Browsing by Author "UNICEF"
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Item A review of the status of the Implementation of the Early Childhood Development (ECD) Policy, Standards and Regulations in four (4) countries/territories - Anguilla, Antigua and Barbuda, Dominica and Montserrat(UNICEF, 2021) UNICEFThe assignment seeks to support the Ministries of Education in Anguilla , Antigua and Barbuda, Dominica and Montserrat to review the status of the implementation of the ECD Policy , Standards and Regulations ; to support the Government to develop ECD Standards and Regulations where necessary; to update the Policy documents to reflect new and emerging priorities in the ECD sector where relevant and to develop a costed integrated implementation plan in collaboration with the line Ministries of Health and Social Development.Item A strategy for strengthening health and family life education in CARICOM member states(UNICEF Caribbean Area Office, 1995-10-31) UNICEFThis document aims to consolidate a series of recommendations, facts, experiences, and ideas into a strategy for the strengthening of health and family life education (HFLE) in CARICOM member states. It is divide into three parts: Part I provides the justification for family life education programmes in the region, defines life skills, and describe the status of existing programmes. It identifies the shortcomings and gaps in these programmes and describes significant activities that have been undertaken to address these weaknesses. Part II provides a critical analysis of recommendations for managing and sustaining HFLE teaching materials for use in primary and secondary schools, from the developmental phase to the monitoring and teacher training phases. A draft budget and a plan for fund raising are presented.Item Caribbean Summit for Children(UNICEF, 1991-11-15) UNICEF; Barbados. Ministry of Community Development and CultureItem CARICOM Multi-Agency Health Family Life Education Project: Report of the first meeting for 1997 of the regional working group on HFLE, March 24-25, 1997(UNICEF, 1997) UNICEFThis report records the successful achievement of the following objectives for which the meeting was held: 1) a review of the progress of activities undertaken as part of the Multi-Agency Health and Family Life Education Project during 1996, 2) feedback from participants on the development of national policies and national plans of action in preparation for activities to be undertaken in 1997, 3) the development of a clear plan of action in HFLE for all collaborating agencies for 1997, and 4) a better understanding of the need for resources for the implementation of the Multi-Agency HFLE Project.Item Children of the Americas 1992(UNICEF, 1992) UNICEFChildren of the Americas is the result of a year-long effort inspired by a dream born a decade ago at the UNICEF Office for Latin America and the Caribbean. It is a multi-media product that includes this document and two audio-visual components: a video cassette entitled ‘500 Seconds’ and two series of radio programmes. The geographical environment of this first installment is Latin America and the Caribbean.Item Generation Unlimited: the Well-being of Young People in Dominica Fact Sheet(UNICEF, 2021-07) UNICEFThe age from 10-24 is an important transitional period in the life cycle of young people: from dependence to independence; from childhood to adulthood; from primary to secondary school and onto tertiary education and/or the labour market; and from pre-pubescence to sexual maturity. Few young people are likely to pass through this period without some reversals or feelings of uncertainty, such as: not doing well at school; examination failures; parental discord; problems with friends and partners; and/or difficulties in finding their first job. In most cases, these experiences will be transitory and have little influence on their future lives. But for others, these experiences can be more severe and have long-lasting impacts on one’s well-being, on that of their families and, if widespread, on national, social and economic development. In 2020 and 2021, the COVID-19 global pandemic and its economic and social impacts have disrupted nearly all aspects of life for all groups in society, but young people, and especially for vulnerable youth, the COVID-19 crisis poses considerable risks to their education, employment, mental health and disposable income. While young people will shoulder much of the long-term economic and social consequences of the crisis, their well-being may be superseded by short-term economic and equity considerations.Item Generation Unlimited: The Well-being of Young People in Grenada Fact Sheet(UNICEF, 2021-07) UNICEFThe age from 10-24 is an important transitional period in the life cycle of young people: from dependence to independence; from childhood to adulthood; from primary to secondary school and onto tertiary education and/ or the labour market; and from pre-pubescence to sexual maturity. Few young people are likely to pass through this period without some reversals or feelings of uncertainty, such as: not doing well at school; examination failures; parental discord; problems with friends and partners; and/or difficulties in finding their first job. In most cases, these experiences will be transitory and have little influence on their future lives. But for others, these experiences can be more severe and have long-lasting impacts on one’s well-being, on that of their families and, if widespread, on national, social and economic development. In 2020 and 2021, the COVID-19 global pandemic and its economic and social impacts have disrupted nearly all aspects of life for all groups in society, but young people, and especially for vulnerable youth, the COVID-19 crisis poses considerable risks to their education, employment, mental health and disposable income. While young people will shoulder much of the long-term economic and social consequences of the crisis, their well-being may be superseded by short-term economic and equity considerations.Item Generation Unlimited: The Well-being of Young People in Saint Lucia Fact Sheet(UNICEF, 2021) UNICEFThe age from 10-24 is an important transitional period in the life cycle of young people: from dependence to independence; from childhood to adulthood; from primary to secondary school and onto tertiary education and/or the labour market; and from pre-pubescence to sexual maturity. Few young people are likely to pass through this period without some reversals or feelings of uncertainty, such as: not doing well at school; examination failures; parental discord; problems with friends and partners; and/or difficulties in finding their first job. In most cases, these experiences will be transitory and have little influence on their future lives. But for others, these experiences can be more severe and have long-lasting impacts on one’s well-being, on that of their families and, if widespread, on national, social and economic development. In 2020 and 2021, the COVID-19 global pandemic and its economic and social impacts have disrupted nearly all aspects of life for all groups in society, but young people, and especially for vulnerable youth, the COVID-19 crisis poses considerable risks to their education, employment, mental health and disposable income. While young people will shoulder much of the long-term economic and social consequences of the crisis, their well-being may be superseded by short-term economic and equity considerations.Item Generation Unlimited: the Well-being of Young People in St. Kitts and Nevis Fact Sheet(UNICEF, 2021-07) UNICEFThe age from 10-24 is an important transitional period in the life cycle of young people: from dependence to independence; from childhood to adulthood; from primary to secondary school and onto tertiary education and/or the labour market; and from pre-pubescence to sexual maturity. Few young people are likely to pass through this period without some reversals or feelings of uncertainty, such as: not doing well at school; examination failures; parental discord; problems with friends and partners; and/or difficulties in finding their first job. In most cases, these experiences will be transitory and have little influence on their future lives. But for others, these experiences can be more severe and have long-lasting impacts on one’s well-being, on that of their families and, if widespread, on national, social and economic development. In 2020 and 2021, the COVID-19 global pandemic and its economic and social impacts have disrupted nearly all aspects of life for all groups in society, but young people, and especially for vulnerable youth, the COVID-19 crisis poses considerable risks to their education, employment, mental health and disposable income. While young people will shoulder much of the long-term economic and social consequences of the crisis, their well-being may be superseded by short-term economic and equity considerations.Item Generation Unlimited: the Well-being of Young People in Trinidad and Tobago Fact Sheet(UNICEF Office for the Eastern Caribbean Area, 2021-07) UNICEFThe age from 10-24 is an important transitional period in the life cycle of young people: from dependence to independence; from childhood to adulthood; from primary to secondary school and onto tertiary education and/ or the labour market; and from pre-pubescence to sexual maturity. Few young people are likely to pass through this period without some reversals or feelings of uncertainty, such as: not doing well at school; examination failures; parental discord; problems with friends and partners; and/or difficulties in finding their first job. In most cases, these experiences will be transitory and have little influence on their future lives. But for others, these experiences can be more severe and have long-lasting impacts on one’s well-being, on that of their families and, if widespread, on national, social and economic development. In 2020 and 2021, the COVID-19 global pandemic and its economic and social impacts have disrupted nearly all aspects of life for all groups in society, but young people, and especially for vulnerable youth, the COVID-19 crisis poses considerable risks to their education, employment, mental health and disposable income. While young people will shoulder much of the long-term economic and social consequences of the crisis, their well-being may be superseded by short-term economic and equity considerations.Item Meeting adolescent development and participation rights: The findings of five research studies on adolescents in Jamaica(United Nations Population Fund, 2002) UNICEFIn an initiative to begin moving adolescents into the mainstream of decision-making, the United Nations Children’s Fund (UNICEF) and the United Nations Population Fund (UNFPA) commissioned a set of studies in 2021 to explore questions that impact on adolescent participation and development in Jamaica. This volume contains the findings of the five research studies: 1) Promoting Adolescent Participation in Jamaica, 2) Legal and Policy Environment Affecting Adolescents in Jamaica, 3) Living Environment of and Social Supports for Adolescents in Jamaica, 4) Factors that Shape the Initiation of Early Sexual Activity among Adolescent Boys and Girls, and 5) Adolescent and Violence in Jamaica.Item Item Some approaches to preschool education: A resource document(Oct. 1979) UNICEF;Item Survey of "Life SKills" programmes in Eastern Caribbean schools(1993-08) UNICEFThis survey was part of a two-phase project designed to assist in the introduction of AIDS education into a more comprehensive “Life Skills” programme for schools in the Eastern Caribbean (EC). It aimed to document current life skills initiatives in terms of who was doing what, the reasons for the intervention, and the funding issues involved. The survey collected information through interviews and a questionnaire administered to respondents from 8 regional and 10 national institutions/ agencies in six EC countries, as well as from an analysis of curricula/guidelines, pupil materials, and other documents relating to relevant programmes that were being used by the agencies/institutions interviewed. The survey revealed that all countries in the EC had AIDS education programmes, which are conducted by the National AIDS Committees. There were no distinct school-based AIDS education programmes. Education about HIV/AIDS was incorporated in Health and Family Life and Guidance programmes. In countries where these programmes were not a part of the school curriculum, education was provided by visiting resources persons. It was generally felt that education about AIDS, drugs, the environment, development, and other critical concerns should be completely integrated into all curriculum areas.