Children's work

Africa's historical trajectory has been shaped by its unique geography, pre-colonial civilizations, colonial exploitation, and post-colonial struggles. This article examines the continent's development challenges, highlighting the role of colonial legacies in shaping its political, economic, and social structures. It also explores contemporary opportunities for African revival through regional integration, sustainable development goals (SDGs), and strategic engagement with both traditional and emerging global powers. Addressing institutional weaknesses, fostering regional stabilities, and embracing Pan-Africanism are identified as critical pathways for achieving sustainable and inclusive growth. This paper emphasizes the importance of leveraging Africa's natural and human resources while confronting the enduring impact of colonialism, thus envisioning a future where Africa reclaims its global significance.

Drawing on Tim Ingold’s conceptualization of taskscape, this article
explores children´s being and working within the landscape through
childhood memories and walking ethnography. It examines situated
relationships among children, common bracken and cows as they
jointly inhabited and shaped steljniki – specific patches of land in South
Eastern Slovenia. In contrast to conventional perspectives that narrowly
frame children’s work as either an economic necessity or an educational
endeavour, our emphasis is on the symmetrical unfolding of work in
the multispecies collaboration of children, common bracken and cows
in shaping the landscape in keeping with the seasons, natural rhythms,
topography, soil composition and temporality. Situated in the context
of the subsistence agriculture of extensive farming, where children have
actively participated in work for generations, our study reimagines work
within multispecies relationality. This conceptual shift responds to the
imperative of challenging prevailing paradigms governing the
relationship between young people and the environment.

Valendo-se da ferramenta etnográfica do "Diário de Campo", resultante da observação participante e de registro fotográfico, realizada em Maputo entre setembro e outubro de 2022, o objetivo principal do texto é articular o atual cenário literário da cidade a sua geografia, analisando permanências e transformações que se estabelecem na constante disputa entre memória e esquecimento.

Previous studies in Ethiopia treat child labour and schooling in a broader sense without much attention to the kind of labor they are engaged in. This paper distinctively examines the adverse effect of natural resources scarcity on children's schooling and the possible gender bias against girls' schooling due to resource collection work. It uses a cross sectional data of 316 children aging 7 to 18 years collected from 120 rural households of Enderta and Hintalo Wajerat woredas in Tigray, northern Ethiopia. The two-stage conditional maximum likelihood (2SCML) estimation technique is employed to take care of endogeneity between schooling and collection intensity decisions. The results revealed that a 50 percent increase in collection intensity reduces the likelihood of child schooling by approximately 12 percent. Even though girls more often participate on resource gathering tasks, we find no evidence of gender based difference against girls' schooling due to resource collection intensity. Timely collection of fodder resources from cultivated land-soon enough so amount and quality will not deteriorate, planting fodder-rich tree species, promoting labor sharing arrangements, and maintenance of the non-operating constructed water sources can reduce the time spent on environmental resources collection and improve the likelihood of schooling.

The origins of Agenda 2063 lie in the Golden Jubilee of the Organisation of African Unity (OAU) now the African Union (AU). The AU summit tasked the African Union Commission (AUC), supported but the New Partnership for Africa's Development (NEPAD), the Planning and Coordinating Agency (NPCA), the African Development Bank (AfDB) and the UN Economic Commission for Africa (UNECA) to prepare a 50-year continental agenda. This was to be achieved through an extensive consultative process involving a series of meetings across the continent with stakeholders spanning many areas of African society including youth, women, civil society organisations, the diaspora, African think tanks and research institutes, planners, the private sector, religious organisations, the Forum for Former African Heads of State and others. This gave rise to the Aspirations of the African People, the driver of Agenda 2063. 3 As Lélé first noted back in 1991, it has become something of a 'metafix' "that will unite everybody from the profit-minded industrialist and risk minimising subsistence farmer to the equity-seeking social worker, the pollution concerned or wild-lifer loving First Worlder, the growth-minimising policy maker, the goal-oriented bureaucrat, and therefore, the votecounting politician" (Lélé 1991, p. 613). 9 The authors explain that by 'flows' they refer to "the movements of physical artefacts, people, symbols, tokens and information across space and time', whilst 'networks' is used to refer to 'regularized or patterned interactions between independent agents, nodes of activity, or sites of power" (Held et al. 1999, p. 16). 43 Usage of the term can be dated back to Nelson Mandela's (1994) speech to the OAU summit in Tunis in which he spoke of the vision of an African Renaissance following on the liberation of South Africa. It is Thabo Mbeki, however, who is most credited with articulating and developing the concept in the form of a call to action for Africans at the turn of the new millennium. Subsequently, the term has become a point of reference for politicians in Africa, has spawned a number of conferences and led to the establishment of the African Renaissance Institute in Tshwana (formerly Pretoria).

Este trabalho propõe a análise de textos literários que promovem não só a representação de diferentes formas de relação dos imigrantes com a terra natal, mas também o processo de reconfiguração das identidades no país de acolhimento. Para tanto, serão examinados o romance Precisamos de novos nomes, de Noviolet Bulawayo, e o conto “No seu pescoço”, de Chimamanda Ngozi Adichie.

Conselheiro da Associação Xitende e preside o Conselho 1 NOTA DO EDITOR: Moçambiquinho, de Dom Midó das Dores, é um livro ainda inédito, quando da produção desta resenha. O autor está em negociações com o mercado editorial, visando à sua publicação. Dom Midó disponibilizou os originais do livro à revista Caderno Seminal a fim de que se produzisse e publicasse esta resenha. Os editores gerentes e de seção da revista Caderno Seminal agradecem a Dom Midó e esperam estar contribuindo para a divulgação de suas poesias e alegrando os leitores.

This study examines the impact of parental health shocks on a child's educational attainment using panel data from the Young Lives Study, a longitudinal study of childhood poverty conducted in four low income countries: Ethiopia, India, Peru and Vietnam. We examine the effects of health shocks to caretakers, such as death and illness among parents (mother, father or both), on child’s education outcomes. Educational outcomes are measured using school enrollment and grade attainment. Our analysis reveals that death of both parents significantly lowers the probability of enrolment among younger children (7-8 years old). A sudden death of a mother lowers enrolment among 11-12 years old whereas among older children (14-15 years old), a sudden death of a father significantly reduces the likelihood of children remaining enrolled at school. Similarly grade attainment is adversely affected by parental health shocks. JEL: O15, O12, I15, I25 * Corresponding Author: School of Economics, Geo...

A central and implicit issue that shapes the present political and institutional consensus surrounding child labour is the notion of harm. Although efforts to address children’s work rest firmly on assumptions about what is harmful, no coherent theory of harm exists. In this paper, we critically explore ‘harm’ in the context of children’s work and call for a more situated and nuanced approach, incorporating ‘subjective’ and ‘objective’ dimensions. Such an approach has important implications for future research and policy action.

Bildung für nachhaltige Entwicklung (BNE) fördert die Entwicklung von Nachhaltigkeitskompetenzen (Wiek & Redman 2022; Rieckmann 2021a; de Haan et al. 2008), um die vielfältigen ökologischen, sozialen, ökonomischen und kulturellen Probleme in der Weltgesellschaft anzugehen und die notwendige gesellschaftliche Transformation zu befördern. Damit befähigt BNE Lernende, sich an einer nachhaltigen Entwicklung zu beteiligen und ihr eigenes Handeln kritisch zu reflektieren. Dies bedeutet allerdings nicht, dass bestimmte Denk- oder Verhaltensweisen vorgegeben werden, sondern im Gegenteil, dass Menschen befähigt werden, selbst über Fragen der nachhaltigen Entwicklung nachzudenken und ihre eigenen Antworten zu finden (Rieckmann 2021b; Wals 2015).
Ob Bildungsprozesse und -einrichtungen als solche allerdings nachhaltiger werden können, hängt u.a. von den Kenntnissen, Kompetenzen, Einstellungen und Werten der Pädagog:innen ab, aber auch von ihrer Interaktion mit institutionellen Rahmenbedingungen. Die Lehrer:innenbildung und die Aus- und Weiterbildung von Pädagog:innen im Allgemeinen können sich dieser Herausforderung stellen, indem sie sich auf Bildung für nachhaltige Entwicklung ausrichten, wie in verschiedenen internationalen Erklärungen und Strategiepapieren betont wird (UNECE 2005; UNESCO 2009). Verschiedene Beispiele der Integration von BNE in die Lehrerbildung haben gezeigt, dass die Unterstützung der Lehrkräfte eine entscheidende Voraussetzung für die erfolgreiche Einführung und Umsetzung von BNE ist (UNESCO 2014). Die Bemühungen, Pädagog:innen auf die Umsetzung von Bildung für nachhaltige Entwicklung vorzubereiten, sind jedoch noch nicht ausreichend erfolgreich gewesen (ebd.). Aus diesem Grund zielt das Handlungsfeld 3 des UNESCO-Programms „BNE für 2030“ auf die Lehr- und (pädagogische) Fachkräfteausbildung für eine nachhaltige Entwicklung ab (UNESCO 2020).
Es besteht weitgehend Einigkeit darüber, dass Pädagog:innen für die Arbeit mit dem Konzept der Bildung für nachhaltige Entwicklung qualifiziert sein müssen und dass sie spezifische Kompetenzen erwerben sollten, um sich mit Fragen der nachhaltigen Entwicklung auseinanderzusetzen und ihre pädagogische Praxis an diesem Konzept auszurichten (vgl. Vare et al. 2022). „This includes understanding key aspects of each of the 17 SDGs and their interlinkages, as well as understanding how transformative actions occur and which […] transformative pedagogical approaches can best bring them about” (UNESCO 2020, S. 30). BNE kann Pädagog:innen dazu ermutigen, ihre pädagogische Praxis aus einer neuen Perspektive zu betrachten.
Kompetenzrahmen, die die Rolle der Lehrkräfte berücksichtigen, bauen weitgehend auf Shulmans (1987) Kategorien dessen auf, was eine kompetente Lehrkraft ausmacht, und unterscheiden dabei zwischen inhaltlichem Wissen („was zu lehren ist") und pädagogischem Wissen („wie zu lehren ist"). In einem empirisch getesteten und weithin angenommenen Ansatz haben Baumert und Kunter (2013) ein Modell für die professionelle Kompetenz von Lehrkräften entwickelt, das professionelles Wissen, Überzeugungen, Motivation und Selbstregulierung als zentrale Aspekte identifiziert (Baumert & Kunter 2013).
Die Arbeit mit dem Konzept einer Bildung für nachhaltige Entwicklung setzt also bei den Lehrenden neue pädagogische Kompetenzen voraus (Vare et al. 2022; Corres et al. 2020; Bertschy et al. 2013). Die Lehrenden müssen idealerweise selbst Nachhaltigkeitskompetenzen besitzen und über die Fähigkeit verfügen, die Lernenden bei der Entwicklung ebensolcher Nachhaltigkeitskompetenzen unterstützen zu können. Dazu müssen sie über ein kritisches Verständnis von nachhaltiger Entwicklung auf der einen Seite und des pädagogischen Ansatzes von Bildung für nachhaltige Entwicklung auf der anderen Seite verfügen. Sie benötigen Wissen über innovative Lehr-Lernmethoden, aber auch Fähigkeiten zu deren Anwendung. Sie brauchen zudem Fähigkeiten zur Begleitung der Lernenden – zum Beispiel in Projekten, wozu auch gehört, die eigene Rolle als Lehrende:r kritisch zu reflektieren und sich selbst eher als Lernbegleiter:in zu verstehen.
Diese Elemente von BNE-Kompetenz werden in einer Reihe von verschiedenen BNE-Kompetenzrahmen für Pädagog:innen näher beschrieben, wie z.B. dem CSCT-Modell (Sleurs 2008), dem UNECE- Kompetenzrahmen (UNECE 2012), dem KOM-BiNE-Modell (Rauch & Steiner 2013) und den Ansätzen von Bertschy et al. (2013) und Timm & Barth (2021) (vgl. Rieckmann & Barth 2022; Corres et al 2020).
Dieser Beitrag befasst sich zunächst mit kompetenzbasierter Bildung und dem Konzept der professionellen Kompetenz von Lehrkräften und beschreibt dann die verschiedenen BNE-Kompetenzrahmen für Lehrende. Es wird eine systematische Analyse der verschiedenen Kompetenzrahmen vorgenommen. Abschließend wird der Bedarf für eine Weiterentwicklung der Kompetenzkonzepte und für weitere Forschung zu professioneller Kompetenz der Lehrenden in der Bildung für nachhaltige Entwicklung identifiziert.

Little is currently known about the effects of shocks to parental health on the allocation of children’s time between alternative activities. Using longitudinal data from the Ethiopian Young Lives surveys of 2006 and 2009, we analyse the effect of health shocks on the amount of children’s time spent in work, leisure and education. One key contribution of the paper is that we distinguish between child labour as defined by organisations such as the International Labour Organisation and other types of child work, such as light domestic chores. We find that paternal illness increases the time spent in income-generating work but maternal illness increases the time spent in domestic work. Moreover, maternal illness has a relatively large effect on daughters while paternal illness has a relatively large effect on sons. Overall, parental illness leads to large and significant increases in the amount of child labour. JEL Classification: D13, I12, I21, O15

No âmbito do debate sobre ética na pesquisa com crianças, este artigo busca apresentar uma discussão a partir de experiências de pesquisas realizadas entre os anos de 2014 e 2018 em comunidades localizadas ao sul de Moçambique. Sob uma perspectiva relacional e de criação de vínculos, este artigo objetiva refletir sobre vivências e partilhas, ampliando o debate sobre consentimento, assentimento e participação. A reflexão sobre os processos é apresentada a partir de narrativas e cenas, em
que as crianças são chamadas ao cerne do discurso. Por fim, consideram-se as crianças e suas vozes no momento do fazer pesquisa e na devolutiva, processos essenciais para um percurso que se considera ético e se disponibiliza a olhar a criança como agente participativo e participante.

En la actualidad millones de menores de edad participan en el mercado laboral mexicano, tanto en el campo como en la ciudad, lo que en muchos casos provoca altas tasas de deserción escolar. Existe consenso en que el trabajo infantil debe prevenirse y erradicarse. Hoy el trabajo infantil se concibe como una forma de abuso sobre la infancia y una actividad propia de la vida adulta; a un niño que trabaja se le describe como un individuo que ha "perdido" o al que le han "robado" su niñez. Es un lugar común pensar que el lugar de los niños debe ser, por antonomasia, la escuela y que el trabajo infantil es un obstáculo a la escolarización.1

This article argues for holistic consideration of children's work. Dominant discourse on 'child labour' attends only to dangers of children's work, leading to policies that damage some children's chances for development. Far from being universally negative in children's lives, appropriate work contributes to their well-being and development, and to transitions to adulthood. Children's work can convey benefits for sustenance and quality of life; provide learning to complement and support school; offer psychosocial benefits, particularly in building self-esteem; and help develop social relations and responsibility. These benefits are especially critical for marginalized children. Common policies of abolishing child labour based on age of employment rather than potential harm deny such benefits to younger children.

This study explores this issue of exclusion of girls in Ghana, with reference to the problem of low completion rates and high dropout rates among girls in basic education. Education of children most especially the girls is of primary concern in contemporary Ghana, a concern shared among the highest government levels, district-level assemblies, and parents. As a result, significant financial resources are annually allocated for educational development. Reggardless of this, many young girls in the Northern region most especially those from the rural communities drop out due to several reasons. Various studies have approached the problem from the students’ and the parent's perspectives, the point of view of head teachers have been left out from most of the argument put forward and this has pose a challenge to understand why students dropped out. We asked why has the problem of girls exclusion from education persisted despite above interventions by the government?, what roles do hea...

This paper explores the intergenerational effects of parental health shocks using longitudinal data from the Young Lives project conducted in Andhra Pradesh, India. It is found that health shocks to poorer parents reduce investments in children thereby reducing their future earnings, and perpetuating poverty and inequality. The paper discusses important dimensions like the timing of health shocks and pathways through which they affect human capital investment, differential effects of paternal and maternal shocks on different cohort groups, roles of cognitive abilities of children and quality of schooling in human capital accumulation.

This study explores the inter-generational effects of health shocks using longitudinal data of Young Lives project conducted in the southern state of India, Andhra Pradesh for two cohorts of children (younger and older). It is found that health shocks to poorer parents reduce investments in human capital of children thereby reducing their future earnings, and perpetuating poverty and inequality. There is a temporary delay in primary school enrollment in the case of younger cohort, while schooling attainment is reduced by 0.26 years for older children. This paper further contributes to the literature on important dimensions like role of timing of the shocks and the pathways through which they affect human capital investment, differential effects of paternal and maternal shocks on different cohort groups, ability of the children and quality of schooling in schooling attainment.

The origins of Agenda 2063 lie in the Golden Jubilee of the Organisation of African Unity (OAU) now the African Union (AU). The AU summit tasked the African Union Commission (AUC), supported but the New Partnership for Africa's Development (NEPAD), the Planning and Coordinating Agency (NPCA), the African Development Bank (AfDB) and the UN Economic Commission for Africa (UNECA) to prepare a 50-year continental agenda. This was to be achieved through an extensive consultative process involving a series of meetings across the continent with stakeholders spanning many areas of African society including youth, women, civil society organisations, the diaspora, African think tanks and research institutes, planners, the private sector, religious organisations, the Forum for Former African Heads of State and others. This gave rise to the Aspirations of the African People, the driver of Agenda 2063. 3 As Lélé first noted back in 1991, it has become something of a 'metafix' "that will unite everybody from the profit-minded industrialist and risk minimising subsistence farmer to the equity-seeking social worker, the pollution concerned or wild-lifer loving First Worlder, the growth-minimising policy maker, the goal-oriented bureaucrat, and therefore, the votecounting politician" (Lélé 1991, p. 613). 9 The authors explain that by 'flows' they refer to "the movements of physical artefacts, people, symbols, tokens and information across space and time', whilst 'networks' is used to refer to 'regularized or patterned interactions between independent agents, nodes of activity, or sites of power" (Held et al. 1999, p. 16). 43 Usage of the term can be dated back to Nelson Mandela's (1994) speech to the OAU summit in Tunis in which he spoke of the vision of an African Renaissance following on the liberation of South Africa. It is Thabo Mbeki, however, who is most credited with articulating and developing the concept in the form of a call to action for Africans at the turn of the new millennium. Subsequently, the term has become a point of reference for politicians in Africa, has spawned a number of conferences and led to the establishment of the African Renaissance Institute in Tshwana (formerly Pretoria).

says that the memory, in his psychic function, evokes information and memories in discontinuous time lapses. Therefore, these memories depend on the place that can be considered an engine responsible to tell and make histories. The relations between space and memory creates unique images with symbolic meanings of feelings, sensations and values that are constructed in the literary work. Thus, this work aims to analyze the space representation in the work "A Árvore das palavras", of TeolindaGersão, seeking to understand the relation that the central character has with the Lourenço Margues city, Moçambique and, someway less markedly, with Portuguese spaces, through memorialistic discourse. The research is based on theoretical space in the view of Bachelard (1993), Halbwachs (2006) among others. The work brings information from postcolonial experiences, references to cultural aspects, historical memory from the place and also a clear emphasis on the fictional space, built from racial segregation in a perspective that is the mentality of the colonial world. Through of this, the reader perceives that the city is not conceived only as population aggregations, or geographical demarcations: there are symbolic representations based on sociability, in the experiences and meanings that emerge from the daily life, and bring by their cultures manifestations and behaviors, the Social imaginary.

Findings from child development research support inclusive practice in early childhood education to enable full participation of all children in learning activities and build their core capabilities for life. However, the implementation of inclusive practices in early childhood is often constrained by boundary-crossing barriers. This paper reports a quantitative study that investigated and analysed the inclusive practice experiences of 344 pre-school teachers across the six regions of Thailand. The study identified positive experiences of inclusive practices linked to effective collaboration with minimal barriers related to time, increased workload and lack of resources to help teachers cater to the needs of all children. The findings offer direction for developing teachers as leaders to work effectively across professional boundaries so that Thailand can achieve the goals of inclusive education for all children.

Purpose – This paper aims to examine the impact of child health (measured by nutritional status) on schooling performance of Bangladeshi children. Design/methodology/approach – The data set used in this study comes from a survey titled “Micronutrient and Gender Study (MNGS) in Bangladesh”. The survey was administered by the International Food Policy Research Institute (IFPRI). The author controls for the potential endogeneity of child health by an instrumental variables approach. The results indicate that the impact of child health on school achievement will be overestimated if endogeneity of child health is ignored. Findings – The results reveal that child health has significant effects on school enrolment and grade attainment, although it does not affect the current school attendance. The impact of child health is stronger for school enrolment compared to grade attainment. Originality/value – This study improves the understanding on the relationship between child health and school...

While Ethiopia has seen a rapid expansion of school enrollment over the past 25 years, especially in primary education, dropout, absenteeism, and grade repetition remain key challenges to achieving the education-related Sustainable Development Goals. This article uses the 2017/18 Gender and Adolescence: Global Evidence (GAGE) survey of 6800 Ethiopian adolescents and regression analysis to examine how exposure to and /or experience of violence (from peers and at home), adolescent decision-making power in the household, and paid and unpaid child work are related to absenteeism, dropout, and on-time completion in primary school. The findings provide empirical evidence on the positive association between adolescent decision-making power in the household and educational outcomes and the negative relationships between adolescent education and both exposure to and /or experience of violence and paid and unpaid child work. We explore variations in the magnitude and robustness of these assoc...

Desde una perspectiva ampliada de derechos humanos, el artículo profundiza en el análisis del trabajo doméstico como expresión de una naturalización de relaciones de dominación que afecta de una manera más general al mundo del trabajo y en el contexto del capitalismo. Se muestra de qué manera muchos trabajos domésticos, por sus condiciones precarias y desiguales, son a su vez la antesala de expresiones laborales vejatorias y llegan a generar condiciones de trabajo forzado y condiciones análogas a la esclavitud. Así, teniendo como trasfondo a las sociedades de América Latina, se estudia cómo las relaciones sociales entre empleadas y empleadores contienen elementos subyacentes de tipo patriarcal, étnico y de colonialidad que normalizan y refuerzan la explotación, generando situaciones que pueden llevar al trabajo forzado y/o en condiciones análogas a la esclavitud, porque por las necesidades económicas de las trabajadoras domésticas ”“entre otros aspectos”“ no se cuestionan y se toler...

Parental death is one of the many risks faced by children in poor communities, especially in Africa in the context of the HIV/AIDS pandemic.While the death of a parent at any age is a significant and distressing event, Young Lives research in Ethiopia finds that the age the child is ...

Este artículo tiene como propósito general presentar y discutir algunos de los elementos que interrelacionados, permiten aproximarse al fenómeno del trabajo infantil. Así, no se busca exponer un panorama cuantitativo de la situación de niñas, niños y adolescentes (NNA) que trabajan, sino exhibir un marco referencial que proporcione posibles perspectivas para su abordaje, análisis e interpretación. Para lograr lo anterior se recurre a la presentación del marco jurídico, tanto internacional como en el contexto mexicano. Además, se presentan algunos datos que permiten ejemplificar la situación de NNA que trabajan. Como forma de justificar la importancia de este trabajo se debe mencionar que en México no existe un diagnóstico integral e interdisciplinario del trabajo infantil, por lo que se hace necesario profundizar en el tema por medio del diálogo entre distintas disciplinas, visiones y aproximaciones a un fenómeno de naturaleza extremadamente compleja, y que muchas veces se encuentra invisibilizado.

Este trabalho propõe a análise de textos literários que promovem não só a representação de diferentes formas de relação dos imigrantes com a terra natal, mas também o processo de reconfiguração das identidades no país de acolhimento. Para tanto, serão examinados o romance Precisamos de novos nomes, de Noviolet Bulawayo, e o conto “No seu pescoço”, de Chimamanda Ngozi Adichie.

Este trabalho propõe a análise de textos literários que promovem não só a representação de diferentes formas de relação dos imigrantes com a terra natal, mas também o processo de reconfiguração das identidades no país de acolhimento. Para tanto, serão examinados o romance Precisamos de novos nomes, de Noviolet Bulawayo, e o conto “No seu pescoço”, de Chimamanda Ngozi Adichie.

The paper examines the causal effect of child labour hours on child education using the collective model of the household. By drawing on Bangladesh National Child labour Survey data for 2002, we find that children‟ s work, even in limited amounts, does ...

Parental death is one of the many risks faced by children in poor communities, especially in Africa in the context of the HIV/AIDS pandemic. While the death of a parent at any age is a significant and distressing event, Young Lives research in Ethiopia finds that the age the child is when a parent dies is important for outcomes later on. If a parent dies early on in a child's life (between ages 0 and 6) then the death per se does not seem to affect children's health, education, sense of optimism or self-esteem at age 12, in part due to the fact that younger children are more likely to be absorbed into the care of close relatives. In sharp contrast, if its mother dies in middle childhood (between ages 7 and 12) a child is less likely to be enrolled at school or to be able to read or write, and if the father dies it seems to reduce the child's sense of optimism. These effects appear to apply equally to boys and girls alike. These findings are an important contribution towards the development of a policy framework for supporting orphans and other vulnerable children in Ethiopia.

The Consortium for Educational Access, Transitions and Equity (CREATE) is a Research Programme Consortium supported by the UK Department for International Development (DFID). Its purpose is to undertake research designed to improve access to basic education in developing countries. It seeks to achieve this through generating new knowledge and encouraging its application through effective communication and dissemination to national and international development agencies, national governments, education and development professionals, non-government organisations and other interested stakeholders.

The Consortium for Educational Access, Transitions and Equity (CREATE) is a Research Programme Consortium supported by the UK Department for International Development (DFID). Its purpose is to undertake research designed to improve access to basic education in developing countries. It seeks to achieve this through generating new knowledge and encouraging its application through effective communication and dissemination to national and international development agencies, national governments, education and development professionals, non-government organisations and other interested stakeholders.

La consideración del género femenino como artículo de compra y venta, junto al sistema patriarcal en el que todavía se educa a gran parte de la población mundial, propicia que las niñas sean objeto del crimen de la trata de seres humanos con fines de explotación sexual (TSHFS).

The purpose of this study is to investigate the perception of visually impaired students, their peers without disabilities,
and teachers about inclusive education, focusing on a second cycle educational institution in the Eastern region of Ghana
implementing inclusive education for the visually impaired. In this study, we collected data from 23 visually impaired students,
27 students without disabilities, and 19 teachers in the inclusive school. Data were collected through semistructured in-depth
interviews. This study followed a phenomenological approach, reporting findings from participants’ own words. The study
findings revealed that visually impaired students and some teachers supported inclusion while a number of students without
disabilities disliked the practice. Some teachers indicated that the idea of inclusive education is a good way to ensure equal
educational opportunities. The study concludes that Ghanaian teachers in inclusive schools should be equipped with training
to teach students with disabilities.

Artigo publicado no Portal de Jornalismo Independente "Outros 400" sobre a temática envolvendo o caso do deputado Luiz Sefer, descortinando as implicações que existem por trás de uma prática complexa e naturalizada na região amazônica: a circulação de meninas do interior do estado para serem "crias - de família" na capital. Link para acesso < http://www.outros400.com.br/urubuservando/4201>

Persons with disabilities constitute a significant proportion of the minority population in Sekondi, Ghana. Yet, they are the most neglected and existing programs do not meet their needs. Consequently, this study aimed to understand the perception of persons without disabilities towards individuals with disabilities in Sekondi and to explore the attitudes of the general public towards disability. Semi-structured interviews were conducted with 17 persons with disabilities and 25 persons without disabilities over an eight-week period. Persons with disabilities were individuals receiving services from the Department of Social Welfare in Sekondi. Thematic analysis was used to analysed data from the interviews. The study revealed that the participants without disabilities viewed disability as a disease and a punishment from God or the gods. Yet, they indicated that they showed compassion and love towards persons with disabilities. However, most persons with disabilities disagreed to this while a few argued that they were shown love by their typical peers. 2 Also, both persons with and without disabilities stated that having the experience with care for persons with disabilities and being a female are features which meant the individual is likely to develop positive attitude towards persons with disabilities. It has been suggested that training should be given to people with the experience and more women caring for persons with disabilities in Ghana as these women are more likely to provide adequate care and protection for individuals with disabilities. Finally, policies and programs for persons with disabilities in Sekondi should consider recommendations to promote the wellbeing of persons with disabilities.

Resumo: Partindo do pressuposto de que o léxico, como parte concreta da linguagem, é capaz de construir cenários e mundos por meio de sua competente ativação no texto, e que a elaboração de campos semânticos é fator de alta iconicidade isotópica, este artigo visa demonstrar, por meio da análise de dois artigos que versam antagonicamente acerca do mesmo tema, usos lexicais que confirmam as hipóteses acima pressupostas. A escolha do texto argumentativo se dá pelo fato de que nosso objetivo é demonstrar, principalmente, como um bom manejo do léxico que o sistema da língua nos coloca à disposição, a par de outras estratégias, tem forte poder de persuasão e, portanto, é fator de grande eficácia na construção do texto argumentativo. Abstract: Based on the assumption that the lexicon, as a concrete part of language, is able to construct scenarios and worlds through its competent activation in the text, and that the elaboration of semantic fields is a factor of high isotopic iconicity, this article aims to demonstrate, by analising two articles which deal with the same subject, lexical uses that confirm the above-mentioned assumptions. The choice of argumentative texts was made once our objective is to demonstrate, mainly, how good management of the lexicon which the language system turns available to us, along with other strategies, presents strong persuasion power and, therefore, is a feature of great effectiveness in the construction of the argumentative text.

A partir das últimas décadas, os estudos em torno da concepção da infância e com crianças e seus modos de vida têm crescido progressivamente, embora sua produção ainda seja insuficiente. Pesquisadores e estudiosos da infância buscam compreender os modos de ser criança através do cotidiano e contextos específicos das culturas e sociedades as quais pertencem, colocando-a como protagonista de sua história e buscando a desuniversalização do termo infância, que acarreta numa imagem de criança normativa ou fora da regra. As crianças africanas, por sua vez, são postas como “fora do lugar” por não seguirem os padrões e normas das crianças europeias e norte-americanas: vão de casa para a escola (quando vão para a escola), de lá para alguma outra atividade e responsabilidade: cuidam dos irmãos, ajudam em casa ou na geração de renda, entre outros. Através do quadro apresentado em experiência anterior em uma comunidade periférica próxima a capital de Moçambique, algumas indagações iniciais foram levantadas e posteriormente formuladas, trazendo para a questão o que é o ser criança em uma comunidade moçambicana. O objetivo traçado foi de conhecer e compreender as formas e dinâmicas de socialização infantis neste território. Entendeu-se que para tal era necessário uma pesquisa em que a realidade se mostrasse presente, e a opção foi pela etnografia, cuja pesquisa de campo foi realizada num bairro da Cidade da Matola durante um período de 5 meses. Foram escolhidas 5 crianças para participarem da pesquisa, cujo tempo de convivência foi de aproximadamente 20 dias com cada uma, participando de suas rotinas e atividades domésticas, comunitárias e escolares. Ao estar dentro de suas casas e em seus espaços de pertencimento, pode-se observar que a criança, neste entorno, pertence à família e à comunidade, criando laços e desenvolvimento afetivo entre pessoas de diferentes gerações e de seu convívio, e responsabilidades que culminam em sua formação. As crianças possuem tarefas e responsabilidades que lhe são atribuídas pautadas na divisão social do trabalho. Entre uma atividade e outra, via-se que o brincar e o lúdico sempre estavam presentes, fosse na casa, na rua ou na escola. O lúdico e o riso permeiam o imaginário e os mundos infantis, produzindo formas de ser, estar e atuar no mundo ao qual partilham e pertencem. A escola, outro local de pertencimento da criança e de convívio diário, foi um espaço bastante frequentado e discutido. Tais situações e momentos partilhados são trazidos em forma de narrativas, compreendendo que tal forma de escrita possibilitam a reconstrução e descrição dos momentos vivenciados e suas reflexões. Compreende-se que há uma necessidade de estudos em que se possam desconstruir os modos como as infâncias são impostas e propiciar rupturas em sua universalização, entendendo que não há uma única infância, a partir de um contexto específico, pautado pelo tempo-espaço em que vivem, buscando o direito das crianças de vir a ser e de serem protagonistas dos mundos aos quais partilham e pertencem. Tal estudo visa também contribuir para as pesquisas sobre as infâncias e sociedades africanas.

The first part of this work initially deals with an historical itinerary in human rights’ development, as well as in girl child rights. Then, it continues by an analysis of the international legal standards to safeguard children’s rights from worst forms of child labour and hazardous works.
In its second part, this study tackles the phenomenon of child domestic work, focusing on gender issues, by a perspective of qualitative analysis and of applied anthropology. The analysed situation of exploited girl children, in the domestic work of third-party homes, highlights crosscutting aspects of cultural, gender and poverty issues. In this part of the work, a theoretical reflection on gender, asymmetries and discrimination is followed by the outcomes of author’s previous ethnographic field works, with marginalised children and adolescents, in the Caribbean area. Recent outcomes from international research, by the United Nations and the international organisations environment, on these subjects, are also provided. By doing this, the author wishes to join the peculiar contributions of the anthropological discipline and its ethnographic methodology for in-depth research of cultural local meanings, also including harmful stereotypes and discriminating attitudes, with the framework of the international legal standards for fundamental children’s rights and of their implementation, at local level. This contribution concludes by outlining a proposal for a transdisciplinary interaction between these two disciplinary fields, for an anthropology of/for children’s rights, under the overall consideration that a real sustainable development for future generations cannot avoid or disregard the fulfilment of children’s rights.

Keywords: children’s rights, girl child rights, gender, child domestic work, marginalised children.

During the past few years, numerous student initiatives have been founded, which engage in Sustainable Development (SD) at their university and beyond. Working in such initiatives offers students a remarkable (sometimes self-organized) environment allowing them to generate key competencies beyond the regular curricula. Beside this learning spaces for the individual student, the initiatives contribute to an organizational implementation of SD at the universities itself. With the description of a self-organized lecture-series of the AG Nachhaltigkeit Erfurt e.V., a good-practice example for the initiatives' achievements is given.

Parental death is one of the many risks faced by children in poor communities, especially in Africa in the context of the HIV/AIDS pandemic.While the death of a parent at any age is a significant and distressing event, Young Lives research in Ethiopia finds that the age the child is ...

Campaigns to eliminate the exploitation and abuse of children through child labour have been growing in strength in the last decade. Although the broad intentions of such campaigns are admirable, interventions to eliminate child labour have sometimes worked against the children they are supposed to help. The need for more nuanced intervention is now widely accepted, as is the need for more careful definition and prioritisation of what is to be eliminated. There remain, however, fundamental problems related to the term &#39;child labour&#39; and the various meanings and associations it carries. This paper will point to confusion caused by the term, illustrated in recent documents from the ILO and UNICEF. It appeals for precision from academics in analysis and communication, and touches on the relationship between academics and practitioners in humanitarian work.