Education Programmes

Education is a fundamental element in the ability of children to meet their developmental potential.  It promotes their mental, physical and psychosocial health, and offers a sense of normalcy, even in times of conflict.  Schools are ideal for encouraging awareness of issues which place children at risk and increase the likelihood of child separation, such as HIV/AIDS prevention and child abuse.  

 

Displaying 1 - 10 of 329

Scottish Government,

The annual update on Education Outcomes for Looked After Children covering 2018-19 has been released by Scotland’s Chief Statistician.

Eran P Melkman - American Journal of Orthopsychiatry,

The goals of this article were to (a) examine the changes in educational achievements of children in care from preschool through the end of primary school; (b) identify subgroups exhibiting distinct educational trajectories; and (c) explore key predictive individual, care, and school characteristics.

Warren Hilton, Susan Mangold, Nicole Generose, Joanna Suriel - Student Affairs Today,

This brief article from Student Affairs Today highlights some of the lessons learned by student affairs professionals regarding foster care support programs at higher education institutions in the United States in light of the COVID-19 crisis.

Save the Children International,

New analysis in this global report shows how COVID-19 may impact the funding of education, as well as the countries most at risk of falling behind.

Zimbabwe Education Cluster (Save the Children & UNICEF),

This brief from the Zimbabwe Education Cluster presents details on the humanitarian needs and response in Zimbabwe due to the COVID-19 crisis, including the acute needs of orphans and vulnerable children, children with disabilities, and others.

Kalah M. Villagrana, Elizabeth H. Mody, Siobhan M. Lawler, Qi Wu, Kristin M. Ferguson - Children and Youth Services Review,

This study explores the factors that are associated with positive educational outcomes for HYA with and without a foster care history.

Caroline Andow - International Journal of Educational Development,

Through the lens of institutional ethnography, this paper explores how experiences of education inside one Secure Children’s Home in England are shaped by the institution.

John Ringson - New Ideas in Psychology,

This article is a qualitative phenomenological study seeking to examine the perceptions, views and feelings of the orphans and vulnerable children (OVC), care-givers and community leaders on their experiences with Basic Education Assistance Module (BEAM) as a material and psychosocial support intervention in Zimbabwe.

Dr Stuart Read, Dr Mel Macer and Dr Anne Parfitt - School of Education, Bath Spa University,

This research project aimed to study and inform the effective use of Pupil Premium Plus (PP+)-funded interventions to support educational outcomes for looked after children in the UK.

Carla Solvason, Rebecca Webb, Samantha Sutton‐Tsang - Children & Society,

This TACTYC funded research highlights the role that Maintained Nursery Schools (MNS) play in supporting families within areas of extreme social deprivation in the UK.