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Support from caregivers is critical for children's learning both at home and at school. However, the COVID-19 pandemic and disruption of education systems globally created additional expectations for parents to support their children's learning at home. This particularly affected the most marginalized children as the crises exacerbated already existing inequalities in education. This document introduces the approach and purpose of a set of resources to support the marginalized caregivers of children with disabilities with inclusive education. It presents lessons learned from proof-of-concept pilots in Armenia and Uzbekistan, followed by step-by-step guidelines on how to adopt and adapt the resources for education ministries and others who want to implement them in their education system. The Directory of Associations and Organizations to Support Caregivers of Children with Disabilities is a template to develop a directory of local associations, organizations and networks that exist to connect and support parents and caregivers of children with disabilities. [For "Teacher Guide to Supporting Marginalized Caregivers of Children with Disabilities," see ED624392. For "School Guide to Supporting Marginalized Families of Children with Disabilities," see ED624391. For "Caregivers' Guide to Inclusive Education," see ED624390. For "Directory of Resources to Support Caregivers of Children with Disability," see ED624411. For "Workbook: Tools to Support Caregivers of Children with Disabilities," see ED624414.]

This document is part of a set of resources to support the marginalized caregivers of children with disabilities with inclusive education, which also includes guides for caregivers, teachers and schools, as well as templates for directories of resources and organizations to be adapted for specific systems. This workbook contains tools to be used by caregivers, teachers and other school staff to apply and work through the steps presented in the guides. Based on proof-of-concept pilots in Armenia and Uzbekistan, the tools work best when they are used in collaboration between these different stakeholders. Completing the activities in the workbook will help to identify the specific challenges caregivers face as well as to identify solutions to address them. [For "Teacher Guide to Supporting Marginalized Caregivers of Children with Disabilities," see ED624392. For "School Guide to Supporting Marginalized Families of Children with Disabilities," see ED624391. For "Caregivers' Guide to Inclusive Education," see ED624390. For "Directory of Resources to Support Caregivers of Children with Disability," see ED624411. For "Resources to Support Marginalized Caregivers of Children with Disabilities: Guidelines for Implementation," see ED624412.]

This document is part of a set of resources to support the marginalized caregivers of children with disabilities with inclusive education, which also includes guides for caregivers, teachers and schools, a workbook containing tools to support the activities, and a template for a directory of associations and organizations to be adapted for different systems. An initial set of helpful materials, information and links from proof-of-concept pilots in Armenia and Uzbekistan have been included, with templates to add more local resources within each system. It is designed to be a useful first place for caregivers, teachers and school staff to search for solutions to challenges they have identified while using guides. [For "Teacher Guide to Supporting Marginalized Caregivers of Children with Disabilities," see ED624392. For "School Guide to Supporting Marginalized Families of Children with Disabilities," see ED624391. For "Caregivers' Guide to Inclusive Education," see ED624390. For "Resources to Support Marginalized Caregivers of Children with Disabilities: Guidelines for Implementation," see ED624412. For "Workbook: Tools to Support Caregivers of Children with Disabilities," see ED624414.]

Teachers play an important role in making sure that all children feel safe, supported and included at school. Marginalized caregivers of children with disabilities face various challenges in navigating newly-emerging inclusive education settings. Teachers can learn about the specific needs of children from their caregivers and help caregivers to identify the best ways and materials to support their child's learning. This guide for teachers aims supports them to engage with caregivers in: (1) identifying their children's individualized learning needs; (2) identifying the challenges in meeting these needs; and (3) identifying solutions in to address these challenges. It is part of a set of resources to support the marginalized caregivers of children with disabilities with inclusive education. [For "School Guide to Supporting Marginalized Families of Children with Disabilities," see ED624391. For "Caregivers' Guide to Inclusive Education," see ED624390. For "Directory of Resources to Support Caregivers of Children with Disability," see ED624411. For "Resources to Support Marginalized Caregivers of Children with Disabilities: Guidelines for Implementation," see ED624412. For "Workbook: Tools to Support Caregivers of Children with Disabilities," see ED624414.]

Parents or caregivers of children with disabilities play a crucial role in supporting their child's learning. This includes navigating the education system and supporting their child's participation in an inclusive school. They may face various challenges, which have been amplified even more due to the remote learning and other COVID-19 restrictions. This guide for caregivers aims to: (1) help them understand their rights and national inclusive education laws; (2) identify challenges and barriers they are facing in supporting their child's learning needs; and (3) find solutions that can help them to overcome these challenges. It is part of a set of resources to support the marginalized caregivers of children with disabilities with inclusive education. [For "Teacher Guide to Supporting Marginalized Caregivers of Children with Disabilities," see ED624392. For "School Guide to Supporting Marginalized Families of Children with Disabilities," see ED624391. For "Directory of Resources to Support Caregivers of Children with Disability," see ED624411. For "Resources to Support Marginalized Caregivers of Children with Disabilities: Guidelines for Implementation," see ED624412. For "Workbook: Tools to Support Caregivers of Children with Disabilities," see ED624414.]

Inclusion is most effective when schools create a culture that celebrates diversity and builds on the strengths of each student. Family engagement may look different from school to school, and it is important for schools to support families in a variety of ways, not just relying on one method. This guide aims to help schools to: (1) identify specific needs faced by marginalized families of children with disabilities; (2) identify challenges they face to meeting these needs; and (3) identify solutions in the form of resources that address these challenges. It is part of a set of resources to support the marginalized caregivers of children with disabilities with inclusive education. [For "Teacher Guide to Supporting Marginalized Caregivers of Children with Disabilities," see ED624392. For "Caregivers' Guide to Inclusive Education," see ED624390. For "Directory of Resources to Support Caregivers of Children with Disability," see ED624411. For "Resources to Support Marginalized Caregivers of Children with Disabilities: Guidelines for Implementation," see ED624412. For "Workbook: Tools to Support Caregivers of Children with Disabilities," see ED624414.]

Countries in East Asia and the Pacific were among the first globally to be affected by the COVID-19 pandemic. Through the first wave, however, the pandemic was kept mostly under control. During subsequent waves in 2021, virus variants, including the highly contagious Delta variant, elevated several countries in the region to hotspots for COVID-19, spurred by initial low vaccination rates. This document is intended for UNICEF country offices to support their role in providing technical assistance to government partners and civil society organizations, including childcare and early childhood service providers and administrators. This document provides guidelines for reopening of services for young children aged 2 years up until the official primary school entry, either 5 or 6 years, and their families. It includes a checklist to conduct rapid analysis of the service's conditions and designing plans for a safe reopening. It covers holistic nurturing care services that last for more than one hour a day, including childcares, nurseries, preschools, kindergartens, community-based modalities, flexible and/or alternative programs, and other ECD centres.

This present volume is the third in a series of education sector analysis (ESA) guidelines following two volumes published in 2014. The series provides methodologies and applied examples for diagnosing education systems and informing national education policies and plans. This volume proposes guidelines to strengthen national capacities in analyzing education systems in four areas: inclusive education system for children with disabilities, risk analysis for resilient education systems, functioning and effectiveness of the educational administration, and stakeholder mapping and problem-driven analysis (governance and political economy). The present volume was prepared by experts from various backgrounds (including education, economics, sociology, political science and other social sciences) from UNESCO's International Institute for Educational Planning, UNICEF, the United Kingdom's Foreign, Commonwealth & Development Office and the Global Partnership for Education. [This report was co-published by the United Kingdom (UK) Foreign, Commonwealth & Development Office. For Volume 1, see ED615591. For Volume 2, see ED615592.]

The "Practical Guide to Blended/Remote Learning and Children with Disabilities" was created by the United Nations Children's Fund (UNICEF) in response to the situation created by the coronavirus disease 2019 (COVID-19) pandemic in 2020. However, it is applicable to other circumstances when blended or remote learning might be necessary, including during emergencies. The guide aims to support school directors, teachers and other professionals in making decisions that ensure children from vulnerable populations -- particularly children with disabilities -- continue to receive education and associated services even when schools are physically closed. The sections in the guide discuss: (1) The assumptions about inclusive education that are at the core of this guide; (2) What should happen before remote or blended education is implemented; (3) The basic concepts behind remote or blended education; (4) What education and school leaders/decision-makers should know and do in the event that remote or blended education becomes necessary; (5) What a teacher or service provider should know and do if their school is implementing remote or blended learning; and (6) Suggestions on how to create more inclusive and equitable school systems upon return to school.

"Reimagining Girls' Education: Solutions to Keep Girls Learning in Emergencies" presents an empirical overview of what works to support learning outcomes for girls in emergencies. Research shows that girls in emergencies are disadvantaged at all stages of education and are more likely to be out-of-school than in non-emergency settings. Girls are also struggling to learn. This solutions book seeks to highlight promising evidence-based actions in education for decision makers who are designing and implementing interventions to support girls' education in low and middle-income country humanitarian settings and settings where education has been interrupted by the COVID-19 pandemic. It documents practical examples of approaches that have been or are being tested, and from which lessons can be drawn. The overarching aim is that this evidence be used to inform programming in crises and support diverse stakeholders in mitigating the impact of emergencies on girls' education.

The World Health Organization (WHO) has made the assessment that COVID-19 (coronavirus) can be characterised as a pandemic and the virus has now spread to many countries and territories. While a lot is still unknown about the virus that causes COVID-19, we do know that it is transmitted through direct contact with respiratory droplets of an infected person (generated through coughing and sneezing) Individuals can also be infected from touching surfaces contaminated with the virus and touching their face (e.g., eyes, nose, mouth). There is currently no evidence to support transmission of COVID-19 associated with food. The COVID-19 virus may survive on surfaces for several hours, but simple disinfectants can kill it. While COVID-19 continues to spread it is important that communities take action to prevent further transmission, reduce the impacts of the outbreak and support control measures. The protection of children and educational facilities is particularly important. Precautions are necessary to prevent the potential spread of COVID-19 in school settings; however, care must also be taken to avoid stigmatizing students and staff who may have been exposed to the virus. It is important to remember that COVID-19 does not differentiate between borders, ethnicities, disability status, age or gender. Education settings should continue to be welcoming, respectful, inclusive, and supportive environments to all. Measures taken by schools can prevent the entry and spread of COVID-19 by students and staff who may have been exposed to the virus, while minimizing disruption and protecting students and staff from discrimination. The purpose of this document is to provide clear and actionable guidance for safe operations through the prevention, early detection and control of COVID-19 in schools and other educational facilities. The guidance, while specific to countries that have already confirmed the transmission of COVID-19, is still relevant in all other contexts. Education can encourage students to become advocates for disease prevention and control at home, in school, and in their community by talking to others about how to prevent the spread of viruses. Maintaining safe school operations or reopening schools after a closure requires many considerations but, if done well, can promote public health. [This report was co-produced by the International Federation of Red Cross and Red Crescent Societies (IFRC).]

"The Global Framework on Transferable Skills" has been developed to support UNICEF in delivering on the results of its "Strategic Plan 2018-2021" and "Every Child Learns: UNICEF Education Strategy 2019-2030," and provides a shared vision of work on skills development across UNICEF. The Framework guides UNICEF country offices, policymakers, programmers and educators to embed transferable skills within different education and learning systems, resulting in the systematic development of a breadth of transferable skills, at scale, across the life course and through multiple learning pathways: formal, non-formal and community based. [For "UNICEF Strategic Plan, 2018-2021," see ED608930. For "Every Child Learns: UNICEF Education Strategy 2019-2030," see ED599626.]

This is the first in a planned series of United Nations Children's Fund (UNICEF) reports tracking progress on the child-related indicators in the Sustainable Development Goals (SDGs). The report highlights, through a data lens, the enormous task ahead for countries in meeting the 2030 Agenda for children. Through the development of projections to 2030, the report identifies areas where greater efforts are needed and reveals the alarming inadequacies of data to track progress. It also examines trends among subsets of children, including girls and boys, and children in urban and rural areas, to identify groups of children most at risk of being left behind. [For the Executive Summary, see ED590001.]

The "Trainer's Guide for the Systematic Monitoring of SDG 4-Education 2030 in Asia-Pacific" has been created to further facilitate making effective use of the "Regional Capacity Development Resource Book on Monitoring SDG4-Education 2030 in Asia-Pacific" ("Resource Book") and to support Member States in the effective organization of national and subnational training programmes. It has has been prepared for professional trainers to deliver training on the systematic monitoring requirements of the SDG 4-Education 2030 Agenda in countries of Asia and the Pacific. By following the modular contents of the "Resource Book," this document guides trainers to design and implement relevant trainings by providing resource materials with which to familiarise audiences from the education and statistical communities with monitoring, analysis and reporting of Sustainable Development Goal 4. This guide follows the themes from the "Resource Book" and it is meant to be used in conjunction with the "Resource Book" as the main reference. However, depending on the training purposes, not all topics are needed for a training. While the "Resource Book" has been written to guide the reader through one theme at a time, the training can and should be tailored. The "Trainer's Guide" should be understood as a session template with the essential topics to cover, depending on the audience, upon which the trainer can build and expand by him- or herself. The guide has been designed to make training sessions participatory and experiential, with opportunities for peer learning through the question and answer sessions, case studies, group and individual exercises and assessment activities. Instructions are provided to indicate how and when to use the provided materials in the corresponding exercises. [For the companion work, "Regional Capacity Development Resource Book on Monitoring SDG4-Education 2030 in Asia-Pacific," see ED601899.]

The Learning Passport (LP) curriculum framework acts as an underpinning framework for local curriculum development in education in emergency contexts. The LP framework is not a curriculum in itself, instead it provides the underpinning structure on which a curriculum can be developed. Developing a curriculum based on this learning framework requires local and regional education experts to adapt, expand, and integrate additional elements to the existing LP framework. The guidance provided in this document is intended to support local and regional education sectors in developing their bespoke local curriculum by providing a series of high level contextualisation principles which should be considered when development the LP framework into a complete and deliverable curriculum. Each principle is discussed in detail, providing relevant underpinning research and specific contextual examples. [This work was produced in partnership with Cambridge University Press.]

To mark the 25th anniversary of the Convention on the Rights of the Child, this edition of "The State of the World's Children" calls for brave and fresh thinking to address age-old problems that still affect the world's most disadvantaged children. The report is inspired by the work of innovators around the world--who are pushing boundaries and crafting solutions for local problems that reflect urgent global needs--towards a future in which all children can enjoy their rights. The digital report is a crowd-sourced compilation of stories and videos. It includes an interactive platform that maps innovations in countries all over the world, and invites users to put their own ideas "on the map." It is available at http://sowc2015.unicef.org/. This Executive Summary provides an overview of the digital report and the context of UNICEF's call for innovation for equity. It also presents key statistics on child survival, development and protection for the world's countries, areas and regions.

The purpose of these guidelines is to provide methods for comprehensive education sector analyses to support the preparation and monitoring of education sector plans. They are an update of a 1999 document that has been used to support the preparation of approximately 70 Education Country Status Reports (CSR) in more than 40 countries. The goal of the guidelines is to strengthen national capacities in order that Government teams can conduct education sector analyses with progressively less external support. They were prepared by education economists and specialists from UNESCO's International Institute for Educational Planning-Pôle de Dakar, UNESCO's Dakar Office, the World Bank, UNICEF and the Global Partnership for Education secretariat. The guidelines are divided into two volumes. The present volume features methodologies for analysing six sector-wide thematic areas: context; access; costs and financing; quality, system capacity and management; external efficiency; and equity. The emphasis is on formal primary and secondary education, with volume 2 specifically covering the other major education subsectors. [For Volume 2, see ED615592. For Volume 3, see ED615594.]

The purpose of these guidelines is to provide methods for comprehensive education sector analyses to support the preparation and monitoring of education sector plans. They are an update of a 1999 document that has been used to support the preparation of approximately 70 Education Country Status Reports (CSR) in more than 40 countries. The goal of the guidelines is to strengthen national capacities in order that Government teams can conduct education sector analyses with progressively less external support. They were prepared by education economists and specialists from UNESCO's International Institute for Educational Planning-Pôle de Dakar, UNESCO's Dakar Office, the World Bank, UNICEF and the Global Partnership for Education secretariat. The guidelines are divided into two volumes. The present volume covers methodologies for analysing four education sub-sectors: early childhood development; higher education; literacy and non-formal education, and technical and vocational education and training. Volume 1 features methodologies for analysing six sector-wide thematic areas: context; access; costs and financing; quality, system capacity and management; external efficiency; and equity with an emphasis on the formal primary and secondary education sub-sectors. [For Volume 1, see ED615591. For Volume 3, see ED615594.]

Until relatively recently, much of Africa has been among the economically least developed and least densely populated places on earth, replete with villages and rural communities. Africa is changing rapidly, in its economy, trade and investment; in climate change; in conflict and stability; in urbanization, migration patterns, and most of all in demographics. Demographics are key to Africa's increasing centrality to the global development and growth agenda. In particular, the demographics of Africa's children are experiencing a shift on a scale perhaps unprecedented in human history. On current trends, almost 2 billion babies will be born in Africa in the next 35 years. Over the same period Africa's under-18 population will increase by two thirds, reaching almost 1 billion by mid-century; and close to half of the world population of children will be African by the end of the 21st century. The "Generation 2030" project--renamed to reflect the end date of the post-2015 agenda that is beginning to emerge and to focus on child demographic shifts in the years running up to 2030 and beyond--provides key data and analysis, and raises policy issues that will foster debate and discussion and influence decisions in the coming years. This report, focusing exclusively on Africa, has two key components. Chapter 1 provides an in-depth analysis of child demographic trends in Africa, for the region as a whole, by subregion, and country-by-country, and contextualizes some of these trends. Chapter 2 seeks to raise some key policy questions--though by no means exhaustively--on the implications of Africa's child demographics for the continent itself and for the world. The authors consider that the key points highlighted in this review of demographic trends have important implications for global, regional, and national actions to help realize the rights of all of the continent's children in the 21st century, foster inclusive and sustainable development, and set the ground for a more peaceful, stable, and prosperous Africa. Statistical trends, graphics, and tables are provided in the appendix. [This report was produced by UNICEF, Division of Data, Research, and Policy.]

This report presents key statistics relating to: (1) child malnutrition in Africa; (2) HIV/AIDS and Malaria in Africa; (3) child marriage, birth registration and Female Genital Mutilation/Cutting (FGM/C); (4) education in Africa; (5) child mortality in Africa; (6) Drinking water and sanitation in Africa; and (7) maternal health in Africa. Highlighted statistics include: (1) In Africa, mortality rates among children under five decreased by 45 per cent between 1990 and 2012, but still half of the world's 6.6 million under-five deaths occur in Africa; (2) Pneumonia, malaria and diarrhoea account for 40% of all under-five deaths in Africa; (3) At least 1 in 3 children under five in Africa were stunted in 2011; (4) In 2012, there were an estimated 2.9 million children under 15 years living with HIV in Sub-Saharan Africa; (5) Over half of the world's out-of-school children (33 million) live in Africa; (6) The population in Africa with access to an improved drinking source more than doubled from 1990 to 2012; and (7) There has been major progress in the last decade in the use of insecticide-treated nets among children.

Adolescence is a formative period during which children grow into their rightful place as full citizens and agents of change in their own lives and the lives of their societies. This publication provides an overview of the situation of adolescents, including of their vulnerabilities in critical areas. It makes a compelling case for increased efforts in advocacy, programming and policy, and for investment, to ensure the rights of adolescents and to achieve the Millennium Development Goals (MDG). Following a foreword by Anthony Lake, the UNICEF Executive Director, this document contains the following sections: (1) Progress for adolescents; (2) Socio-demographic profile of adolescents--Population trends and child marriage; (3) Education and work--Related to MDG 1, MDG 2, and MDG 3; (4) Adolescent mortality, morbidity and health-related behaviours--Related to MDG 4; (5) Adolescent sexual behaviour, childbearing and maternal health, and HIV--Related to MDG 5 and MDG 6; (6) Violence--Related to the Millennium Declaration; and (7) The way forward. Contains the following: (1) an overview of the statistical table; (2) a statistical table on key statistics on adolescents; and (3) a regional classification of the countries and territories from which regional averages were calculated.

This report details the status of the world's children, focusing on the issue of child labor and its impact on the well being of the world's children. Section 1 of the report discusses the Convention on the Rights of the Child and international recognition that children require special attention and that they should have the same spectrum of rights as adults. Section 2 considers hazardous and exploitative child labor, including myths about child labor, definitions of child labor, its origins, types of child labor, and key initiatives to prevent child labor. Specific actions recommended are: (1) immediate elimination of hazardous and exploitative child labor; (2) provision of free and compulsory education; (3) wider legal protection; (4) birth registration of all children; (5) data collection and monitoring of child labor; and (6) codes of conduct and procurement policies. Section 3 provides statistical tables on child mortality, immunization, maternal mortality, malnutrition, and school enrollment that chart each nation's progress towards achieving the goals for children set at the 1990 World Summit for Children. (KDFB)

This guide presents children's rights as an issue directly affecting all children and one in which children's meaningful participation affects the responsibilities that accompany those rights. The handbook is organized around teaching ideas about the Convention on the Rights of the Child adopted by the United Nations in 1989 and later ratified by several member nations. Part 1, "Know Your Rights," suggests nine teaching tools and resources for a broad overview of children's rights and is followed by activity suggestions. This section provides information on monitoring students' learning, identifying students' location on the continuous process of inquiry, and selecting the appropriate tool for an entry point, an application, a summarizing activity, an action taking project, and so on. Part 2 provides activity ideas related to particular rights under five theme categories: mental and physical well-being, identity and expression, family and community, knowledge and culture, and law and protection. Part 3 provides additional resource suggestions and teaching aids, including informational material, a rights of the child poster, case study cards, and rights cards. (AP)

This manual is designed to provide primary health care program managers with guidance on how to use cost analysis and cost-effectiveness analysis as tools to achieve better understanding and management of resource flows. Although it has been prepared primarily for program managers at national, regional, and district levels, other health professionals can learn from it through a short training course or by individual study. Part A introduces unit financial costs and provides a first look at the effectiveness of health services, in six modules: what costs are, using cost data, planning the study, calculating costs, measuring effectiveness, and calculating unit financial costs. Part B covers other kinds of costs and compares costs and effectiveness estimates. Topics of the three modules are as follows: measuring and using economic costs, household costs, and cost-effectiveness analysis. In part C, several important uses of cost and cost-effectiveness data for planning and management are discussed and illustrated. Future costs, financial analysis, and managerial efficiency are the topics of the three modules. A set of exercises to be used with the individual modules follow. Appendixes contain the following: annualization factors; 10 resources for further reading, including guidelines and methods and case studies; and an index. (YLB)

This booklet discusses the opportunities and challenges for improving the educational opportunities of young children in the developing world in light of recent political and economic changes, the United Nations Convention on the Rights of the Child (1989), the World Conference on Education for All (1990), and the World Summit for Children (1990). After defining child development, child care, and early childhood development programs, the importance of learning in the early years is examined. Young children learn by constructing knowledge, social interaction, exploration, inquiry, and play. Effective programming approaches must: (1) educate caregivers (2) promote community development; (3) deliver a service; (4) strengthen national resources and capabilities; (5) strengthen demand and awareness; (6) develop national child care and family policies; and (7) develop supportive legal and regulatory frameworks. The health, social, emotional, and educational benefits of early childhood development programs are also examined. The booklet ends with a call to action to proceed toward an enlightened program of child survival and development. (MDM)

Noting that a quarter of a million children in the developing world die each week and that millions more live with ill health and poor growth, this handbook presents practical, low-cost ways of protecting children's lives and health. It is directed to those people who are in the position to communicate this information to families, such as health practitioners, educators, politicians, or the media. Written in plain language, each of the 11 chapters consists of: a note to communicators, on why the chapter's messages exert such powerful leverage on maternal and child health; prime messages, basic information that every family and community ought to know; and supporting information, more detailed information on each prime message for those who want or need to know more. The 11 chapter topics are: (1) timing births; (2) safe motherhood; (3) breastfeeding; (4) child growth; (5) immunization; (6) diarrhoea; (7) coughs and colds; (8) hygiene; (9) malaria; (10) AIDS; and (11) child development. (TJQ)

This book is designed for those who work with children and who believe that children, in schools and as family members, need to be considered partners in spreading health messages as well as benefiting from them. It contains the messages included in "Facts for Life," a handbook that presents practical, low-cost ways of protecting children's lives and health. Part One contains seven chapters that discuss: who can use the ideas in this resource book; the "Facts for Life" concept; children as promoters of health; three levels of action in health program planning; the benefits of children's involvement; program implementation; and evaluation of programs. Part Two includes all of the sections from "Facts for Life," in a slightly different arrangement, as well as two additional sections prepared especially for this book. Each section includes a prime message and supporting information, objectives for children's understanding and action, activities for understanding and for taking action, a "basket of ideas," and evaluation questions. The 12 section topics are: (1) breastfeeding; (2) child growth; (3) child development; (4) hygiene; (5) diarrhea; (6) immunization; (7) coughs and colds; (8) malaria; (9) AIDS; (10) safe motherhood; (11) accidents; and (12) food for the family. (TJQ)

This set of guides introduces teachers and students to the "UN Convention on the Rights of the Child." The set features a teacher's handbook and project books on participation, provision, and protection. Topic webs from these three books are used to illustrate the teaching of these materials. "Teachers' Handbook: Teaching the UN Convention on the Rights of the Child" (Second Edition) contains: (1) "Summary of the Convention on the Rights of the Child"; (2) "The Project Books"; (3) "Children's Rights in the Curriculum" (the National Curriculum, the Northern Ireland Curriculum and the Scottish Curriculum); (4) "Education for Citizenship"; (5) "Using the Convention for Whole School Policies"; (6) "Suggestions for Inset Sessions To Introduce the Convention"; (7) "An Introduction to SCF and UNICEF"; (8) "A Short History of Children's Rights"; and (9) "The Text of the Convention." Each book is "A Project To Introduce the UN Convention on the Rights of the Child to 8-13 Year-Olds.""The Whole Child (The Participation Articles)" focuses on those articles that cover the child's participation in his/her own development (rights of play, education, culture, and expression). There are seven units, as well as a topic web, an introduction, and "The Articles of the Convention." The units include: (1) "Introduction"; (2) "Identity"; (3) "Childhood"; (4) "Education"; (5) "Culture, Religion, and Language"; (6) "Play and Leisure"; and (7) "Freedom of Speech and Opinion.""It's Our Right (The Provision Articles)" focuses on care, nutritious food, clean water, and health services as the most basic rights of all. The book is divided into seven units: (1) "The Family and the State"; (2) "Parentless Children"; (3) "Children with Disabilities"; (4) "Nutritious Food"; (5) "Clean Water"; (6) "Health Care and Education"; and (7) "Standard of Living.""Keep Us Safe (The Protection Articles)" deals with protection of the child from abuse, neglect, violence, and exploitation. There are six "Units," as well as a "Topic Web," an "Introduction," and "The Articles of the Convention." The units include: (1) "Abuse, Neglect, and Exploitation"; (2) "Child Labor"; (3) "Discrimination"; (4) "Children and the Law"; (5) "Armed Conflict"; and (6) "Refugees." The books feature resource lists and world maps. (EH)

This report documents the progress made in developing and developed nations to improve health, nutrition, education, family planning, and the condition of women over the last 40 years. It presents tables that rank the world's nations and regions on: (1) the mortality rate of children under 5 years of age; (2) the percent of children under 5 years of age who are malnourished; (3) the percent of children immunized against measles; (4) the percent of children reaching grade 5 in school; (5) the average number of births per woman; and (6) the mortality rate of women due to childbirth complications. The report provides statistics on national performance gaps, the difference of the level of progress achieved and the expected level of progress for each country's gross national product. It also examines the progress made by the world's nations to ratify and implement health, nutrition, and education goals contained in the United Nation's Convention on the Rights of the Child. (MDM)

This activity book is designed to create awareness about all the issues attached to food supply and a healthy diet with factual information. Materials are provided for teachers to teach children about food in its entirety. The nine units include: (1) "Starting Activities: Sorting Foods and Factors Which Control Our Diet"; (2) "Food Likes and Dislikes--the Senses"; (3) "Surveys on Food and Meal Choices"; (4) "Social and Cultural Factors Affecting Food Choice, Food Fashions and Advertising"; (5) "Information Input on Healthy Eating Habits, Application of Information to Pupil Diet. Three United Kingdom (UK) Family Case Studies."; (6) "Growing Food. An Overview Case Study--Sudan"; (7) "Interdependence, Multi-National Companies, Distribution and Preservation of Food--Overseas Case Study: Negros, The Philippines"; (8) "Food, Diet and Money. UK Case Studies--Irish Potato Famine, 1847."; and (9) "War and Food Supply--Food Rationing in the UK in WW2." Teacher's notes are at the beginning of each unit with worksheets for each unit. (EH)

This digest issues a call to make good on the rhetoric of "integrated attention to the whole child" and provides some suggestions about how that might be done, beginning with combined interventions aimed at improving the nutritional status and the psychosocial development of the young child. After an introductory chapter that provides a summary of the argument, the problem is discussed in Chapter II in terms of the rhetoric of integrated attention, forms of integration, and under-estimation of the importance of combined, or coordinated, actions among agencies. Chapter III defines child development and offers a multi-dimensional rationale for attending to developmental concerns. Chapter IV discusses the impact of nutrition on development in terms of the relevant research base and implications for programming. Chapter V offers guidelines for intervention. Chapters VI and VII discuss ways of incorporating psychosocial development into, respectively, nutrition plans and programs and nutrition manuals. Chapters VIII and IX illustrate holistic approaches with examples of programs in Northeast Thailand and in India, Indonesia, Brazil, Chile, and Jamaica. An appendix describes Mosley and Chen's analytical framework for the study of child survival in developing countries, indicates why the model is particularly important, and suggests a revised model that incorporates the idea of development. Fifty-five references are included. (RH)

Wastewater-based epidemiology (WBE) monitoring can play a key role in managing future pandemics because it covers both pre-symptomatic and asymptomatic cases, especially in densely populated areas with limited community health care. In the present work, wastewater monitoring was employed in Ahmedabad, India, after the successful containment of the first wave of COVID-19 to predict resurgence of the disease in the expected second wave of the pandemic. Here we show wastewater levels of COVID-19 virus particles (i.e., SARS-CoV-2) positively correlated with the number of confirmed clinical cases during the first wave, and provided early detection of COVID-19 presence before the second wave in Ahmedabad and an WBE-based city zonation plan was developed for health protection. A eight-month data of Surveillance of Wastewater for Early Epidemic Prediction (SWEEP) was gathered, including weekly SARS-CoV-2 RNA wastewater analysis (n=287) from nine locations between September 2020 and April 2021. Across this period, 258 out of 287 samples were positive for least two out of three SARS-CoV-2 genes (N, ORF 1ab, and S). Monitoring showed a substantial decline in all three gene markers between October and September 2020, followed by an abrupt increase in November 2020. Similar changes were seen in March 2021, which preceded the second COVID-19 wave. Measured wastewater ORF-1ab gene copies ranged from 6.1 × 102 (October, 2020) to 1.4 × 104 (November, 2020) copies/mL, and wastewater gene levels typically lead confirmed cases by one to two weeks. The study highlights the value of WBE as a monitoring tool to predict waves within a pandemic, identifying local disease hotspots within a city and guiding rapid management interventions.

Noting that each year nearly 11 million children die from preventable causes before reaching their fifth birthday, this handbook contains practical, low-cost ways of protecting children's lives and health. The handbook is directed to those in positions to communicate the information to families, such as health workers, teachers, government officials, and the media. Written simply and using non-technical language, the handbook is presented in 13 chapters, each dealing with one major cause of childhood illness and death. Each chapter includes an introductory "call to action," summarizing the extent of the problem, key messages containing the essential information needed to protect children, and supporting information providing additional details and advice. Introductory material delineates essential messages from the handbook and makes suggestions for communicating the information effectively. The 13 chapter topics are: (1) timing births; (2) safe motherhood; (3) diarrhea; (4) coughs, colds, and more serious illnesses; (5) hygiene; (6) child development and early learning; (7) breastfeeding; (8) nutrition and growth; (9) immunization; (10) malaria; (11) HIV/AIDS; (12) injury prevention; and (13) disasters and emergencies. The handbook concludes with a glossary and an order form. (KB)

This annual report on the well being of the world's children focuses on child participation. This focus is intended to remind adults of their obligation to elicit and consider the views of children and young people when decisions are being made that affect their lives, and on adults' responsibility to help children and adolescents develop their competencies for authentic and meaningful participation in the world. The report's text is divided into the following chapters: (1) "Children Must Be Heard"; (2) "Why Participation, Why Now?"; (3) "Engaging Life"; (4) "Active Learning"; (5) "The Sharpest Edge"; (6) "Listening to Children"; (7) "Spaces for Participation"; (8) "At the UN Special Session on Children"; and (9) "Moving Forward." These chapters emphasize the report's theme of engaging children in achieving their own well-being and offer examples of such efforts throughout various countries. The report also contains maps illustrating the opinions of world children on various issues such as health and education, and tables containing economic and social statistics on the countries and territories of the world, with particular reference to children's well being. The tables detail: (1) basic indicators; (2) nutrition; (3) health; (4) education; (5) demographic indicators; (6) economic indicators; (7) women; (8) HIV/AIDS and malaria; and (9) the rate of progress. (Contains 87 references.) (EV)

One of the strengths of the 1990 World Summit for Children was its emphasis on goals to drive development and shape actions, and on the need to monitor progress, thereby transforming the way the world collected and processed data on children and women and creating a vital base and baseline for progress. In 2000, an exhaustive end-decade review of progress toward the Summit goals was undertaken. This report, a statistical review presenting data on the situation of children in countries, areas, and territories around the world, draws upon individual government efforts, national progress reports from over 150 countries, periodic reports from countries that have ratified the Convention on the Rights of the Child, and a new data collection tool, the multiple indicator cluster survey. Tables, graphs, charts, and narrative commentaries are used to present current and trend data on the following indicators: (1) infant and under-five mortality; (2) child malnutrition; (3) safe drinking water; (4) sanitation; (5) guinea worm disease; (6) primary education; (7) adult literacy; (8) acute respiratory infection; (9) maternal mortality; (10) fertility and family planning; (11) maternal care; (12) vitamin A deficiency; (13) iodine deficiency disorders; (14) breastfeeding; (15) low birthweight; (16) immunization; (17) measles; (18) neonatal tetanus; (19) diarrhoeal disease; (20) polio eradication; (21) HIV/AIDS; (22) working children; (23) birth registration; (24) the Integrated Management of Childhood Illness (IMCI) initiative; and (25) malaria. The report notes that although the new data collection tool has revolutionized many countries' ability to document and understand the situation of women and children in their countries, significant gaps still exist in the knowledge base and limit the world's collective ability to protect children's rights and improve their lives. (KB)

This study used regression analysis techniques to examine the current positions of women whose first child was born when they were teenagers, across countries in the European Union, based on the European Community Household Panel survey. Outcomes considered include educational attainment, family structure, family employment, and household income. Data were obtained from the third wave of data collection in 1996, the sample for which consisted of 61,006 households in 14 countries. Women between ages 16 and 64 at the time of the survey were considered for this study. Results indicated that women whose first child was born during their teenage years were disadvantaged in all countries, but the severity of their position varied substantially between countries. About half the women who had a child at age 18 gained upper secondary education qualifications; the proportion was 89 percent for women who delayed having a child until age 28. Forty percent of 18-year-old mothers were in poverty when their child was 10-years-old, compared to only 11 percent of the 28-year-old mothers. In most countries, young mothers were less likely to be in formal marriages, with the exception of Greece. In the majority of countries, young mothers were less likely to have a job or to have a partner in work. The Netherlands was the country where young mothers were most disadvantaged. A second group of countries (France, Belgium, Denmark, United Kingdom, Ireland, and Finland) had severe consequences for young mothers. A third group of countries (Portugal, Germany, Greece, Austria, Italy, and Spain) showed less strong consequences. (Contains 8 figures, 29 tables, an appended table, and 16 references.) (KB)

This third Innocenti Report Card presents the most up-to-date and comprehensive survey so far of teenage birth rates in the industrialized world. And it attempts at least a partial analysis of why some countries have teenage birth rates that are ten or even fifteen times higher than others. The starting point is a new league table of teenage birth rates, showing the number of births per 1,000 15 to 19-year-olds in the Organisation for Economic Co-operation and Development (OECD) nations under review. Additional figures show how those rates have changed over the last 30 years. Data reveals that the five countries with the lowest teenage birth rates are Korea, Japan, Switzerland, the Netherlands, and Sweden-- all with teen birth rates of fewer than 7 per 1,000. The United States teenage birth rate of 52.1 is the highest in the developed world-- and about four times the European Union average. As a contribution to the debate, this report draws on international experience and comparison to establish current facts and trends, to identify some of the forces that offer young people both motive and means to delay childbearing, and to look at what might be learnt from those societies that have already succeeded in reducing the problem. (Contains 44 references.) (GCP)

Noting that injuries are the leading cause of child death in all the world's more developed countries, this report is the second in a series of "Innocenti Report Cards" designed to monitor the performance of industrialized nations in meeting the needs of their children. The report focuses on child death by injury in the member countries of the OECD (Organisation for Economic Co-operation and Development). A standardized league table is presented, ranking 26 nations according to their injury death rates for children age 1 to 14 years. The report notes that Sweden, the United Kingdom, Italy, and the Netherlands report the lowest injury death rates, below 7 per 100,000. The United States and Portugal report child injury deaths over twice the level of the leading countries, and South Korea has a rate four times higher. Overall, the likelihood of a child dying from injury has been falling steadily in recent years, with national variations in rate of decline. There is a clear relationship between child injury death and national wealth, although the relationship is far from fixed. Although most countries lack data, it is suggested that the risk of child injury death rises steeply with poverty. The likelihood of child injury or death is also associated with single parenthood, low maternal education, low maternal age at the child's birth, poor housing, large family size, and parental drug abuse. Child's gender and ethnic group is also related to injury death rates. The report concludes by asserting that overall, there is a lack of adequate data and research into exactly which children are most at risk, thus leaving prevention public policy efforts under-informed. (Contains 31 references notes.) (KB)

Many investigations of children's rights and child development in Bulgaria have not addressed the overall deterioration of the social environment that may have disproportionately affected children. This paper investigates the changes that occurred in Bulgaria over the past decade of transition from a totalitarian government to a democracy in three dimensions of child welfare recognized as fundamental child rights: economic well-being, health, and education. The analysis of child welfare relies primarily on statistical data gathered annually. The paper also focuses on particularly vulnerable groups of children, those born of teenage and single mothers and those living in institutions. Findings indicate that the decline in real income over the past decade has been large for all family types and particularly severe for families with several children. The deterioration in child economic well-being has been accompanied by a worsening in indicators of children's health, including infant mortality and child morbidity. The preschool enrollment rate has almost reached its pre-transition level in the late 1990s. Although the teen fertility rate fell in the 1990s, it is still high, and the share of births to unmarried mothers has risen dramatically. The rate of placement in infant homes and orphanages increased during the transition at the same time that living conditions in these institutions deteriorated sharply. The paper concludes with recommendations for public policy. (Contains 23 figures, 14 appended tables, and 63 references.) (KB)

This study examines the impact of the Asian financial crisis on children in Indonesia. Data from four rounds of the 100 Villages Survey are used to examine changes in school attendance rates, child labor force participation, and health status. These data cover over 120 households in each of 100 villages around Indonesia and were collected prior to the crisis in May 1997 and three times after the onset of the crisis. Also examined are ways in which households report they are coping with the crisis. Findings show little evidence that the crisis has had a dramatic negative impact on children. School attendance dropped slightly after the onset of the crisis but has since rebounded to higher than pre-crisis levels. Fewer children are now working, although the older children who are working and are not attending school seem to be working longer hours. Comparisons of child health status indicators over time are complicated by changes in the questionnaire but appear to be relatively stable. Ongoing monitoring is necessary, however, because the impact on children may only be observed in the long run after households' financial resources have been completely depleted and several years of hardship have impacted on health. (Includes 21 notes. Contains 4 figures, 6 tables, an annex table, and 10 references.) (Author/BT)

The tables of child poverty presented in this document are the most comprehensive estimates of child poverty across the industrialized world. Based on an analysis of the latest data from the Luxembourg Income Study of household surveys, the first figure shows the proportion of children living in poverty in 23 nations of the Organisation for Economic Cooperation and Development. It shows that child poverty rates vary from under 3% to more than 25% in the world's economically advanced nations. One in six of the rich world's children is living in poverty. In the league table of relative child poverty, the bottom four places are occupied by the United Kingdom, Italy, the United States, and Mexico. In the table of absolute child poverty, the bottom places are occupied by Spain, the Czech Republic, Hungary, and Poland. A child's chance of living in poverty is, on average, four times greater in single-parent families. The countries with the lowest child poverty rates allocate the highest proportions of the gross national product. This analysis seeks to bring together recent data from across the industrialized world in order to explore what can be learned about the causes of child poverty and the policies most likely to reduce it. (SM)

This report covers countries in transition--the 27 nations of Central and Eastern Europe and the Commonwealth of Independent States--that embarked on market and democratic reforms after the collapse of the Iron Curtain. The theme is a generation in transition--65 million young people aged 15-24. Are these youths better off? Are they healthier or safer? More or less educated? How do they participate in the economic, social, and political life of their countries? What about family life? What do they think and how do they feel about their changing societies? This report addresses the answers to these questions. It identifies a number of significant gaps between the views and capacities of youth in the region on the one hand and their realities and achievements on the other. The analysis also finds growing similarities between youth in transition and those in other industrialized countries, especially those in Western Europe. It also discusses how youth can be empowered to seize new opportunities while avoiding greater hazards. Issues that should be considered when developing youth-friendly policies are suggested as well as ways to help these policies be more effective. (Contains a statistical annex, glossary, bibliographic notes, and an extensive bibliography.) (MKA)

Although the experiences from birth to age three influence how the rest of childhood unfolds, this critical time is usually neglected in the policies, programs, and budgets of countries around the world. This report details the daily lives of parents and other caregivers who are striving to protect the rights and meet the needs of young children. Section 1 of the report makes the case for investing in the earliest years of childhood, when brain development is most malleable and rights are most vulnerable. This section examines the options governments have concerning where and when to make investments and argues for the importance of early childhood development programs for children, their parents and caregivers, and for national progress. This section further argues that early childcare can be an effective antidote to cycles of violence, conflict, poverty, and HIV/AIDS. The section concludes with descriptions of experiments and experiences in developed and developing nations with informal support networks and community agencies with innovative childcare programs. Section 2 presents three maps illustrating quality of life indicators for early childhood, the link between women's status and children's well-being, and the challenges to children's growth and development. Section 3 presents the latest data on children's well-being for 193 countries listed alphabetically, along with regional summaries and world totals. Countries are first ranked in descending order of estimated 1999 under-five mortality rate, which is then included in each of the following tables: basic indicators, nutrition, health, education, demographic indicators, economic indicators, women, and rate of progress. (Contains 65 reference notes.) (KB)

Profiling the lives of children around the world at the end of the 20th century, this report calls on the international community to undertake the urgent actions necessary to realize the rights of every child. Part 1 of the report summarizes the progress made over the last decade in meeting the goals established at the 1990 World Summit for Children and in keeping faith with the ideals of the Convention on the Rights of the Child. This section also discusses four obstacles to full human development: HIV/AIDS, armed conflict and violence, increasing poverty, and gender discrimination. The section argues that intergenerational patterns of poverty, violence, disease, and discrimination can be broken in a single generation through early childhood care, quality education, and participation of adolescents in ensuring children's rights. The section invites leaders to a broad-based international alliance committed to realizing the rights of women and children. Part 2 of the report contains six maps illustrating child and adolescent populations, life expectancy, learning and education, children and adolescents at special risk, rich world and poor world, and unstable environments. Part 3 provides statistical profiles for 193 countries based on basic indicators of well-being such as infant mortality rate, health and nutritional status, educational levels, economic indicators, the status of women, and the rate of progress on major indicators since 1960. Six "Panels" present regional information on child care programming, income inequities, children's health and well-being amidst war, AIDS prevention, children's peace movements, and child-friendly schools. (Contains 50 reference notes.) (KB)

Three environmental education units relating environmental concerns to elementary school students' own experiences are described in this materials packet. Emphasis is on helping students become more sensitive to human and personal dimensions of environmental upset. Designed to teach children about themselves and their air, water, and land environments in an increasingly interdependent world, the units focus on natural disasters such as earthquakes, floods, weather upsets, pollution, and scarcity of natural resources. Each unit specifies objectives, materials, grade levels, and teaching procedures; supplies history briefs of related materials; defines terms where necessary; and provides a summary and footnotes. Activities include simulation of an earthquake and a simple watershed, class discussion of environment-oriented articles from the newspaper, cutting out natural objects from construction paper, testing for bacteria, making models of geographic areas, and listening as the teacher reads stories of natural disasters. Several articles which appeared in UNICEF News and a wall sheet that are part of this kit are available from the publisher but are not included on the microfiche. (Author/DB)

Methods and resource materials are suggested for teaching elementary level students about the concept of interdependence in terms of the Bicentennial. The rationale lies with a belief in human interrelatedness and the universality of human rights for which the signers of the Declaration of Independence struggled. Students are encouraged to explore American history and find events and individuals that worked to unite Americans and foster peace among ethnic groups, races, religions, and the government and American Indians. For example, Benjamin Franklin is cited as a significant contributor to cooperation between the colonies. To celebrate the festival of the Bicentennial, activities are suggested which involve students in making collections of poetry and essays about their reactions to life today and in making colonial costumes. Awareness of new horizons can be deepened by discussing basic human needs, writing poetry relating the past to the future, and studying critical global issues such as energy, population, and mass transportation. A bibliography of 14 books and journals provides resource materials for all activities described in the kit. (AV)

Designed for elementary-grade students, these resource materials provide activities which relate the global concepts of peace and interdependence to the direct experience of the child. Subunits on world food supply, world health, and the world mail system use simulation and role-playing activities to help learners see how the things that they consume, their daily health, and the delivery of mail to and from their communities are all interdependent. Also included in the materials are a teacher's guide to strategies of teaching interdependence, a descriptive essay on children and war, and an annotated listing of related materials. Hard copy, available through UNICEF, contains additional materials which can be used in the classroom activities. They are United Nations envelopes, Global Independence Stamps sheet, UNICEF stamp order form, Universal Children's Day Stamps sheet and guide, World Health Organization brochure, "UNICEF's World 'Health Issue'" newsletter, International Vaccination Certificate, Facts about UNICEF brochure, Planetary Citizens bumper sticker, UNICEF poster, United Nations Development Program brochures and poster, and a 1975-76 UNICEF publications catalog. (Author/DE)

This secondary-level resource unit surveys hunger and malnutrition in developing countries and the interdependent factors affecting world food supplies. The main part of the unit is divided into four sections which examine the historical and geographical, economic and political, health and nutritional, and environmental and ecological factors concerning the world food shortage. Suggested classroom activities and questions are provided for each section. Also in the unit are additional classroom activities and readings including a simulation game; comparison charts of food consumption, protein conversions, and world population data; an historical essay on hunger; a descriptive essay on the green revolution; a summary of the World Food Conference Resolutions; and an annotated list of related materials. Hard copy, available through UNICEF, contains an issue of "UNICEF NEWS," a world child emergency wallsheet, two United Nations Development Program brochures and posters, a UNICEF brochure, and a 1975-76 UNICEF publications catalog. (Author/DE)

These secondary-level resource materials provide a broad study of women's current status and emphasize the specific situation confronting women in the Third World. The materials cover three general areas: (1) facts and figures outlining the broad area of equality of opportunity; (2) reports and case studies about women's participation in the social and economic development of Third World countries; and (3) excerpts and comments concerning problems created by attitudes, norms, and values that frequently reinforce traditional role definitions and inhibit effective change. Questions, statements, and suggestions for classroom activities are organized around these three areas. The materials contain a teacher guide, suggestions for classroom activities, relevant readings, and an annotated list of additional related resources. Hard copy, available through UNICEF, contains an additional International Women's Year poster, International Women's Year wallsheet, 1975-76 UNICEF publication catalog, and a UNICEF brochure. (Author/DE)

This document is a curriculum resource aimed at correcting common misconceptions that people have of conditions in the developing world. It emphasizes the common needs and aspirations of all the world's children while focusing on cooperation as a basic human response that can be directed toward solving some major global problems. This guide is divided into five units: health, food, education, respect, and cooperation. The first chapter of each unit helps students learn to understand the nature of the problem being investigated. The second chapter of each units enables students to examine significant recent progress toward solving that particular problem. In addition to the teachers' notes, each chapter has student activity sheets. These units, written by teachers, fit into many parts of the curriculum. This guide places the basics-language arts, social studies, and mathematics-within the context of active learning sequences. An underlying principle of this guide is that remarkable achievements can be made if people learn to work together. For this reason, cooperative problem-solving and presentations are emphasized throughout. Three appendices include: curriculum matrix, gross national products, and the cooperative aspects of the lessons. (JRH)