Data last updated: November 2022
Report on implementation of the modified system for allocation of regular resources for programmes - 16 July 2012
In decision 2008/15, the Executive Board endorsed the modified system for \ allocation of regular resources for programmes, originally adopted in 1997. It \ decided to maintain the system, with two modifications: (a) adopt the World Bank \ classification of “high income” status as the country threshold for graduation from \ receiving regular resources; and (b) raise the minimum level of regular resource \ allocation from $600,000 to $750,000 for all programme countries, except in those \ otherwise included in multi-country programmes. \ This report responds to the Executive Board request for a report on \ implementation of the modified system and presents lessons learned since 2008. A \ draft decision is included in section IV.
UNICEF Allocation of General Resources
Executive Board document E/ICEF/1997/P/L.17 \ \ Summary: \ At its third regular session of 1996, the Executive Board requested the Executive Director to submit a revised proposal on the modified system for allocating general resources to UNICEF-supported country programmes (E/ICEF/1996/12/Rev 1, decision 1996/34). The modified system is submitted for consideration and approval by the Executive Board. \
Annual Report of the Executive Director 2016
Annual report of the Executive Director, 2016: performance \ and results, including a report on the implementation of the \ quadrennial comprehensive policy review
UNICEF Annual Report 2016
This report details the results achieved by UNICEF for and with children worldwide in 2016. It covers the organization's programme work, humanitarian action, partnerships and advocacy efforts in all strategic sectors, with an emphasis on reaching every child and accelerating progress for the most vulnerable and disadvantaged girls and boys. The report also highlights UNICEF's innovations, its efforts to improve efficiency and effectiveness, and the stories of individual children and families directly affected by UNICEF's work in the course of its 70th anniversary year.
Report on Regular Resources 2016
Regular resources (RR) are at the center of UNICEF's ability to deliver results for every child, particularly those most vulnerable. All UNICEF offices benefit from the allocation of RR, with the largest share spent on programmes for children and the balance used to support the core structure of the organization - without which we would not be able to deliver on our mandate. UNICEF's Report on Regular Resources 2016 presents key results achieved with RR in the course of the year, highlights revenue and expense trends, and acknowledges the generosity of government and private-sector partners who have generously contributed RR to UNICEF.
2016 Annual Results Report Humanitarian Action
In 2016, UNICEF and partners responded to 344 humanitarian situations of varying scale in 108 countries - the largest number of situations and countries recorded since tracking began more than a decade ago.
2016 Annual Results Report Gender Equality
UNICEF remained well positioned in 2016 to foster gender-equitable outcomes for children as a catalyst to a more just world - helping girls and boys realize their full potential and helping societies make progress on gender equality.
2016 Annual Results Report Social Inclusion
UNICEF's social inclusion interventions in 2016 helped countries make progress on advancing the right of every child to grow up free from poverty, bias and discrimination, and gain access to needed services, information and support.
2016 Annual Results Report Child Protection
UNICEF and its partners contributed to the protection of children from violence, abuse, exploitation and neglect in 2016, addressing the impact of rights violations on children and the communities in which they live.
2016 Annual Results Report Education
Throughout 2016, UNICEF maintained its commitment to improve learning outcomes, increase school access for all children and promote quality teaching, quality learning and positive learning environments