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The Transition Hub aims to support young people aged 11 to 17 who are making the transition into care or experiencing a placement transition.
It does this through a multi-disciplinary team which provides support to young people, their carers and schools. Developed by Dr Catherine Carroll, working in collaboration with Achieving for Children and Barnet Local Authority, the Transition Hub aims to support the social and academic development of young people. Depending on the young person’s situation, either they receive ‘inreach’ support delivered in a physical hub for up to six weeks followed…
* 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 United Nations Convention on the Rights of the Child—the most widely ratified human rights treaty in the world—entered into force in 1990. This was a major milestone, but only the beginning of the long journey toward greater respect for the rights of children and young people. Three decades of reporting from the States Parties to the Committee on the Rights of the Child have revealed many gaps between the promise of the convention and the reality on the ground for children. As with other human rights treaties, the full realization of children’s rights under the convention remains a…
Abstract
The study sought the socio-economic supports available for the high school adolescent girl learners from child-headed families (CHFs). The study used the phenomenological research design using a total of 40 learners from five (5) rural schools which were randomly selected for the study. Data were collected using focus group discussions and individual interviews. Data collected were thematically analyzed by scrutinizing them for commonalities. The findings of the study revealed that the adolescent girls in CHFs receive the majority of their socio-economic supports from the…
This brief resource from Who Cares? Scotland explores barriers to graduation for care-experienced young people, including moving placement, lack of space or equipment to study, challenges with mental health, finances, and housing, to name a few.
Abstract
Transition to secondary school is a significant childhood event, especially for the most vulnerable children. Many looked after children experience multiple episodes of instability, loss and change which can affect this move. Research shows that school belonging promotes acceptance, inclusion and respect, and impacts positively on school transfer and participation. Asking children for their views on matters that affect them can ease the process and increase their belonging and well-being. This article seeks to echo the voices of 36 children aged 10 to 12 who participated in a…
Abstract
Transition to secondary school is a significant childhood event, especially for the most vulnerable children. Many looked after children experience multiple episodes of instability, loss and change which can affect this move. Research shows that school belonging promotes acceptance, inclusion and respect, and impacts positively on school transfer and participation. Asking children for their views on matters that affect them can ease the process and increase their belonging and well-being. This article seeks to echo the voices of 36 children aged 10 to 12 who participated in a…
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…
Deinstitutionalisation (DI) is essential for care reform for any country. The process of DI is implied in Ghana’s laws, policies, and guidelines on childcare. The absence of a DI practice model in Ghana contributes partly to the barriers to implementing the Care Reform Initiative (CRI). It is recorded in the mapping of Residential Homes for Children (RHC) in Ghana (2018), conducted by the Department of Social Welfare and UNICEF, that several closed homes reopen and operate because Social Welfare Officers (SWO) are unable to force closure without access to or knowledge of alternative care…