CaLP, Women's Refugee Commission, Child Protection in Crisis, Save the Children
Examines the links between cash transfers and the positive and negative outcomes for children, in particular the role cash transfers have played in protecting children from harm, exploitation, abuse and violence. Produced in collaboration between Save the Children, the Women's Refugee Commission, the Child Protection in Crisis Network, and the Cash Learning Project (CaLP).
Save the Children, Women's Refugee Commission, Child Protection in Crisis Network, Cash Learning Project (CaLP)
Provides personnel using Cash Transfer Programming (CTP) with advice on the child protection issues to consider during preparation, planning, implementation and monitoring of their programmes. Produced in collaboration between Save the Children, the Women's Refugee Commission, the Child Protection in Crisis Network, and the Cash Learning Project (CaLP).
A matrix of 48 completed and 12 ongoing studies, with summaries and links to all published evaluation reports. This document forms the basis of "The Impacts of Economic Strengthening Programs on Children: A review of the evidence"
The Strategic Plan catalogs what the Task Force has achieved to date, and what we will do in the next 3 years, through the twin priorities of documenting the impact of livelihoods/economic strengthening interventions on child protection and well-being, and improving the understanding of effective means of implementation.
Mission SF Community Financial Center, a nonprofit affiliate of the Mission SF Federal Credit Union in San Francisco, CA, has developed an innovative approach to teaching youth financial education and encouraging youth to save by awarding a prize linked to their savings behavior. This article looks at the experiences of youth in the first year of the pilot program, and summarizes the pilot’s successes and challenges in providing financial education to youth and encouraging them to reach their savings goals. Although the first year pilot was small, the initial results are encouraging.
Calling all youths between the ages of 13-26! Register today to gain the knowledge, skills, and tools you need to plan for your future! The Youth Leadership Institute is a five-part series, providing today's youth with a valuable overview of the transition experience to better prepare them for the world after high-school. Workshop topics will include Independent Living, Employment and Workforce Development, Vocational Rehabilitation Transition Services, Getting and Keeping Your First Job, Career and Technical Training Programs, College Readiness, and Accessing Accommodations in College.
Among Brazil’s poor, youth unemployment can be as high as 66 percent. Young people looking for work lack the skills, experience, and education that make them desirable in a tight labor market. Another, very different, problem among the poor is access to electricity. About 12 to 15 million poor live without electricity — they are not connected to the nation’s power grid.
USAID is tackling these two problems with a joint solution: training youth how to install renewable energy systems that do not rely on access to the nation’s power grid.
This report highlights key findings from a recent survey and a series of focus groups with 481 youth ages 16–24 from across the District of Columbia who were at least marginally reconnected to various schools, training programs, or community based social-service organizations. This research effort was designed to better understand how, when, and why youth choose to reconnect, the barriers that prevent reconnection, and the strategies that could facilitate reconnection.
Over the past two decades there have been major improvements in girls’ education. In 1990, less than 50 percent of girls in low-income countries were enrolled in primary school; today that figure has climbed to nearly 80 percent. However, much work remains to be done. Thirty million girls still miss out on basic education, and the challenge for those that now attend school is that they learn while there. Indeed, 250 million children cannot read or write, even after many of them have spent four years in school.