Displaying 1 - 10 of 96
* This is a working paper and is open for consultation.
There is widespread recognition that children have the right to both grow up in a family and to have a quality education that meets their needs. However, in recent years, Lumos’s programmatic work has highlighted that children’s rights to family life and education can sometimes be seen as contradictory or even mutually exclusive. We have also seen that innovative, practical and policy-based interventions can enable all children to fully enjoy both rights.
Lumos has therefore undertaken the latest in its…
The High-Level Session on ‘Advancing the Early Childhood Agenda: High Level Session towards a Global Partnership Strategy’, organized by UNESCO, took place on 28 January 2021 under the leadership of the UNESCO Assistant Director General for Education and Her Royal Highness Princess Laurentien. It was organized as a follow up to the technical Session held on 16 December 2020, which aimed to stimulate discussion and collect experts’ inputs on key enabling factors to advance the Early Childhood Care and Education (ECCE)/Early Childhood Development (ECD) agenda for the preparation of the…
We are facing an education emergency. At the height of the COVID-19 pandemic, over 1.6 billion learners were out of school. For the first time in human history, an entire global generation has had their education disrupted. And we know from previous crises that the longer children are out of school, the greater the risk that they do not return – over nine million children could miss out on education for good.
New analysis in this global report shows how COVID-19 may impact the funding of education, as well as the countries most at risk of falling behind.…
The 2020 Global Education Monitoring Report recognizes the contexts and challenges facing countries in providing inclusive education; the groups at risk of being excluded from education and the barriers individual learners face, especially when various characteristics intersect; and the fact that exclusion can be physical, social (in interpersonal and group relations), psychological and systemic, as requirements may exclude, for instance, the poor (e.g. fees) or migrants and refugees (e.g. documentation). It addresses these challenges through seven elements, considering how they contribute to…
Abstract
Children in care frequently experience poor educational outcomes, which in turn have been linked to a number of adverse circumstances later in life. Accordingly, it is important to identify the educational experiences of children in care and what they consider to be their needs in this space. This systematic review of qualitative research aimed to identify and synthesise the findings of relevant studies that documented the experiences of children in care in regard to their school experiences. Inclusion criteria included English language, peer-reviewed, qualitative, or mixed-…
Abstract
Children in care frequently experience poor educational outcomes, which in turn have been linked to a number of adverse circumstances later in life. Accordingly, it is important to identify the educational experiences of children in care and what they consider to be their needs in this space. This systematic review of qualitative research aimed to identify and synthesise the findings of relevant studies that documented the experiences of children in care in regard to their school experiences. Inclusion criteria included English language, peer-reviewed, qualitative, or mixed-…
Abstract
The prospects for young people in care and care leavers in the worlds of education and work may often seem bleak. The challenges they face in education are widely covered in this book. In the world of work, the picture is also difficult for care leavers. Youth unemployment, generally, is a major challenge across the globe, with its risk greatest for marginalised groups such as care leavers. This conceptual chapter from the book Education in Out-of-Home Care…
This book draws together for the first time some of the most important international policy practice and research relating to education in out-of-home care. It addresses the knowledge gap around how good learning experiences can enrich and add enjoyment to the lives of children and young people as they grow and develop. Through its ecological-development lens it focuses sharply on the experience of learning from early childhood to tertiary education. It offers empirical insights and best practices examples of learning and caregiving contexts with children and young people in formal…
Highlights
In words, images, facts and figures, this report details the results that UNICEF achieved in 2018, together with its generous partners and supporters, a dedicated global workforce and children and young people themselves. It also profiles UNICEF’s 2018 advocacy campaigns focused on improving child survival and health, expanding early childhood development programmes, ending violence against children and supporting young migrants and refugees. And it highlights the ways in which UNICEF has lived its core values – care, respect, integrity, accountability and trust – by initiating…
United States Government Policy Statement
The United States Government envisions a world in which all children thrive within protective, loving families, free from deprivation, violence, and danger. Advancing Protection and Care for Children in Adversity: A U.S. Government Strategy for International Assistance (2019–2023) outlines the U.S. Government’s whole-of-government commitment and approach to investing in the development, care, dignity, and safety of the world’s most-vulnerable children and their families. U.S. Government par tners involved in implementing this Strategy include the U…