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.

Teachers themselves can help identify instances of abuse and neglect, and refer families to services that can help prevent family separation. Such awareness raising activities should also complement wider community work projects, in order to maximise their impact.

The type of curriculum and provision should be determined according to the cultural norms, needs of the children, and the available resources. These may vary considerably; for example children who support others and are required to work will need flexible hours for classes or vocational training, while those in a conflict affected area may require full-time education with an emphasis on psychosocial activities.

The literature in this section includes basic education and vocational programmes for children in low resource settings.

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Schooling experiences of children left behind in Zimbabwe by emigrating parents: Implications for inclusive education

Mazvita Cecilia Tawodzera, Mahlapahlapana Themane - South African Journal of Education, 2019

This paper assesses experiences and challenges faced by the left-behind children (LBC) in Zimbabwe and explores these children’s perceptions of their interactions with teachers through inclusive education practices.

Changing Lives in Our Lifetime: Global Childhood Report 2019

Save the Children, 2019

In commemoration of its founding 100 years ago, Save the Children is releasing its third annual Global Childhood Report to celebrate progress for children.

Early childhood agreement for children in out-of-home care

Early Childhood and School Education Group, Department of Education and Training, and the Youth and Families Division, Department of Health and Human Services, 2019

The Early Childhood Agreement for Children in Out-of-Home Care (OOHC) was first developed in 2014 as a shared commitment by the Victorian Department of Education and Training (DET), the Department of Health and Human Services (DHHS), the Municipal Association of Victoria (MAV) and Early Learning Association Australia (ELAA) to support young children in OOHC in Victoria, Australia to access key early childhood services.

Knowledge translation in child welfare—improving educational outcomes for children at risk: study protocol for a hybrid randomized controlled pragmatic trial

Thomas Engell, Ingvild Barbara Follestad, Anne Andersen, Kristine Amlund Hagen - Trials, 29 Dec 2018

The present study is part of a knowledge translation project in collaboration with local CWS with the aim to develop, implement, and evaluate Enhanced Academic Support (EAS) for primary school children in Child Welfare Services (CWS) in Norway.

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Relationships Matter for Youth 'Aging Out' of Care

Melanie Doucet - McGill University, 11 Dec 2018

Relationships Matter for Youth 'Aging Out' of Care is a collaborative photovoice project led by Melanie Doucet, who is a former youth in care, alongside eight former youth in care between the ages of 19 and 29 from the Greater Vancouver area.

Successful implementation of a combined learning collaborative and mentoring intervention to improve neonatal quality of care in rural Rwanda

Jennifer Werdenberg, et al - BMC Health Services Research, 04 Dec 2018

The All Babies Count (ABC) initiative was a comprehensive health systems strengthening intervention designed to improve neonatal care in rural public facilities. This article describes ABC implementation outcomes, including development of a quality improvement (QI) change package.

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Khmer Language Version: Child Protection and Education Needs for the Children and Adolescents of Phnom Penh’s Urban Poor Communities

UNICEF Cambodia, 01 Dec 2018

This study examines child protection risks faced by preschool age children (3-5 years old) and adolescents (10-14 years old) in Phnom Penh, Cambodia and determines the interconnectivity between such risks and education.

Understanding How School Climate Affects Overall Mood in Residential Care: Perspectives of Adolescent Girls in Foster Care and Juvenile Justice Systems

Cheryl L. Somers, Angelique G. Day, Jenna Niewiadomski, Casey Sutter, Beverly A. Baroni, Jun Sung Hong - Juvenile & Family Court Journal, 01 Dec 2018

The aim of the study is to understand the perceptions of court‐involved adolescent girls in residential treatment (40% delinquency, 60% foster care/child abuse and neglect) on school climate and factors that affect their mood in school.

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Child Protection and Education Needs for the Children and Adolescents of Phnom Penh’s Urban Poor Communities

UNICEF Cambodia, 01 Dec 2018