The document discusses several marginalized populations including youth, girls, children with disabilities, and those affected by emergencies. It outlines challenges they face in accessing education such as social norms, safety issues, and lack of appropriate infrastructure. Potential policy options to help include improving access through non-formal schooling, addressing cost barriers, focusing on life skills, and preparing contingency plans for emergencies. The document advocates for recognizing each group's specific needs through targeted yet integrated programming.
This presentation by the Children's Rights Council (www.CRCkids.org) helps define the concept of children's rights and includes CRC's very own "Children's Bill of Rights."
Authors: Anitra Stevenson, Marcus Trelaine, with additional help.
Legal Disclaimer:
The legal information provided in this slideshow is for general reference and educational purposes only.
It is the intention of CRCKids.org and the Children's Rights Council to provide a comprehensive resource of useful, accurate general information about the law and help individuals learn more about and strategize their own specific legal needs to make more informed decisions.
Although every effort has been made to ensure that the information presented is helpful, explanations of legal principles have been simplified to present material in an easier to understand format for use by the general public. Moreover, laws can vary considerably in different jurisdictions (from state to state and from county to county) and are subject to frequent changes, as well as diverse interpretations dependent upon the facts unique to a particular situation.
CRCkids.org is not operated by a law firm, nor does the Children's Rights Council claim to be an authority on the legal subject matter contained herein. This slideshow is offered as an instructive guideline and represents one source of information among many, and should not be construed as advice to replace the counsel of a qualified and licensed professional to determine specific legal rights. It is the responsibility of any person or entity using this slideshow to determine the applicable information and facts, and the recommendation of CRCkids.org and the Children's Rights Council to read other material, research additional sources and consult with appropriate legal, financial or clinical professionals before making any decisions that could affect the outcome of a legal proceeding, financial obligation, treatment evaluation, or other important determination.
CRCkids.org and the Children's Rights Council make no representation, guarantee, or warranty (express or implied) as to the legal ability, competence, or quality of representation which may be provided by any attorney, political representative, practitioner, public agency, private service provider or court which are listed herein.
CRCkids.org, along with the Children's Rights Council and its chapters, affiliates and contributors to this slideshow, shall have neither liability nor responsibility to any person or entity with respect to any loss or damage caused or alleged to be caused, directly or indirectly, by the information contained on this slideshow or for any legal representation provided by any person or entity listed in this slideshow.
Challenges of the universal health coverage a review of 3 wh rsAhmed-Refat Refat
Challenges of the Universal Health Coverage: An Overview of Three World Reports
Prof. Ahmed-Refat AG Refat
Prof. Occupational and Environmental Medicine. FOM-ZU
SUMMARY
Background: Universal health coverage (UHC) is fast becoming a first order priority of the global health agenda .The concept of UHC is not new. The WHO constitution in 1948 and the Alma-Ata Declaration in 1978 both indirectly stressed UHC as an important tool to achieve “Health for All.”. A resolution at the 58th World Assembly in 2005 encouraged the countries of the world to embed UHC in their health systems, and the World Health Report (2010) proposed improved financing for health care to achieve this goal. Out of the 17 SDGs, that adopted in 2015, the eighth target of goal 3 (target 3.8) insists : Achieve universal health coverage, including financial risk protection, access to quality essential health-care services and access to safe, effective, quality and affordable essential medicines and vaccines for all.
This review will presents a group of relevant UHC issues that discussed comprehensively in the following three World Health Reports:
1. HEALTH SYSTEMS FINANCING, The path to universal coverage (WHR 2010)
2. Research for Universal Health Coverage ( WHR 2013)
3. Tracking universal health coverage: (2017 Global Monitoring Report)
The objective of this work is to identify the areas that need extra efforts from Public Health Departments in teaching, research and training of the future doctors for proper implementing of UHC as a promising health policy in Egypt.
Understanding the Public Policy Landscape: Lessons From a Retrospective Evalu...Innovation Network
These slides accompanied a presentation at the American Evaluation Association's annual conference in October 2013 in Washington, DC.
Innovation Network evaluators Veena Pankaj and Kat Athanasiades discussed how the Framework for Public Policy Advocacy was used in a retrospective evaluation of a large scale philanthropic public policy campaign. The framework helped to identify and plot grantee strategies across two dimensions - target audience(s) and desired outcomes. Using bubble charts to illustrate the strategic focus of each grantee, the evaluation team was able to recognize trends among the grantee partners, identify gaps and provide an aggregate overview of the types of strategies being supported. Presenters highlighted how the framework was used in selecting and developing appropriate data collection methodologies based on the strategic focus of the grantees. These methodologies were created to specifically correspond to the outcome areas and target audience(s) highlighted by the framework. Finally, the presenters reflected on lessons learns and share insights for improving advocacy evaluation at the portfolio level.
The presentation's handout is available here: http://www.innonet.org/resources/node/728
Innovation Network is a nonprofit evaluation, research, and consulting firm. We provide knowledge and expertise to help nonprofits and funders learn from their work to improve their results. To learn more, visit www.innonet.org.
This presentation by the Children's Rights Council (www.CRCkids.org) helps define the concept of children's rights and includes CRC's very own "Children's Bill of Rights."
Authors: Anitra Stevenson, Marcus Trelaine, with additional help.
Legal Disclaimer:
The legal information provided in this slideshow is for general reference and educational purposes only.
It is the intention of CRCKids.org and the Children's Rights Council to provide a comprehensive resource of useful, accurate general information about the law and help individuals learn more about and strategize their own specific legal needs to make more informed decisions.
Although every effort has been made to ensure that the information presented is helpful, explanations of legal principles have been simplified to present material in an easier to understand format for use by the general public. Moreover, laws can vary considerably in different jurisdictions (from state to state and from county to county) and are subject to frequent changes, as well as diverse interpretations dependent upon the facts unique to a particular situation.
CRCkids.org is not operated by a law firm, nor does the Children's Rights Council claim to be an authority on the legal subject matter contained herein. This slideshow is offered as an instructive guideline and represents one source of information among many, and should not be construed as advice to replace the counsel of a qualified and licensed professional to determine specific legal rights. It is the responsibility of any person or entity using this slideshow to determine the applicable information and facts, and the recommendation of CRCkids.org and the Children's Rights Council to read other material, research additional sources and consult with appropriate legal, financial or clinical professionals before making any decisions that could affect the outcome of a legal proceeding, financial obligation, treatment evaluation, or other important determination.
CRCkids.org and the Children's Rights Council make no representation, guarantee, or warranty (express or implied) as to the legal ability, competence, or quality of representation which may be provided by any attorney, political representative, practitioner, public agency, private service provider or court which are listed herein.
CRCkids.org, along with the Children's Rights Council and its chapters, affiliates and contributors to this slideshow, shall have neither liability nor responsibility to any person or entity with respect to any loss or damage caused or alleged to be caused, directly or indirectly, by the information contained on this slideshow or for any legal representation provided by any person or entity listed in this slideshow.
Challenges of the universal health coverage a review of 3 wh rsAhmed-Refat Refat
Challenges of the Universal Health Coverage: An Overview of Three World Reports
Prof. Ahmed-Refat AG Refat
Prof. Occupational and Environmental Medicine. FOM-ZU
SUMMARY
Background: Universal health coverage (UHC) is fast becoming a first order priority of the global health agenda .The concept of UHC is not new. The WHO constitution in 1948 and the Alma-Ata Declaration in 1978 both indirectly stressed UHC as an important tool to achieve “Health for All.”. A resolution at the 58th World Assembly in 2005 encouraged the countries of the world to embed UHC in their health systems, and the World Health Report (2010) proposed improved financing for health care to achieve this goal. Out of the 17 SDGs, that adopted in 2015, the eighth target of goal 3 (target 3.8) insists : Achieve universal health coverage, including financial risk protection, access to quality essential health-care services and access to safe, effective, quality and affordable essential medicines and vaccines for all.
This review will presents a group of relevant UHC issues that discussed comprehensively in the following three World Health Reports:
1. HEALTH SYSTEMS FINANCING, The path to universal coverage (WHR 2010)
2. Research for Universal Health Coverage ( WHR 2013)
3. Tracking universal health coverage: (2017 Global Monitoring Report)
The objective of this work is to identify the areas that need extra efforts from Public Health Departments in teaching, research and training of the future doctors for proper implementing of UHC as a promising health policy in Egypt.
Understanding the Public Policy Landscape: Lessons From a Retrospective Evalu...Innovation Network
These slides accompanied a presentation at the American Evaluation Association's annual conference in October 2013 in Washington, DC.
Innovation Network evaluators Veena Pankaj and Kat Athanasiades discussed how the Framework for Public Policy Advocacy was used in a retrospective evaluation of a large scale philanthropic public policy campaign. The framework helped to identify and plot grantee strategies across two dimensions - target audience(s) and desired outcomes. Using bubble charts to illustrate the strategic focus of each grantee, the evaluation team was able to recognize trends among the grantee partners, identify gaps and provide an aggregate overview of the types of strategies being supported. Presenters highlighted how the framework was used in selecting and developing appropriate data collection methodologies based on the strategic focus of the grantees. These methodologies were created to specifically correspond to the outcome areas and target audience(s) highlighted by the framework. Finally, the presenters reflected on lessons learns and share insights for improving advocacy evaluation at the portfolio level.
The presentation's handout is available here: http://www.innonet.org/resources/node/728
Innovation Network is a nonprofit evaluation, research, and consulting firm. We provide knowledge and expertise to help nonprofits and funders learn from their work to improve their results. To learn more, visit www.innonet.org.
International Conference on Population and Developmentsheldk
Transcript:
1. Goals of the conference
2. Political Atmosphere
3. Key players
4. Old thoery
5. Enviromental Efforts
6. NGO's
7. The Program of Action
8. United States
9. Abortion Debate
10. Outcome
11 Achievements
12. Critics
Nine Key Principles of Community-Based Participatory Research
Based on:
Israel B, Schulz A, Parker E and Becker A. (1998). Review of community-based research: Assessing partnership approaches to improve public health. Annual Review of Public Health, 19, pp. 173-202
International Conference on Population and Developmentsheldk
Transcript:
1. Goals of the conference
2. Political Atmosphere
3. Key players
4. Old thoery
5. Enviromental Efforts
6. NGO's
7. The Program of Action
8. United States
9. Abortion Debate
10. Outcome
11 Achievements
12. Critics
Nine Key Principles of Community-Based Participatory Research
Based on:
Israel B, Schulz A, Parker E and Becker A. (1998). Review of community-based research: Assessing partnership approaches to improve public health. Annual Review of Public Health, 19, pp. 173-202
Vitamin a presentation, Vitamin A Deficiency, Vitamin A toxicityDhruvendra Pandey
This presentation contains Importance of vitamin A, Sources of Vitamin A, Absorption,Transport and Excretion of Vitamin A, Vitamin A Deficiency, Vitamin A Toxicity, Required dose of Vitamin A, Nutrition, Nutrition deficiency
This presentation is ment to train Paramedicals & persons seeking health information. It is enjoyable to learn What & How about Vitamin A & its Role in Human Body. it educate general people in very palatable forms.
to download this presentation from this link
https://mohmmed-ink.blogspot.com/2020/12/obesity.html
obesity, causes, diagnosis, complications, treatment, prevention.
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.
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
Social Problem of causes and Solutions By Ammara Arshad Nadia Ehtisham.pptxKamran Abdullah
BS EDUCATION
SEMSETER 2nd
(From Sep 2023 to Jan 2024)
Subject: Citizenship
Teacher: Ms Sania Hayat (M.Phil.)
Classes: Monday 11-12:30 ,Tuesday 8-9:30
These Are Final Term Presentation Slides
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Institute of Education
University Of Sargodha *
Shaping Futures of Children Through Education.pdfVidya Gyan
VidyaGyan is dedicated to providing quality education to children. Through its initiatives, which include running a leadership academy, it offers free, world-class education to bright students.
Putting Children First: Identifying solutions and taking action to tackle poverty and inequality in Africa.
Addis Ababa, Ethiopia, 23-25 October 2017
This three-day international conference aimed to engage policy makers, practitioners and researchers in identifying solutions for fighting child poverty and inequality in Africa, and in inspiring action towards change. The conference offered a platform for bridging divides across sectors, disciplines and policy, practice and research.
Beating the Odds: Why have some children fared well despite growing up in pov...Young Lives Oxford
Young Lives Senior Research Officer Gina Crivello presents on 'Beating the Odds' asking 'Why have some children fared well despite growing up in poverty?' alongside Virginia Morrow at the Global Coalition conference 'Putting Children First: Identifying solutions and taking action to tackle poverty and inequality in Africa' held 23-25 October 2017 in Addis Ababa, Ethiopia
14. DISABLED “ It appears highly likely that children with disabilities comprise one of the most socially excluded groups in all societies today.” - Colin Robson, The University of Huddersfield
Will be an overview, marginalized populations are extensive and broad
-Inclusion/access generally decreases with secondary level; after one schooling cycle
-The developed world generally has access and equity in their education systems -the developing world is at a disadvantage due to lack of resources, political support, etc -Within developing countries, there are marginalized populations that are further put at disadvantage due to their unique characteristics/situations. In effect, they’re ‘doubly’ marginalized/discriminated -overlapping areas bet purple circles reflect multiple marginality
Bc of late entry and failing to complete primary cycle, wide range of ages and curriculum may not be appropriate Life relevant learning seldom approached Non-Formal Ed should be complementary and can’t replace formal education
Young women especially underrepresented in secondary/higher ed Institutionalized discrimination Security concerns traveling to and from school In Ecuador, 22% of adolescent girls reported as victims as sexual abuse in educational setting China-day cares attached to schools to reduce opportunity cost to attend school Malawi-reserves 1/3 of secondary school places for girls Bangladesh, Chad, India, Pakistan-new all girl schools Guatemala-scholarship programs for Mayan girls Nepal-adjusted school hours to allow for house chores
On the personal level, education helps women marry later, have fewer children, reduces infant mortality rates, increases their earning power, improves family hygiene, nutrition, overall health care, children’s well being, and their daughters’ chances of enrolling in school by 40 percent or more . Providing girls one extra year of education beyond the average boosts eventual wage rates by 13-18 percent. P3 – According to a World Bank study of over 100 countries, secondary education for women boosts per capita income growth particularly as countries advance beyond the earliest stages of development
Challenges to Reaching Disabled Youth Lack of national investment because cultural bias or the assumption that the economic potential of a disabled child is not high. In many developing countries the struggle to develop compulsory education for a majority of children takes precedence over meeting the special educational needs of those with disabilities (Hegarty). The vast majority of individuals with hearing or visual impairments in developing nations lack basic literacy skills and those with intellectual and psychiatric disabilities are often treated with cruel neglect. According to Ingstad and Whyte (1995), many cultures view impairments as a personal failure: a child is considered bad or irreparably tainted. In some cultures, individuals with physical abnormalities are considered deserving of life, but the survival of children born with conditions such as dwarfism and hydrocephalus may be much less valued. There is growing disabled population caused by conflict and other consequences of poverty. Over 6 million children have been seriously injured or permanently disabled by violent conflict over the past decade, and over 10 million have been left with grave psychological trauma. Education systems are rarely able to handle this additional burden and respond adequately even to the needs of children with disabilities not created by conflict. Peters (2003) estimates that 80 percent of persons with disabilities reside in developing countries and that conditions such as poverty, violence, abuse, malnutrition, poor prenatal care and HIV/AIDS result in a higher proportion of disabled persons. There are too many standards for defining who is disabled. – There are many potential problems with classification systems that result in inaccurate labeling of children and segregation from the mainstream (EQUIP, 2005). Disability advocates and some international organizations challenge the need to categorize children with disabilities because labeling perpetuates the medical approach to disability and may socially stigmatizes children. Yet, it remains important to appropriately distinguish children with disabilities from those requiring more intensive educational supports due to poverty, lack of educational opportunity, or similar environmental factors (EQUIP).
To combat discrimination and remove structural barriers to learning and participation in education. To promote a broad concept of education, including essential life skills and lifelong learning. To continue to focus on the needs of individuals with disabilities when resources and activities address the realization of EFA goals (EQUIP). Policy Strategies (Hegarty, pgs. 17-29) Legislation: Can “articulate” and “reinforce” the country’s policy on special education. “ A legal framework can, however, hold the different elements of policy together, clarify ambiguities and resolve tensions among them. Secondly, legislation can help to secure resources or the appropriate channeling of resources.” Therefore, legislation can be used to target expenditure on certain groups of children; it can require that provision be supported by certain administrative structures; it can insist on certain levels of teacher training; and it can require that special educational provision be made in ordinary schools.” Finally, the continuous presentation of special education needs via legislation will legitimize the cause and build national awareness. Administrative Support: By having administrative support for special education policy, there will be a vehicle to better give shape to the provisions created by policy. Supplemental administrative support is also needed to address additional teachers, supply and relevant curriculum to implemented special education. The administrative functions for special education are varied (i.e. planning, resource allocation, the supply and training of personnel, buildings, materials and transport in addition to coordinating the different service elements (Hegarty, p. 14-15)). Additionally, all of these functions must be replicated at the national, regional and local levels. Without properly appropriated administrative support, special education programs will fail in any country. Education Provision: Policy makers must decide if a segregated education is the most appropriate for children with special needs. What will be the required expertise of the teacher? How will they adapted buildings and equipment and training opportunities for staff and students? Early Childhood Education: The absence of appropriate stimulation in infancy and early childhood ranks alongside malnutrition and poverty as a major source of disadvantage and retarded development. This is true of all children but is especially so for children with disabilities. Preparation for Adult Life: The twin goals of action in this area are to help young people become economically active and lead lives that are as full and independent as possible. There is a growing realization that those with disabilities can benefit from the training opportunities available to the general population. This is leading to initiatives to incorporate training provision for people with disabilities into the general system for technical and vocational education. This entails substantial alterations in the latter as well as major changes in attitude, but it is a step towards the normalization of experience for people with disabilities. Parental Involvement: Parents are the child’s first and natural teachers, and it makes sense to help them discharge this role to the best of their ability. As for participating in decision-making, the best they could generally hope for was the reactive role of agreeing to, or taking issue with, the educational placement proposed for their child by the professionals. Parents should be made aware of their right as an active decision-maker and participant for securing the needs of their child. Teacher Training: Considering that the majority of the teachers in developing countries are not receiving the proper training, the case of the special education teacher is even worse. When conceptualizations of handicap are being revised and integration means that teachers in ordinary schools are expected to teach pupils with disabilities, training that was previously adequate may now need to be supplemented or restructured. Research and Development: Educating pupils with disabilities is a complex matter. It is likely to be significantly improved if based on good information about the nature of these children’s learning needs and how best to meet them. Studies designed to separate out the different forms of disability, deepen understanding of them and clarify their educational implications. Incidence surveys to establish the extent of local need. Development activities directed at curricula, teaching approaches and the deployment of resources. Evaluation: The role of evaluation is a constant and growing need in any education system. Its benefits are intuitive.
Need trauma counseling/psychosocial needs addressed-witnessed violent acts, victim of abuse, ideological indoctrination Out of school for long periods of time Gov’t institutions and civic capacity at all levels severely damaged Relief efforts has more focus bc more immediate and overshadows education UNESCO’s Teacher Emergency Package (TEP) Restore functional ed activities in post conflict and refugee settings “ school in a box”-materials for up to 80 students and 1 teacher (slates, books, pencils, blkbd paint, posters) Provides bridge between emergency and recovery phases
Capacity Building Not quantifiable, lack of data Not defined, recognized as distinctive group NGOs-Work w/local governments-sustainability Info-Nat’l Crime Prevention strategy-dismissal of teachers found guilty of serious misconduct w/student, but rare for gov’t intervention Male programs to explore masculinity, increase gender awareness and end violence against girls PPPs-maybe offer experiential job programs to meet business’ needs Community participation-esp good for conflict, organic community development, community/parent resource centers, beautification projects, after school programs run by parent/youth groups Nonformal ed-Uganda Youth Development Link (UYDEL) Building Capacities for Non-Formal Ed and Life Skills program 2 drop in ctrs Vocational training and informal ed marketable skills and make $
Although policy options and programs for marginalized populations may work in theory, due to the complexity of defining each group, which may overlap Middle-child syndrome Not like older and youngest bc their roles are more defined Youngest gets away w/stuff and babied Neglected But forces them to be resourceful and more resilient! Oldest treated like adult and harsher treatment/higher expectations -Integrating supplementary services Social focus-UNESCO’s Hope and Solidarity Through Ball games, focus on social skills to reintegrate street kids back into society and school PEER’s RECREATE Kit-sports and play activities for creative expression and cope w/conflict stress Psychosocial needs-conflict/child soldiers, deep trauma PLAN’s RapidEd-therapeautic and healing forms of self-expression w/school Drama activities Eventually integrated into normal school after 36 weeks Butterfly Garden (Sri Lanka) 1-2 acre walled compound for playing, animals, zone of peace, deal with stress Occupational Therapy-Disabled