Displaying 21 - 30 of 438
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…
Abstract: This study explored Orphans Rights in accessing the educational support in selected public secondary schools in Lusaka district. The study was guided by qualitative research methodology and case study design under pinned by three objectives namely: (i) describe the awareness of the rights on Educational support by the orphans and teachers, (ii) explore challenges faced by orphans’ in accessing education and (iii) explore strategies that should be put in place in order to allow them have access to education. .Emergent findings indicated that very feel learners were knowledgeable…
Introduction. The study sought to reveal socio-psychological factors of successful integration of institutionalized adolescents into mainstream schools. The relevance of the research is determined by the necessity to spread practices of integrating institutionalized children and adolescents into mainstream schools to expand their social experience. Materials and Methods. The purpose of the study was to explore the socio-psychological predictors that determine the successfulness of integration of institutionalized adolescents into mass secondary schools. Among the sociopsychological predictors…
ABSTRACT
Purpose: This study examines whether former foster youth are more likely to stop out of a 4-year university than low-income, first-generation students who did not experience out-of-home care. Method: Data were from a stratified random sample of 803 students enrolled at a large, public 4-year university in the Midwest over a 10-year period, including 438 former wards of the court who were identified on the Federal Application for Student Aid and a comparison group of 365 low-income, first-generation college students who did not identify as court…
Abstract: Human Rights Education (HRE) often forms the cornerstone of addressing human rights issues at the local level where nongovernmental bodies in partnership with human rights agencies deliver various initiatives. Such agencies mostly operate from a neo-colonial framework as addressing structural and political power struggles limits addressing structural transformation for most vulnerable populations. There is a gap in the existing literature about the sense-making of such roles and responsibilities related to a local agency that speaks to active citizenship and youth as agents of…
ABSTRACT
Education is a fundamental and universal basic need for all, especially orphans and vulnerable children in Tanzania. Education imparts knowledge, skills, and competencies to individuals. This study assessed educational opportunities and the support available to orphans and vulnerable children (OVC) in Bagamoyo District to determine socioeconomic and psychological factors that limit access to education. Data were collected using in-depth interviews, non-participant observation and documentary review. The study involved 102 orphans and vulnerable children aged between 7 and 15 years…
The authors of this study conducted research with 234 care experienced university students in England and Wales to explore their experiences of the journey through care. The population of care leavers included in this research were perceived to be educational high achievers, yet the overwhelming majority described difficult journeys through care. The recommendations at the end of this report highlight potential gaps in services, and identify particular flash points that created stress, trauma and tension. The report calls for action from Government and Policy Makers to accelerate support and…
Abstract
Background
Children involved with Child Protective Services (CPS) have been shown to have lower academic achievement. It is unclear whether certain qualities of the home environment can optimize academic achievement in this vulnerable population.
Objective
This study sought to determine whether home environments with higher levels of emotional support and cognitive stimulation predict later academic achievement and whether this relationship is moderated by placement type (i.e. biological/adoptive parent care, kinship care, or non-kinship foster care).
Participants and…
This publication provides data from the 2018-19 school year on attainment and post-school destinations for 1,031 school leavers in Scotland who were looked after within the last year, attendance rates for 11,238 school pupils looked after within the last year, 837 of these pupils who were excluded from school, and achievement of curriculum for excellence levels for 3,288 pupils who were looked after within the last year and in P1, P4, P7 or S3.
Access the data here.
Abstract: Orphaned learners in South Africa are vulnerable and frequently absent from school. These learners are often physically abused and may be stigmatized due to their state of homelessness, as a result potentially turning to substance use or abuse. This article focuses on the lived experiences of orphaned learners and their perspectives relating to the support offered by the School-Based Support Team (SBST) within schools, in two education districts of the Free State province, South Africa. Twenty-five orphaned learners from five schools in two education district (…