Despite the acknowledged importance and large scale of rural-urban migration in many developing countries, few studies have compared education outcomes of migrants to those for people born in the city. This paper uses recent data from Dhaka, Bangladesh, and Ho Chi Minh City and Hanoi, Vietnam, to examine educational expenditure and children’s grade attainment, with a focus on poor households.
This paper provides an overview and analysis of the initial steps towards the establishment of a separate ombudsman for children in Turkey. Looking at children’s socio-economic conditions, the legal and political situation, as well as the perception of childhood in the country, it reviews the rationale for the creation of a children’s ombudsman. The paper then examines current processes from a child rights perspective, in particular with respect to the now cancelled general ombudsman law.
Special Series on Social Norms and Harmful Practices
Female Genital Mutilation/Cutting (FGM/C) is still a widespread practice in Ethiopia, although important declines in prevalence rates can be observed in some areas of the country. Attitudes towards the practice have drastically changed, evidenced by the fact that overall support for FGM/C has declined and younger mothers are less likely than older mothers to have their daughters cut. This paper provides an analysis of the social dynamics of change in four geographic locations with different ethnic populations in Ethiopia, where interventions were undertaken to support the abandonment of FGM/C and other harmful practices.
The aim of this publication is to provide a review of the literature and current policies of early childhood education and care in the economically most advanced countries of the world. The introductory chapter provides some basic definitions: what is meant by 'early childhood services' both in the narrow sense of care and education services for young children (family day care, childcare centres, pre-primary educational services, integrated services, etc.) and in the wider sense of services supporting the holistic development of young children.
An accumulation of research across hundreds of studies shows the benefits of quality early childhood care and education for children’s later learning, school success and social development. In recognition of the value of providing early learning opportunities, many nations have expanded early childhood care and education in recent years. Mexico provides an interesting case in which expansion of early childhood care and education has occurred in the past 5 years, as have initiatives to improve quality and revise the national curriculum for pre-schoolers.
The Convention on the Rights of the Child introduces for the first time in an international human rights treaty, the concept of the ‘evolving capacities’ of the child. This principle has been described as a new principle of interpretation in international law, recognising that, as children acquire enhanced competencies, there is a diminishing need for protection and a greater capacity to take responsibility for decisions affecting their lives. Action is needed in law, policy and practice so that the contributions children make and the capacities they hold are acknowledged.
Around the world, in rural and urban areas alike, indigenous chilldren frequently constitute one of the most disadvantaged groups, and their rights - including those to survival and development, to the highest standards of health, to education that respects their cultural identity, and to protection from abuse, violence and exploitation - are often compromised.
Research into early marriage has tended to concentrate on its impact on reproductive health, school drop-out and rising population figures, and there has been little examination of the practice as a human rights violation in itself. The Digest examines the scale of early marriage, its context, causes and its impact and also outlines strategies for its prevention.
Evidence is considered on differences in access to education and in learning achievement within the countries of Central and Eastern Europe and the former Soviet Union. Analysis of the transition period focuses on the differences in access and achievement.
The fifth Regional Monitoring Report continues the Centre's pioneering work of emphasizing the social side of the transition in Central and Eastern Europe and the former Soviet Union, in particular the needs and rights of children. The Report presents detailed information on changes to educational systems and analysis of key issues relating to equity and rights in schooling. Trends are shown in enrolment, in the costs of schooling faced by families, and in the social support given by schools.