The search found 15 results in 0.026 seconds.
The overall goal of the Care and Support for Teaching and Learning (CSTL) Programme is to realise the education rights of vulnerable children in the SADC region through schools becoming inclusive centres of learning, care and support. The National Support Pack has been developed to guide the Department of Basic Education to mainstream the CSTL Programme throughout all South African schools. It brings together information, best-practice examples, tools and case studies of effective care and support practice in schools. …
The goal of this policy is to ensure that an increased number of OVC are able to access, remain in, and complete general education of good quality. The objective of this policy is to ensure that all OVC of school-going age attend school and are not deterred from full participation through lack of financial means, material or psychosocial need, stigma, discrimination or any other constraints, and to ensure that out-of school OVC are brought back into school or provided with appropriate alternative educational opportunities.
This article addresses a particular area of research in the field of education and child protection: the protective role of schools in the contexts of HIV/AIDS and poverty. Such adverse situations may lead children not to enroll in school or to drop out of school and subsequently to be subjected to abusive child labor and, in some cases, the worst forms of child labor (WFCL). …
The propose of the study was to probe in greater depth, and within the more systematic frame of a research methodology, the dynamics of two current initiatives aiming to provide support to vulnerable children in both Lesotho and Swaziland. Each of the four interventions had within their programme designs a main emphasis on enabling school enrolment and sustaining school attendance. At the same time, the interventions looked to support the more comprehensive needs of vulnerable children and, by doing so, to enhance their overall life situation. …
Despite recent progress in meeting the goals of the Education for All agenda, certain groups of young people are particularly vulnerable to exclusion and underachievement, including children with HIV/AIDS, children living in poverty, and children with disabilities. HIV/AIDS has reduced many young people’s rights to access education, to live a full and healthy life, and to have a life as a child. …
Education is one of the basic child rights and it is vital for children’s future life. Children should attend school and take full advantage of getting their right for education. The Millennium development Goal 2 is to achieve Primary Education of good quality by the year 2015. The Dakar Framework for Action adapted in the World Education Forum reaffirmed the Global commitment to EFA exists six major goals focused on providing Gender responsive good and quality education to all children and adults. …
The article interrogates current international development constructs of childhood, rights, vulnerability, and schooling in light of the daily experiences of two Malawian children affected by HIV/AIDS. It aims to better understand how development efforts targeted at these children function in practice, and suggests that current development discourses and frameworks may sometimes operate to make the lives of vulnerable children and communities harder and less secure. …
In March 2005, Project Concern International began implementing the BELONG Project (Better Education and Life Opportunities for Vulnerable Children through Networking and Organizational Growth) in response to the growing number of OVC who lacked access to health and other support services essential to minimizing their vulnerability and addressing their developmental needs. The project was funded by PEPFAR through USAID and was planned with a life cycle of 5 years, ending on September 30, 2010. …
Breaking Barriers (BB) Project in Kenya was implemented by four partners supported by Plan. The project focus is support, prevention, treatment and care; education, food and nutritional support, school materials and encouragement for orphans and vulnerable children to complete basic education and facilitate access to income generating opportunities. …
This policy applies to all learners, employees, managers and providers of education and training in all public and private, formal and non-formal and traditional learning institutions at all level of the education system in Zambia.It provides the framework for responding to concerns and needs of those infected with and affected by HIV and AIDS in the education sector.
This National Plan of Action has been developed with broad input from government, civil society, including NGOs and children, and international development partners. It draws on the recommendations and lessons learned from the Situation and Response Assessment and the mapping of OVC impact mitigation services that were developed in the first half of 2007. …
This mapping exercise was conducted because impact mitigation, and particularly support to orphans and vulnerable children (OVC), is seen as one of the "unfinished agendas" for the country and a top priority in the HIV and AIDS response. It has been conducted alongside a Situation and Response Assessment and estimate of the OVC population, so that together they can be used to analyse coverage and identify geographical and programmatic gaps and priority areas. …
This report was commissioned by the National Orphans and Vulnerable Children Multisectoral Task Force (NOVCTF) as a background study to inform the development of a Multisectoral National Plan of Action. The Task Force priorities for 2007 were to conduct a national assessment of responses to mitigate the impact of HIV and AIDS on children and develop and implement a national plan to guide efforts to mitigate the impact of the HIV epidemic on children. …
This protocol has been developed to meet a need for guidance on counseling of children and their parents/guardians about HIV/AIDS in 30 USAID/FHI projects with orphans and vulnerable children (OVC) under the IMPACT project in India. The document is a product of national and international experience on counseling with expert advice gathered through a two-day national meeting of child psychologists, child psychiatrists and social workers, as well as regional meetings with 30 NGOs working with children on HIV/AIDS issues. …
In line with the Revised National Policy Document on HIV and AIDS in Guyana (2006) the Ministry of Education (MOE) seeks to play its part in the multisectoral response that is needed if the epidemic is to be overcome. The policy also seeks to contribute to a stronger presence of the education sector in the Government of Guyana's multi-sectoral response to HIV and AIDS, as outlined in the Guyana National HIV and AIDS Strategy 2007-2011. …
