Understanding adolescent vulnerabilities in LMICs through an intersectional lens: launch of a new European Journal of Development Research Special Issue
Background and objectives
This event will showcase a new EJDR special issue that explores adolescent experiences across diverse LMICs, including conflict-affected contexts, drawing on unique mixed-methods data from the GAGE longitudinal study. It will highlight why an intersectional approach is critical to capture adolescents’ diverse and dynamic capabilities, and what the policy and programming implications are to ensure no adolescent is left behind.
A presentation by Dr Nicola Jones, Expert Workshop organised by UNU-Merit.
https://www.gage.odi.org/event/social-protection-in-the-context-of-forced-displacement-programming-promoting-young-peoples-resilience-in-general-and-during-covid-19/?fbclid=IwAR1krlZWPD992qz1brdyKOK0-CskvbYxXaYdbAF5dG805xdw077RI6BYKuI
A presentation by Dr Nicola Jones, Expert Workshop organised by UNU-Merit.
https://www.gage.odi.org/event/social-protection-in-the-context-of-forced-displacement-programming-promoting-young-peoples-resilience-in-general-and-during-covid-19/?fbclid=IwAR1krlZWPD992qz1brdyKOK0-CskvbYxXaYdbAF5dG805xdw077RI6BYKuI
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
Presentation of findings from Young Lives by Virginia Morrow and Paul Dornan, at the New School New York on 5 November 2014. Further info: http://www.younglives.org.uk/news/news/event-advancing-equity-for-children
Maja Gavrilovic and Elsa Valli's presentation "Child Marriage and Ethiopia's Productive Safety Net Programme: Analysis of protective pathways in the Amhara region" presented at IDS in October 2019.
Rosana Morgado, Professor, Federal University of Rio de Janeiro Brazil – Violence prevention: how to ensure parenting support, Expert Consultation on Family and Parenting Support, UNICEF Office of Research – Innocenti Florence 26-27 May 2014
Effective solutions to end violence against children will require researchers, practitioners, and leaders to come together to take stock of what we know, bridge gaps across the field, and influence change through the use and generation of VAC evidence.
This webinar aimed to share evidence and foster discussion on intersections between violence against women and violence against children, highlighting opportunities for greater collaboration, to build knowledge, and to translate it into policy and programmes.
Opening remarks: Alessandra Guedes, Gender and Development Research Manager, UNICEF Innocenti
Presenting evidence:
- Clara Alemann, Director of Programs, Promundo, The Hague
- Manuela Colombini, Assistant Professor in Health Systems and Policy and Gender-based Violence, and Loraine Bacchus, Associate Professor of Social Science, LSHTM
- Chandré Gould, Senior Research Fellow, and Matodzi Amisi, Senior Research Consultant, Institute for Security Studies, South Africa
- Isabelle Pearson, Research Fellow for the Gender Violence & Health Centre at LSHTM and Heidi Stöckl, Professor of Public Health Evaluation, Ludwig-Maximilians-Universität München
Panel discussion:
- Paul Bukuluki, Associate Professor of Social Work and Medical Anthropology, Makerere University, Uganda
- Lina Digolo, Senior Associate, The Prevention Collaborative, Kenya
- Lori Heise, Professor of Gender, Violence and Health at the Johns Hopkins Bloomberg School of Public Health, United States
- Santi Kusumaningrum, Co-founder and Director, PUSKAPA - Center on Child Protection and Wellbeing at Universitas Indonesia
- Tarisai Mchuchu-MacMillan, Executive Director, MOSAIC, South Africa
Closing remarks: Emily Esplen, Head of Ending Violence Team, FCDO, United Kingdom
Elana Gaia, Social Policy Specialist, UNICEF CEE/CIS and Denise Stuckenbruck, Child Protection Specialist, UNICEF ESARO – Family support and social protection, Expert Consultation on Family and Parenting Support, UNICEF Office of Research – Innocenti Florence 26-27 May 2014
THE BREAKTHROUGH STRATEGY FOR ACHIEVING ALL THE MDGS INVESTING IN WOMEN AND GIRLS THE BREAKTHROUGH STRATEGY FOR ACHIEVING ALL THE MDGS Based on a speech by Jon Lomoy, Director of the OECD’s Development Co-operation Directorate, at the Helsinki High-level Symposium, United Nations 2010 Development Co-operation Forum, 4 June 2010 KEEP GIRLS IN SCHOOL 1 I believe that investing in women and girls in itself constitutes a breakthrough strategy for achieving the MDGs, and that almost any investment we make in women and girls will have multiplier effects across the Goals —Helen Clark, UNDP Administrator, 25 March 2010. W ithout a great leap forward towards achieving greater equality between women and men and increased empowerment of women and girls, none of the MDGs will be achieved. It is time to back up political promises with the investments and resources needed to do the job. Investing in women and girls has a powerful impact. It will make the world a better place for all – both women and men. Helen Clark has called it the breakthrough strategy for achieving the MDGs. The challenge is to identify how and where donor money can fuel that breakthrough strategy. There are four key areas where increased investments and attention could have catalytic and multiplier impacts on the lives of women and girls – and of future generations: • Keep girls in school to complete a quality secondary education • Urgently improve reproductive health, including access to family planning services • Increase women’s control over productive and financial assets (not just microcredit), and • Identify and support women leaders at all levels. Studies have shown that women with even a few years of primary education have better economic prospects, have fewer and healthier children, and are more likely to ensure that their own children go to school. Development would be accelerated if girls were kept in school to complete a quality secondary education. Education of girls is one of the most powerful tools for women’s empowerment, but discrimination continues to keep girls out of school. • In 2007, only 53 of the 171 countries with available data had achieved gender parity in both primary and secondary education1 . • Secondary school enrolment is very low in sub-Saharan Africa (24 percent of girls and 33 percent of boys). That means that girls are missing out – particularly when they live in rural areas and in poor households. Removing school fees and providing financial incentives for girls to attend school have proven to be effective. At the same time we need to build schools closer to remote communities, ensure that schools have quality teachers and adequate sanitary facilities and that they are safe places for girls. 1. United Nations (2009). The Millennium Development Goals Report 2009
Green Templeton College, University of Oxford, 2016: Emerging market populations have never been younger and may never be larger.
Over one billion young people (aged between 10 and 24) live in Brazil, China, India, Indonesia, Mexico, Russia, South Africa, Turkey and smaller emerging markets. India has over 700 million and China more than 500 million people under 30. This offers huge potential to harness their energy and creativity by engaging them in productive activities.
Participants in the symposium on Young People and the Future of Emerging Markets concluded that governments’ failure to understand the mind sets of young people, master intergenerational communications and take measures to preserve the planet for future generations is extremely short sighted.
The Emerging Markets Symposium brought together over 50 international experts and graduate students from 20 emerging market and high income countries. Hosted by Green Templeton College on 7-10 January, the symposium was designed to ensure its conclusions were grounded in the insights and priorities of young people.
Findings and insights from WFP staff inquiries into how WFP programmes can be more gender sensitive in the context of supporting Syrian refugees in Lebanon. The findings were shared in a regional knowledge sharing meeting with the other WFP countries working on the Syrian response.
Family planning for Girls: The get it right checklist.Girl Effect
The FP2020 commitments were bold and ambitious. This checklist can help us all achieve them.
In summer 2012, donors, policy makers and implementing partners gathered at the London Summit on Family Planning. The outcome was FP2020 - a political and financial commitment to provide 120 million underserved girls and women with the opportunity to freely, reliably and safely use modern contraception by 2020. It was an ambitious goal. This checklist can help us all achieve it.
Assessment of Socio-Cultural Constraints On Girls’ Success in Education: The ...paperpublications3
Abstract:In countries, such as Ethiopia, girls are at a disadvantageous position in terms of accessing and succeeding in their education. The objective for this study is to examine the socio-cultural factors affecting girl’s education. The scope of the study focuses on one Primary School where female students are enrolled and limited to grades 4 - 8 and in the age group of 12-18. The sample size of this particular study was 40 female students and 10 respondents for focus group discussion. The respondents were selected using the probability sampling technique and systematic random sampling method.
The findings of this study revealed that girls living in the study area had faced many socio- cultural problems hampering their enrollment and their success in their education. The perception of the community about female education, long distance of the school, early marriage, abduction and lack of role model in their village, as well as, in their school are the major factors that hinders girls’ enrolment and success.
Finally, it was suggested that the collaboration of the community, teachers, school leaders, parents, government and non-government organizations are very important to increase the participation and success of female’s students in the study area.
Keywords: Constraints, primary school, Socio-Cultural and success.
Although published in 2006 and referring to official guidance that was in circulation at the time, this guide contains lots of guidance on classroom strategies and practical activities that are every bit as relevant today
Achieving Equitable Outcomes with Results-Based Accountability Clear Impact
Achieving equitable outcomes is an integral part of the implementation of Results Based Accountability (RBA). Each step of RBA's Turn the Curve process includes the opportunity for practitioners to consider diversity, equity, and inclusion. This webinar will provide participants with concrete methods for approaching their Turn the Curve process with equity at the forefront, and not as an afterthought.
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
Presentation of findings from Young Lives by Virginia Morrow and Paul Dornan, at the New School New York on 5 November 2014. Further info: http://www.younglives.org.uk/news/news/event-advancing-equity-for-children
Maja Gavrilovic and Elsa Valli's presentation "Child Marriage and Ethiopia's Productive Safety Net Programme: Analysis of protective pathways in the Amhara region" presented at IDS in October 2019.
Rosana Morgado, Professor, Federal University of Rio de Janeiro Brazil – Violence prevention: how to ensure parenting support, Expert Consultation on Family and Parenting Support, UNICEF Office of Research – Innocenti Florence 26-27 May 2014
Effective solutions to end violence against children will require researchers, practitioners, and leaders to come together to take stock of what we know, bridge gaps across the field, and influence change through the use and generation of VAC evidence.
This webinar aimed to share evidence and foster discussion on intersections between violence against women and violence against children, highlighting opportunities for greater collaboration, to build knowledge, and to translate it into policy and programmes.
Opening remarks: Alessandra Guedes, Gender and Development Research Manager, UNICEF Innocenti
Presenting evidence:
- Clara Alemann, Director of Programs, Promundo, The Hague
- Manuela Colombini, Assistant Professor in Health Systems and Policy and Gender-based Violence, and Loraine Bacchus, Associate Professor of Social Science, LSHTM
- Chandré Gould, Senior Research Fellow, and Matodzi Amisi, Senior Research Consultant, Institute for Security Studies, South Africa
- Isabelle Pearson, Research Fellow for the Gender Violence & Health Centre at LSHTM and Heidi Stöckl, Professor of Public Health Evaluation, Ludwig-Maximilians-Universität München
Panel discussion:
- Paul Bukuluki, Associate Professor of Social Work and Medical Anthropology, Makerere University, Uganda
- Lina Digolo, Senior Associate, The Prevention Collaborative, Kenya
- Lori Heise, Professor of Gender, Violence and Health at the Johns Hopkins Bloomberg School of Public Health, United States
- Santi Kusumaningrum, Co-founder and Director, PUSKAPA - Center on Child Protection and Wellbeing at Universitas Indonesia
- Tarisai Mchuchu-MacMillan, Executive Director, MOSAIC, South Africa
Closing remarks: Emily Esplen, Head of Ending Violence Team, FCDO, United Kingdom
Elana Gaia, Social Policy Specialist, UNICEF CEE/CIS and Denise Stuckenbruck, Child Protection Specialist, UNICEF ESARO – Family support and social protection, Expert Consultation on Family and Parenting Support, UNICEF Office of Research – Innocenti Florence 26-27 May 2014
THE BREAKTHROUGH STRATEGY FOR ACHIEVING ALL THE MDGS INVESTING IN WOMEN AND GIRLS THE BREAKTHROUGH STRATEGY FOR ACHIEVING ALL THE MDGS Based on a speech by Jon Lomoy, Director of the OECD’s Development Co-operation Directorate, at the Helsinki High-level Symposium, United Nations 2010 Development Co-operation Forum, 4 June 2010 KEEP GIRLS IN SCHOOL 1 I believe that investing in women and girls in itself constitutes a breakthrough strategy for achieving the MDGs, and that almost any investment we make in women and girls will have multiplier effects across the Goals —Helen Clark, UNDP Administrator, 25 March 2010. W ithout a great leap forward towards achieving greater equality between women and men and increased empowerment of women and girls, none of the MDGs will be achieved. It is time to back up political promises with the investments and resources needed to do the job. Investing in women and girls has a powerful impact. It will make the world a better place for all – both women and men. Helen Clark has called it the breakthrough strategy for achieving the MDGs. The challenge is to identify how and where donor money can fuel that breakthrough strategy. There are four key areas where increased investments and attention could have catalytic and multiplier impacts on the lives of women and girls – and of future generations: • Keep girls in school to complete a quality secondary education • Urgently improve reproductive health, including access to family planning services • Increase women’s control over productive and financial assets (not just microcredit), and • Identify and support women leaders at all levels. Studies have shown that women with even a few years of primary education have better economic prospects, have fewer and healthier children, and are more likely to ensure that their own children go to school. Development would be accelerated if girls were kept in school to complete a quality secondary education. Education of girls is one of the most powerful tools for women’s empowerment, but discrimination continues to keep girls out of school. • In 2007, only 53 of the 171 countries with available data had achieved gender parity in both primary and secondary education1 . • Secondary school enrolment is very low in sub-Saharan Africa (24 percent of girls and 33 percent of boys). That means that girls are missing out – particularly when they live in rural areas and in poor households. Removing school fees and providing financial incentives for girls to attend school have proven to be effective. At the same time we need to build schools closer to remote communities, ensure that schools have quality teachers and adequate sanitary facilities and that they are safe places for girls. 1. United Nations (2009). The Millennium Development Goals Report 2009
Green Templeton College, University of Oxford, 2016: Emerging market populations have never been younger and may never be larger.
Over one billion young people (aged between 10 and 24) live in Brazil, China, India, Indonesia, Mexico, Russia, South Africa, Turkey and smaller emerging markets. India has over 700 million and China more than 500 million people under 30. This offers huge potential to harness their energy and creativity by engaging them in productive activities.
Participants in the symposium on Young People and the Future of Emerging Markets concluded that governments’ failure to understand the mind sets of young people, master intergenerational communications and take measures to preserve the planet for future generations is extremely short sighted.
The Emerging Markets Symposium brought together over 50 international experts and graduate students from 20 emerging market and high income countries. Hosted by Green Templeton College on 7-10 January, the symposium was designed to ensure its conclusions were grounded in the insights and priorities of young people.
Findings and insights from WFP staff inquiries into how WFP programmes can be more gender sensitive in the context of supporting Syrian refugees in Lebanon. The findings were shared in a regional knowledge sharing meeting with the other WFP countries working on the Syrian response.
Family planning for Girls: The get it right checklist.Girl Effect
The FP2020 commitments were bold and ambitious. This checklist can help us all achieve them.
In summer 2012, donors, policy makers and implementing partners gathered at the London Summit on Family Planning. The outcome was FP2020 - a political and financial commitment to provide 120 million underserved girls and women with the opportunity to freely, reliably and safely use modern contraception by 2020. It was an ambitious goal. This checklist can help us all achieve it.
Assessment of Socio-Cultural Constraints On Girls’ Success in Education: The ...paperpublications3
Abstract:In countries, such as Ethiopia, girls are at a disadvantageous position in terms of accessing and succeeding in their education. The objective for this study is to examine the socio-cultural factors affecting girl’s education. The scope of the study focuses on one Primary School where female students are enrolled and limited to grades 4 - 8 and in the age group of 12-18. The sample size of this particular study was 40 female students and 10 respondents for focus group discussion. The respondents were selected using the probability sampling technique and systematic random sampling method.
The findings of this study revealed that girls living in the study area had faced many socio- cultural problems hampering their enrollment and their success in their education. The perception of the community about female education, long distance of the school, early marriage, abduction and lack of role model in their village, as well as, in their school are the major factors that hinders girls’ enrolment and success.
Finally, it was suggested that the collaboration of the community, teachers, school leaders, parents, government and non-government organizations are very important to increase the participation and success of female’s students in the study area.
Keywords: Constraints, primary school, Socio-Cultural and success.
Although published in 2006 and referring to official guidance that was in circulation at the time, this guide contains lots of guidance on classroom strategies and practical activities that are every bit as relevant today
Achieving Equitable Outcomes with Results-Based Accountability Clear Impact
Achieving equitable outcomes is an integral part of the implementation of Results Based Accountability (RBA). Each step of RBA's Turn the Curve process includes the opportunity for practitioners to consider diversity, equity, and inclusion. This webinar will provide participants with concrete methods for approaching their Turn the Curve process with equity at the forefront, and not as an afterthought.
The Sustainable Development Goals—officially known as "Transforming our World: The 2030 Agenda for Sustainable Development"—are an intergovernmental set of 17 aspirational goals and 169 targets that now apply to all countries. SDG 4 (quality education) and SDG 8 (decent work and economic growth) seek to address primary concerns of youth. Elsewhere, it stands to reason that engaging, energizing, and empowering youth can make them integral part of the solutions we all need.
Dr Margo Greenwood (March 2017) Community- Based Participatory Research: A S...Sightsavers
This presentation was delivered at IAFOR’s Asian Conference on Education and International Development (ACEID) 2017 in Kobe, Japan.
Presentation abstract:
Community-based participatory research (CBPR) in an education context equitably involves teachers, pupils, community members, organisational representatives and researchers, with a commitment to sharing power and resources and drawing on the unique strengths that each partner brings. The aim through this approach is to increase knowledge and understanding of a given phenomenon and integrate the knowledge gained into interventions, policy and social change to improve the health and quality of life of those in the school community. Sightsavers, a disability-focused iNGO, has been implementing a community-based participatory research approach (CBPR) within its education and social inclusion research in the global South. This paper describes the CBPR methodology, how it works within international development, and its impact on Sightsavers interventions in schools. Specific reference will be made to working with teachers as peer researchers – including those with disabilities, training material for peer researchers, CBPR ethical principles, and community analysis of data.
Can early child development programmes help overcome social disparities? (2008)sadafsh
Shallwani, S., & Jindani, F. (June, 2008). Can early child development programmes help overcome social disparities? Paper presented at the Biennial Convention of the Society for the Psychological Study of Social Issues, Chicago.
Abstract:
Current research in early child development (ECD) indicates that children’s experiences in their earliest years lay the foundation for lifelong development, academic achievement, and social success. Studies suggest children’s developmental health is impacted by the physical, emotional, and social environments in which they are raised in their earliest years (R. H. Bradley et al., 1989). Longitudinal research indicates that early interventions for ECD can have positive lasting effects on all children, but particularly strong impacts on children from disadvantaged circumstances (L. J. Schweinhart et al., 1993).
Some have further argued that ECD programmes can be a key opportunity to equalize social and health disparities resulting from poverty and social exclusion (M. Friendly & D. Lero, 2002). For example, the Inter-American Development Bank claims that early childhood interventions targeted to children from disadvantaged backgrounds “can help break the tragic cycle of poverty” (1999, p.3). In this way, ECD programmes are presented as an effective and unproblematic way to address problems of social disparities.
However, much of the evidence cited to support this conceptualization is based on research conducted with very specific populations in the Minority world, and has been critiqued as neither very strong nor very generalizable (H. Penn, 2004). Moreover, this conceptualization of ECD as the great equalizer focuses attention to the care and education given to the children of low-income parents, and diverts attention away from macro-level neoliberal economic practices which actually cause poverty and social injustice.
In this presentation, we critically review research and theory on the relationship between ECD and social and health disparities. We present evidence both supporting and shedding doubt upon the mainstream conceptualization of ECD as an opportunity to overcome disparities. We draw upon our own practice and research experiences, particularly in Majority world contexts such as Pakistan and Kenya, to qualitatively highlight learnings.
The WYRED (netWorked Youth Research for Empowerment in the Digital society) project has celebrated its fourth face-to-face meeting in Bath (UK) from June 18th till June 20th. This presentation is related to the Delphi results from the first two cycles.
Learning and Innovation Skills – 4CsKey Subjects – 3Rs.docxSHIVA101531
Learning and
Innovation Skills – 4Cs
Key Subjects – 3Rs
and 21st Century Themes
Critical thinking • Communication
Collaboration • Creativity
21st Century Student Outcomes
and Support Systems21st Century Student Outcomes and Support Systems
Framework for
21st Century Learning
The Partnership for 21st Century Learning (P21) has developed a vision for
student success in the new global economy.
One Massachusetts Avenue NW, Suite 700 Washington, DC 20001 202-312-6429 www.P21.org
2 1 S T C E N T U R Y S T U D E N T O U T C O M E S
To help practitioners integrate skills into the teaching of core academic subjects, P21 has developed
a unified, collective vision for learning known as the Framework for 21st Century Learning. This
Framework describes the skills, knowledge and expertise students must master to succeed in work
and life; it is a blend of content knowledge, specific skills, expertise and literacies.
Every 21st century skills implementation requires the development of core academic subject
knowledge and understanding among all students. Those who can think critically and communicate
effectively must build on a base of core academic subject knowledge.
Within the context of content knowledge instruction, students must also learn the essential
skills for success in today’s world, such as critical thinking, problem solving, communication and
collaboration.
When a school or district builds on this foundation, combining the entire Framework with the
necessary support systems—standards, assessments, curriculum and instruction, professional
development and learning environments—students are more engaged in the learning process and
graduate better prepared to thrive in today’s global economy.Publication date: 05/15
One Massachusetts Avenue NW, Suite 700 Washington, DC 20001 202-312-6429 www.P21.org
Key Subjects and 21st Century Themes
Mastery of key subjects and 21st century themes is essential to student success. Key subjects include
English, reading or language arts, world languages, arts, mathematics, economics, science, geography,
history, government and civics.
In addition, schools must promote an understanding of academic content at much higher levels by weaving
21st century interdisciplinary themes into core subjects:
• Global Awareness
• Financial, Economic, Business and Entrepreneurial Literacy
• Civic Literacy
• Health Literacy
• Environmental Literacy
Learning and Innovation Skills
Learning and innovation skills are what separate students who are prepared for increasingly complex life
and work environments in today’s world and those who are not. They include:
• Creativity and Innovation
• Critical Thinking and Problem Solving
• Communication and Collaboration
Information, Media and Technology Skills
Today, we live in a technology and media-driven environment, marked by access to an abundance
of information, rapid changes in technology tools and the ability to collab ...
Findings from the GAGE mixed-methods longitudinal study in Ethiopia on prevention strategies and girls' experiences of FGM/C, child marriage and adolescent motherhood, presented to the Parliamentary Standing Committee for Women and Social Affairs, Ethiopia.
The Development Studies Association 2022 Conference was hosted online by University College London on 6-8 July. The theme was ‘Just sustainable futures in an urbanising and mobile world’, with contributions exploring what justice and equity look like in a post-pandemic world affected by an escalating climate crisis.
Presentation by Dr Nicola Jones, Dr Bassam Abu Hamad, Prof Sarah Baird, Erin Oakley, Sarah Alheiwidi, Agnieszka Malachowska at the 4th IAAH MENA region Adolescent Health conference in Hurghada, Egypt
Presentation by Dr Bassam Abu Hamad, Dr Nicola Jones, Prof Sarah Baird and Agnieszka Malachowska at the 4th IAAH MENA region Adolescent Health conference in Egypt
Presentation by Dr Bassam Abu Hamad, Dr Nicola Jones, Sally Youssef and Agnieszka Malachowska at the 4th IAAH MENA region Adolescent Health conference in Hurghada, Egypt
A presentation by Nicola Jones at the Global Webinar: Leave No Child Behind – The Way Forward for Education organised by Economic Policy Research Institute
A presentation by Jennifer Seager (George Washington University), Maheen Sultan (BRAC Institute of Governance and Development) at the Webinar on Adolescent Experiences in Chittagong and Sylhet: the support programme and COVID-19 impact
A presentation by Silvia Guglielmi at the Webinar on Adolescent Experiences in Chittagong and Sylhet: the support programme and COVID-19 impact.
Organisers: BRAC Institute of Governance and Development (BIGD), BRAC James P Grant School of Public Health (JPGSPH), GAGE, IPA
Many ways to support street children.pptxSERUDS INDIA
By raising awareness, providing support, advocating for change, and offering assistance to children in need, individuals can play a crucial role in improving the lives of street children and helping them realize their full potential
Donate Us
https://serudsindia.org/how-individuals-can-support-street-children-in-india/
#donatefororphan, #donateforhomelesschildren, #childeducation, #ngochildeducation, #donateforeducation, #donationforchildeducation, #sponsorforpoorchild, #sponsororphanage #sponsororphanchild, #donation, #education, #charity, #educationforchild, #seruds, #kurnool, #joyhome
Jennifer Schaus and Associates hosts a complimentary webinar series on The FAR in 2024. Join the webinars on Wednesdays and Fridays at noon, eastern.
Recordings are on YouTube and the company website.
https://www.youtube.com/@jenniferschaus/videos
A process server is a authorized person for delivering legal documents, such as summons, complaints, subpoenas, and other court papers, to peoples involved in legal proceedings.
Jennifer Schaus and Associates hosts a complimentary webinar series on The FAR in 2024. Join the webinars on Wednesdays and Fridays at noon, eastern.
Recordings are on YouTube and the company website.
https://www.youtube.com/@jenniferschaus/videos
Up the Ratios Bylaws - a Comprehensive Process of Our Organizationuptheratios
Up the Ratios is a non-profit organization dedicated to bridging the gap in STEM education for underprivileged students by providing free, high-quality learning opportunities in robotics and other STEM fields. Our mission is to empower the next generation of innovators, thinkers, and problem-solvers by offering a range of educational programs that foster curiosity, creativity, and critical thinking.
At Up the Ratios, we believe that every student, regardless of their socio-economic background, should have access to the tools and knowledge needed to succeed in today's technology-driven world. To achieve this, we host a variety of free classes, workshops, summer camps, and live lectures tailored to students from underserved communities. Our programs are designed to be engaging and hands-on, allowing students to explore the exciting world of robotics and STEM through practical, real-world applications.
Our free classes cover fundamental concepts in robotics, coding, and engineering, providing students with a strong foundation in these critical areas. Through our interactive workshops, students can dive deeper into specific topics, working on projects that challenge them to apply what they've learned and think creatively. Our summer camps offer an immersive experience where students can collaborate on larger projects, develop their teamwork skills, and gain confidence in their abilities.
In addition to our local programs, Up the Ratios is committed to making a global impact. We take donations of new and gently used robotics parts, which we then distribute to students and educational institutions in other countries. These donations help ensure that young learners worldwide have the resources they need to explore and excel in STEM fields. By supporting education in this way, we aim to nurture a global community of future leaders and innovators.
Our live lectures feature guest speakers from various STEM disciplines, including engineers, scientists, and industry professionals who share their knowledge and experiences with our students. These lectures provide valuable insights into potential career paths and inspire students to pursue their passions in STEM.
Up the Ratios relies on the generosity of donors and volunteers to continue our work. Contributions of time, expertise, and financial support are crucial to sustaining our programs and expanding our reach. Whether you're an individual passionate about education, a professional in the STEM field, or a company looking to give back to the community, there are many ways to get involved and make a difference.
We are proud of the positive impact we've had on the lives of countless students, many of whom have gone on to pursue higher education and careers in STEM. By providing these young minds with the tools and opportunities they need to succeed, we are not only changing their futures but also contributing to the advancement of technology and innovation on a broader scale.
Canadian Immigration Tracker March 2024 - Key SlidesAndrew Griffith
Highlights
Permanent Residents decrease along with percentage of TR2PR decline to 52 percent of all Permanent Residents.
March asylum claim data not issued as of May 27 (unusually late). Irregular arrivals remain very small.
Study permit applications experiencing sharp decrease as a result of announced caps over 50 percent compared to February.
Citizenship numbers remain stable.
Slide 3 has the overall numbers and change.
MHM Roundtable Slide Deck WHA Side-event May 28 2024.pptx
Understanding adolescent vulnerabilities in LMICs through an intersectional lens
1. Understanding adolescent vulnerabilities in LMICs
through an intersectional lens
Launch of a new European Journal of Development Research Special Issue
5th October 2021
2. Agenda
1
• Introductions and setting the scene
2
•Panel session – 30 mins
3
• Q & A – 10 mins
4
• Breakout room sessions – 30 mins
5
• Wrap up and conclusions – 15 mins
3. Panellists
Prof Rebecca
Tiessen
Chair
School of International
Development and
Global Studies,
University of Ottawa
Member of the
European Journal of
Development Research
editorial board
Twitter:
@rebeccatiessen
Prof Laura Camfield
Panel 1 and 2
School of International
Development
Former member of the
European Journal of
Development Research
editorial board
Twiter:
@camfield_laura
@developmentuea
Dr Khadija Mitu
Panel 1
GAGE Qualitative
Research Lead
Associate professor of
anthropology, the
university of
Chittagong, Bangladesh
Twitter:
@KhadijaMitu3
@GAGE_programme
@UChittagong
Dr Sarah Baird
Panel 2
Professor of Global
Health and Economics,
George Washington
University
GAGE Quantitative
Lead
Twitter:
@Gwpublichealth
@GAGE_programme
Prof Tassew
Woldehanna
Panel 2 and 3
President of Addis
Ababa University
GAGE quantitative
Principal Investigator
for Ethiopia and Early
Learning Partnership
(ELP) Research
Programs
Twitter: @Tassew18
Roberte Isimbi
Panel 3
Gender Equality and
Social Inclusion (GESI)
Specialist, FATE
Consulting
Research Uptake and
Impact Coordinator
(RUIC) for GAGE in
Rwanda
Twitter:
@Rob_Isimbi
@GAGE_programme
@FateConsulting
5. Prof Laura Camfield
Dr Khadija Mitu
1. What does an intersectional lens
bring to our understanding of
adolescent experiences in LMICs?
6. Adolescent experiences in LMICs through an intersectional lens
Intersectionality (Crenshaw, 1989) - experiences of multiple overlapping disadvantage -
came from US legal/social policy, with obvious parallels to ‘multidimensional poverty’
Shows how different social identities - age, race, ethnicity, gender, class and sexuality -
intersect and inform each other in “interlocking systems of oppression” (Hill Collins,
1993:28) that are structural, political and representational
GAGE approach links adolescent experiences to a “social, economic, political and legal
environment that contributes to discrimination and structures experiences of oppression
and privilege” (AWID, 2004:5)
• How do the most marginalised adolescents experience and navigate structurally
embedded disadvantage?
• What shapes their individual and collective capabilities?
• How can this support or inhibit their voice and agency?
• What do they experience as an enabling environment?
• How can policies and programmes contribute to this?
It asks specifically:
Source: Miriam Dobson
7. What are the implications of intersectionality for GAGE research?
‘Bottom-up’ approach
Methodological breadth and flexibility + explicit
reflection on theoretical and methodological choices
Moving beyond the ‘trinity of race, class, and gender’ to
look at experiences emerging from intersecting
frameworks of religion, disability, culture, geography,
place, and age (Hankivsky, 2012:1717)
Linking individuals and structures
Disaggregating data
‘Studying up’
Documenting agency, resiliency, and resistance to
domination (Hankivsky et al., 2010)
• ‘Writing from within’ (Andalzua) (standpoint
epistemology)
• Inductive
• Ethical - who is the research for? How does it
advance the needs of those studied?
8. Prof Sarah Baird
Prof Laura Camfield
Prof Tassew Woldehanna
2. How does a mixed-methods
approach help us to unpack
questions around the
intersections that shape
adolescent lives and capabilities?
10. How does a mixed-methods approach help us to unpack questions
around the intersections that shape adolescent lives and capabilities?
Quantitative research
can highlight puzzles
that qualitative can dive
deeper on; and vice
versa;
Mixed methods
research allows for
deeper exploration of
sensitive topics,
including experiences of
discrimination and
stigma, mental ill-
health, age- and gender-
based violence
Quantitative data
provides generalizability
that is often key to
engaging policy makers,
whilst qualitative
research can bring the
urgency of action to life
through human stories
and voices
11. Roberte Isimbi
Prof Tassew Woldehanna
3. How does this special issue help
to advance discussions on policy
and programming priorities for
adolescents in LMICs?
12. Adolescents and their heterogeneous experiences are too often invisible
on the policy stage – nationally and internationally…
53 of 232 SDG indicators are gender-specific and, of these, only 18 are disaggregated by
"adolescent" or "youth" age.
The 18 gender and adolescent / youth indicators are located in just 6 of 15 SDGs - that is
Goals 1, 3, 4, 5, 8 and 11.
13. How does this special issue help to advance discussions on policy and
programming priorities for adolescents in LMICs?
It highlights the importance of:
Going beyond an
instrumentalist focus on
youth e.g. ‘harnessing youth
for economic growth’ and
developing policies and
programmes that can
respond to the complex
experiences, needs and
aspirations of heterogeneous
adolescents
Systematically integrating a
recognition of the ways in
which young people’s
economic and social
disadvantages can intersect,
including in the commissioning
and generation of
disaggregated data and
research that can make these
patterns of vulnerability visible
- including within the SDGs...
Paying attention to
adolescents’ evolving needs
over the course of the
second decade of life and
investing in interventions
that provide long-term age-
tailored services and
support
16. Breakout room hosts
Dr Bassam Abu Hamad
Breakout room 1
Child Marriage
General Coordinator and Associate
Professor, School of Public Health Al-
Quds University (Jerusalem)
Associate Regional Director for MENA
for the GAGE research programme
Twitter: @GAGE_programme
@AlQudsU
Dr Ola Abu Al Ghaib
Breakout room 2
Adolescents with
disabilities
Manager in UN Partnership on
Persons with Disabilities Fund
Twitter: @AlghaibOla
@unprpd
Dr Kate Pincock
Breakout room 3
Refugees and IDPs
GAGE Qualitative Researcher
Research Associate, University of
Oxford
Twitter: @interarma
@GAGE_programme
17. Launch of a new European Journal of Development Research Special Issue
Room number 1
Dr Bassam Abu Hamad,
GAGE Associate Director
Child marriage drivers in diverse
LMIC contexts including the
experiences of girls and boys
• Please stay muted when not speaking.
• When speaking, please identify yourself by name
and work area to help others recognize you.
18. SGD 5.3
Eliminate all
harmful
practices, such
as child, early
and forced
marriage
Child marriage has declined by 15% in the last decade, however each year 12 million girls around the
world are still married before the age of 18 (UNICEF, 2018).
The global challenge of child marriage
19. Areas of focus during the group discussion
Intersecting complex drivers for
child marriage in LMIC and conflict
affected contexts, particularly,
debate between economic vs gender
norms drivers of child marriage, and
also the dimension of citizenship
(refugees/IDP versus non-refugees)
Comparing and contrasting drivers
for child marriage in different
settings, to explore whether these
are universal or can be quite context-
specific?
Underlying reasons behind these
drivers for child marriage? How
these drivers are changing overtime,
and what contributes to that change?
Caveats in current policies and
programmes, what can be done to
fulfil SDGs and LNOB commitments
related to ending child marriage?
Including availability and use of
evidence that reflects the voices of
the girls/boys married as children.
20. Launch of a new European Journal of Development Research Special Issue
Room number 2
Dr Ola Abu Alghaib,
Manager in UN Partnership on
the Rights of Persons with
Disabilities
Experiences of adolescents with disabilities
including differences based on context and
type of impairment
• Please stay muted when not speaking.
• When speaking, please identify yourself by name
and work area to help others recognize you.
21. • Adolescents with a sensory, physical or cognitive disability are 2.5 times more likely to have
never been in school than their peers without disabilities (UNESCO, 2020)
• Up to 68% of adolescent girls with disabilities will experience sexual violence before the
age of 18 (UNFPA, 2018).
Adolescents with disabilities in LMICs
Only 2 of the
232 SDG
indicators
disaggregate by
gender, age and
disability status
22. Areas of focus during the group discussion
What are the key challenges
that adolescents with
(dis)abilities face in terms of
education, psychosocial
wellbeing, bodily integrity and
economic empowerment in
LMICs?
How does (dis)ability intersect
with other social disadvantages
– e.g. gender, poverty, refugee
status?
What are the specific
challenges facing adolescents
with different types of
impairments (hearing, visual,
physical,
learning/communication)
How can an intersectional lens
advance policy and
programming effectiveness?
23. Launch of a new European Journal of Development Research Special Issue
Room number 3
Dr Kate Pincock, GAGE researcher,
Research Associate at the
University of Oxford
Adolescent refugees and IDPs
• Please stay muted when not speaking.
• When speaking, please identify yourself by name
and work area to help others recognize you.
24. Only 1 of the 232
SDG indicators
disaggregate by
refugee status
• There are an estimated 26 million refugees and over 45 million IDPs globally, of whom over half are
under the age of 18 (UNHCR, 2020).
• Refugee girls at secondary level are only half as likely to enroll in learning as male peers (UNHCR,
2018).
• 1 in 5 refugee women experiences SGBV, and due to intersecting factors of gender and age, adolescent
girls are the cohort most at risk (WRC, 2016)
Adolescent refugees and IDPs
25. Discussion points
In what ways does displacement
affect adolescents’ access to
health and nutrition, education,
psychosocial wellbeing,
economic empowerment, and
bodily integrity?
How do ‘gender’ and ‘age’
intersect with displacement to
produce particular forms of
marginalisation? And what
other social identities shape the
experience of displacement?
How might an intersectional
approach inform interventions
to support adolescent
capabilities across these
domains?
What barriers exist to
operationalizing an
intersectional approach in policy
and practice with adolescents?
27. Highlights from discussion on child marriage in LMICs
Intersecting drivers:
- economic
-limited access to quality education
- gender norms
- lack of girls' voice, choice, agency
- displacement
Delaying marriage without also
building girls’ broader human
capital has limitations
The importance of the strength of
sanctions on the girl if she doesn't
marry early
No 1 key driver – importance of
context specificity to weigh up
what works most
28. Highlights from discussion on adolescents with disabilities
AwD are often
overlooked in research
due to the additional
burdens on data
collection.
Geography intersects
with other
vulnerabilities as
remoteness can impede
access to services.
Disabilities often go
undiagnosed in LMIC
contexts, or emphasis is
placed on observable
disabilities.
Girls with disabilities
can face greater degrees
of stigma when it comes
to SRH services.
29. Highlights from discussion on Adolescent refugees and IDPs
Lack of access to key
services (education,
psychosocial, health) due
to legal barriers, lack of
communication and
language barriers
Legal status, gender norms
and age can results in
marginalisation of
adolescents from accessing
their opportunities and
aspirations.
Allows for complexity and
the need to account for a lot
of nuance, challenges of
adolescents change as they
get older.
Challenges of translating
complex lived realities that
focus on small groups into
policies that focus on large
groups
30. EJDR Special Issue articles
Intersectionality as a
Framework for
Understanding Adolescent
Vulnerabilities in Low and
Middle Income Countries:
Expanding Our
Commitment to Leave No
One Behind
No One Left Behind: Using
Mixed-Methods Research
to Identify and Learn from
Socially Marginalised
Adolescents in Low- and
Middle-Income Countries
Absenteeism, Dropout, and
On-Time School
Completion of Vulnerable
Primary School Students in
Ethiopia: Exploring the Role
of Adolescent Decision-
Making Power in the
Household, Exposure to
Violence, and Paid and
Unpaid Work
‘I Wish Someone Would
Ask Me Questions’: The
Unheard Voices of
Adolescents with
Disabilities in Jordan
‘I Dream of Going Home’:
Gendered Experiences of
Adolescent Syrian Refugees
in Jordan’s Azraq Camp
Changing Patterns of
Commercial Sex Work
Amongst Adolescent Girls
in Nepal: The Role of
Technology
31. EJDR Special Issue articles
‘I Just Keep Quiet’:
Addressing the Challenges
of Married Rohingya Girls
and Creating Opportunities
for Change
‘If She’s Pregnant, then that
Means that Her Dreams
Fade Away’: Exploring
Experiences of Adolescent
Pregnancy and
Motherhood in Rwanda
‘Do Poor People’s Dreams
Ever Come True?’
Educational Aspirations and
Lived Realities in Urban
Slums in Dhaka, Bangladesh
‘No One Should Be Terrified
Like I Was!’ Exploring
Drivers and Impacts of
Child Marriage in
Protracted Crises Among
Palestinian and Syrian
Refugees
‘People consider us devils’:
exploring patterns of
exclusion facing
adolescents with
disabilities in Ethiopia
‘The School Was Closed, So
When They Brought Me A
Husband I Couldn’t Say No’:
Exploring the Gendered
Experiences of Child
Marriage Amongst
Adolescent Girls and Boys
in Ethiopia
Editor's Notes
**look at list of qual tools
Introduction of participants (Name, country and organization)
Explaining the purpose of the group discussion, clarify process and dynamics, agree on ground rules for discussions, time frame; note that there will be a notetaker from the GAGE hub team
Give an overview about child marriage, magnitude of the problem, trends and consequences in diverse LMIC contexts including the experiences of girls and boys
Briefly remind participants about the SDGs and LNOB commitments regarding child marriage
https://www.girlsnotbrides.org/documents/1585/Decade_of_progress_Ten_years_of_Girls_Not_Brides.pdf
About one-third of the girls in low- and middle-income countries will most likely be married before age 18 due to attained progress levels which are not sustained in many countries and less than 10% of girls will get married before they attain 15 years of age (ibid).
Introduction of participants (Name, country and organization)
Explaining the purpose of the group discussion, clarify process and dynamics, agree on ground rules for discussions, time frame; note that there will be a notetaker from the GAGE hub team
Give an overview about child marriage, magnitude of the problem, trends and consequences in diverse LMIC contexts including the experiences of girls and boys
Briefly remind participants about the SDGs and LNOB commitments regarding child marriage
Introduction of participants (Name, country and organization)
Explaining the purpose of the group discussion, clarify process and dynamics, agree on ground rules for discussions, time frame; note that there will be a notetaker from the GAGE hub team
Give an overview about child marriage, magnitude of the problem, trends and consequences in diverse LMIC contexts including the experiences of girls and boys
Briefly remind participants about the SDGs and LNOB commitments regarding child marriage
Three articles in the SI explore the experiences of displaced adolescents: Sajdi et al (refugees in Azraq camp, Jordan), Abu Hamad et al (Gazan and Syrian refugees in Jordan) and Mitu et al (Rohingya refugees in Cox’s Bazar, Bangladesh)
In contexts of insecurity and social upheaval, adolescents face overlapping challenges in relation to realising capabilities - underlining the need for an intersectional approach.
https://www.gage.odi.org/types/journal-article/
Intersectionality as a Framework for Understanding Adolescent Vulnerabilities in Low and Middle Income Countries: Expanding Our Commitment to Leave No One Behind | GAGE (odi.org)
No One Left Behind: Using Mixed-Methods Research to Identify and Learn from Socially Marginalised Adolescents in Low- and Middle-Income Countries | GAGE (odi.org)
Absenteeism, Dropout, and On-Time School Completion of Vulnerable Primary School Students in Ethiopia: Exploring the Role of Adolescent Decision-Making Power in the Household, Exposure to Violence, and Paid and Unpaid Work | GAGE (odi.org)
‘I Wish Someone Would Ask Me Questions’: The Unheard Voices of Adolescents with Disabilities in Jordan | GAGE (odi.org)
‘I Dream of Going Home’: Gendered Experiences of Adolescent Syrian Refugees in Jordan’s Azraq Camp | GAGE (odi.org)
Changing Patterns of Commercial Sex Work Amongst Adolescent Girls in Nepal: The Role of Technology | GAGE (odi.org)
‘I Just Keep Quiet’: Addressing the Challenges of Married Rohingya Girls and Creating Opportunities for Change | GAGE (odi.org)
‘If She’s Pregnant, then that Means that Her Dreams Fade Away’: Exploring Experiences of Adolescent Pregnancy and Motherhood in Rwanda | GAGE
‘Do Poor People’s Dreams Ever Come True?’ Educational Aspirations and Lived Realities in Urban Slums in Dhaka, Bangladesh | GAGE (odi.org)
‘No One Should Be Terrified Like I Was!’ Exploring Drivers and Impacts of Child Marriage in Protracted Crises Among Palestinian and Syrian Refugees | GAGE (odi.org)
‘People consider us devils’: exploring patterns of exclusion facing adolescents with disabilities in Ethiopia | GAGE (odi.org)
‘The School Was Closed, So When They Brought Me A Husband I Couldn’t Say No’: Exploring the Gendered Experiences of Child Marriage Amongst Adolescent Girls and Boys in Ethiopia | GAGE (odi.org)