The document proposes a framework for new education legislation in Alberta, including key areas of change and benefits. It outlines a vision for Alberta's education system to inspire and enable students, and establishes guiding values and principles. The new legislation aims to improve accessibility and responsiveness to meet all students' needs through a more flexible, enabling and supportive system.
This document discusses utilizing national service programs as a workforce development strategy to help opportunity youth and other disadvantaged workers. It provides an overview of the barriers faced by opportunity youth and adults without high school diplomas in securing employment. The document then outlines the benefits national service programs can provide, such as increasing social and human capital in ways that are associated with greater employment outcomes. It concludes by recommending expanding national service opportunities and maximizing their benefits through initiatives such as a Service Catalyst grant program and Opportunity Youth Service-Learning Awards.
Alternative sources of financing secondary school education in the rural coun...Alexander Decker
This document summarizes a study on alternative sources of financing secondary education in Kisii County, Kenya. The study found the dominant alternative sources were service-based incomes (20%), commercial activities like school canteens (35%), and agricultural activities like livestock and crop farming (45%). Revenues from these alternative sources helped schools pay salaries, hire more teachers, improve facilities, and motivate students. However, 15% of schools still faced challenges securing funding. The document recommends the Kenyan government formulate policies requiring schools to pursue alternative funding to reduce reliance on unsustainable government funding and train school managers in developing alternative income sources.
It is obvious to postulate that there is a linkage between youth and national development. Due to the challenges facing youths has been attributed to the lack of a comprehensive policy to provide a blueprint for youths. Therefore, this study interrogates the role of youths on national development in the Gambia and the intercourse is not only symbiotically connected; but, one depends on the other for its sustenance. The study is descriptive and data obtained from secondary and primary sources. The findings in the study revealed that hostile political environment, institutional settings and public policies among others has been major setback, however, the Gambia youths are still pertinent to national development due to self-help projects in various local governments in Gambia especially projects that involve trade, commerce, small and medium term enterprises and agriculture. Also, on religion awareness, conflict resolution and security, like the Youth Crime Watch The Gambia (YCWG) engage the necessary measures to address all vulnerabilities that may tend to destabilize the country. Since the wheel of development of any country lies on the shoulder of how productive and creative the youthful populations are with over 63.55% of 2.2 million populations. So, therefore, this quantum of population is a great asset for the Gambian state if they are harnessed and utilized in the right direction. The Gambia National Development Plan (2018-2021), constitution and policies should be pluralistic for youth representation, and just in their treatment of the Gambian citizens.
Compact for education-duke_university-1965-42pgs-eduRareBooksnRecords
The Kansas City conference approved establishing an Education Commission of the States through an interstate compact. This commission would consist of representatives from each state, including the governor, legislators, and appointees. The commission was approved as a means to study educational issues, share information between states, and suggest goals and policy alternatives to state decision-makers. Examples of issues that could be studied include funding models, early childhood education, teacher training and pay, curriculum development, and options for post-secondary education. The commission aims to support state-led improvement of education across the country.
Financing the educational system by regina brillantesREDJBRILLANTES
The document discusses the proposed 2019 budget for education in the Philippines, which allocates the highest funding to the education sector but reduces some program budgets like Tulong Dunong scholarships and the school building fund, in order to redirect funds to the implementation of free tuition programs. Concerns were raised about cuts to financial aid and infrastructure, but the budget aims to make education more accessible while ensuring efficient spending of resources.
Paper on PRAM J Shaw Proceedings Manila Seminar (December 2008)Jonathan Shaw
This document describes a collaboration between government agencies and educational institutions in Laos and Thailand to address poverty and capacity building needs in rural Laos. The collaboration developed a regional bachelor's degree program in poverty reduction and agricultural management delivered jointly by agricultural colleges in Thailand and a new university in northeast Thailand. The program aimed to provide professional training to 3000 district officers in Laos to improve their skills and ability to assist local communities in sustainably managing resources and reducing poverty. It was designed to have an immediate, measurable impact on poverty in rural Laos in line with the priorities of funding partners.
Representative Stacy Erwin Oakes wrote a letter to constituents about prioritizing funding for children's education. She has experience teaching in public schools and wants to lower class sizes, increase individualized learning plans, and improve access to higher education. Oakes is working on legislation to eliminate corporate tax breaks to pay for the Michigan 2020 Plan, which would provide free tuition at community colleges and public universities for high school graduates. The plan is aimed at training a skilled workforce for jobs and attracting businesses to the state.
The document proposes a framework for new education legislation in Alberta, including key areas of change and benefits. It outlines a vision for Alberta's education system to inspire and enable students, and establishes guiding values and principles. The new legislation aims to improve accessibility and responsiveness to meet all students' needs through a more flexible, enabling and supportive system.
This document discusses utilizing national service programs as a workforce development strategy to help opportunity youth and other disadvantaged workers. It provides an overview of the barriers faced by opportunity youth and adults without high school diplomas in securing employment. The document then outlines the benefits national service programs can provide, such as increasing social and human capital in ways that are associated with greater employment outcomes. It concludes by recommending expanding national service opportunities and maximizing their benefits through initiatives such as a Service Catalyst grant program and Opportunity Youth Service-Learning Awards.
Alternative sources of financing secondary school education in the rural coun...Alexander Decker
This document summarizes a study on alternative sources of financing secondary education in Kisii County, Kenya. The study found the dominant alternative sources were service-based incomes (20%), commercial activities like school canteens (35%), and agricultural activities like livestock and crop farming (45%). Revenues from these alternative sources helped schools pay salaries, hire more teachers, improve facilities, and motivate students. However, 15% of schools still faced challenges securing funding. The document recommends the Kenyan government formulate policies requiring schools to pursue alternative funding to reduce reliance on unsustainable government funding and train school managers in developing alternative income sources.
It is obvious to postulate that there is a linkage between youth and national development. Due to the challenges facing youths has been attributed to the lack of a comprehensive policy to provide a blueprint for youths. Therefore, this study interrogates the role of youths on national development in the Gambia and the intercourse is not only symbiotically connected; but, one depends on the other for its sustenance. The study is descriptive and data obtained from secondary and primary sources. The findings in the study revealed that hostile political environment, institutional settings and public policies among others has been major setback, however, the Gambia youths are still pertinent to national development due to self-help projects in various local governments in Gambia especially projects that involve trade, commerce, small and medium term enterprises and agriculture. Also, on religion awareness, conflict resolution and security, like the Youth Crime Watch The Gambia (YCWG) engage the necessary measures to address all vulnerabilities that may tend to destabilize the country. Since the wheel of development of any country lies on the shoulder of how productive and creative the youthful populations are with over 63.55% of 2.2 million populations. So, therefore, this quantum of population is a great asset for the Gambian state if they are harnessed and utilized in the right direction. The Gambia National Development Plan (2018-2021), constitution and policies should be pluralistic for youth representation, and just in their treatment of the Gambian citizens.
Compact for education-duke_university-1965-42pgs-eduRareBooksnRecords
The Kansas City conference approved establishing an Education Commission of the States through an interstate compact. This commission would consist of representatives from each state, including the governor, legislators, and appointees. The commission was approved as a means to study educational issues, share information between states, and suggest goals and policy alternatives to state decision-makers. Examples of issues that could be studied include funding models, early childhood education, teacher training and pay, curriculum development, and options for post-secondary education. The commission aims to support state-led improvement of education across the country.
Financing the educational system by regina brillantesREDJBRILLANTES
The document discusses the proposed 2019 budget for education in the Philippines, which allocates the highest funding to the education sector but reduces some program budgets like Tulong Dunong scholarships and the school building fund, in order to redirect funds to the implementation of free tuition programs. Concerns were raised about cuts to financial aid and infrastructure, but the budget aims to make education more accessible while ensuring efficient spending of resources.
Paper on PRAM J Shaw Proceedings Manila Seminar (December 2008)Jonathan Shaw
This document describes a collaboration between government agencies and educational institutions in Laos and Thailand to address poverty and capacity building needs in rural Laos. The collaboration developed a regional bachelor's degree program in poverty reduction and agricultural management delivered jointly by agricultural colleges in Thailand and a new university in northeast Thailand. The program aimed to provide professional training to 3000 district officers in Laos to improve their skills and ability to assist local communities in sustainably managing resources and reducing poverty. It was designed to have an immediate, measurable impact on poverty in rural Laos in line with the priorities of funding partners.
Representative Stacy Erwin Oakes wrote a letter to constituents about prioritizing funding for children's education. She has experience teaching in public schools and wants to lower class sizes, increase individualized learning plans, and improve access to higher education. Oakes is working on legislation to eliminate corporate tax breaks to pay for the Michigan 2020 Plan, which would provide free tuition at community colleges and public universities for high school graduates. The plan is aimed at training a skilled workforce for jobs and attracting businesses to the state.
APEGGA and Treaty 8 First Nations of Alberta signed a historic memorandum of agreement to improve educational outcomes for First Nations youth. The agreement aims to increase the number of First Nations people entering engineering and geoscience professions by exposing Aboriginal youth to careers in these fields and encouraging them to study math and science. APEGGA volunteers will mentor Aboriginal youth and visit schools in Treaty 8 communities to foster interest in these subjects. Both organizations hope this partnership opens new doors of opportunity for First Nations youth.
The parliamentary delegation visited nutrition and education programs in Tanzania in November 2013. They found that 42% of children in Tanzania are stunted due to undernutrition, negatively impacting their ability to learn. While access to primary education is high at 94%, overcrowded classrooms and low teacher quality have led to poor education outcomes. The delegation recommends that Tanzania increase investments in direct nutrition programs rather than relying on economic growth alone to reduce undernutrition. They also call for addressing unofficial primary school fees and improving teacher training to enhance education quality.
Indices for ranking performance are not new. For several decades now, every year, we have eagerly looked forward to the United Nations’ Human Development Index (HDI) to see how our country has been ranked – whether it has gone up or down. Education index, hunger index, health index – there are many to be found.
HAQ: Center for Child Rights
B1/2, Ground Floor,
Malviya Nagar
New Delhi - 110017
Tel: +91-26677412,26673599
Fax: +91-26674688
Website: www.haqcrc.org
FaceBook Page: https://www.facebook.com/HaqCentreForChildRights
Zambia Vision 2030 v
FOREWORD
Since independence in 1964, Zambia has prepared and implemented several medium term
national development plans. Each of these instruments carried a theme and strategic focus,
which primarily aimed to improve the social economic conditions of our people. These plans,
however, were not prepared within the context of a long-term perspective, which looked over
the horizon of a generation.
The last decade has witnessed an increase in calls, by the general citizenry, for the need to
break with the past and prepare a shared and commonly understood dream for the country.
For this reason, the Government in 2005 initiated the process of preparing the Vision 2030.
This was done through a participatory and consultative process that covered all the 72
districts of the Republic. I am especially pleased at the eagerness and commitment that was
exhibited by many of the stakeholders during the consultative process. This clearly
demonstrates the desire of the Zambian people to take decisive steps towards creating a firm
foundation for a sustainable and prosperous future.
It is, therefore, with great pleasure that I now present the Vision 2030, reflecting the
collective understanding, aspirations and determination of the Zambian people to be a
prosperous middle-income nation. This document sets out the goals and targets to be
achieved in the various spheres of our social-economic life over the next generation. In
addition, challenges and obstacles that we must overcome in order to realize our aspiration
are presented.
The Vision 2030 is founded on seven key basic principles. These principles are: (i)
sustainable development; (ii) upholding democratic principles; (iii) respect for human rights;
(iv) fostering family values; (v) a positive attitude to work; (vi) peaceful coexistence; and
(vii) upholding good traditional values.
Despite the seemingly long time in which the Vision 2030 will be implemented, its
realization will depend on the actions and measures that we undertake as Government, private
sector cooperating partners, civil society and as individuals through short and medium-term
national development plans. These plans will ensure creation of necessary conditions upon
which long term objectives and targets can be achieved.
Since the Vision 2030 will serve as the guide for all development efforts, the commitment
and dedication of all Zambians to its realization is of paramount importance. Our attitudes
and collective mindsets, particularly towards work and participation in national affairs require
changing. I, therefore, call upon all Zambians, in all spheres of life, to rise to the occasion
and take up this challenge of elevating this nation to a new and flourishing future. God Bless
this great and peaceful nation.
As a part of the project on preventing child marriage through strengthening systems since 2012 in partnership with Jabala in West Bengal and MV Foundation, Telengana , HAQ had organized a national consultation “Come Together’ on the 12th and 13th of August 2014, to share experience, strategies, challenges and learning’s of 62 participants from 13 different states
HAQ: Center for Child Rights
B1/2, Ground Floor,
Malviya Nagar
New Delhi - 110017
Tel: +91-26677412,26673599
Fax: +91-26674688
Website: www.haqcrc.org
FaceBook Page: https://www.facebook.com/HaqCentreForChildRights
2-7-17 Presentation to the Cities of San Juan Capistrano and San Clemente regarding:
1) Impaction in our public schools as a result of the Ranch Development
2) Asbestos in our Public Schools - Grand Jury Recommendations- Districts Response
3) The State's Effect on CUSD's ability to provide a minimum education to its students.
Revised -Sixth National Development Plan 2013-2016 (Zambia)Jerry Sakala
The document is the Revised Sixth National Development Plan (R-SNDP) of Zambia for 2013-2016. The R-SNDP aims to achieve the country's Vision 2030 of becoming a prosperous middle-income nation by focusing on people-centered economic growth and development. Key areas of focus include skills development, agriculture, energy, infrastructure, and human development sectors like education and health. The plan prioritizes public investments in rural development and job creation to promote inclusive growth. It also outlines various reforms and policies across sectors to achieve its objectives. Stakeholder participation is emphasized for successful implementation of the plan's programs and projects.
Fundraising for core educational programsDawn Urbanek
The Capistrano Unified School District has eliminated state mandated core educational programs due to a lack of adequate funding from the State of California and is relying on fundraising and donations to provide art and music for students. Those schools that cannot rise sufficient funds through donations have no art or music programs. Relying on fundraising and donations to provide state mandated minimum curriculum violates the equal protections laws of the United States and California. Presentation to the CUSD Board of Trustees January 27, 2016 to restore district funded visual and performing arts or to declare fiscal insolvency.
This document discusses the educational status of children in India and various organizations working to improve access and quality of education. It notes that over 40% of India's population is children and many face barriers to schooling due to socioeconomic factors. Several NGOs are working to address these issues through initiatives like residential schools, literacy programs, vocational training and empowering marginalized communities. However, some limitations of NGOs are a lack of funding, accountability and failure to take a rights-based approach or pressure governments to fulfill their responsibilities. Alternatives suggested include making education more accessible, using activity-based and life skills learning integrated with local knowledge.
The document provides an overview of the All Progressives Congress party's roadmap and policies for Nigeria. It outlines their plans to create jobs, fight corruption, provide free quality education, restore agriculture, implement housing and healthcare plans, establish social welfare programs, improve infrastructure like roads and power, better manage natural resources, and strengthen peace, security and foreign policy. The party aims to improve living standards, create opportunities, and build a more prosperous and united Nigeria.
Rubrix is a publication by Yayasan MENDAKI's Research and Planning Department. This issue, "Building a Strong United Singapore", shares on the shifts in the Education landscape and its implications. It also touches on the highlights during the M3 Post-budget Policy Dialogue.
Trafficking is a crucial violation of human rights and is considered as a form of slavery all over the world. Women and children, particularly, are in great demand in so far as the different sites of trafficking are concerned.
Action plan for youth empowerment and employment- ZambiaJerry Sakala
Addressing the challenges of youth employment and empowerment has continued to be among
Government's top priorities. According to the 2012 Labour Force Survey, Zambia's unemployment
rate was 7.9 percent of the Labour Force in 2012. In the urban areas, the unemployment rate was
15.3 percent compared to 3.1 percent in rural areas. The survey further indicated that the youthful
age groups were the most vulnerable to unemployment, with the highest rate recorded among the
20-24 year old at 16.3 percent.
Failure to address the challenge of youth unemployment would erode the potential of this energetic and economically versatile portion of our population to contribute towards the socio-economic
development of the country. Furthermore, unemployed youth are prone to engage in social and political vices that have the potential to undermine democratic practices, peace and stability of the
Nation.
Based on this premise, it was deemed necessary that a study on youth empowerment, employment and skills development be carried out. In this regard, the Ministry of Youth and Sport in collaboration with the Ministry of Finance, with assistance from the African Development Bank (AfDB) and the International Labour Organization (ILO), commissioned studies on youth employment, empowerment and skills development. The findings of these studies formed the basis for the preparation of the strategy for youth empowerment, employment and skills development.
This Action Plan was further informed by the Revised Sixth National Development Plan, Industrialization and Job Creation Strategy, the Revised 2015 National Youth Policy and other sectoral Plans and Policies such as the Education Policy, National Agriculture Investment Plan, the 2013 Revised Education Curriculum Framework, and 2009 Technical Education Vocational and
Entrepreneurship Training (TEVET) Policy, among others. In addition, there was wide consultation with stakeholders including the Private Sector and Civil Society Organisations.
It is envisaged that the development of the Youth Empowerment and Employment Strategy would
provide adequate instruments for addressing challenges of youth employment and empowerment
comprehensively.
It is worth noting that meaningful strides in addressing the challenges of youth empowerment and employment require strong and coordinated responses from all the stakeholders including the youth themselves. This multi-sectoral approach will ensure that programmes and activities to empower and create employment opportunities for the youth are mainstreamed across all sectors.
The document provides an overview of budget analysis from a child rights perspective, known as "Budget for Children" or "child-centered budget analysis". It discusses how budget analysis can be used as a tool to monitor government commitments to child rights and facilitate advocacy efforts. Specifically, it outlines Save the Children's work supporting budget analysis globally and in countries like Bangladesh, Pakistan, Philippines and Vietnam. The goal of the toolkit is to build the capacity of civil society organizations to understand government budget processes and conduct budget analysis to strengthen advocacy for children's rights and resource allocation.
Details of HAQ: Centre for Child Rights's Annual Report Years 2012 - 2013.
HAQ: Center for Child Rights
B1/2, Ground Floor,
Malviya Nagar
New Delhi - 110017
Tel: +91-26677412,26673599
Fax: +91-26674688
Website: www.haqcrc.org
FaceBook Page: https://www.facebook.com/HaqCentreForChildRights
1) Pakistan has a large population with low literacy rates, especially for women and those living in poverty. The education system is inadequate, with issues like ghost schools, outdated curriculum, and lack of access or affordability for many.
2) Reforms are needed, including mandatory high school, encouraging female education, improving public schools, focusing curriculum on practical skills, and expanding access to education for all.
3) Achieving sustainable, quality education for all Pakistanis could help address issues like extremism, poverty and unemployment, unleashing Pakistan's potential by educating its youth.
ChildFund Brasil is a social development organization that works to transform the lives of children, adolescents, youth and their families living in contexts of deprivation, exclusion and vulnerability in Brazil. In 2018, ChildFund Brasil benefited over 41,000 children and adolescents and had a direct or indirect impact on nearly 128,000 people through its social projects. ChildFund Brasil is part of a global network present in 60 countries working to protect children's rights and identify best practices in child development. The organization aims to guarantee social impact through projects and programs that strengthen families and communities so they can fully exercise their citizenship rights.
Rally for Education Funding Press Releasecassidypta
A coalition of parents, community members, and education organizations in Fayette County, KY are rallying to call for more K-12 funding in the state's 2014-16 budget. Funding cuts over the past five years have hit schools hard and action is needed. The coalition plans to educate the community on the effects of cuts and ask leaders to prioritize education funding. A rally will be held on January 23rd to urge legislators to increase education funding as the budget is crafted. Kentucky has fallen behind other states that increased education funding after the recession.
United Way of Erie County has declared a bold goal to reduce the number of families struggling to meet basic needs by one-third by 2025. To achieve this, their strategy focuses on connecting families to education, income, and health resources. They will convene partners from various sectors to achieve goals in these areas. Key initiatives include Erie Together, which aims to reduce poverty through collaboration, and Erie Vital Signs, which will monitor community progress on key issues over 10 years. United Way also aims to implement a 2-1-1 system to better connect people to essential services.
APEGGA and Treaty 8 First Nations of Alberta signed a historic memorandum of agreement to improve educational outcomes for First Nations youth. The agreement aims to increase the number of First Nations people entering engineering and geoscience professions by exposing Aboriginal youth to careers in these fields and encouraging them to study math and science. APEGGA volunteers will mentor Aboriginal youth and visit schools in Treaty 8 communities to foster interest in these subjects. Both organizations hope this partnership opens new doors of opportunity for First Nations youth.
The parliamentary delegation visited nutrition and education programs in Tanzania in November 2013. They found that 42% of children in Tanzania are stunted due to undernutrition, negatively impacting their ability to learn. While access to primary education is high at 94%, overcrowded classrooms and low teacher quality have led to poor education outcomes. The delegation recommends that Tanzania increase investments in direct nutrition programs rather than relying on economic growth alone to reduce undernutrition. They also call for addressing unofficial primary school fees and improving teacher training to enhance education quality.
Indices for ranking performance are not new. For several decades now, every year, we have eagerly looked forward to the United Nations’ Human Development Index (HDI) to see how our country has been ranked – whether it has gone up or down. Education index, hunger index, health index – there are many to be found.
HAQ: Center for Child Rights
B1/2, Ground Floor,
Malviya Nagar
New Delhi - 110017
Tel: +91-26677412,26673599
Fax: +91-26674688
Website: www.haqcrc.org
FaceBook Page: https://www.facebook.com/HaqCentreForChildRights
Zambia Vision 2030 v
FOREWORD
Since independence in 1964, Zambia has prepared and implemented several medium term
national development plans. Each of these instruments carried a theme and strategic focus,
which primarily aimed to improve the social economic conditions of our people. These plans,
however, were not prepared within the context of a long-term perspective, which looked over
the horizon of a generation.
The last decade has witnessed an increase in calls, by the general citizenry, for the need to
break with the past and prepare a shared and commonly understood dream for the country.
For this reason, the Government in 2005 initiated the process of preparing the Vision 2030.
This was done through a participatory and consultative process that covered all the 72
districts of the Republic. I am especially pleased at the eagerness and commitment that was
exhibited by many of the stakeholders during the consultative process. This clearly
demonstrates the desire of the Zambian people to take decisive steps towards creating a firm
foundation for a sustainable and prosperous future.
It is, therefore, with great pleasure that I now present the Vision 2030, reflecting the
collective understanding, aspirations and determination of the Zambian people to be a
prosperous middle-income nation. This document sets out the goals and targets to be
achieved in the various spheres of our social-economic life over the next generation. In
addition, challenges and obstacles that we must overcome in order to realize our aspiration
are presented.
The Vision 2030 is founded on seven key basic principles. These principles are: (i)
sustainable development; (ii) upholding democratic principles; (iii) respect for human rights;
(iv) fostering family values; (v) a positive attitude to work; (vi) peaceful coexistence; and
(vii) upholding good traditional values.
Despite the seemingly long time in which the Vision 2030 will be implemented, its
realization will depend on the actions and measures that we undertake as Government, private
sector cooperating partners, civil society and as individuals through short and medium-term
national development plans. These plans will ensure creation of necessary conditions upon
which long term objectives and targets can be achieved.
Since the Vision 2030 will serve as the guide for all development efforts, the commitment
and dedication of all Zambians to its realization is of paramount importance. Our attitudes
and collective mindsets, particularly towards work and participation in national affairs require
changing. I, therefore, call upon all Zambians, in all spheres of life, to rise to the occasion
and take up this challenge of elevating this nation to a new and flourishing future. God Bless
this great and peaceful nation.
As a part of the project on preventing child marriage through strengthening systems since 2012 in partnership with Jabala in West Bengal and MV Foundation, Telengana , HAQ had organized a national consultation “Come Together’ on the 12th and 13th of August 2014, to share experience, strategies, challenges and learning’s of 62 participants from 13 different states
HAQ: Center for Child Rights
B1/2, Ground Floor,
Malviya Nagar
New Delhi - 110017
Tel: +91-26677412,26673599
Fax: +91-26674688
Website: www.haqcrc.org
FaceBook Page: https://www.facebook.com/HaqCentreForChildRights
2-7-17 Presentation to the Cities of San Juan Capistrano and San Clemente regarding:
1) Impaction in our public schools as a result of the Ranch Development
2) Asbestos in our Public Schools - Grand Jury Recommendations- Districts Response
3) The State's Effect on CUSD's ability to provide a minimum education to its students.
Revised -Sixth National Development Plan 2013-2016 (Zambia)Jerry Sakala
The document is the Revised Sixth National Development Plan (R-SNDP) of Zambia for 2013-2016. The R-SNDP aims to achieve the country's Vision 2030 of becoming a prosperous middle-income nation by focusing on people-centered economic growth and development. Key areas of focus include skills development, agriculture, energy, infrastructure, and human development sectors like education and health. The plan prioritizes public investments in rural development and job creation to promote inclusive growth. It also outlines various reforms and policies across sectors to achieve its objectives. Stakeholder participation is emphasized for successful implementation of the plan's programs and projects.
Fundraising for core educational programsDawn Urbanek
The Capistrano Unified School District has eliminated state mandated core educational programs due to a lack of adequate funding from the State of California and is relying on fundraising and donations to provide art and music for students. Those schools that cannot rise sufficient funds through donations have no art or music programs. Relying on fundraising and donations to provide state mandated minimum curriculum violates the equal protections laws of the United States and California. Presentation to the CUSD Board of Trustees January 27, 2016 to restore district funded visual and performing arts or to declare fiscal insolvency.
This document discusses the educational status of children in India and various organizations working to improve access and quality of education. It notes that over 40% of India's population is children and many face barriers to schooling due to socioeconomic factors. Several NGOs are working to address these issues through initiatives like residential schools, literacy programs, vocational training and empowering marginalized communities. However, some limitations of NGOs are a lack of funding, accountability and failure to take a rights-based approach or pressure governments to fulfill their responsibilities. Alternatives suggested include making education more accessible, using activity-based and life skills learning integrated with local knowledge.
The document provides an overview of the All Progressives Congress party's roadmap and policies for Nigeria. It outlines their plans to create jobs, fight corruption, provide free quality education, restore agriculture, implement housing and healthcare plans, establish social welfare programs, improve infrastructure like roads and power, better manage natural resources, and strengthen peace, security and foreign policy. The party aims to improve living standards, create opportunities, and build a more prosperous and united Nigeria.
Rubrix is a publication by Yayasan MENDAKI's Research and Planning Department. This issue, "Building a Strong United Singapore", shares on the shifts in the Education landscape and its implications. It also touches on the highlights during the M3 Post-budget Policy Dialogue.
Trafficking is a crucial violation of human rights and is considered as a form of slavery all over the world. Women and children, particularly, are in great demand in so far as the different sites of trafficking are concerned.
Action plan for youth empowerment and employment- ZambiaJerry Sakala
Addressing the challenges of youth employment and empowerment has continued to be among
Government's top priorities. According to the 2012 Labour Force Survey, Zambia's unemployment
rate was 7.9 percent of the Labour Force in 2012. In the urban areas, the unemployment rate was
15.3 percent compared to 3.1 percent in rural areas. The survey further indicated that the youthful
age groups were the most vulnerable to unemployment, with the highest rate recorded among the
20-24 year old at 16.3 percent.
Failure to address the challenge of youth unemployment would erode the potential of this energetic and economically versatile portion of our population to contribute towards the socio-economic
development of the country. Furthermore, unemployed youth are prone to engage in social and political vices that have the potential to undermine democratic practices, peace and stability of the
Nation.
Based on this premise, it was deemed necessary that a study on youth empowerment, employment and skills development be carried out. In this regard, the Ministry of Youth and Sport in collaboration with the Ministry of Finance, with assistance from the African Development Bank (AfDB) and the International Labour Organization (ILO), commissioned studies on youth employment, empowerment and skills development. The findings of these studies formed the basis for the preparation of the strategy for youth empowerment, employment and skills development.
This Action Plan was further informed by the Revised Sixth National Development Plan, Industrialization and Job Creation Strategy, the Revised 2015 National Youth Policy and other sectoral Plans and Policies such as the Education Policy, National Agriculture Investment Plan, the 2013 Revised Education Curriculum Framework, and 2009 Technical Education Vocational and
Entrepreneurship Training (TEVET) Policy, among others. In addition, there was wide consultation with stakeholders including the Private Sector and Civil Society Organisations.
It is envisaged that the development of the Youth Empowerment and Employment Strategy would
provide adequate instruments for addressing challenges of youth employment and empowerment
comprehensively.
It is worth noting that meaningful strides in addressing the challenges of youth empowerment and employment require strong and coordinated responses from all the stakeholders including the youth themselves. This multi-sectoral approach will ensure that programmes and activities to empower and create employment opportunities for the youth are mainstreamed across all sectors.
The document provides an overview of budget analysis from a child rights perspective, known as "Budget for Children" or "child-centered budget analysis". It discusses how budget analysis can be used as a tool to monitor government commitments to child rights and facilitate advocacy efforts. Specifically, it outlines Save the Children's work supporting budget analysis globally and in countries like Bangladesh, Pakistan, Philippines and Vietnam. The goal of the toolkit is to build the capacity of civil society organizations to understand government budget processes and conduct budget analysis to strengthen advocacy for children's rights and resource allocation.
Details of HAQ: Centre for Child Rights's Annual Report Years 2012 - 2013.
HAQ: Center for Child Rights
B1/2, Ground Floor,
Malviya Nagar
New Delhi - 110017
Tel: +91-26677412,26673599
Fax: +91-26674688
Website: www.haqcrc.org
FaceBook Page: https://www.facebook.com/HaqCentreForChildRights
1) Pakistan has a large population with low literacy rates, especially for women and those living in poverty. The education system is inadequate, with issues like ghost schools, outdated curriculum, and lack of access or affordability for many.
2) Reforms are needed, including mandatory high school, encouraging female education, improving public schools, focusing curriculum on practical skills, and expanding access to education for all.
3) Achieving sustainable, quality education for all Pakistanis could help address issues like extremism, poverty and unemployment, unleashing Pakistan's potential by educating its youth.
ChildFund Brasil is a social development organization that works to transform the lives of children, adolescents, youth and their families living in contexts of deprivation, exclusion and vulnerability in Brazil. In 2018, ChildFund Brasil benefited over 41,000 children and adolescents and had a direct or indirect impact on nearly 128,000 people through its social projects. ChildFund Brasil is part of a global network present in 60 countries working to protect children's rights and identify best practices in child development. The organization aims to guarantee social impact through projects and programs that strengthen families and communities so they can fully exercise their citizenship rights.
Rally for Education Funding Press Releasecassidypta
A coalition of parents, community members, and education organizations in Fayette County, KY are rallying to call for more K-12 funding in the state's 2014-16 budget. Funding cuts over the past five years have hit schools hard and action is needed. The coalition plans to educate the community on the effects of cuts and ask leaders to prioritize education funding. A rally will be held on January 23rd to urge legislators to increase education funding as the budget is crafted. Kentucky has fallen behind other states that increased education funding after the recession.
United Way of Erie County has declared a bold goal to reduce the number of families struggling to meet basic needs by one-third by 2025. To achieve this, their strategy focuses on connecting families to education, income, and health resources. They will convene partners from various sectors to achieve goals in these areas. Key initiatives include Erie Together, which aims to reduce poverty through collaboration, and Erie Vital Signs, which will monitor community progress on key issues over 10 years. United Way also aims to implement a 2-1-1 system to better connect people to essential services.
1) The document discusses workforce challenges facing young workers in Texas and recent policy efforts to address these challenges at both the state and local level.
2) At the state level, recent legislation aimed to strengthen career pathways in high schools, improve college advising, expand dual credit programs, and reform the state's work study program to connect students to career-relevant jobs.
3) At the local level in Houston, new programs have launched to provide youth employment and job training, though more can be done to build on these early efforts and address the specific needs of out-of-school youth.
A report commissioned by the Liberal Democrats found that a child's chances of success in life are largely dependent on their parents' income and background. Only a third of children eligible for free school meals go on to achieve good GCSE scores, compared to two-thirds of children who are ineligible. The proportion of poor children attending university has increased by just 3% under Labour, compared to 26% for wealthier families. The report argues more investment is needed to provide equal opportunities for disadvantaged children.
The document provides a history of the conflict and genocide in Rwanda between Hutus and Tutsis. It then discusses the efforts of Hope Haven, a school and community center in Rwanda, to provide education, vocational training, and community development. The school aims to empower families and help Rwanda achieve its national development goals. It operates using a business model and fees to promote sustainability. The founder's vision is to expand the school and improve the quality of education to help Rwanda's recovery and economic growth. Fundraising challenges include the need for greater awareness and alignment of staff with the vision.
The document discusses the Benazir Income Support Program (BISP) in Pakistan, which is the largest social safety net program providing unconditional cash transfers. It was launched in 2008 to help eradicate poverty. BISP provides quarterly cash payments of 4,834 Pakistani rupees to eligible low-income families. The program aims to increase families' purchasing power and allow them to buy necessary food and supplies. It is credited with helping reduce poverty levels in Pakistan. The document also discusses the Prime Minister launching a BISP graduation program and endowment fund with 1 billion Pakistani rupees to help beneficiaries start small businesses and become self-sufficient.
This document summarizes recommendations from a policy report on breaking the cycle of poverty in young families through two-generation strategies. The two-generation approach aims to meet the needs of both parents and children simultaneously by providing services like education, workforce training, childcare and development. The report calls for policy changes at the federal, state and local levels as well as for organizations. Recommended federal policies include redefining poverty levels, increasing minimum wage and funding for existing programs. State/local policies should support blended funding and workforce development. Organizations need help with grants, data collection and collaboration. The overall goal is to provide comprehensive support for young parents and children's economic mobility.
This document summarizes recommendations from a policy report on breaking the cycle of poverty in young families through two-generation strategies. The two-generation approach aims to meet the needs of both parents and children simultaneously by providing services like education, workforce training, childcare and development. The report calls for policy changes at the federal, state and local levels as well as support for organizations implementing two-generation programs. Recommended federal policies include redefining poverty levels, increasing funding for existing programs, and providing tax relief and workforce access for working families. State/local policies should support coordination across services and funding. Organizations need help with evaluation, collaboration and accessing grants. Case studies highlight promising two-generation programs and policies in states like Washington,
This presentation looks at how data in the Caribbean is collected and analysed and the extent to which LGBTQ citizens across the region are excluded from primary data and covered by secondary data, the challenges, the flaws and to envision solutions to move #LGBTQ population groups from "non-institionalised" to "institutionalised" categories for data collection and analysis frameworks.
This is the sixteenth annual report of HAQ: Centre for Child Rights. Since its inception in 1999,
HAQ has continuously grown in its spread of work and understanding of children and their
issues. While some activities have been consistent, every year brings with it some new
opportunities, new partnerships and associations.
HAQ’s strength however remains in building and strengthening governance systems for
realisation of children’s rights and child protection initiatives through legal aid and
counselling of children in contact with the law. It continues to be a resource centre that
supports children, their families and organizations working on child rights issues.
Contact with
HAQ: Center for Child Rights
B1/2, Ground Floor,
Malviya Nagar
New Delhi - 110017
Tel: +91-26677412,26673599
Fax: +91-26674688
Website: www.haqcrc.org
FaceBook Page: https://www.facebook.com/HaqCentreForChildRights
The UW has faced unprecedented budget cuts, resulting in over 800 job losses and cuts to academic programs. This has increased costs and time to graduation for students. While the UW remains committed to its mission, state funding is no longer enough, and tuition now exceeds it. The UW graduates most of the state's bachelor's, master's and PhD students, and 75% of alumni remain in Washington, contributing $400M annually to local communities. As the 3rd largest employer, the UW is critical to the state's economy and workforce. The document calls for renewed state commitment to higher education funding and allowing the UW more autonomy to manage its budget, to secure opportunities for students and economic growth.
Policy Brief-Universal Basic Education Finance in Nigeria.pdfYouthHubAfrica
Nigeria has to stay on track to deliver the fourth Sustainable Development Goal
(SDG4) by 2030. In that respect, extending compulsory, free and qualitative universal
basic education (UBE) to 12 years is an essential step toward overcoming one of the
current weaknesses of UBE in Nigeria. Making UBE compulsory, free and qualitative
for 12 years will align policy in Nigeria with SDG4 and make education work for all
children in the country.
Status of Elementary Education in Uttarakhandijtsrd
Education, after food, clothing, and shelter, is the most basic requirement for humans in todays society. Before school, we only interact with our family, parents, and other immediate family members, and this primary exposure not only generates new ideas in us, but also instils sociable practises such as identification, relationship, sharing, support, and empathy, all of which are important contributors to adulthood. Because primary education serves as a firm basis for further education, career choices, and peoples lifestyles, it is one of the most basic and important concerns.Because of many government measures implemented even in rural locations, enrolment in primary schools has been a flourishing tale in the state of Uttarakhand. However, keeping these children until their education is completed remains a major challenge. Female are more likely than male students to drop out of primary school. The purpose of this paper is to look into the various factors that contribute to this high dropout rate, to assess the impact of primary education standards on the states HDI and the consequences of this, to learn about the various initiatives taken by the government and other non governmental organisations to fulfil the right to education in Uttarakhand, and to look into the various challenges that come with achieving the RTE Right to Education Act and possible solutions for these problems in State. Alka "Status of Elementary Education in Uttarakhand" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-6 | Issue-2 , February 2022, URL: https://www.ijtsrd.com/papers/ijtsrd49276.pdf Paper URL: https://www.ijtsrd.com/economics/other/49276/status-of-elementary-education-in-uttarakhand/alka
Nigeria has to stay on track to deliver the fourth Sustainable Development Goal(SDG4) by2030. In that respect, extending compulsory, free and qualitative universal basic education (UBE) to12years is an essential step toward overcoming one of the current weaknesses of UBE in Nigeria. Making UBE compulsory, free and qualitativefor12years will align policy in Nigeria with SDG4and make education work for all children in the country.
The Martin Luther King Sr. Community Resources Collaborative was awarded several grants and initiatives over the past year, including an AmeriCorps VISTA grant to assist with capacity building, approval to continue coordinating local VITA tax preparation sites, and a partnership with Fulton County to increase reading scores at a local elementary school. The non-profit was also recognized by the Atlanta Public Schools as the "School-Based Partner of the Year" for its work. Looking ahead, the Collaborative aims to expand its services and resources for the local community.
The Martin Luther King Sr. Community Resources Collaborative was awarded several grants and initiatives over the past year, including an AmeriCorps VISTA grant to assist with capacity building, approval to continue coordinating local VITA tax preparation sites, and a partnership with Fulton County to increase reading scores at a local elementary school. The non-profit was also recognized by the Atlanta Public Schools as the "School-Based Partner of the Year" for its work. Looking ahead, the Collaborative aims to expand its services and resources for the local community.
The Australian federal government has announced an extension of the National Partnership Agreement on Homelessness (NPAH) for two more years until 2017. This was welcomed by organisations helping the homeless as vital services were at risk of being cut off without further funding. The additional funding will prioritize services for women and children experiencing domestic violence and homeless youth. The ACT region will receive $1.5 million annually from the federal government to match with $1.5 million from the local government, totaling $3 million per year for homelessness services on top of existing annual funding of $17.5 million. An implementation plan is still to be negotiated but current services are expected to continue receiving support.
USAID partnered with over 150 local organizations in Kenya to implement 56 development activities related to health. Key accomplishments included vaccinating 3.3 million children against diseases, procuring over 13 million doses of malaria treatment, and testing and counseling 1.3 million mothers to prevent mother-to-child HIV transmission. Efforts focused on strengthening health systems at both the national and county levels to improve services, supply chains, health workforce management, and the use of mobile technologies.
Similar to Joint task force making headway on aboriginal outcomes in Sask. (20)
Joint task force making headway on aboriginal outcomes in Sask.
1. Joint task force making headway on aboriginal outcomes in
Sask.
SASKATOON - Saskatchewan continues to learn from recommendations made by a joint task force
(JTF) two years ago. The goal? Improving education and employment outcomes for aboriginals in the
province.
The 82-page JTF report was released to the public by the provincial government and the Federation
of Saskatchewan Indian Nations (FSIN) on April 15, 2013. Métis Nation-Saskatchewan (MN-S)
partnered with the province to conduct a separate, parallel consultation.
Members of the task force travelled across the province conducting 83 meetings in 2012-13 to hear
success stories from parties on the front lines in order to provide recommendations that build on
those that have the greatest impact in each targeted area on and off reserves.
Members involved with the report agreed the gap in education and employment outcomes
between First Nations and Métis people and non-aboriginal people in Saskatchewan is
"unacceptable." Recommendations aim to create better circumstances where the Saskatchewan
economy and its citizens succeed in a harmonious future.
"Our futures are inextricably linked," according to the JTF report.
In the end, 25 recommendations were made by the task force.
READ MORE: Whitecap, Saskatoon Public Schools sign historic education agreement
2. To date, 21 have been responded to by the province's ministries of advanced education, economy,
education and Saskatchewan Government Insurance (SGI). Concrete actions taken so far range from
helping more aboriginal students obtain their driver's licence to expanding a Microsoft licensing
agreement in classrooms.
The provincial government's approach to the recommendations is a multi-year, multi-ministry plan to
improve education outcomes for First Nations and Métis students.
Over the last two provincial budgets, $12 million has been set aside in direct response to the joint
task force.
"In the 2015-16 (provincial) budget, there is $6 million, education specifically, to the response of the
joint task force and about $5.1 million of that is tagged to ministry of education here ... and the
remainder is spread across the ministry of economy and advanced education," said Greg Miller,
Saskatchewan's associate deputy minister of education.
A number of the initiatives and programs supported by the ministry of education ties into its long-
term approach to act on the 10 recommendations specifically directed at it in the final report.
Retired educator Rita Bouvier was one of the three task force panelists and said they assumed good
work was being done in education and employment in the province and much of it would continue
after the report was tabled.
On Wednesday, Bouvier said she is aware of positive efforts covered by the task force that have been
made to work across education systems and jurisdictions.
"We were challenged by the lack of information and politics surrounding the funding for First
Nations education systems," said Bouvier.
She chose to highlight the Invitational Shared Services Initiatives (ISSI) as an example.
These 16 ISSI partnerships are bringing the provincial education systems and First Nations
education organizations together to support student learning by providing access to such help as
speech pathologists, math consultants and graduation coaches.
Last month, the ministry of education announced it had allocated $2.4 million in response to this JTF
recommendation.
READ MORE: Partnerships extended to aid aboriginal students in Sask.
"What we're seeing in these ISSI is really the strength of both systems, the federal system has things
to offer, the provincial in vice versa, so we're really encouraged by the work and the leadership
that's being provided there as people come together to solve issues for students," said Miller.
"The ISSIs, for example, are supporting work that is not federally funded because we want to be
respectful of jurisdiction and the differences between them, however working together to enhance
the front line services to kids."
According to the Ministry of Education, First Nations, Métis and Inuit students (FNMI) make up
about 20 per cent of the elementary and secondary student population in Saskatchewan.
3.
4. The image above was created by Global's Janet Cordahi.
FSIN second vice chief Bobby Cameron says the indigenous population is growing at a fast pace with
some experts saying the province could consist of 25 per cent First Nations people by 2035.
"Right now, we're sitting at 144,000 First Nations people," said Cameron.
"We're definitely falling behind when it comes to the funding capacities and when I talk about
funding capacities, we talk about First Nations schools where per year, per student we receive about
$6,500 whereas in a provincial public school, they receive just under $10,500 for the same student
for the same year," said Cameron.
The Saskatchewan Ministry of the Economy is working with companies in the mineral sector to work
on the 23rd recommendation. Officials said training providers like Saskatchewan Indian Institute of
Technologies (SIIT) have designed and delivered pre-mining programs in collaboration with potash
companies.
Cameron says First Nations people must, at some point in time, be fully involved with resource
revenue developments so revenue can finance aboriginal education services.
"Once our First Nations become self-reliant and create our own source revenue, through resource
development and other sectors, we wouldn't need any funding to address these problems because
we would have our own resource revenue funding, we could fund our own programs," said Cameron.
"Some very important decisions have to be made and negotiated for our inherent and treaty rights so
that they're protected and our children become part of this economy."
READ MORE: 25 years since Canada vowed to end child poverty, where are we now?
Despite an economic boom, the task force noted Saskatchewan's economic growth has not benefitted
everyone equally. The report also said indigenous people are subject to labour market segregation,
unequal access to employment, vulnerability to unemployment and income inequality.
The Saskatchewan Ministry of Economy said off-reserve aboriginal people had strong job growth of
15.2 per cent over 2009-14.
According to a 2014 survey, Statistics Canada says 76.9 per cent of First Nations and Métis people
in the country who have a university degree are employed and 72.3 per cent who have a post-
secondary certificate or diploma have a job.
5.
6. The image above was created by Global's Janet Cordahi.
There was a 17 per cent increase from 2008-14 in the number of First Nations and Métis graduates
in Saskatchewan that have a post-secondary certificate, diploma or degree, according to Statistics
Canada.
Since 2007, the Saskatchewan Ministry of Advanced Education says it has increased direct funding
to support aboriginal post-secondary education and training by 54 per cent. It says its investments
are showing results with over 16,000 First Nations and Métis learners enrolled at the province's
post-secondary institutions - a 29 per cent increase since 2007-08.
The JTF report said fulfilling treaty and historical rights and obligations recognized by the Canadian
Constitution are the basis for a shared and prosperous future.
"Despite everything that has happened to First Nations and Métis, they remained steadfast in
protecting the integrity of who they were as indigenous people and the relationship they believe was
forged as part of treaties and is recognized in the Canadian Constitution," said Bouvier.
"Our inherent and treaty rights, it guarantees us education ... when we signed treaties in 1800s we
never agreed to surrender the land we only agreed to share and that's the message, we're in this
province together, we're in this country together, it doesn't matter what race, religion or colour we
are, we as parents and grandparents want the best life possible for our children and grandchildren,"
said Cameron.
The cost of the joint task force was $2 million, which was fully funded by the province.
The report said First Nations and Métis people generally experience a lower quality of life which is
often attributed to racism. Racism was defined as a deeper systemic challenge rooted in the history
of colonization and it affects individuals and communities today.
To combat racism, the task force heard from participants about the importance of learning a shared
history as a starting point.
Bouvier says the JTF's first recommendation - recognition of First Nations and Métis languages - had
key importance for paving the way to reconciliation. She added, her emphasis does not suggest that
7. other recommendations are not significant.
"I do not believe that this recommendation has been addressed ... indigenizing and decolonizing
efforts in early learning programs, schools, post-secondary institutions and workplaces rely on this
foundation," said Bouvier.
On Wednesday, the Government of Saskatchewan stated it has long recognized the importance of
aboriginal languages and culture and it has adopted a more comprehensive approach than originally
recommended. It added, the province has supported oral language development, family and Elder
engagement through the ministry of education as it responds to the JTF.
Where do we go from here?
For the future, Bouvier says it was important for all parties with a stake in improving the economic
and social well-being of Saskatchewan citizens to come willingly to common tables to put into action
the accumulated wealth of directions that had been provided in this report and others like it.
"We heard that First Nations and Métis have been working hard to create change and to forge a
different relationship with governments and institutions for a long time now and they remain
committed to using their strengths and gifts to rebuild their communities. That said, there are times
they need government and institutions to respond in meaningful ways," said Bouvier.
"We can't fix everything overnight but we can chip away at it piece by piece, day after day to create
a better future for First Nations people," said Cameron.
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