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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Extracurricular activity participation and educational outcomes among older youth transitioning from foster care

Tony White, Lionel D. Scott Jr, Michelle R. Munson - Children and Youth Services Review, 10 Nov 2017

This study examined factors associated with extracurricular participation and whether participation in extracurricular activities is associated with completing high school and attending college among a sample of older youth transitioning from foster care.

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Educational stability policy and the interplay between child welfare placements and school moves

Elysia V. Clemens, Kristin Klopfenstein, Matt Tis, Trent L. Lalonde - Children and Youth Services Review, 07 Nov 2017

The purpose of this study was to determine the proportion of school moves that can be reduced through implementation of the educational stability provisions of the Fostering Connections to Success and Increasing Adoptions Act (FCA, 2008) and the Every Student Succeeds Act (ESSA, 2015), and to identify opportunities to minimize the number of transitions that children and youth in foster care experience in the US.

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Conceptualizing on-campus support programs for collegiate foster youth and alumni: A plan for action

J. Jay Miller, Kalea Benner, Athena Kheibari, Earl Washington - Child and Youth Services Review, 24 Oct 2017

This study employed Concept Mapping (CM) with a convenience sample of 51 foster youth/alumni in one southeastern state in the US to explicate a conceptual framework for the development of campus supports for collegiate foster youth/alumni, and examine priority areas (e.g., importance and feasibility).

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The State of Play: How have global children and youth issues fared in the U.S. government’s Fiscal Year 2018 appropriations process?

Gillian Huebner Consultant, Elevate Children Funders Group, 29 Sep 2017

This document sheds some light on where funding discussions currently stand with regard to U.S. government programs for global children and youth issues.

Early care and education arrangements and young children's risk of foster placement: Findings from a National Child Welfare Sample

Sacha Klein, Lauren Fries, Mary M. Emmons - Children and Youth Services Review, 06 Sep 2017

This study explores the possibility that early care and education (ECE) services (e.g., child care, preschool, day care) can help the Child Welfare System achieve its goal.

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Early care and education arrangements and young children's risk of foster placement: Findings from a National Child Welfare Sample

Sacha Klein, Lauren Fries, and Mary M. Emmons - Children and Youth Services Review, 06 Sep 2017

This study explored whether receipt of early care and education services reduces the likelihood of foster care placement for children aged 0-5 years in the United States.

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Education Uprooted: For every migrant, refugee and displaced child, education

UNICEF, 01 Sep 2017

This report provides essential data and information on educational challenges faced by nearly 50 million uprooted children around the world.

Case Study on Improving HIV Testing and Services for Children Orphaned or Made Vulnerable by HIV (OVC): Approaches of the Expanded Impact Program in Zimbabwe

Francesca Stuer & Kate Greenaway - 4Children/Catholic Relief Services, 25 Aug 2017

In this case study, Coordinating Comprehensive Care of Children (4Children) documents and evaluates the work of the World Education/Bantwana Expanded IMPACT program in Zimbabwe.

Case Study on Improving HIV Testing and Services for Children Orphaned or made Vulnerable by HIV (OVC): Approaches of the Yekokeb Berhan Program for Highly Vulnerable Children in Ethiopia

Francesca Stuer & Kate Greenaway - 4Children/CRS, 25 Aug 2017

In this case study, Coordinating Comprehensive Care of Children (4Children) documents and evaluates the work of Pact's Yekokeb Berhan Program for Highly Vulnerable Children in Ethiopia.

Case Study on Improving HIV Testing and Services for Children Orphaned or made Vulnerable by HIV (OVC): Approaches of the Leo Toto and APHIAplus Nuru ya Bonde Programs in Kenya

Francesca Stuer & Kate Greenaway - 4Children/Catholic Relief Services, 25 Aug 2017

In this case study, Coordinating Comprehensive Care of Children (4Children) documents and evaluates the work of COGRI’s Lea Toto program and the FHI360 led APHIAplus program in Kenya.