Eliminating child labour is central, therefore, to advancing children’s rights as articulated in the Convention on the Rights of the Child (CRC), where Article 32 recognises the child’s right to be ...protected from economic exploitation and from performing any work that is likely to be hazardous or to interfere with the child’s education, or to be harmful to the child’s health or physical, mental, spiritual, moral or social development. Inclusive and redistributive economic growth also plays an important role in the elimination of child labour.2 Child labour is found predominantly though not solely within agriculture and family enterprises, located within areas of high poverty and outmigration, and within social groups who remain on the margins of social and economic development in different contexts. A focus on sectors where child labour is found can also offer a useful entry-point for transformative labour policies—such as in Uzbekistan where comprehensive reforms in the cotton sector over a 7-year period resulted in an estimated two million children being taken out of child labour and half a million adults out of forced labour.4 Universalising quality elementary and secondary education must be a core strategy through ensuring equal attention to rural and urban areas, plugging gaps in infrastructure such as roads and transportation, improving the quality of school buildings and toilets, and ensuring effective distribution and performance of teachers across regions and areas (and grades). Health systems should help in identifying child labour and addressing the health and mental health impacts of child labour, including through regular health check-ups and screenings for working children, especially in hazardous conditions.
Background
More than half of the children in the world experience some form of interpersonal violence every year. As compared with high‐income countries, policy responses in low‐ and middle‐income ...countries (LMICs) are limited due to resource constraints and paucity of evidence for effective interventions to reduce violence against children in their own contexts, amongst other factors.
Objectives
The aim of this evidence and gap map (EGM) is to provide an overview of the existing evidence available and to identify gaps in the evidence base on the effectiveness of interventions to reduce violence against children in LMICs. This report covers evidence published in English; a follow‐up study is under preparation focusing on evidence in five additional languages—Arabic, Chinese, French, Portuguese and Spanish.
Methods
The intervention‐outcome framework for this EGM is based on INSPIRE—Seven Strategies for Ending Violence against Children, published by WHO and other partners in 2016. The seven strategies include implementation and enforcement of laws; norms and values, safe environment; parent–child and caregiver support; income and economic strengthening; response and support services; education and life skills. The search included both academic and grey literature available online. We included impact evaluations and systematic reviews that assessed the effectiveness of interventions to reduce interpersonal violence against children (0–18 years) in LMICs (World Bank, 2018b). Interventions targeting subpopulation of parents, teachers and caregivers of 0–18 years’ age group were also included. A critical appraisal of all included studies was carried out using standardised tools.
Results
The map includes 152 studies published in English of which 55 are systematic reviews and 97 are impact evaluations. Most studies in the map are from Sub‐Saharan Africa. Education and life skills are the most widely populated intervention area of the map followed by income and economic strengthening interventions. Very few studies measure impact on economic and social outcomes, and few conduct cost‐analysis.
Conclusion
More studies focusing on low‐income and fragile and conflict‐affected settings (FCS) and studying and reporting on cost‐analysis are required to address gaps in the evidence. Most interventions covered in the literature focused on addressing a wide range of forms of violence and harm, which limited understanding of how and for whom the interventions work in a given context, for specific forms of violence. More impact evaluation studies are required that assess specific forms of violence, gendered effects of interventions and on diverse social groups in a given context, utilising mixed methods.
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International consensus on education priorities accords an important place to achieving gender justice in the educational sphere. Both the Dakar ‘Education for All’ goals and the Millennium ...Development goals emphasise two goals, in this regard. These two goals are distinguished as
gender parity goals achieving equal participation of girls and boys in all forms of education based on their proportion in the relevant age-groups in the population and
gender equality goals ensuring educational equality between boys and girls. In turn these have been characterised as quantitative/numerical and qualitative goals respectively. In order to consider progress towards both types of goal, both quantitative and qualitative assessments need to be made of the nature of progress towards gender equality. Achieving gender parity is just one step towards gender equality in and through education. An education system with equal numbers of boys and girls participating, who may progress evenly through the system, may not in fact be based on gender equality. Following Wilson (Human Rights: Promoting gender equality in and through education. Background paper for EFA GMR 2003/4, 2003) a consideration of gender equality in education therefore needs to be understood as the right
to education access and participation, as well as rights
within education gender-aware educational environments, processes, and outcomes, and rights
through education meaningful education outcomes that link education equality with wider processes of gender justice.
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6.
PUNDIR et al Pundir, Prachi; Saran, Ashrita; White, Howard ...
Campbell systematic review,
09/2019, Volume:
15, Issue:
3
Journal Article
Peer reviewed
Open access
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Every year, over 1 billion children experience violence. Violence affecting children undermines their health, education and development, often with negative lifelong consequences and ...intergenerational impact; in recognition of its impact on sustainable development, combatting such violence is prioritised within the global Sustainable Development Goals (SDGs). The Multi-Country Study on the Drivers of Violence Affecting Children in Peru, Italy, Viet Nam and Zimbabwe sought to understand what drives violence in these countries and what can be done about it, working hand-in-hand with national governments and local research institutes. Preventing violence is complex and strategies to address it in all its forms must be understood and addressed within a child's entire social ecology-including the constantly changing structural and institutional forces that shape childhood. Both the Study's process and its research products are noteworthy. The human-centred design and applied approach, one that yielded national processes of data analysis and understandings of violence, generated a host of outcomes during the life of the study. On a national policy level, these include the engagement of government ministries not typically involved in debates around children's well-being, as well as contributing to legal reforms and budget re-allocations that, in some cases for the first time ever, directed government funding to nationally-led violence prevention research. Using the research as an intervention, the study fostered institutional normative change across all four countries and within the corridors of power that are traditionally slow to respond to violence as a priority issue. The future challenge, currently underway, will be to support national partners as they apply the Study's findings to improve prevention and response programming and advocate for sustainable change.
As long as gender mainstreaming has been an aspect of the feminist engagement with development, there have been those who have warned of the dangers of political dilution, those that have opposed the ...takeover of feminist agendas by the state, & the dangers of "co-option." Yet engagement with the state has been critical for furthering inclusive citizenship, & commitments to gender equality & women's empowerment are ubiquitous & often genuine. How do we make sense of these diverse trends? This article offers some reflections on gender mainstreaming, arguing for reviewing its achievements both in the wider context of transformative possibilities, & also in a more modest perspective, scaling down expectations of what it can achieve. 10 References. Adapted from the source document.
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