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Schuften statt lernen – oder besser umgekehrt?

Terre des hommes, Eds.: Terre des hommes, (2005)


Warum, wo und wie Kinder arbeiten müssen – und was man dagegen tun kann Eine Unterrichtseinheit für die Jahrgangsstufen 6 und 7
https://www.tdh.de/fileadmin/user_upload/inhalte/1...


War child: "I´ve moved, my rights haven't" (Towards a global action plan for children forced to flee)

War Child, Eds.: War Child , (2016)


We live in a world in which 28 million children have been driven from their homes as a result of conflict, persecution and insecurity¹. If current trends continue, more than 63 million children could be forced to flee by 2025², of which over 25 million will cross borders and become refugees. At least 300,000 of these child refugees will end up alone, separated from their families³. Without a step-change in the provision of education for refugee children, at least 12 million of them will be out of school by 2025⁴.
https://www.warchildholland.org/sites/default/file...


No Place to Call Home. Protecting children´s rights when the changing climate forces them to flee. For every child in danger.

UNICEF, Eds.: UNICEF, (2015)


Around the world, approximately 1 in 45 children are on the move – nearly 50 million boys and girls that have migrated across borders or been forcibly displaced within their own countries.1 Climate-related events and their impacts are already contributing significantly to these staggering numbers,with 14.7 million people facing new internal displacement as a result of weather-related disasters in 2015 alone. The annual average since 2008 is higher still, at 21.5 million, equivalent to almost 2,500 people being displaced every single day.2
https://www.unicef.org.uk/wp-content/uploads/2017/...


‘ELIMU KWANZA!’ - A Brighter Future for the Children of DRC Safe Education for Internally Displaced Children in the Democratic Republic of Congo

War Child Holland, Eds.: War Child Holland, (2014)


Prioritise education in conflict-affected areas: Across the world 28 million1 primary school-age children living in conflict-affected countries are out-of-school, and they form half of the world’s total out-of-school population. During conflict, infrastructure assets such as schools are damaged or completely destroyed during fighting. Children may choose to stay away from school due to their and their family’s safety fears in the midst of conflict, or the need to supplement their family’s income amidst conflict-related financial loss. Children who are internally displaced by conflict face a particularly challenging task accessing education due to the specific conditions created by their displacement, such as loss of livelihoods making school fees hard to find, and discrimination from host communities. Children caught in conflict are being deprived of their right to education2 and denied the opportunity to benefit from the protective and life-sustaining mechanisms of education.
https://www.warchildholland.org/sites/default/file...


SILENT HARM: A report assessing the situation of repatriated children’s psycho-social health

UNICEF Kosovo in cooperation with Kosovo Health Foundation , Eds.: UNICEF, (2012)


The principle of “the best interest of the child” should guide decisions by politicians whenever children are affected. This is one of the basic ideas in the UN Convention on the Rights of the Child. Decision makers should assess the consequences for children before taking action. Today, this principle is not fully respected in European countries in relation to migrant children.
https://www.unicef.org/kosovoprogramme/SILENT_HARM...


Protection des enfants: Manuel de formation psychosociale (Boite a outils)

Terre des hommes , Eds.: TDH, (2008)


Le Manuel de formation psychosociale pour la Protection des enfants de Terre des hommes répond aux besoins des programmes de protection de l’enfance menés par Terre des hommes et peut être utilisé en parallèle à la publication précédente de Terre des hommes: Protection des enfants: manuel d’intervention en cas de crise humanitaire. Ce manuel de formation a été conçu pour le terrain afin de former le personnel qui travaille directement ou indirectement avec les enfants. Les modules de ce manuel ont été regroupés selon les catégories suivantes: • Niveau 1: Animer une formation / un atelier • Niveau 2: Concepts de base pour une intervention • Niveau 3: Compétences des animateurs Chaque module contient les rubriques suivantes: • Qu’est-ce que c’est? • A quoi ça sert? • Comment l’utiliser?
https://resourcecentre.savethechildren.net/sites/...


Safe & sound: What states can do to ensure respect for the best interests of unaccompanied and separated children in Europe

UNHCR/IOM, Eds.: UNICEF, (2014)


Unaccompanied and separated children leave their countries of origin for a variety of reasons. They may be fleeing from persecution, armed conflict, exploitation or poverty. They may have been sent by members of their family or decided to leave on their own – be it to ensure their survival, or to obtain an education or employment. They may have been separated from their family during flight or may be trying to join parents or other family members. Or they may have become victims of trafficking. Often it is a combination of factors.
https://resourcecentre.savethechildren.net/library...


2018/19 Child Protection Budget Brief

UNICEF, Eds.: UNICEF, (2012)


Investing in Child Protection Building Inclusive, Productive and Resilient Communities in Malawi
www.ndr.mw:8080/xmlui/bitstream/handle/123456789/8...


Handbook on Cyber Crimes against Children and Investigation Methodologies for Law Enforcement Agencies

Cyber Peace Foundation; NCPCR; Bureau of Police Research and Development, Eds.: UNICEF, (2017)


This handbook is designed to act as a ready reference for Law Enforcement Officials and prosecutors to understand cyber crimes against children. Cyber Crimes are generally defined as those crimes in which a computer resource is either the target or is used as tool for committing the crime. These may even include cases where traditional crimes are facilitated by digital technologies as will become clear through the course of this handbook. The handbook focusses on presenting a clear picture of cyber crimes committed against children and when cyber crimes have been perpetrated by them. It also helps Investigating Officers to understand the application of special legislation like the Information Technology Act, Protection of Children from Sexual Offences (POSCO) Act and Juvenile Justice (Care and Protection) Act to such instances.
http://www.unicef.in/Uploads/Publications/Resource...


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