This document provides an overview and background information for the 2015 International Day of the Girl Child. It discusses how adolescent girls are often left behind and invisible in development efforts despite their potential. Investing in adolescent girls' health, education and empowerment promotes gender equality and benefits communities and future generations. The briefing book outlines UNICEF's messaging and asks partners to promote empowering adolescent girls and recognizing their power to transform the world.
With the 2015 target date for the Millennium Development Goals and Education For All fast approaching, the
issue of out-of-school children is more important than ever for countries in West and Central Africa. Since
2000, the number of out-of-school children was on a downward trend, however, since 2008 these figures
have not moved; the burden for countries in the region has increased dramatically for they are now home
to more than a third of the world’s out-of-school children. Based on the latest household surveys from 21
countries in the region, this study reports that there are nearly 32 million children of official school age who
are not attending either primary or lower secondary school. A further 17 million school children who are at risk
of dropping out could be added to this figure. These statistics, which show the magnitude of the situation, fail
to take into account the hardships associated with this situation for families and the huge loss for the region
and society as a whole.
This study aims to shed some light on the scale and mechanisms of exclusion in the region, and to bring to
the fore a number of tools and resources that are available to promote the educational inclusion of all children.
To enable all children, even the most marginalized, to have access to basic quality education, we need to
think creatively and make use of all the resources at our disposal. It is imperative that the fight against all
forms of exclusion is coordinated and concerted. Indeed, without mass mobilization of all stakeholders and a
comprehensive strategy, it will not be possible to effectively address all forms of school exclusion. However,
only a truly inclusive education system has the capacity to build a knowledge-based society, which the region
urgently needs for its future. The international community has a decisive role to play in supporting the efforts
of these countries to develop an inclusive education system.
The United Nations Children’s Fund (UNICEF) has a specific responsibility to encourage and help all children
deprived of education. The main priority, in collaboration with all stakeholders, remains the enrolment of all
out-of-school children as quickly as possible. There are just two years left for us to achieve the collective
commitments to which we agreed in 2000; we must therefore have the strength and determination to take
the most appropriate actions that will enable all children to fully exercise their right to a quality education.
Global youth – islamic, canadian and bangladesh perspectiveTarek Ali
The document discusses global, Canadian, and Bangladeshi perspectives on youth. From a global perspective, the UN sees youth as critical actors in conflict prevention who are often excluded from political and social spheres. There are currently 1.8 billion young people worldwide, the largest in history. In Canada, issues facing youth include rising depression, bullying, and anxiety. Surveys found most Canadian youth feel optimistic about their futures but stressed. In Bangladesh, over half the population is youth, but they face challenges accessing education and employment. However, surveys found most Bangladeshi youth optimistic about their country's future. The document explores issues and perspectives from various sources.
This document provides an overview and analysis of progress made towards achieving the Millennium Development Goals (MDGs) between 1990 and 2015. It finds that while significant progress was made in areas like child survival, nutrition, education, and reducing poverty, many of the most vulnerable children were left behind, and in some cases gaps between advantaged and disadvantaged groups widened. Going forward, the global community must learn from this experience by focusing on equity and targeting the needs of disadvantaged groups in order to achieve truly sustainable development and ensure all children have equal opportunities.
Soma ceļojumam vai bēgšanai? Stundas plānsliela_stunda
Materiāli sagatavoti starptautiskās akcijas Pasaules lielākā mācību stunda ietvaros.
Plašāk: http://worldslargestlesson.globalgoals.org/
Latvijā: www.skolas.unesco.lv
The document provides background information on the African Union (AU) committee that will be simulated at the NHSMUN conference. It discusses the history of the AU, formerly known as the Organization of African Unity, and how it was established in 1963 with the goal of promoting unity and solidarity among African states. Delegates will discuss two topics at the AU committee - combatting Boko Haram and promoting girls' secondary education in Africa.
There are over 1.2 billion young people aged 15-24 globally, and volunteerism is an important mechanism for them to drive positive social change. Young people contribute over $35 billion annually through volunteer work and volunteering leads to higher employment rates. The UN established the UN Volunteers program in 1970 to promote volunteerism worldwide and advance the role of youth in development. Through this program, thousands of young people will support UN efforts and help realize their potential through volunteer work.
The document discusses youth volunteerism and its importance. It notes that youth volunteerism is being used around the world and by the UN to address issues like female genital mutilation, increase civic engagement, and promote development. The UN encourages governments, organizations, and youth to promote volunteerism to empower young people and allow them to contribute to their communities and societies.
This 3-sentence summary provides an overview of the key points from the strategic communication plan document:
The strategic communication plan outlines objectives and tactics for the National Women's History Museum to increase awareness and engagement among key audiences from December 2016 to December 2018, with a focus on empowering individual stories within the collective narrative of women's history through grassroots outreach. A budget of up to $19,185 is proposed to equip employees and brand ambassadors with messaging and enhance engagement of college students, the public, and live event attendance. The goal is to establish relationships that sustain the museum by connecting women through personal interactions, women-focused media, and networks.
With the 2015 target date for the Millennium Development Goals and Education For All fast approaching, the
issue of out-of-school children is more important than ever for countries in West and Central Africa. Since
2000, the number of out-of-school children was on a downward trend, however, since 2008 these figures
have not moved; the burden for countries in the region has increased dramatically for they are now home
to more than a third of the world’s out-of-school children. Based on the latest household surveys from 21
countries in the region, this study reports that there are nearly 32 million children of official school age who
are not attending either primary or lower secondary school. A further 17 million school children who are at risk
of dropping out could be added to this figure. These statistics, which show the magnitude of the situation, fail
to take into account the hardships associated with this situation for families and the huge loss for the region
and society as a whole.
This study aims to shed some light on the scale and mechanisms of exclusion in the region, and to bring to
the fore a number of tools and resources that are available to promote the educational inclusion of all children.
To enable all children, even the most marginalized, to have access to basic quality education, we need to
think creatively and make use of all the resources at our disposal. It is imperative that the fight against all
forms of exclusion is coordinated and concerted. Indeed, without mass mobilization of all stakeholders and a
comprehensive strategy, it will not be possible to effectively address all forms of school exclusion. However,
only a truly inclusive education system has the capacity to build a knowledge-based society, which the region
urgently needs for its future. The international community has a decisive role to play in supporting the efforts
of these countries to develop an inclusive education system.
The United Nations Children’s Fund (UNICEF) has a specific responsibility to encourage and help all children
deprived of education. The main priority, in collaboration with all stakeholders, remains the enrolment of all
out-of-school children as quickly as possible. There are just two years left for us to achieve the collective
commitments to which we agreed in 2000; we must therefore have the strength and determination to take
the most appropriate actions that will enable all children to fully exercise their right to a quality education.
Global youth – islamic, canadian and bangladesh perspectiveTarek Ali
The document discusses global, Canadian, and Bangladeshi perspectives on youth. From a global perspective, the UN sees youth as critical actors in conflict prevention who are often excluded from political and social spheres. There are currently 1.8 billion young people worldwide, the largest in history. In Canada, issues facing youth include rising depression, bullying, and anxiety. Surveys found most Canadian youth feel optimistic about their futures but stressed. In Bangladesh, over half the population is youth, but they face challenges accessing education and employment. However, surveys found most Bangladeshi youth optimistic about their country's future. The document explores issues and perspectives from various sources.
This document provides an overview and analysis of progress made towards achieving the Millennium Development Goals (MDGs) between 1990 and 2015. It finds that while significant progress was made in areas like child survival, nutrition, education, and reducing poverty, many of the most vulnerable children were left behind, and in some cases gaps between advantaged and disadvantaged groups widened. Going forward, the global community must learn from this experience by focusing on equity and targeting the needs of disadvantaged groups in order to achieve truly sustainable development and ensure all children have equal opportunities.
Soma ceļojumam vai bēgšanai? Stundas plānsliela_stunda
Materiāli sagatavoti starptautiskās akcijas Pasaules lielākā mācību stunda ietvaros.
Plašāk: http://worldslargestlesson.globalgoals.org/
Latvijā: www.skolas.unesco.lv
The document provides background information on the African Union (AU) committee that will be simulated at the NHSMUN conference. It discusses the history of the AU, formerly known as the Organization of African Unity, and how it was established in 1963 with the goal of promoting unity and solidarity among African states. Delegates will discuss two topics at the AU committee - combatting Boko Haram and promoting girls' secondary education in Africa.
There are over 1.2 billion young people aged 15-24 globally, and volunteerism is an important mechanism for them to drive positive social change. Young people contribute over $35 billion annually through volunteer work and volunteering leads to higher employment rates. The UN established the UN Volunteers program in 1970 to promote volunteerism worldwide and advance the role of youth in development. Through this program, thousands of young people will support UN efforts and help realize their potential through volunteer work.
The document discusses youth volunteerism and its importance. It notes that youth volunteerism is being used around the world and by the UN to address issues like female genital mutilation, increase civic engagement, and promote development. The UN encourages governments, organizations, and youth to promote volunteerism to empower young people and allow them to contribute to their communities and societies.
This 3-sentence summary provides an overview of the key points from the strategic communication plan document:
The strategic communication plan outlines objectives and tactics for the National Women's History Museum to increase awareness and engagement among key audiences from December 2016 to December 2018, with a focus on empowering individual stories within the collective narrative of women's history through grassroots outreach. A budget of up to $19,185 is proposed to equip employees and brand ambassadors with messaging and enhance engagement of college students, the public, and live event attendance. The goal is to establish relationships that sustain the museum by connecting women through personal interactions, women-focused media, and networks.
Migrācija ir daļa no mūsu kopējās vēstures. Stundas plānsliela_stunda
Materiāli sagatavoti starptautiskās akcijas Pasaules lielākā mācību stunda ietvaros.
Plašāk: http://worldslargestlesson.globalgoals.org/
Latvijā: www.skolas.unesco.lv
Seizing the Moment - Student-Centered LearningSteven Brown
This document discusses student-centered learning and makes recommendations to promote its adoption. It contains the following key points:
1. Student-centered learning engages students in powerful learning experiences that inspire passion and prepare them for an unpredictable future.
2. Traditional classrooms are not adequately preparing many students, especially those in disadvantaged communities, for 21st century skills. Student-centered learning can help close achievement gaps while raising standards for all.
3. The document recommends policies at the federal, state, and local levels to support student-centered approaches, expand learning opportunities for underserved youth, and build public support for educational innovation.
The U.S. Agency for International Development (USAID) is committed to providing development assistance that improves the lives of women, men, and children around the world. USAID has a special interest in the advancement of women worldwide. Women’s health, education, economic opportunity and human rights are at the core of successful, stable societies and economic growth.
One of the fundamental principles of the Department of State/USAID strategic plan is that “all citizens, men and women, are vital to meeting the critical challenges of today and reaching the goals of equality, peace and security.” USAID’s commitment to the full inclusion of women dates back to 1973, when the United States Congress passed the “Percy Amendment” to the Foreign Assistance Act, requiring that particular attention be given to integrating women into national economies to improve the status of women and to assist the overall development effort.
Today, USAID embraces this goal, and seeks to understand the different needs of men and women, to improve the efficiency and overall impact of its programs, and to ensure that both women and men have equitable access to development activities and their benefits. This document profiles USAID efforts to address barriers to full access to opportunity for women and men throughout the developing world. The success stories are a testament to the progress women and men have made. The selected examples illustrate the many efforts made by the USAID field missions, the Office of Women in Development, and other operating units in USAID to fully integrate women into development programs and policies throughout USAID. It is important to note that women’s leadership is not treated as a separate category in this report, but is reflected in all the examples.
Women are becoming political leaders, grassroots leaders, leaders in their professions, leaders in their communities, and heads of households, especially in regions ravaged by HIV/AIDS and conflict, and are growing into leaders in many other ways. As a result, all USAID efforts to support women’s skills, opportunities and rights contribute to “women’s leadership.” WOMEN, MEN AND DEVELOPMENT 1
The World Youth Report 2013—Youth Migration and Development is the product of the efforts, contributions and support of many people and organizations. From the outset, the process of developing the Report involved a range of participatory
consultations designed to draw on the perspectives of youth on how migration affects them. These consultative sessions
included a five-week e-consultation process, a survey on youth migration and development, a call for visual art
illustrating the daily life experiences of young migrants as well as youth initiatives on migration and development,
and a Google+ Hangout held on 6 March 2013 to identify sustainable solutions for addressing youth migration challenges.
For more information: http://www.unworldyouthreport.org/
This executive summary from Save the Children's 2014 State of the World's Mothers report finds that over half of maternal and child deaths occur in fragile settings affected by conflict and natural disasters. It examines the impact of humanitarian crises on mothers and children in Democratic Republic of Congo, Syria, the Philippines, and the United States. Key findings include that conflicts have displaced more people than ever before, and fragile states face chronic health challenges in addition to crises. Case studies show humanitarian emergencies undermine health systems and endanger mothers and young children through issues like lack of access to medical care. The report recommends greater investment in disaster-resilient health infrastructure and emergency response to support mothers and families in crisis-affected areas.
This document provides information and guidance for a lesson on refugees and migration. It includes definitions of key terms, objectives for the lesson, background resources, and a detailed lesson plan. The plan involves students viewing short videos about refugee experiences, discussing definitions in small groups, imagining what life would be like for refugees, and considering actions they could take to help. The document aims to help students build empathy and understanding of forced migration.
Talking points for the high level youth policy dialogue on sustainable develo...Dr Lendy Spires
The document discusses inequalities faced by young people, particularly young women, in Africa. It notes that over 70% of Africa's youth live on less than $2 per day, and unemployment rates for youth are much higher than for adults. Specific inequalities highlighted include lack of access to education, employment opportunities, financial resources, participation in governance, and benefits from extractive industries. The document proposes strategies for addressing these inequalities, such as ensuring youth participation in development processes, promoting women's financial inclusion, implementing gender-responsive policies, and engaging the private sector and men/boys to change social norms.
In this deck from the HPC User Forum, Kelly Gaither from TACC presents: The Computing4Change Program.
"Computing4Change is a competition empowering people to create change through computing.
The competition is for students from diverse disciplines and backgrounds who want to work collaboratively to:
* Learn to apply data analysis and computational thinking to a social challenge
* Experience the latest tools and techniques for exploring data through visualization
* Expand skills in team-based problem solving
* Learn how to communicate ideas more effectively to the general public
Watch the video: https://wp.me/p3RLHQ-k7O
Learn more: https://www.sighpc.org/for-our-community/computing4change
and
http://hpcuserforum.com
Sign up for our insideHPC Newsletter: insidehpc.com/newsletter
- Young people in Indonesia were the happiest in the survey, scoring 90% on the net happiness score. They also had the highest proportion who reported good emotional wellbeing.
- Indian young people were second most likely to say they are very happy and were the second most hopeful about the world becoming better. They believed education was the largest cause of hope.
- Japanese young people were the unhappiest of the 20 countries polled, with less than half reporting being happy or very happy. They also had one of the highest rates of reported unhappiness.
Education is Empowerment - Contemporary Social Issues Media Project200253049
Girls in developing countries face barriers to education such as child marriage, motherhood, violence, and poverty. When girls are educated, they gain independence and economic opportunities. Organizations like 1GOAL and Malala Yousafzai advocate for girls' education to empower girls and boost countries' economies. Educating girls has wide-ranging benefits including improved health, delaying marriage and childbearing, and allowing girls to determine their own futures.
The state of_world_population_2016_-_englishNguyen Linh
The document discusses the importance of supporting 10-year-old girls and realizing their potential. It notes that at age 10, girls face risks like child marriage, dropping out of school, and gender discrimination that can limit their future. However, with the right support for health, education and empowerment, 10-year-old girls can grow up to contribute greatly to their communities and help achieve global development goals like ending poverty and hunger. Realizing the full potential of today's 10-year-old girls is key to achieving the vision of the UN's 2030 Agenda for Sustainable Development.
The document discusses supporting education in rural schools. It notes the challenges faced by the Eastern School District which manages both urban and rural schools across a large geographical area. Rural schools often have much lower student enrollment than urban schools. The district aims to provide equal quality education for all students despite these challenges. It also discusses issues like poverty and socioeconomic factors that impact rural communities and schools.
In December 2009, the United Nations General Assembly adopted resolution 64/134 proclaiming the Year, signifying the importance the international community places on integrating youth-related issues into global, regional, and national development agendas. Under the theme Dialogue and Mutual Understanding, the Year aims to promote the ideals of peace, respect for human rights and solidarity across generations, cultures, religions and civilizations.
This document outlines the UNV Youth Volunteering Strategy for 2014-2017. It analyzes the current context of youth and volunteerism globally. Key points include:
- There are over 1.2 billion youth worldwide who face challenges like unemployment but also have great potential.
- Volunteerism can help address social issues and develop job skills for youth.
- Barriers to youth volunteerism include lack of opportunities, social exclusion, and limited research on impacts.
- Changes like increased travel and online volunteering are creating new opportunities for youth.
- The strategy aims to strengthen youth volunteerism and participation through principles, approaches and partnerships over the next four years.
Co-author.
This Framework responds to the demands of country leaders, partners, and
youth organizations worldwide, for the Bank to generate new ‘evidence-based’ knowledge for the benefit of children
and youth—especially in the areas of economic and social benefits, costs, and the impact of investment—and to shape
subsequent policy responses across the development spectrum. Through wide consultation at country, regional and
global levels, the Framework also reflects the broad priorities identified by young people from every continent.
The Framework reflects years of operational experience by the World Bank and its partners in helping improve the
lives of young people through the more traditional means of Education, Health, Social Protection, and overall poverty
reduction. This accumulated body of evidence allows us to know what works, and how best to scale up these interventions.
However, it also highlights our gaps in knowledge and resources, and where we need a more integrated and
cross-sectoral approach to develop policies and interventions that can make a difference in tackling the development
issues facing children and youth today that have, thus far, proven hardest to solve.
Youth in Development: Realizing the Demographic OpportunityDr Lendy Spires
This Policy on Youth in Development is the first of its kind for USAID. It is both timely and necessary as more than half of the world’s population today is under the age of 30, with the vast majority living in the developing world.As Secretary Clinton said in Tunisia in February 2012,“…in every region, responding to the needs and aspirations of young people is a crucial challenge for the future.”
The policy is predicated on emerging best and promising practice for youth develop ment and engagement that are gleaned from USAID and partner’s experience in youth programming, as well as through consultations with young people across the developing world.The policy is further informed by principles and practices articulated in the Presidential Policy Directive on Global Development (PPD), the Quadrennial Diplomacy and Development Review (QDDR), the National Security Strategy 2010, State Department Youth Policy 2011, USAID Forward, and the USAID Policy Framework 20112015. USAID has decades of valuable experience in leading efforts with young people and societies to enable safe and productive transition of youth to adulthood. However, USAID has not always approached its work with youth systematically.
This policy puts forward an overarching goal for youth development along with related objectives and outcomes to be achieved. It outlines a conceptual approach to youth in development and provides guiding principles and operational practices in support of USAID’s efforts to mainstream youth in development, carry out more effective programs, and elevate youth participation. Importantly, this policy will position USAID and its partners to capitalize on favorable global population trends by investing in programs and policies by, with, and for youth that seize opportunity and lead to sustainable growth and human development, including through the realization of what is often referred to as a demographic dividend. Goal: Improve the capacities and enable the aspirations of youth so that they can contribute to and benefit from more stable, democratic, and prosperous communities and nations.
Objectives
1: Strengthen youth programming, participation and partnership in support of Agency development objectives.
2: Mainstream and integrate youth issues and engage young people across Agency initiatives and...
This document summarizes a symposium held by ASCD on the topic of poverty and education. It discusses how a majority of public school students in the US now live in poverty, highlighting research showing the steady increase in the percentage of low-income students over recent decades. Experts at the symposium explored the negative effects of poverty on children's learning and achievement, and ways that policymakers, community leaders, and educators can help address challenges faced by students in poverty. The goal was to have proactive discussions on important issues around poverty and education.
Values and identities in Asia through the lense of connected historytripmhs
This document discusses values and identities in Asia through the lens of connected history. It provides context for the emergence of discourses around "Asian values" in the 1990s, particularly from leaders in Singapore and Malaysia who argued Asian societies prioritized stability, social harmony and communitarianism over individualism and liberal democracy. It also discusses criticisms of the "Asian values" concept and debates around civilizational identities in Asia and the West. Key figures like Lee Kuan Yew are discussed in regards to how they viewed Asian values like family, education and hard work as contributing to economic success in places like Singapore.
This document discusses involving men in promoting gender equality in the workplace. It outlines three barriers to men's involvement: the invisibility of gender issues, a sense of entitlement, and peer pressure from other men. The document argues that gender stereotypes negatively impact both men and women. It states that true change requires evolving masculine identity and building healthy relationships between men and women. The document advocates questioning masculine power structures in companies and taking an inclusive approach that engages men in promoting professional equality.
Migrācija ir daļa no mūsu kopējās vēstures. Stundas plānsliela_stunda
Materiāli sagatavoti starptautiskās akcijas Pasaules lielākā mācību stunda ietvaros.
Plašāk: http://worldslargestlesson.globalgoals.org/
Latvijā: www.skolas.unesco.lv
Seizing the Moment - Student-Centered LearningSteven Brown
This document discusses student-centered learning and makes recommendations to promote its adoption. It contains the following key points:
1. Student-centered learning engages students in powerful learning experiences that inspire passion and prepare them for an unpredictable future.
2. Traditional classrooms are not adequately preparing many students, especially those in disadvantaged communities, for 21st century skills. Student-centered learning can help close achievement gaps while raising standards for all.
3. The document recommends policies at the federal, state, and local levels to support student-centered approaches, expand learning opportunities for underserved youth, and build public support for educational innovation.
The U.S. Agency for International Development (USAID) is committed to providing development assistance that improves the lives of women, men, and children around the world. USAID has a special interest in the advancement of women worldwide. Women’s health, education, economic opportunity and human rights are at the core of successful, stable societies and economic growth.
One of the fundamental principles of the Department of State/USAID strategic plan is that “all citizens, men and women, are vital to meeting the critical challenges of today and reaching the goals of equality, peace and security.” USAID’s commitment to the full inclusion of women dates back to 1973, when the United States Congress passed the “Percy Amendment” to the Foreign Assistance Act, requiring that particular attention be given to integrating women into national economies to improve the status of women and to assist the overall development effort.
Today, USAID embraces this goal, and seeks to understand the different needs of men and women, to improve the efficiency and overall impact of its programs, and to ensure that both women and men have equitable access to development activities and their benefits. This document profiles USAID efforts to address barriers to full access to opportunity for women and men throughout the developing world. The success stories are a testament to the progress women and men have made. The selected examples illustrate the many efforts made by the USAID field missions, the Office of Women in Development, and other operating units in USAID to fully integrate women into development programs and policies throughout USAID. It is important to note that women’s leadership is not treated as a separate category in this report, but is reflected in all the examples.
Women are becoming political leaders, grassroots leaders, leaders in their professions, leaders in their communities, and heads of households, especially in regions ravaged by HIV/AIDS and conflict, and are growing into leaders in many other ways. As a result, all USAID efforts to support women’s skills, opportunities and rights contribute to “women’s leadership.” WOMEN, MEN AND DEVELOPMENT 1
The World Youth Report 2013—Youth Migration and Development is the product of the efforts, contributions and support of many people and organizations. From the outset, the process of developing the Report involved a range of participatory
consultations designed to draw on the perspectives of youth on how migration affects them. These consultative sessions
included a five-week e-consultation process, a survey on youth migration and development, a call for visual art
illustrating the daily life experiences of young migrants as well as youth initiatives on migration and development,
and a Google+ Hangout held on 6 March 2013 to identify sustainable solutions for addressing youth migration challenges.
For more information: http://www.unworldyouthreport.org/
This executive summary from Save the Children's 2014 State of the World's Mothers report finds that over half of maternal and child deaths occur in fragile settings affected by conflict and natural disasters. It examines the impact of humanitarian crises on mothers and children in Democratic Republic of Congo, Syria, the Philippines, and the United States. Key findings include that conflicts have displaced more people than ever before, and fragile states face chronic health challenges in addition to crises. Case studies show humanitarian emergencies undermine health systems and endanger mothers and young children through issues like lack of access to medical care. The report recommends greater investment in disaster-resilient health infrastructure and emergency response to support mothers and families in crisis-affected areas.
This document provides information and guidance for a lesson on refugees and migration. It includes definitions of key terms, objectives for the lesson, background resources, and a detailed lesson plan. The plan involves students viewing short videos about refugee experiences, discussing definitions in small groups, imagining what life would be like for refugees, and considering actions they could take to help. The document aims to help students build empathy and understanding of forced migration.
Talking points for the high level youth policy dialogue on sustainable develo...Dr Lendy Spires
The document discusses inequalities faced by young people, particularly young women, in Africa. It notes that over 70% of Africa's youth live on less than $2 per day, and unemployment rates for youth are much higher than for adults. Specific inequalities highlighted include lack of access to education, employment opportunities, financial resources, participation in governance, and benefits from extractive industries. The document proposes strategies for addressing these inequalities, such as ensuring youth participation in development processes, promoting women's financial inclusion, implementing gender-responsive policies, and engaging the private sector and men/boys to change social norms.
In this deck from the HPC User Forum, Kelly Gaither from TACC presents: The Computing4Change Program.
"Computing4Change is a competition empowering people to create change through computing.
The competition is for students from diverse disciplines and backgrounds who want to work collaboratively to:
* Learn to apply data analysis and computational thinking to a social challenge
* Experience the latest tools and techniques for exploring data through visualization
* Expand skills in team-based problem solving
* Learn how to communicate ideas more effectively to the general public
Watch the video: https://wp.me/p3RLHQ-k7O
Learn more: https://www.sighpc.org/for-our-community/computing4change
and
http://hpcuserforum.com
Sign up for our insideHPC Newsletter: insidehpc.com/newsletter
- Young people in Indonesia were the happiest in the survey, scoring 90% on the net happiness score. They also had the highest proportion who reported good emotional wellbeing.
- Indian young people were second most likely to say they are very happy and were the second most hopeful about the world becoming better. They believed education was the largest cause of hope.
- Japanese young people were the unhappiest of the 20 countries polled, with less than half reporting being happy or very happy. They also had one of the highest rates of reported unhappiness.
Education is Empowerment - Contemporary Social Issues Media Project200253049
Girls in developing countries face barriers to education such as child marriage, motherhood, violence, and poverty. When girls are educated, they gain independence and economic opportunities. Organizations like 1GOAL and Malala Yousafzai advocate for girls' education to empower girls and boost countries' economies. Educating girls has wide-ranging benefits including improved health, delaying marriage and childbearing, and allowing girls to determine their own futures.
The state of_world_population_2016_-_englishNguyen Linh
The document discusses the importance of supporting 10-year-old girls and realizing their potential. It notes that at age 10, girls face risks like child marriage, dropping out of school, and gender discrimination that can limit their future. However, with the right support for health, education and empowerment, 10-year-old girls can grow up to contribute greatly to their communities and help achieve global development goals like ending poverty and hunger. Realizing the full potential of today's 10-year-old girls is key to achieving the vision of the UN's 2030 Agenda for Sustainable Development.
The document discusses supporting education in rural schools. It notes the challenges faced by the Eastern School District which manages both urban and rural schools across a large geographical area. Rural schools often have much lower student enrollment than urban schools. The district aims to provide equal quality education for all students despite these challenges. It also discusses issues like poverty and socioeconomic factors that impact rural communities and schools.
In December 2009, the United Nations General Assembly adopted resolution 64/134 proclaiming the Year, signifying the importance the international community places on integrating youth-related issues into global, regional, and national development agendas. Under the theme Dialogue and Mutual Understanding, the Year aims to promote the ideals of peace, respect for human rights and solidarity across generations, cultures, religions and civilizations.
This document outlines the UNV Youth Volunteering Strategy for 2014-2017. It analyzes the current context of youth and volunteerism globally. Key points include:
- There are over 1.2 billion youth worldwide who face challenges like unemployment but also have great potential.
- Volunteerism can help address social issues and develop job skills for youth.
- Barriers to youth volunteerism include lack of opportunities, social exclusion, and limited research on impacts.
- Changes like increased travel and online volunteering are creating new opportunities for youth.
- The strategy aims to strengthen youth volunteerism and participation through principles, approaches and partnerships over the next four years.
Co-author.
This Framework responds to the demands of country leaders, partners, and
youth organizations worldwide, for the Bank to generate new ‘evidence-based’ knowledge for the benefit of children
and youth—especially in the areas of economic and social benefits, costs, and the impact of investment—and to shape
subsequent policy responses across the development spectrum. Through wide consultation at country, regional and
global levels, the Framework also reflects the broad priorities identified by young people from every continent.
The Framework reflects years of operational experience by the World Bank and its partners in helping improve the
lives of young people through the more traditional means of Education, Health, Social Protection, and overall poverty
reduction. This accumulated body of evidence allows us to know what works, and how best to scale up these interventions.
However, it also highlights our gaps in knowledge and resources, and where we need a more integrated and
cross-sectoral approach to develop policies and interventions that can make a difference in tackling the development
issues facing children and youth today that have, thus far, proven hardest to solve.
Youth in Development: Realizing the Demographic OpportunityDr Lendy Spires
This Policy on Youth in Development is the first of its kind for USAID. It is both timely and necessary as more than half of the world’s population today is under the age of 30, with the vast majority living in the developing world.As Secretary Clinton said in Tunisia in February 2012,“…in every region, responding to the needs and aspirations of young people is a crucial challenge for the future.”
The policy is predicated on emerging best and promising practice for youth develop ment and engagement that are gleaned from USAID and partner’s experience in youth programming, as well as through consultations with young people across the developing world.The policy is further informed by principles and practices articulated in the Presidential Policy Directive on Global Development (PPD), the Quadrennial Diplomacy and Development Review (QDDR), the National Security Strategy 2010, State Department Youth Policy 2011, USAID Forward, and the USAID Policy Framework 20112015. USAID has decades of valuable experience in leading efforts with young people and societies to enable safe and productive transition of youth to adulthood. However, USAID has not always approached its work with youth systematically.
This policy puts forward an overarching goal for youth development along with related objectives and outcomes to be achieved. It outlines a conceptual approach to youth in development and provides guiding principles and operational practices in support of USAID’s efforts to mainstream youth in development, carry out more effective programs, and elevate youth participation. Importantly, this policy will position USAID and its partners to capitalize on favorable global population trends by investing in programs and policies by, with, and for youth that seize opportunity and lead to sustainable growth and human development, including through the realization of what is often referred to as a demographic dividend. Goal: Improve the capacities and enable the aspirations of youth so that they can contribute to and benefit from more stable, democratic, and prosperous communities and nations.
Objectives
1: Strengthen youth programming, participation and partnership in support of Agency development objectives.
2: Mainstream and integrate youth issues and engage young people across Agency initiatives and...
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This report provides a global overview of women in business and management positions. It finds that while women have increased access to education and employment opportunities, they still face obstacles in advancing to higher levels of leadership. Specifically, women make up only 5% of CEOs of large global corporations and face "glass ceilings" and "glass walls" that prevent them from strategic management roles. The report highlights both the challenges women face as well as the business case for promoting gender diversity in management. It provides data and recommendations for improving women's representation in business leadership positions.
This document summarizes an academic article that explores the complexities of Vietnamese femininities and how they can provide insights for rethinking women's leadership in universities. It first discusses challenges in analyzing gender in Vietnam due to a lack of terms for gender and feminism in the Vietnamese language. It then explores three themes from interviews with senior women university leaders in Vietnam: 1) The woman as the "general of the interior" who manages the private domestic sphere, 2) The "woman behind the throne" who informally influences decisions, and 3) "Behind a woman is another woman" which reflects the importance of female social networks. These themes illustrate distinct forms of Vietnamese femininity and emphasize women's "informal power" both
This summary provides an overview of the key points in the document:
1) The document introduces terms like feminism, intersectional feminism, and transnational feminism, discussing their definitions and how artists have explored them.
2) Examples are given of several artists, including Adrian Piper and her performance art pieces addressing racism and sexism, and Simone Leigh's "Free People's Health Clinic" project highlighting healthcare issues in the Black community.
3) The discussion then shifts to examining Asian-American identity, summarizing a past project by the author and Hong-An Truong exploring the history of Chinese immigration to the US.
Progress for Children: A report card on adolescents provides an overview of the situation of adolescents in the developing world and beyond: who they are, where they live and how their needs are – and are not – being met. The analysis derives from a wealth of data from household surveys, including the UNICEF-supported Multiple Indicator Cluster Surveys (MICS). The report finds that adolescents remain vulnerable in critical areas, despite having benefited earlier in their lives from programmes and policies for younger children. It makes a compelling case for increased efforts in advocacy, programming and policy to realize the rights of adolescents and fulfil the Millennium Development Goals (MDGs). Progress for Children: A report card on adolescents is the tenth in a UNICEF series that examines progress towards the MDGs for children.
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At Education Cannot Wait, we believe in a world where all children and youth affected by crises can learn free of cost, in safety and without fear in order to grow and reach their full potential.
An estimated 75 million girls and boys have limited or no access to education due to crisis and conflicts around the globe. That’s more than the total population of Canada, Denmark and the Netherlands combined. It is urgent to invest in their education now to safeguard their future. This is an investment in girls and boys living in some of the harshest and most dangerous conditions on the planet. It is also an investment in stronger societies, in more resilient economies, in the end of poverty and hunger, and in a brighter future for generations to come.
Youth shaping sustainable and innovative solution - Reinforcing the 2030 agen...Christina Parmionova
The document provides background on the 2024 UN ECOSOC Youth Forum taking place from April 16-18 to discuss sustainable development goals and solutions to crises facing the world presented by young people. It outlines the forum's themes of reinforcing the 2030 agenda and eradicating poverty in times of multiple crises through innovative solutions. Key topics to be addressed include progress and challenges for goals around ending poverty and hunger, climate action, peace and justice, and global partnerships. The forum aims to leverage young people's ideas and engage them in discussions with member states on achieving the sustainable development goals.
This document provides an overview of a publication by the International Youth Foundation titled "What Works in Youth Media: Case Studies from Around the World". It examines several youth media programs around the world that empower young people by giving them a platform to have their voices heard on important issues while also helping them develop important life skills. The publication contains profiles of 7 different youth media programs operating in diverse countries, showing how they harness the creativity and passion of youth. These programs provide youth with opportunities to gain skills in areas like journalism, communication, teamwork and more that they can apply throughout their lives.
This document profiles 7 youth media programs from around the world. It discusses how the programs empower young people by giving them opportunities to have their voices heard on issues they care about. The programs help youth develop important life skills like teamwork, communication, and confidence while educating the public on topics from human rights to HIV/AIDS. Challenges include securing ongoing funding, but the programs demonstrate the power of youth to drive positive change through media.
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To mark the 25th anniversary of the Convention on the Rights of the Child, this edition of The State of the World’s Children calls for brave and fresh thinking to address age-old problems that still affect the world’s most disadvantaged children. The report is inspired by the work of innovators around the world – who are pushing boundaries and crafting solutions for local problems that reflect urgent global needs – towards a future in which all children can enjoy their rights. The Executive Summary features many of the elements that are highlighted in the main interactive online report, including the extraordinary stories of young innovators. It also presents key statistics on child survival, development and protection for the world’s countries, areas and regions.
This document discusses vulnerable groups including orphaned and vulnerable children, people with disabilities, and the elderly who care for orphaned children. It provides statistics on the large numbers of orphans worldwide and children affected by issues like poverty, exploitation, and lack of access to education. Specifically in South Africa, it notes the high percentage of orphans due to HIV/AIDS and challenges they face living in child-headed households or being cared for by grandparents. Addressing the needs of these vulnerable groups is important for achieving the UN's Millennium Development Goals.
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This document provides a summary of progress made towards achieving the Millennium Development Goals (MDGs) and lessons that can be learned from both successes and failures. While significant strides were made in areas like child survival, nutrition, and education access, millions of vulnerable children were left behind, especially those in poverty, living in rural areas, or facing other forms of disadvantage. Going forward, it will be important to focus on reaching the hardest-to-reach children through more equitable, data-driven programs and by strengthening health, education and social protection systems. Measuring average progress at the national level is not enough; success must also be measured by how much the most disadvantaged benefit.
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This document discusses the need for a youth parliament in India to better represent and engage youth in decision making. It notes that while India has a large youth population, they have little representation in parliament. The document argues that a youth parliament, even in an advisory capacity, could help policymakers understand the needs and aspirations of youth. It also provides background context on definitions of youth, the size of the youth population globally, and current levels of youth political participation worldwide which are generally low.
Need of youth parliament a new public & advisory managementNaveen BR
This document discusses the need for a youth parliament in India to better represent and engage youth in decision making. It notes that while India has a large youth population, they have little representation in parliament. The document argues that a youth parliament, even in an advisory capacity, could help policymakers understand the needs and aspirations of youth. It also provides background context on definitions of youth, the size of the youth population globally, and current levels of youth political participation worldwide which are generally low compared to older populations.
Children in Danger: Act to End Violence Against Children ABA IHRC
Every five minutes, a child is killed by violence, a new report by UNICEF UK said. A majority of these deaths occur outside of war zones. The report, published this week by the UK branch of the United Nations children’s agency, said that violence kills more than 340 people under the age of 20 every day around the globe. Seventy-five percent of these deaths are reportedly caused by interpersonal violence, rather than war.
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This document outlines Rotary International's 2021-22 presidential initiative to empower girls worldwide through enhancing their safety, health, education, and well-being. It begins by explaining the benefits of empowering girls, such as reducing poverty and increasing economic growth. It then details many challenges girls face, such as sex selection, lack of access to education and healthcare, child marriage, and violence. Finally, it provides suggestions for how Rotary clubs can get involved through local community projects that address challenges faced by girls.
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There are approximately 900 million adolescent girls and young women in the world who face significant challenges. Many have low primary school completion rates, high rates of child marriage, health risks from early pregnancy, and high risk of contracting HIV/AIDS. They also face threats of violence, trafficking, and harmful practices. However, investing in girls through education and health interventions has significant social and economic benefits, including increased incomes, lower infant mortality, slower population growth, and greater gender equality. The UN has adopted various frameworks and initiatives to promote and protect the rights of girls and empower the most vulnerable.
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Idgc briefing bookfinal28sept
1. Briefing Book
28 September 2015
Making Sure Adolescent Girls Do Not Disappear
The Power of the Adolescent Girl: Vision for 2030
Contents
Overview.............................................................................................................................1
Core Narrative.................................................................................................................2
Left behind ......................................................................................................................3
Why it matters .................................................................................................................3
The way forward..............................................................................................................4
Key Messages ....................................................................................................................5
Audiences and Asks ...........................................................................................................7
Assets and Resources........................................................................................................8
Multimedia.......................................................................................................................8
Social media....................................................................................................................8
Publications.....................................................................................................................8
Additional resources........................................................................................................8
Events and Milestones........................................................................................................9
Influencer Outreach ..........................................................................................................10
International
Day of the Girl
Child 2015
2. 1
Overview
Throughout the world, adolescent girls are disappearing from the international development
agenda even as progress is made on education, health, HIV and AIDS and protection
against violence.
They are disappearing through lack of education. They are disappearing because of
preventable diseases. They are disappearing because of child marriage. They are
disappearing from lack on investment in the policies, services and initiatives that could
strengthen their futures and maximize their potential.
In short, adolescent girls have not received the attention they deserve as individuals. As a
group, they have not been provided with the support they need to overcome inequalities and
discrimination that deprive them of a fair chance in life.
Interventions that bolster the health, safety and education of girls age 10 to 19 are necessary
to secure the rights of the many millions of girls and young women who have been left
behind. They are also necessary because adolescent girls play a ‘make or break’ role in
some of the most important challenges of the next decades. Indeed investing in adolescent
girls is one of the smartest ways to secure a better and more sustainable future for all.
The importance of redoubling efforts and focusing on adolescent girls is the emphasis of the
2015 International Day of the Girl Child, marked on 11 October. This year the theme is: The
Power of the Adolescent Girl: Vision for 2030.
The International Day of the Girl Child was established by United Nations resolution in 2011.
The inaugural day in 2012 focused on ending child marriage. In 2013, the theme was
Innovating for Girls’ Education. Last year, the theme was Empowering Adolescent Girls:
Ending the Cycle of Violence. As the lead agency, UNICEF, in consultation with other United
Nations agencies and civil society partners, selected this year’s theme in recognition of the
critical role adolescent girls will play as the global community implements the Sustainable
Development Goals.
This briefing book establishes UNICEF’s core narrative and key messaging, identifies
objectives and audiences, and outlines the assets for the International Day of the Girl Child
2015. The information provided supports communication efforts by UNICEF and its partners.
Additionally, the briefing book provides the basis for messaging that can be used to support
regional and national efforts on International Day of the Girl Child. It can be adapted to
promote regional and national issues important to adolescent girls.
Adolescents, and adolescent girls in particular, will be an increasingly important part of
UNICEF’s public advocacy and outreach. In addition to the International Day of the Girl
Child, adolescents, youth and millennials will be an important part of Universal Children’s
Day on 20 November, when they are expected to play a significant role in Equity Summits
and #fightunfair forums around the globe.
A focus on adolescents and adolescent girls in particular will be a critical part of World AIDS
Day on 1 December. They are also expected to play an empowered role in discussions
about climate change in advance of the United Nations Conference on Climate Change
(COP21) to be held in Paris 30 November – 11 December 2015.
3. 2
Core Narrative
Adolescent girls are disappearing. They are disappearing from public awareness and the
international development agenda.
Failure to invest in policies and programmes tailored to the distinct needs of adolescent girls
age 10 to 19 has made them nearly invisible.
Consider that:
Less than two cents of every development dollar goes to programmes for adolescent
girls, particularly those aged 10–14.1
Even as AIDS-related deaths decreased rapidly between 2001 and 2013 in other
populations, adolescents aged 10 to 19 were left behind; 2
in some countries,
adolescent girls were two to three times more likely to be infected by HIV than boys
of the same age group.3
By the end of 2015, 57 per cent of illiterate young people aged 15 to 24 will be
female.4
Nearly 84 million adolescent girls in formal unions have experienced some form of
intimate partner violence.5
In 2012, 17 per cent of women were married between 15 and 19 years of age.6
However, there are nearly 600 million girls aged 10 to 19 in the world today, each with
limitless individual potential. 7
In the next decades, these girls will represent a large percentage of the workforce and will
grow into future leaders, innovators and teachers. Many will also be the mothers and
caregivers of a new generation. They have the potential to inspire change.
Failure to invest in their futures comes at a high price. Without investment in adolescent
girls, much recent progress on HIV and AIDS, maternal and newborn health, protection and
education will be wasted.
The world will suffer from the lost potential; economic growth will slow and hopes for creating
a sustainable and equitable world will not be realized.
And the rights of many millions of adolescent girls will remain neglected.
As a group, adolescent girls can be a formidable force for create a better world. With the
right investments, support and interventions, adolescent girls have the power and potential
to transform families, communities, nations and the world.
1
United Nations Foundation. Girl Up Fact Sheet. < http://www.unfoundation.org/assets/pdf/girl-up-fact-sheet.pdf>
2
United Nations Children’s Fund, ‘Beyond Averages: Learning from the MDGs’, Progress for Children No. 11, UNICEF, New York, June 2015, p.
38.
3
United Nations Children’s Fund, ‘Beyond Averages: Learning from the MDGs’, Progress for Children No. 11, UNICEF, New York, June 2015, p.
38.
4
United Nations Educational, Scientific and Cultural Organization, Education for All Global Monitoring Report 2000–2015: Achievements and
Challenges, UNESCO, Paris, March 2015, p. 331.
5
United Nations Children’s Fund, A Statistical Snapshot of Violence against Adolescent Girls, UNICEF, New York, October 2014, p. 15.
6
United Nations Educational, Scientific and Cultural Organization, Education for All Global Monitoring Report 2000–2015: Achievements and
Challenges, UNESCO, Paris, March 2015, p. 165.
7
United Nations Population Fund, The State of the World Population 2014: The Power of 1.8 Billion Adolescents, Youth and the Transformation
of the Future, UNFPA, New York, 2014, p. ii.
4. 3
Left behind
Though many gender disparities have decreased for young girls and adult women, gaps
continue to widen for adolescent girls. Many millions of adolescent girls are excluded from
quality secondary education, access to media and information technology. They do not
receive information about puberty and reproductive health. They are subjected to child
marriage, female genital mutilation and cutting, unwanted pregnancies, sexually transmitted
diseases and gender-based violence, all of which have lifelong consequences. During times
of conflict and disaster, adolescent girls are among the most vulnerable to exploitation, child
marriage, rape and other forms of violence.
Adolescent girls are among the most marginalized and neglected groups in the world. For
example:
Over 62 million adolescents are out of school – just over half of them are girls.8
If there is no reduction in the practice of child marriage, the number of girls under age
18 married each year will grow from 15 million today to 16.5 million in 2030.9
In sub-Saharan Africa, universal primary school completion for the poorest boys is
not anticipated until 2069; for the poorest girls it is not anticipated until 2086.10
If current population growth trends continue, by 2030 nearly one in four adolescent
girls will live in sub-Saharan Africa where the total number of adolescent mothers
under 18 year of age is projected to rise from 10.1 million in 2010 to 16.4 million in
2030.11
28 million adolescent girls aged 10 – 19 have experienced female genital
mutilation/cutting (FGM/C).12
One of the main reasons adolescent girls are left behind is that they are not recognized as a
distinct group. Services and programmes are not targeted to the age-specific needs of girls
age 10 to 19 and interventions for young girls and adult women fail to address the barriers
and disadvantages adolescent girls face.
In addition, families, communities and policymakers intentionally and unintentionally
perpetuate gender discrimination by assigning adolescent girls to sexual, domestic and
caregiving roles.
Why it matters
The current generation of adolescents are part of the largest youth generation in history –
and the future rests in their hands. However, many millions of the world’s 600 million
adolescent girls struggle with specific deprivations.13
In many cases, gender and poverty
intermix with other deprivations to create a vicious circle of inequality that continues for
generations.
8
United Nations Educational, Scientific and Cultural Organization Institute for Statistics, Global Monitoring Report, Education for All:
Achievements and Challenges 2000 – 2015, UNESCO, Paris, March 2015, p. 375.
9
United Nations Children’s Fund, Ending Child Marriage: Progress and prospects, UNICEF, New York, 2013, p. 6.
10 United Nations Educational, Scientific and Cultural Organization Institute for Statistics, Fixing the Broken Promise of Education for All: Findings
from the Global Initiative on Out-of-School Children, UIS, Montreal, 2015, p. 61.
11
United Nations Population Fund, Motherhood in Childhood. Facing the challenges of adolescent pregnancy, UNFPA, New York, 2013, p. 14.
12
United Nations Children’s Fund, A Statistical Snapshot of Violence against Adolescent Girls, UNICEF, New York, October 2014, p. 19.
13
United Nations Population Fund, The State of the World Population 2014: The Power of 1.8 Billion Adolescents, Youth and the Transformation
of the Future, UNFPA, New York, 2014, p. ii.
5. 4
However, investment in girls’ health, safety and education pays development dividends. For
example:
Research shows that half the reduction in under 5 mortality can be traced to
increases in schooling for young women.14
If all women had secondary education, there would be 49 per cent fewer child deaths
in low- and lower middle income countries.15
Children of more educated mothers are more likely to receive vaccines, see a doctor
if they are sick, receive rehydration if they have diarrhoea, sleep under insecticide-
treated nets, and benefit from other health-related practices.16
If all women completed primary education, maternal mortality would fall by 66 per
cent, saving the lives of 189,000 women every year.17
The way forward
Adolescent girls have the potential to bring about change in their own lives and futures. In
the near future, they will make up a large portion of the workforce; they will make up at least
half of the voting public and have the potential to be a powerful political force. Many will be
the leaders of tomorrow.
Political will and funding today are essential for programmes and policies that prepare
adolescent girls to take their rightful place at the forefront of public and private life tomorrow.
Investing in the power of adolescent girls upholds the rights of individual children. However,
it is also a recipe for a more equitable and prosperous future – one in which half of humanity
is an equal partner in solving the problems of economic growth, disease prevention, political
conflict and climate change.
With age-specific investments, interventions, policies and programmes, adolescent girls can
be empowered to forge a new future for themselves and the world. These efforts must
include investment in education, skills training and access to information technology. In
addition, menstrual hygiene management, HIV education and reproductive health services
are essential. Programmes and investments must also combat attitudes and behaviours –
child marriage, female genital mutilation and cutting, and sexual violence – that endanger
girls and impede their empowerment and progress.
UNICEF can point to successes that stem from these efforts and others. They include
alternative learning opportunities that have offered adolescent girls a second chance at an
education, behaviour change communication that takes aim at harmful customs and
practices, and HIV programmes that involve adolescents in peer-to-peer education. Water,
sanitation and hygiene programmes in schools have allowed girls to serve as agents of
behaviour change in their families and communities.
14
Gakidou, Emmanuela, Krycia Cowling, Rafael Lozano and Christopher Murray, ‘Increased educational attainment and its effect on child
mortality in 175 countries between 1970 and 2009: A systematic analysis’, The Lancet, vol. 376, 2010, pp. 959–974.
15
United Nations Educational, Scientific and Cultural Organization, Education for All Global Monitoring Report 2013/14: Teaching and Learning:
Achieving quality for all – Gender Summary, UNESCO, Paris, 2014, p. 20.
16
United Nations Children’s Fund, The Investment Case for Education and Equity, UNICEF, New York, January 2015, p. 10.
17
United Nations Educational, Scientific and Cultural Organization, Education for All Global Monitoring Report 2013/14: Teaching and Learning:
Achieving quality for all – Gender Summary, UNESCO, Paris, 2014, p. 24.
6. 5
These efforts are only the start. Much more is needed to empower adolescent girls to
advance gender equality for themselves and for the sustainable advancement of their
families, communities and nations.
Key Messages
Adolescent girls are disappearing from public awareness and the international
development agenda.
In 2013, girls accounted for nearly two thirds of new HIV infections among
adolescents aged 15 to 19.18
About 1 of every 10 girls under age 20 has been raped or subjected to a forced
sexual act.19
Nearly a quarter of girls aged 15 to 19 reported being victims of violence since they
turned 15.20
In 2012, 17 per cent of women were married between 15 and 19 years of age.21
If there is no reduction in the practice of child marriage, the number of girls under age
18 married each year will grow from 15 million today to 16.5 million in 2030 to over
18 million in 2050.22
An estimated half a billion women and girls lack adequate facilities to manage
menstrual hygiene needs with dignity, privacy and safety.23
In two thirds of the countries in which there is gender disparity in lower secondary
education, it is girls who miss out.24
Only 17 per cent of young women from the poorest households have comprehensive
knowledge of HIV.25
However, adolescent girls have the power and potential to transform the world for the
better – for themselves and us all.
If all women had secondary education, there would be 49 per cent fewer child
deaths.26
A literate mother is 23 per cent more likely on average to seek help from a skilled
attendant at the birth of a child.27
In low-income countries, if all mothers had a secondary education, there would be a
26 per cent reduction in stunting.28
18
United Nations Children’s Fund, ‘Beyond Averages: Learning from the MDGs’, Progress for Children No. 11, UNICEF, New York, June 2015,
p. 39.
19
United Nations Children’s Fund, Hidden in Plain Sight: A statistical analysis of violence against Children, UNICEF, New York, 2014.
20
United Nations Children’s Fund, Hidden in Plain Sight: A statistical analysis of violence against Children, UNICEF, New York, 2014.
21
United Nations Educational, Scientific and Cultural Organization, Education for All Global Monitoring Report 2000–2015: Achievements and
Challenges, UNESCO, Paris, March 2015, p. 165.
22
United Nations Children’s Fund, Ending Child Marriage: Progress and prospects, UNICEF, New York, 2013, p. 6.
23
World Health Organization and United Nations Children’s Fund, 25 Years of Progress on Sanitation and Drinking Water: 2015 update and MDG
Assessment, WHO and UNICEF, Geneva and New York, June 2015, p. 45.
24
United Nations Educational, Scientific and Cultural Organization, Education for All Global Monitoring Report 2013/14: Teaching and Learning:
Achieving quality for all – Gender Summary, UNESCO, Paris, 2014, p. 8.
25
United Nations Children’s Fund, ‘Beyond Averages: Learning from the MDGs’, Progress for Children No. 11, UNICEF, New York, June 2015, p.
40.
26
United Nations Educational, Scientific and Cultural Organization, Education for All Global Monitoring Report 2013/14: Teaching and Learning:
Achieving quality for all – Gender Summary, UNESCO, Paris, 2014, p. 20.
27
United Nations Educational, Scientific and Cultural Organization, Education for All Global Monitoring Report 2013/14: Teaching and Learning:
Achieving quality for all – Gender Summary, UNESCO, Paris, 2014, p. 23.
28
United Nations Educational, Scientific and Cultural Organization, Education for All Global Monitoring Report 2013/14: Teaching and Learning:
Achieving quality for all – Gender Summary, UNESCO, Paris, 2014, p. 26.
7. 6
In sub-Saharan Africa and South and West Asia, child marriage would drop by 64 per
cent if all women had a secondary education.29
From 1970 to 2009, more than half the reduction in under 5 mortality can be traced to
increases in the average number of years of schooling for young women.30
Investing in adolescent girls is one of the smartest ways to secure a better and more
sustainable future.
Investing in girls so they can complete the next level of education could lead to
lifetime earnings of up to 68 percent of annual gross domestic product.31
The cost of adolescent pregnancy as a share of gross domestic product could be as
high as 30 per cent over a girl’s lifetime.32
Women and girls reinvest 90 per cent of their income back into their families and
communities, compared to only 30 – 40 per cent for men and boys.33
With targeted investments in age-specific programmes and services, we can empower
adolescent girls to be the leaders and innovators of tomorrow.
Education, skills training and access to information technology can transform
adolescent girls’ lives and prepare girls for life, jobs and leadership.
Investment in age-specific services on puberty, menstrual hygiene management, and
sexual and reproductive health are essential to providing adolescent girls with the
health care information and services they need.
Physical, mental and sexual violence against adolescent girls in any form must not
be tolerated.
Social and economic policies must be enacted and consistently implemented to
protect adolescent girls from child marriage, trafficking and sexual exploitation.
29
United Nations Educational, Scientific and Cultural Organization, Education for All Global Monitoring Report 2013/14: Teaching and Learning:
Achieving quality for all – Gender Summary, UNESCO, Paris, 2014, p. 29.
30
Gakidou, Emmanuela, Krycia Cowling, Rafael Lozano and Christopher Murray, ‘Increased educational attainment and its effect on child
mortality in 175 countries between 1970 and 2009: A systematic analysis’, The Lancet, vol. 376, 2010, pp. 959–974.
31
Chaaban, Jad and Wendy Cunningham, ‘Measuring the Economic Gain of Investing in Girls: The Girl Effect’, Policy Research Working Paper
5753 of The World Bank Human Development Network Children and Youth Unit and Poverty Reduction and Economic Management Network
Gender Unit, The World Bank, Washington, D.C., August 2011, p 2.
32
Chaaban, Jad and Wendy Cunningham, ‘Measuring the Economic Gain of Investing in Girls: The Girl Effect’, Policy Research Working Paper
5753 of The World Bank Human Development Network Children and Youth Unit and Poverty Reduction and Economic Management Network
Gender Unit, The World Bank, Washington, D.C., August 2011, p 2.
33
https://girlup.org/impact/challenges-girls-face/leadership/
8. 7
Audiences and Asks
In order to unlock the power of adolescent girls, many stakeholders will need to come
together.
Political will and support is required to prepare adolescent girls to reach their full potential
and contribute to creating a better world for themselves and us all.
Funding will also be necessary to provide age-specific policies and programmes that support
adolescent girls.
Therefore, UNICEF calls on United Nation agencies and Member States, civil society
organizations, and private sector stakeholders to commit to putting adolescent girls at the
centre of sustainable development efforts by:
Giving adolescent girls the status and attention that they deserve when planning
policies, programmes and investment.
Investing in high quality education, skills, training, access to technology and other
learning initiatives that prepare girls for life, jobs and leadership.
Investing in health and nutrition suitable for adolescent years, including services and
education on puberty education, menstrual hygiene management, and sexual and
reproductive health.
Promoting zero tolerance for physical, mental, and sexual violence.
Enacting and consistently implementing social, economic, and policy mechanisms to
combat early marriage and female genital mutilation and cutting.
Investing in the creation and maintenance of social and public spaces for civic and
political engagement, creativity and talent enhancement.
Promoting gender-responsive legislation and policies across all areas, especially for
adolescent girls who are disabled, vulnerable and marginalized, and victims of
trafficking and sexual exploitation.
9. 8
Assets and Resources
Assets and resources will be available to build momentum leading up to the International
Day of the Girl Child. They will also help continue the conversation on the importance of
adolescent girls going beyond the events of the day.
Multimedia
Multimedia materials for the International Day of the Girl Child will be available on WeShare.
Social media
Social media materials for the International Day of the Girl Child also will be available on
WeShare. They include:
Videos
Factographs – graphic presentations of information on adolescent girls
Online visualization tools will also be available.
An online story: To bring alive the many inequalities adolescent girls face, UNICEF is
partnering with the Nike Foundation to create a compelling online story on its
Instagram platform.
An interactive tool: The Education for All Global Monitoring Report at UNESCO is
also producing an online interactive tool that allows users to discover how different
circumstances contribute to the gender gap and affect a girl’s chances of going to
school and learning. (link TK)
Publications
Gender and Education for All 2000-2015: Achievements and Challenges (link TK)
To mark International Day of the Girl Child, the Education for All Global Monitoring Report at
UNESCO will launch this Gender Summary which reports on global progress in achieving
gender equity and equality in education since the year 2000. This report is published in
partnership with UNICEF and United Nations Girls’ Education Initiative (UNGEI) and will be
launched at a high-level panel event in UNICEF House, New York.
Additional resources
New International Day of the Girl Child logo: available on WeShare soon
Hashtag for Twitter, Instagram and Facebook: #DayofTheGirl
Email: dayofthegirl@unicef.org
Website: www.unicef.org/dayofthegirl
10. 9
Events and Milestones
For the International Day of the Girl Child 2015, UNICEF and its partners will mark the day
with events at Headquarters in New York that recognize the importance of social, economic,
and political investment in adolescent girls. The official day, 11 October, falls on a Sunday
this year, so UNICEF will co-host two events with key partners on Monday 12 October. Both
events will take place at UNICEF House. They are:
1. A moderated high-level discussion forum in conjunction with the launch of the
Gender Summary of the Global Monitoring Report on education which highlights the
importance of investing in girls’ and education. The forum is co-hosted by UNICEF,
UNESCO/GMR, of the United Nations Population Fund (UNFPA), United Nations
Girls’ Education Initiative (UNGEI) and Plan International.
Speakers and panellists include UNICEF Executive Director Anthony Lake, UNICEF
Deputy Executive Director Geeta Rao Gupta, Vice Chair of the Clinton Foundation
Chelsea Clinton, Ange Kagame, First Daughter of Rwanda and women’s rights
activist, Dr. Babatunde Osotimehin, Executive Director of UNFPA, and Aaron
Benavot, Director of the Education for All Global Monitoring Report, which is
published by UNCESCO.
2. An exhibition and showcase on the power of grassroots’ and girls’ initiatives in
moving the girl movement forward. The exhibition and showcase are co-hosted by
UNICEF, Plan International, NIKE Foundation, Girls Not Brides, Together for Girls,
United Nations Foundation, International Center for Research on Women (ICRW),
UNESCO and the Population Council.
11. 10
Influencer Outreach
Influencers are people who possess greater than average potential to influence others due
to attributes such as frequency of communication, personal persuasiveness or size and
effectiveness of their social network. Influencers can and should be activated to strengthen
UNICEF’s brand and support its work by engaging with their existing networks.
Key influencers for Day of the Girl Child can include:
Authority Figures: policy makers, government officials, academics
Advocates: non-profit activists, scientific, technical or business leaders
Public Champions: celebrities, philanthropists, social media advocates
Brand Ambassadors: UNICEF goodwill ambassadors, the Executive Director, and
UNICEF representatives
Engaging influencers for International Day of the Girl Child
At Headquarters, internal stakeholders will be mobilized to reach out to their networks
encouraging them to participate in the day’s activities and foster engagement with important
issues beyond the day itself. Thousands of individuals spanning key UNICEF external
audiences around the world will be reached through a comprehensive email campaign that
will highlight the importance of empowering adolescent girls.
However, influencer engagement is an opportunity for ‘glocal’ involvement at local, country
and regional levels.
Communication officers are encouraged to create a short wish list of 5 to10 people who can
have a real impact in the local context. It is important to develop clear asks for their
participation in UNICEF activities for International Day of the Girl Child and beyond. These
asks can incorporate a wide range of engagement activities including writing blogs,
participating in a local event, or digital engagement through social media activation. It is also
useful to focus engagement on the issues affecting adolescent girls that most resonate in the
local context.
A template for a letter will be available soon and shared. It can be tailored to the specific
needs of a country or region and used to reach out to influencers.
Another key consideration is how to continue building relationships with influencers beyond
the International Day of the Girl Child and begin thinking of ways to keep engaging them
around girls’ empowerment issues. Compiling key future dates and events and providing
suggestions of ways to continue working together is an essential first step in building a
lasting relationship.