Construir el futuro : los niños y los Objetivos de Desarrollo Sostenible en los países ricos

Evalúa el bienestar infantil en el contexto del desarrollo sostenible en 41 países de la Unión Europea (UE) y la Organización de Cooperación y Desarrollo Económicos (OCDE). Si bien el grupo está formado por economías de ingresos altos y medianos, en adelante nos referiremos a todos ellos como «países de ingresos altos» o «países ricos» por razones prácticas. Las raíces del concepto de bienestar infantil se remontan a la Convención sobre los Derechos del Niño, pero la Agenda para el Desarrollo Sostenible añade dimensiones nuevas. El progreso en todas esas dimensiones resultará fundamental para los niños y, por tanto, las economías avanzadas deberán supervisar la situación de los niños y los jóvenes tanto a escala nacional como internacional

Construir el futuro : los niños y los Objetivos de Desarrollo Sostenible en los países ricos

Evalúa el bienestar infantil en el contexto del desarrollo sostenible en 41 países de la Unión Europea (UE) y la Organización de Cooperación y Desarrollo Económicos (OCDE). Si bien el grupo está formado por economías de ingresos altos y medianos, en adelante nos referiremos a todos ellos como «países de ingresos altos» o «países ricos» por razones prácticas. Las raíces del concepto de bienestar infantil se remontan a la Convención sobre los Derechos del Niño, pero la Agenda para el Desarrollo Sostenible añade dimensiones nuevas. El progreso en todas esas dimensiones resultará fundamental para los niños y, por tanto, las economías avanzadas deberán supervisar la situación de los niños y los jóvenes tanto a escala nacional como internacional

Myth-Busting? How Research is Refuting Common Perceptions about Unconditional Cash Transfers

Six common perceptions associated with cash transfers are investigated using data from eight rigorous evaluations of government unconditional cash transfer programmes across seven countries in sub-Saharan Africa. The evidence refutes each claim. Used in policy debates, these perceptions undermine well-being improvements and poverty reduction, in Africa and globally

Research with Disadvantaged, Vulnerable and/or Marginalized Adolescents

Disadvantaged, vulnerable and/or marginalized adolescents (DVMAs) are individuals aged 10–19, who are excluded from social, economic and/or educational opportunities enjoyed by other adolescents in their community due to numerous factors beyond their control. These include factors at the social level (such as economic inequality, violence, stigma, racism, migration), family level (including neglect and abuse) and individual level (e.g. disability, ethnicity). DVMAs include adolescents who are immigrants or refugees; sexual minorities; orphans; incarcerated; those who have run away or been turned out of their homes following neglect and/or abuse; those who are trafficked; and those who belong to a stigmatized indigenous, ethnic, tribal or religious groups. Though gender plays an important role within each of these categories and for the group as a whole, in this brief we do not treat all girls and young women as DVMAs. As a result of their social exclusion, DVMAs suffer from health inequities, or avoidable inequalities in their health and well-being compared to the well-being of other adolescents. Research is needed to inform ways to address these inequities

Gender Socialization during Adolescence in Low- and Middle-Income Countries : Conceptualization, influences and outcomes

Adolescence is a critical period in the development of gender attitudes and behaviours, which have potentially life-long effects.The rapid changes that take place during adolescence provide opportunities for the development and implementation of policies and programmes, which can influence the gender socialization process, in order to maximize positive outcomes.This paper set out to provide a conceptual understanding of the gender socialization process during adolescence, its influences and outcomes, and practical suggestions on how to use this knowledge in the design of policies and programmes to improve gender equality. First, theoretical contributions from psychology, sociology and biology were reviewed to situate the gender socialization process during adolescence in a broader context of multi-level influences. Second, a socio-ecological framework was introduced to bring together the main factors that influence the gender socialization process and its outcomes.Third, knowledge on how to influence the gender socialization process and its outcomes was summarized in order to provide practical recommendations for policies and programmes.This included: a) reviewing changes in demographics, the global media and gendered economic opportunities, to understand how the gender socialization process, gender norms and identities have been transformed at the macro level; and b) conducting a literature review of smallscale programmes designed to impact the gender socialization process.The literature review identified 31 programmes grouped around three broad strategies: 1) empowering young people (mainly girls) with information, skills, and social support to challenge norms; 2) fostering an enabling environment in which to challenge gender norms; and 3) working with men and boys, including directly with young individuals and with influential males to change attitudes and beliefs The paper concludes with recommendations for more holistic policy and programming efforts around gender socialization in adolescence

Value/s in early childhood education

Twenty years ago, as an early childhood teacher, I was fortunate to attend a professional development day conference led by the inimitable Professor Tina Bruce. At the conference, Tina asked we early childhood teachers: ‘What one thing would you put your back to the wall for in your job?’ In other words, Tina wanted us to share with one another the values that guide our daily work with young children and their families. An avowed Froebelian, Tina herself subscribes to a very particular set of values (Bruce 2015) and she is not alone. Many early childhood educators over two centuries have been influenced by the principles and philosophy developed by Froebel, the original kindergarten practitioner (Froebel Trust 2018). Indeed, as for so many others, my own initial teacher education was strongly influenced by Froebelian principles which have continued to guide my work in the field for thirty-five years. We live in an era of unprecedented global focus on early childhood development (UNESCO 2017; WHO 2018), in this editorial I revisit Froebel’s principles and I argue that we would be wise to continue to regard them as relevant and valuable touchstones for early childhood education in the twenty-first century

Getting into the Game Understanding : the evidence for child-focused sport for development. Report Summary

The report analyses available evidence on sport for development (S4D) initiatives for children and youth, to identify what works, how it works, and how to improve S4D policy and practice. Getting into the Game – the first phase of a two-stage research project – seeks to strengthen the evidence base on policies and practices for S4D and to build knowledge on how to effectively use S4D to promote positive outcomes in four specific areas: Education, Social inclusion, Child protection and Empowerment. The goal of the research is to map current initiatives and present evidence on harnessing the power of sport to improve the lives of children and youth. This study first defines sport and presents data to show the coverage, content, and monitoring and evaluation approaches of S4D programmes from an array of organizations surveyed in this research, including UNICEF and the Barça Foundation. It then compares a diverse set of evidence-based programmes and practices to refocus attention on the advantages of S4D approaches to meet the needs of children and youth and to foster cross-national learning

Inclusion with Protection : Obtaining informed consent when conducting research with adolescents

Adolescents – no longer children, not yet adults – are unique beings with human rights, developmental needs and tremendous potential. Enormous progress has been made in the 20th century in our scientific understanding of adolescent health and development, including the increasing recognition of adolescence as a critical period in a life course of well-being. Research on health, development and well-being has contributed immensely to current understanding of adolescence, its challenges and its opportunities. Adolescents are often excluded from research studies – and therefore from the potential benefits of research – because of confusion about whether they should be regarded as children or as adults, and who has the right and ability to give consent for adolescents to participate in research. Moreover, uncertainty about the proper ethical balance between protection from research and inclusion in research has often resulted in adolescent exclusion. This brief focuses on the rapidly evolving capacities of adolescents to make informed choices about their involvement in research. The brief provides a broad introduction to research ethics as they apply to adolescents and reflects on ethical considerations to simultaneously promote the inclusion of adolescents in research and protection from research-related risks. This paper builds on the concepts of evolving capacities and best interests as enunciated in the Convention on the Rights of the Child (CRC). The concept of evolving capacities is particularly useful in guiding ethical thinking about research with adolescents