Demographic Data
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Sources: World Bank, UNDP, UNAIDS, DHS 2013 |
Displaying 5071 - 5080 of 14393
Această mapă, de asemenea, ajută programelor la adaptare, reorganizare și determinarea priorității activităților de prevenire și răspuns.
In line with principles outlined by the Early Childhood Development Action Network and the International Task Force for Teachers for Education 2030, the following are five key actions that governments, civil society organizations, and funding agencies must take to support the early childhood workforce to ensure continuity and quality in efforts to promote nurturing care.
This package of materials from Changing the Way We Care features guidance and tools for case management and virtual monitoring during the COVID-19 pandemic.
Esta guía se desarrolló para ayudar al equipo psicosocial a realizar un seguimiento virtual de los NNA y las familias durante la pandemia de COVID-19.
This guidance was developed to support case workers to conduct virtual monitoring of children and families within their caseload throughout the COVID-19 pandemic.
The 2020 Global Education Monitoring Report recognizes the contexts and challenges facing countries in providing inclusive education; the groups at risk of being excluded from education and the barriers individual learners face, especially when various characteristics intersect; and the fact that exclusion can be physical, social (in interpersonal and group relations), psychological and systemic.
In this article, developmental psychologists Ariel Kalil and Rebecca Ryan examine the relation between parenting practices and socioeconomic gaps in child outcomes.
This review provides an overview and educational material on nonaccidental injury (NAI) and its clinical presentation.
The aim of this report was to collate information about policies and plans, changes over time, strengths and areas of concerns relevant to advancement in deinstitutionalisation in 27 EU countries and for six target groups: adults with disabilities, adults with mental health problems, children (including children with disabilities), unaccompanied or separated migrant children, homeless persons and older adults.
This thesis aimed to explore health, abuse, support, and preconditions for school among children in out-of-home care (OHC) in Sweden and to assess changes after an intervention targeting foster children’s school performance.