbooks, opportunities can expand, and the video material and remote instruction, actual benefits they bring for children, and at a much lower cost than in the past. is challenging. This underscores the need They can potentially increase student for more research and evaluation to better motivation by making learning more fun understand how children are availing and relatable. And they have the potential themselves of opportunities in the digital to create opportunities for personalized age and, especially, to understand why learning, helping students to learn at their some children benefit more than others. own pace and helping educators with limited resources provide students with better To transform opportunities into real benefits learning opportunities. for children in a digital age, especially 14 UNICEF – THE STATE OF THE WORLD’S CHILDREN 2017

for learning, participation and social To truly benefit children, especially the inclusion, it is critical to understand the most disadvantaged, the design process context of children’s digital experiences for digital products must begin by and provide adequate guidance and considering children’s specific needs – support, especially for children on the using the principles of Universal Design move, excluded children and those as a guiding reference, for example. living with disabilities. Connected children see digital connectivity Tech‌nology is still at the service as an overwhelmingly positive part of their of human capacities and human lives. Their enthusiasm, fascination and constraints. In education, these would motivation to connect is a reflection of include student motivation, teacher the clear power and potential these tools capability and sound pedagogy. Evidence have to offer – not just to improve their suggests that tech‌nology has benefits everyday lives but also to expand their where positive human forces for chances for a better future. This power learning are already in place. A digital and potential fully needs to be supported, tool cannot fix dysfunctional bureaucracies in particular by bringing connectivity to as or decrease educational inequality many children as possible and giving them where these are not being addressed the skills to maximize the benefits of life by the larger society. in the digital world.

Voices from The State of the World’s Children 2017 workshops

“My sister made a video call from “I learned coding through YouTube. Spain and filled my family with joy.” I watched so many videos about coding.” BOY, 16, PERU GIRL, 17, BANGLADESH

“I will use tech‌nology to change the “If we do not use the computer, if we world. Use it to design better stuff, do not know computer, then we do not create new things, and make education know anything, including … good things more interesting through tech‌nology.” for our lives.” BOY, 17, FIJI GIRL, 14, TIMOR-LESTE

“I will use tech‌nology to advocate to people about health issues.” GIRL, 15, NIGERIA 01 DIGITAL OPPORTUNITY: THE PROMISE OF CONNECTIVITY 15

Primary-school-age children from the Central African Republic attend class in a UNICEF-supported temporary learning space at the Danamadja refugee camp in southern Chad. Despite unreliable service in the area, mobile phones help older children and young people in Danamadja keep in touch with relatives and friends at home – and even further their education. “I use the internet to do research, especially in biology,” says one 16-year-old boy. “There is no library in the camp.”

CHAPTER 2: KEY POINTS

Basic internet Factors such as Right now, As children connectivity still remains education, user skills, unconnected children emerge into adulthood a challenge for children device type and the are missing out on and the world of in the poorest countries availability of local educational resources work, connectivity and in rural areas. But language content all and access to global in the digital age will ‘second-level’ divides impact how children information, as well as increasingly mean the – which go beyond use the internet, what opportunities to learn difference between access and relate they do when they digital skills, explore young people’s ability to how children use are online and how friendships and develop to earn a livelihood the internet – are they can maximize new forms of self- or not. increasingly key to online opportunities. expression. closing the digital divide. 02 DIGITAL DIVIDES: MISSED OPPORTUNITIES 17

This chapter examines the data on who is being left behind and what it means to be unconnected in a digital world. The top-line numbers are striking: In Africa, 3 out of 5 youth (ages 15 to 24) are offline; in Europe, the proportion is just 1 in 25. But digital divides go deeper than connectivity alone. In a world where 56 per cent of websites are in English, many children cannot find content they understand or that’s relevant to their lives. Many also lack the skills, as well as the access to devices like laptops, that would allow them to make the most of online opportunities. If these digital divides are not bridged, they will deepen existing socio-economic divisions.

Digital divides mirror broader socio- opportunities for learning; they are also economic divides – between rich and poor, forgoing ways to explore new friendships men and women, cities and rural areas, and self-expression. and between those with education and those without. For example, 81 per cent For disadvantaged children, such as of people in developed countries use the those living with disabilities, connectivity internet, more than double the proportion can mean the difference between social in developing countries (40 per cent), exclusion and equal opportunity. For which, in turn, is more than double the children on the move, it can mean a safer proportion in least developed countries journey, the chance to remain in touch (15 per cent). with family members and a better chance to find work and educational opportunities “ But digital divides do not merely in a foreign land. Digital connectivity separate the connected and the is not only the ‘new unconnected. They go deeper, concerning As children reach adulthood and enter necessity of our times’; people – including children – use the world of work, connectivity will how it offers the potential to ICTs, as well as the quality of the online increasingly mean the difference between experience. Both of these can vary greatly, their ability to earn a living or not. Those break intergenerational reflecting factors that include the level of with access to digital tech‌nologies and the cycles of disadvantage. users’ skills and education, the types of skills to make the best use of them will devices they use, family income and the have the advantage over those who are availability of content in their own language. unconnected and unskilled. Evidence from Some children going online for the first time adult populations shows that the benefits find themselves in a digital space where of digital tech‌nology go to those with the their language, culture and concerns are skills to leverage it. notable by their absence. According to data from the world’s Why does all this matter? Regardless wealthiest countries, ICT experience has of whether they are fully online, partly had a large impact on participation in the online or completely unconnected, labour force and on wages in countries every child today is growing up in a like Australia and the United States. Adults digital world powered by tech‌nology without ICT experience, even if employed, and information. In the immediate term, were likely to earn less than those with ICT children who are unconnected are skills. Other studies of adult populations in missing out on rich educational resources, countries such as India and Tunisia reflect access to global information and online similar findings. 18 UNICEF – THE STATE OF THE WORLD’S CHILDREN 2017

The risk that connectivity can become Connectivity via mobile may have a long a driver of inequity, not an equalizer of way to go to shrink the divide. However, opportunity, is both real and immediate. as smartphone adoption skyrockets in many Consider mobile tech‌nology, which has countries, including emerging economies, become embedded in every aspect of it is easy to imagine how central access daily life – and at a singular pace. As the will be or is already. World Bank’s World Development Report 2016: Digital dividends points out, “More Digital connectivity is not only the households in developing countries own ‘new necessity of our times’; it offers the a mobile phone than have access to potential to break intergenerational cycles electricity or clean water, and nearly 70 per of disadvantage from which the poorest cent of the bottom fifth of the population in children may not otherwise be able to developing countries own a mobile phone.” break away.

Voices from The State of the World’s Children 2017 workshops

“I need to share the iPad with all “Slow connection – it’s always shutting my family so I use it just a little bit.” down and all my tabs get lost.” GIRL, 15, REPUBLIC OF MOLDOVA GIRL, 16, TUNISIA

“Sometimes I want to go online but “We have computers and a computer lab. there is no one to help me and show me.” We can use it whenever we want.” GIRL, 12, CENTRAL AFRICAN REPUBLIC GIRL, 16, BHUTAN

“No availability of tech‌nology.” BOY, 15, JORDAN 02 DIGITAL DIVIDES: MISSED OPPORTUNITIES 19

In early 2017, Waibai Buka, a young girl from the Far North region of Cameroon, was able to use the internet for the first time ever through the UNICEF-supported Connect My School project. Schoolchildren from the region – which has been deeply affected by the Lake Chad humanitarian crisis – gained access to satellite internet equipment and tablets through the project, and UNICEF asked them to tell stories about their daily life through pictures and video.

CHAPTER 3: KEY POINTS

ICTs have amplified Cryptocurrencies, Children are Since 2012, an traditional dangers end-to-end encrypted disproportionately estimated 100 million (bullying, for example) platforms and the affected by online children, most from and created new Dark Web facilitate dangers, including loss Africa and South-East forms of child abuse the escalation of live of privacy. They are less Asia, have connected to and exploitation, such streaming and present likely to understand the the internet for the first as made-to-order child real challenges for risks and more likely to time. Without proper sexual abuse material, law enforcement. suffer the harms. This safeguards, the world’s self-generated content particular vulnerability most disadvantaged and the broadcasting sheds light on when risk children will face even of live sex abuse. turns into actual harm greater risk when for children. exposed to the online risk of harm. 03 DIGITAL DANGERS: THE HARMS OF LIFE ONLINE 21

This chapter delves into the digital dark side and the risks and harms of life online, including the internet’s impact on children’s right to privacy and expression. ICTs have amplified some of the traditional dangers of childhood: Once confined to the schoolyard, the bully can now follow victims into their homes. But they have also created new dangers, such as expanding the reach of predators, fostering the creation of ‘made to order’ child sexual abuse material, and broadening the market for the broadcasting of live sex abuse. As one child victim of online streaming said, “When the foreigner says, ‘get naked,’ then we undress.” And then there are the dangers that many children and parents are unaware of – the threats to children’s privacy and identity, for example, from the industrial-scale data processing that the internet has now made possible.

No child who is online is entirely safe from to unacceptable content, unacceptable online risk, but the most vulnerable are behaviour and potentially dangerous those most likely to suffer the harms. contacts with the outside world.

In Madagascar, a 17-year-old girl was asked These risks are not entirely new – by her teacher for the equivalent of about children have long bullied and been bullied, US$300 in exchange for a passing grade. have often been exposed to, or sought Desperate to find the money, she reached out, violent and sexual material, and have out to a man she’d been in contact with always been at risk from sexual offenders. online for six months. “He kidnapped me But most parents probably feel it was easier and kept me locked in his house for two to protect previous generations from such months. He raped me repeatedly,” she says. risks. The front door was once a barrier to After her rescue by a new cybercrime police schoolyard bullies; now, social media allows unit, she received medical attention, advice them to follow their victims into their homes. and psychological support at a One-Stop Service Centre managed by the government Researchers now typically organize the with support from UNICEF. The man and wide range of risks encountered online into teacher were both arrested. “I’m doing three categories – content, contact and OK now. I’ve gone back to school,” she conduct risks. says. “I wish I had had some guidance. My parents didn’t know I was talking Content risks: Where a child is exposed to strangers.” to unwelcome and inappropriate content. This can include sexual, pornographic For most parents and caregivers, the girl’s and violent images; some forms of “ story represents their worst nightmare of advertising; racist, discriminatory or hate- No child is safe from what can happen when a child goes online. speech material; and websites advocating online risk, and it has Although her experience represents an unhealthy or dangerous behaviours, such never been easier for extreme example of online harms, it goes as self-harm, suicide and anorexia. bullies, sex offenders, to the heart of widespread concerns about traffickers and those the threats facing children on the internet: Contact risks: Where a child participates Namely, that going online can dismantle in risky communication, such as with who harm children the traditional protections most societies an adult seeking inappropriate contact to target the most try to place around children, exposing them or soliciting a child for sexual purposes, vulnerable. 22 UNICEF – THE STATE OF THE WORLD’S CHILDREN 2017

or with individuals attempting to radicalize encountering harm as a result of internet a child or persuade him or her to take part tech‌nologies. But for most children, the in unhealthy or dangerous behaviours. possibility remains just that – a possibility. Understanding why risk translates into Conduct risks: Where a child behaves actual harm for certain children, and not in a way that contributes to risky content for others, is crucial. It opens our eyes to or contact. This may include children the underlying vulnerabilities in the child’s writing or creating hateful materials about life that can place him or her at greater risk. other children, inciting racism or posting By understanding and addressing these or distributing sexual images, including vulnerabilities, we can better protect children material they have produced themselves. both online and offline, and enable them to enjoy the opportunities that come from These risks must be seen in context. being connected in a digital world. All children face the possibility of

Voices from The State of the World’s Children 2017 workshops

“I … posted a photo on Facebook “I take care of my privacy, I make sure and I received a comment that threw not everyone can see what I share, me into a panic.” my pictures and status.” BOY, 14, SENEGAL BOY, 15, GUATEMALA

“I get upset when my mom posts a “I worry that one might publish bad things photo of mine without my permission.” in my name if my account is hacked.” GIRL, 15, PARAGUAY GIRL, 16, BURUNDI

“I am careful to avoid privacy invasion.” GIRL, 17, BRAZIL 03 DIGITAL DANGERS: THE HARMS OF LIFE ONLINE 23

Angeline Chong, 17, walks to lunch with school friends in Kuala Lumpur, Malaysia. A past victim of cyberbullying, Angeline was inspired to join a youth journalism platform called R.AGE after seeing a report about its 2016 undercover investigation of sexual predators who use mobile chatting apps to prey on underage girls. According to the Malaysia police sex crimes unit, children aged 10–18 made up 80 per cent of victims raped by an internet acquaintance in 2015.

CHAPTER 4: KEY POINTS

Whether and how Not using digital Are children Parents’ and much children benefit media at all and addicted? According educators’ concerns from digital experiences excessively using to science, no. about excessive screen has much to do with digital media tend Using addiction time should not be their starting points. towards negative terminology in relation discounted but need Children with strong effects, while to children’s everyday to be addressed in the relationships use the moderate use has tech use – including in context of many other internet to bolster positive effects. media coverage of these factors affecting these, while children issues – is unhelpful and children’s well-being – experiencing depression, at times harmful. from family functioning stress or problems at and school dynamics to home may find that physical activity and diet. their digital experience compounds their existing difficulties. 04 DIGITAL CHILDHOODS: LIVING ONLINE 25

This chapter explores some of the ways digitalization is changing childhood, for better and for worse. ICTs have changed how children form and maintain their friendships, allowing them to maintain almost-constant contact with their peers. They have also transformed how many children spend their leisure time, providing them with a constant feed of videos, social media updates and highly immersive games. Many adults fear these changes are not all for the better, and worry that excessive screen time is isolating children from their families and surroundings, fuelling depression and even making children obese.

Video games. Television. Comic books. children’s well-being? Are they spending Radio. A Google search on societal – too much time at it? Who is most at and parental – worries about the impact risk? What can parents and caregivers of tech‌nology on children’s well-being do to allow children space to explore makes clear that such concerns are and develop independently while also nothing new. providing enough oversight? “ Radio was blamed for sleeplessness. Whether and how much children benefit Parents and Comic books for making children from digital experiences has much to do teachers struggle ‘criminal and promiscuous’. Television with their starting points in life. While with conflicting for social isolation. And video games those with strong social and familial for offline aggression. relationships are likely to use the internet messages that they to bolster these relationships – leading to should limit screen time As far back as the sixteenth century, improved well-being – children experiencing on the one hand, or get some feared writing would increase loneliness, stress, depression or problems the latest device – so forgetfulness, because people would at home, for example, may find that the their children can keep no longer rely on memory for information. internet compounds some of these existing up – on the other. They also worried that books and the difficulties. Conversely, children who printing press would lead to what today struggle with their social lives offline can we would call information overload. sometimes develop friendships and receive social support online that they are not Yet, compared with its innovative receiving elsewhere. predecessors, the internet – and how children use it – raises concerns of a Questions of screen time for different magnitude. Connectivity and connected children, while still debated, interactivity are harder to take away or are increasingly obsolete. This is because turn off. Their use by children is harder there is no clear agreement on when time to monitor. And while children access spent on digital tech‌nology shifts from entertainment, information or social moderate to excessive; ‘how much is too networks via a connected device, those much’ is highly individual, dependent on devices gather information on them too. a child’s age, individual characteristics and broader life context. And many children in Questions about the impact of connectivity high-connectivity contexts find it difficult to and interactivity abound among parents, estimate how much time they spend with educators, policymakers and industry digital tech‌nology, because they are more leaders. Is digital engagement a threat to or less using it all of the time. 26 UNICEF – THE STATE OF THE WORLD’S CHILDREN 2017

As these issues are debated and consider a child’s full life context – age, studied, some basic truths seem to gender, personality, life situation, social be emerging. Rather than restricting and cultural environment and other factors – children’s digital media use, more attentive to understand where to draw the line and supportive mediation by parents and between healthy and harmful use. educators holds the most promise for enabling children to draw maximum benefit To improve children’s well-being, it is and minimum risk from connectivity. important to take a holistic approach and More attention should be given to the focus on other factors known to have a content and activities of children’s digital stronger impact than screen time, such experiences – what they are doing online as family functioning, social dynamics at and why – rather than strictly to how school and socio-economic conditions, much time they spend in front of screens. while also encouraging the moderate Finally, future research and policy should use of digital tech‌nology.

Voices from The State of the World’s Children 2017 workshops

“I got on bad terms with my mom for “I am afraid of my school performance spending too much time with digital being worse.” devices and not spending enough time GIRL, 16, THAILAND on school studies.” GIRL, 13, REPUBLIC OF KOREA “I think that the internet brought us closer to those who are far away and pulled us “There have been so many devices away from those who are close by….” around since childhood and it is so easy GIRL, 16, DEMOCRATIC REPUBLIC OF to get addicted.” THE CONGO BOY, 15, JAPAN

“My teacher was scared that I am not going to do homework that she gave me and then I am going to waste time online.” BOY, 17, MALAYSIA 04 DIGITAL CHILDHOODS: LIVING ONLINE 27

In Porumbeni village near Chisinau, Republic of Moldova, Gabriela Vlad, 17, uses a cellphone to chat with her mother as her foster mother looks on. An estimated 21 per cent of Moldovan children under 18 have at least one biological parent living abroad to pursue economic opportunities and send money home to their families. Digital tech‌nology provides a communication lifeline to help children, adolescents and adults cope with the ‘parent drain’ phenomenon.

There is no doubt that the futures of a rapidly growing number of children will be increasingly affected by digital tech‌nology. Children already account for a substantial percentage of the global networked population, and their share will only increase in the near future as internet penetration reaches ever further into regions with the most rapidly growing share of children and young people. More digital devices and online platforms, not fewer, will be available for their use. ICTs will continue shaping children’s lives, for better and for worse, just as emerging tech‌nologies like the Internet of Things and artificial intelligence help transform the digital landscape at a global scale.

The way children will continue to they reflect a core principle that should experience these transformations varies guide policymaking and practical action widely in ways that reflect the way they in the digital sphere: Respect and protect also experience ‘the real world’. Not the child. surprisingly, the most disadvantaged and marginalized are most likely to be excluded from reaping the benefits of the internet and connectivity and most likely to experience 1. Provide all children with harm from the negative aspects of affordable access to high- tech‌nology. Other critical factors – including quality online resources gender, education status, traditional norms, language and location – all play a role in the impact digital tech‌nologies have in Digital access is increasingly a children’s lives, for better and for worse. determinant of equal opportunity for children, enabling them to benefit from There is no shortage of international access to information, knowledge, instruments, guidelines, agreements and employment opportunities, community principles that deal with issues such as participation and social engagement. internet freedom, openness, net neutrality, However, children face a range of barriers accessibility and respect for human rights. to accessing the internet and, if they do What is needed are not more guidelines, per manage to get online, making the best se, but agreed principles and priority actions use of online resources. that recognize the responsibility we share to protect children from the perils of a digital The State of the World’s Children world and to help every child benefit from 2017 calls for the following actions to the promise of connectivity. expand children’s access to high-quality online resources: This is not only in the best interests of children. In a digital world, it is also in the Bring down the cost of connectivity. best interests of their societies, which can Market strategies that foster innovation only benefit from children who are digitally and competition among service providers literate, able to navigate among the myriad can help lower the cost of connecting opportunities and risks of connectivity and to the internet. Integrating fibre-optic chart a course to more productive futures. cables into existing infrastructure can also Opposite: Adolescent workshop lower the cost of expanding connectivity. participants in Timor-Leste use The action points outlined here are by And providing tax and other incentives for icons to illustrate barriers to no means exhaustive, but together, the telecom industry to bring down the online access. 30 UNICEF – THE STATE OF THE WORLD’S CHILDREN 2017

A 17-year-old girl in the state of Minas Gerais, Brazil, holds up her phone showing the mobile application Proteja Brasil (Protect Brazil). UNICEF Brazil and partners developed the app to facilitate the reporting of violence against children and adolescents, including online violence and sexual exploitation.

cost of connectivity for disadvantaged 2. Protect children from communities and families could make harm online a significant difference.

Invest in public-access hotspots. The digital age has amplified existing Public access points in schools, libraries, risks to children, and created new ones. community centres, parks and shopping Child abuse, exploitation and trafficking centres can dramatically increase access online are still prevalent, not only on the for unconnected children. In low-income Dark Web but also on mainstream digital neighbourhoods, mobile units such as platforms and social media. In addition, buses with Wi-Fi access can similarly children face a range of other online risks, boost connectivity. including cyberbullying and exposure to unsuitable materials such as pornographic Promote the creation of content or gambling sites. While most children that is relevant to children and in their navigate these latter risks successfully, own languages. Both the public and for some the impact can be devastating the private sectors should work to create and life-changing. more locally developed and locally relevant content, especially in minority languages The State of the World’s Children 2017 and targeting remote areas with low calls for the following actions to protect population density. children from existing and emerging risks online: Break cultural, social and gender barriers to equal online access. Support law enforcement and child Training programmes that provide girls protection efforts. The private sector, and with opportunities for safe internet use and particularly tech‌nology firms, have a vital role enhance their digital skills can both build to play in sharing digital tools, knowledge girls’ confidence in using digital tech‌nology and expertise with law enforcement and help address family concerns. Promoting agencies to protect children online. community dialogue can help dispel myths around girls’ use of tech‌nology and Adopt and implement the WePROTECT the internet. Assistive tech‌nologies and Global Alliance strategic framework. internet platforms can enable children living Designed to combat sexual exploitation with disabilities to communicate more online, the WePROTECT Global Alliance easily, support them in learning, and help framework has already been adopted by 77 them be more independent. countries. The model sets out a coordinated response, with recommendations for action Provide children on the move across a range of areas. with access to digital devices and connectivity. Governments, aid agencies Tailor protections to reflect children’s and the private sector should provide evolving capacities. Strategies to promote public internet access in refugee camps, children’s safety online should take account immigration centres and other public spaces of a child’s age and maturity. Younger frequented by children on the move to children are likely to need a great deal of help them stay in touch with families and support and guidance from parents, teachers friends. Aid agencies should also consider and other trusted adults. But older children working with the private sector more closely are likely to have greater agency and a desire to include data services and digital devices to sometimes take risks. Within reason, such as part of their overall aid packages. risk-taking is necessary for children to learn how to adapt and to develop resilience. 32 UNICEF – THE STATE OF THE WORLD’S CHILDREN 2017

Support the people who can support conditions and privacy policies in clear children. Evidence-based programmes and language that children can understand policies can guide us to develop strategies and provide them with easy ways to report for parents and other caregivers to develop breaches of privacy or other concerns. the skills they need to positively mediate – rather than simply restrict – children’s Don’t exploit children’s personal use of ICTs. In addition, peer mentoring data for commercial gain. Businesses programmes can help children help each should not seek to monetize children’s other more effectively. personal information, such as through targeted advertising. They should develop ethical protocols and implement heightened scrutiny and protection for the full 3. Safeguard children’s privacy range of data concerning children. and identities online Respect encryption for child- related and children’s data. Given In a world where every digital move can children’s potential vulnerabilities, additional be recorded and content can reach vast layers of protection and privacy should be audiences with a single click, children face used to safeguard their data. Decisions new risks to their privacy, reputation and to decrypt children’s data to aid law identity. Data generated through their use enforcement agencies investigating online of social media, for example, can be used crimes such as child sexual abuse and for inappropriate advertising and marketing, grooming should be guided by the best profiling and surveillance. In addition, toys interests of the child. connected to the internet can transmit the thoughts and feelings of even very young children to toy manufacturers and, potentially, other adults. 4. Teach digital literacy to keep children informed, engaged The State of the World’s Children 2017 and safe online calls for the following actions to protect children’s privacy and identities: Today’s children are digital natives, but Put safeguards in place to protect that doesn’t mean they do not require children’s privacy, personal information guidance and support to make the most and reputation. Governments, businesses, of connectivity. Similarly, they do not schools and many other institutions handle an automatically understand their vulnerability increasing amount of data related to children to online risks, or their own responsibility that are either collected or stored online. to be good digital citizens. All actors need to put in place safeguards to protect these data in accordance with The State of the World’s Children 2017 international and ethical standards. calls for the following actions to improve digital literacy and make better use of Set children’s privacy settings at ICTs in education… maximum by default. Maximum privacy protection should be the basic setting for Teach digital literacy in schools. digital tools and platforms used by children, With children going online at ever younger and privacy should be included in the design ages, schools – and especially public of all new tech‌nologies from the outset. schools – need to incorporate digital literacy In addition, social media and other platform programmes from the earliest grades. companies should write their terms and 05 DIGITAL PRIORITIES: HARNESS THE GOOD, LIMIT THE HARM 33

Provide children with access to to be taught how to control their privacy proven online education opportunities. settings to protect their personal information The somewhat disappointing track record – and understand the danger that if such of ICTs in education underscores the data are made public it may lead to identity need to pilot and test various models theft and data mining. that really improve learning outcomes and can widen access to effective Strengthen the teaching of online education opportunities. tolerance and empathy. Children need to be helped to understand the ways in which Develop opportunities to learn communicating online – with its lack of ICT skills in non-formal education. verbal and facial clues to meaning and its Disadvantaged children who have slipped potential for anonymity – is different from outside, or were never part of, formal traditional communication. Socio-emotional education systems frequently have the most learning and the teaching of empathy can to gain from online learning opportunities. develop children’s online resilience and help Providing digital access in vocational training diminish online abuse and hateful language. centres may be their only chance to engage with ICTs. Be good digital role models for children. It’s not just children who are Support the development of teachers’ fascinated by digital tech‌nologies. Parents own digital skills and literacies. Teachers and other adults need to offer children need to be able to develop their own skills models of responsible and respectful and knowledge to support their students’ use of ICTs. use of ICTs and to help them develop an understanding of safe internet use beyond the classroom. 5. Leverage the power of the Support the establishment of online private sector to advance libraries. Online libraries, such as the ethical standards and practices Library for All, can open up a world of resources – including digital books and that protect and benefit textbooks, videos and music – to children children online who would otherwise lack such access. The private sector has been a key driver of …and these actions to teach children the digital revolution. As providers of internet about keeping themselves safe online access, producers and providers of content and respecting other users: and other digital goods, and purveyors of online goods and services, businesses are Understand the risks of content now increasingly integrated into children’s creation and sharing. Children need to lives. As gatekeepers controlling the be taught that everything they post online flow of information across the networks, – from social media comments to videos – they also have access to vast amounts can no longer be considered private. Equally, of children’s information and data. These children need to be made aware that self- roles provide businesses with considerable generated content, such as sharing sexually power and influence – and with these come explicit images, opens them up to the risk heightened responsibilities. of extortion and may well end up being exchanged by strangers online. The State of the World’s Children 2017 calls for the following actions to advance Learn how to protect privacy and ethical business practices that protect personal data online. Children need and benefit children online: 34 UNICEF – THE STATE OF THE WORLD’S CHILDREN 2017

Prevent networks and services from Develop ethical standards for disseminating child-abuse material. businesses and tech‌nologies. Businesses Tech‌nology and internet companies should should work with policymakers and child take steps to prevent their networks and rights advocates to develop minimum services from being used by offenders ethical standards for their services, and to collect and distribute child sexual embrace the principle of ‘safety by design’, abuse images. Continuously monitoring incorporating safety, privacy and security the greatest threats to children, and features into their products. working with law enforcement and other stakeholders to find innovative solutions Offer parents the tools to create to online criminal activities, can help keep an age-appropriate online environment. children safer online and off. Businesses should offer parents a fuller range of easy-to-use tools – such as Promote non-discriminatory access. password protection, block/allow lists, Companies can do more to provide children, age verification and filtering – that will particularly those in underserved areas, allow them to create a safe online space Participants gather at The State with access to the internet. They should for their children, especially younger of the World’s Children 2017 also uphold shared principles such as net children. Businesses should commit adolescent workshop in Malaysia, one of 26 countries where such neutrality, especially when these enable to constant monitoring and evaluation sessions were held to add youth children to access a wide variety of sources of these tools. perspectives to the report. and information.

6. Put children at the centre Track disparities in, and barriers to, of digital policy access. To track the impact of internet access on equity and opportunity, it is vital to invest in the collection of data Despite estimates that children account on children’s connectivity. Data should for one third of internet users, current be disaggregated by wealth, geography, international and national internet policies gender, age and other factors to spotlight fail to take sufficient account of children’s disparities in access and opportunity distinctive needs and rights. Policies related and to target programmes and monitor to cybersecurity, artificial intelligence and progress. Evidence should be used to machine learning, net neutrality and internet guide policymaking, monitor and evaluate openness look first and foremost at the the impact of government policies and adult user. On the other hand, broader strategies, and support the international national policies that deal with children’s sharing of best practices. rights and welfare, health and education have yet to universally embrace the Integrate child- and gender-specific power of digital tech‌nologies to help meet issues into national policies and sectoral goals. strategies. The legitimate needs and concerns of children should be integrated The State of the World’s Children 2017 in all policies concerning ICTs and other calls for the following actions to put emerging tech‌nologies such as artificial children’s rights, views and well-being intelligence. Policies should be guided by at the centre of digital policy: international standards and should seek to safeguard children’s rights and guard Give children and young people against discrimination and the restriction a voice in the development of digital of children’s freedoms. policies that affect their lives. Children’s and young people’s distinctive Given the chance – and provided with needs, experiences and perspectives the skills – children will make the most should inform digital policy development, of connectivity. Millions of children and policymakers should engage with around the world are already using the institutions and organizations that promote internet to learn, socialize and prepare children’s rights and serve the needs themselves to take their place as adults of disadvantaged children, and children in the workplace – and to make their themselves, to deepen their understanding mark upon the world. of these issues. More broadly, government and civil society should encourage children They are eager for that chance – and they to use digital platforms to share their deserve it. It is up to all of us to see that views with policymakers. every one of them gets it. For every child Whoever she is. Wherever he lives. Every child deserves a childhood. A future. A fair chance. That’s why UNICEF is there. For each and every child. Working day in and day out. In 190 countries and territories. Reaching the hardest to reach. The furthest from help. The most left behind. The most excluded. It’s why we stay to the end. And never give up.

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