Suchergebnisse

"The long-term consequences of COVID-19 have been tough for children around the world, but even more so for young children already in humanitarian crisis, whether due to conflict, natural disasters, or economic and political upheaval. This book investigates how organizations around the world responded to these dual challenges, identifying solutions, and learning opportunities to help to support young children in ongoing and future crises. Drawing on research and voices from the Global South, this book showcases innovations to mobilize new funds and re-allocate existing resources to protect children during the pandemic. It provides important evidence on understudied and overlooked vulnerable populations, recognizing that researchers from the Global South are best positioned to fill these research gaps, contextualize findings, and support the uptake and adoption of recommendations by local decision-makers and practitioners in those same contexts. The findings in this book will be important for practitioners, policy makers and donors working in or interested in humanitarian contexts, on early childhood development, or early childhood education. The book will also be useful to students and researchers working in these fields"--

The long-term consequences of COVID-19 have been tough for children around the world, but even more so for young children already in humanitarian crisis, whether due to conflict, natural disasters, or economic and political upheaval. This book investigates how organizations around the world responded to these dual challenges, identifying solutions, and learning opportunities to help to support young children in ongoing and future crises. Drawing on research and voices from the Global South, this book showcases innovations to mobilize new funds and re-allocate existing resources to protect children during the pandemic. It provides important evidence on understudied and overlooked vulnerable populations, recognizing that researchers from the Global South are best positioned to fill these research gaps, contextualize findings, and support the uptake and adoption of recommendations by local decision-makers and practitioners in those same contexts. The findings in this book will be important for practitioners, policy makers and donors working in or interested in humanitarian contexts, on early childhood development, or early childhood education. The book will also be useful to students and researchers working in these fields. The Open Access version of this book, available at http://www.taylorfrancis.com, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives (CC-BY-NC-ND) 4.0 license.

Multisectoral thinking has long been attractive in the field of development, especially in the social sector, because social problems and their determinants are so complex and multifaceted. For nutrition, UNICEF's (1990) conceptual framework of the causality of child malnutrition illustrates the multisectoral nature of the problem (Figure 2.1). It shows the immediate determinants of malnutrition at the individual level (inadequate dietary intake and disease) as products of underlying causes at the family or household level (insufficient access to food, inadequate maternal and child practices, poor water and sanitation, and inadequate access to quality health services). These, in turn, are influenced by basic causes at a societal level, including the quality and quantity of human, economic, and organizational resources and the way (or by whom) they are controlled. More fundamentally, these factors operate within a given—although dynamic—economic, political, cultural, and social structure, where each actor has specific resources. ; PR ; IFPRI1 ; PHND

The Government of Equatorial Guinea (GoEG) requested financial, analytical, and technical support from the World Bank during the country's protracted economic recession. Given the prioritization of education in the country's national development plan, the World Bank agreed to undertake an education sector diagnostic study to: (a) help the World Bank better understand the education sector, including the main challenges and policy priorities of the government; (b) facilitate dialogue between the World Bank and GoEG in the education sector and suggest options to move forward in the current economic downturn; (c) provide supporting background for a parallel activity that is focusing on public expenditures in the social sector (public expenditure review (PER)); (d) support the activities that are planned as part of the national development plan's programa mayor educación para todos; and (e) provide education sector stakeholders with an updated summary of the sector including a review of recent indicator trends and program activities. This diagnostic focuses primarily on primary and secondary education, while also providing some information on technical and vocational education and training (TVET) and higher education, especially where relevant to the other subsectors. It is also intended to update an earlier World Bank-supported education sector diagnostic. The diagnostic is divided into three main parts. Part A focuses on country context, background on the education sector, and recent trends in education (for example, enrollment, and repetition). Part B moves into the education sector diagnostic by topic, focusing on the main challenges in areas such as education finance, quality, and learning outcomes. Part C introduces possible policy actions, framed with the current crisis context, that address some of the main issues identified in Part B.

Participatory community development programs are designed to match government investments with local needs. In Morocco, where issues of inequality and poverty are high on the national agenda, a community development program, the National Initiative for Human Development, targeted high-poverty areas for additional investments. This paper examines whether, in addition to reducing poverty, such programs can also promote human development, specifically early childhood development. Early childhood development forms a critical foundation for later human development and plays a key role in the intergenerational transmission of socioeconomic status. Using panel data on communities just above and below the cutoff for National Initiative for Human Development inclusion in rural areas, regression discontinuity and fixed effect models are applied to identify the impact of the program on economic outcomes and early childhood development. Although the analysis finds some transitory impacts of the program on economic outcomes, it finds no impacts on early childhood development. Reducing inequality and promoting human development through early childhood development is likely to require specific, targeted, and sustained initiatives.