The Poverty of Policy: Examining Care Leaving Policy in Ethiopia

Author(s):  
Anduamlak Molla Takele ◽  
Messay Gebremariam Kotecho ◽  
Philip Mendes

International research consistently shows that young care leavers’ journey from care to emerging adulthood is characterised by adversities such as unemployment, poor academic performance, homelessness, involvement in criminal activities, mental illness and early parenthood. As research evidence points out, such negative outcomes are closely linked with the existence of multiple placements, lack of mentoring, limited connections with significant others, the absence of early preparation to leave care, and a dearth of or inadequate policy frameworks that entitle care leavers to use aftercare support schemes. In order to support care leavers’ transition from care to emerging adulthood, Global North countries have implemented an independent care leaving policy framework that serves as a scaffolding for challenges that would arise from care leavers’ exploration of the adult world upon leaving care. However, such experience in formulation of policy to empower care leavers to be an independent adult is not well developed in countries in Global South due to the infant nature of research on care leaving and a preference for addressing the issues of care leavers in the existing child policy frameworks rather than formulating a special policy that deals with care leaving. The status of Ethiopia in this regard is not different. Existing policy frameworks concerning children have failed to address the needs of Ethiopian care leavers despite the existence of over five million orphan and vulnerable children in the country most of whom are placed in institutional childcare centres. This article presents the case for an independent care leaving policy in Ethiopia to address the multifaceted needs of children in care and improve the care leaving service in the country. Thus, the study will shed light on the state of care leaving policy in the world and lessons for Ethiopia to support Ethiopia’s attempt to serve the most vulnerable children in care by developing its own care leaving policy.

2010 ◽  
Vol 15 (4) ◽  
pp. 497-509 ◽  
Author(s):  
Helen Minnis ◽  
Graham Bryce ◽  
Louise Phin ◽  
Phil Wilson

Children in care have higher rates of mental health problems than the general population and placement instability contributes to this. Children are both most vulnerable to the effects of poor quality care and most responsive to treatment in the early weeks and months of life yet, in the UK, permanency decisions are generally not in place until around the age of four. We aimed to understand the components of an innovative system for assessing and intervening with maltreated children and their families developed in New Orleans and to consider how it might be implemented in Glasgow, UK. During and after a visit to New Orleans by a team of Glasgow practitioners, eight key interviews and meetings with New Orleans and Glasgow staff were audio-recorded. Qualitative analysis of verbatim transcripts identified key themes. Themes highlighted shared aspects of the context and attitudes of the two teams, identified gaps in the Glasgow service and steps that would be needed to implement a version of the New Orleans model in Glasgow. Our discussions with the New Orleans team have highlighted concrete steps we can take, in Glasgow, to make better decision-making for vulnerable children a reality.


2019 ◽  
Vol 15 (4) ◽  
pp. 14-33
Author(s):  
Shauna A. Morimoto

This article draws on qualitative data of U.S. high school students considering their place in the adult world; the purpose is to investigate Jeffrey Arnett’s (2000) concept of “emerging adulthood” as a new stage of life course. Drawing on interviews and observational data collected around the time when Arnett’s notion of emerging adulthood started to take hold, I use intersectional interpretive lens in order to highlight how race and gender construct emerging adulthood as high school students move out of adolescence. I consider Arnett’s thesis twofold. First, when emerging adulthood is examined intersectionally, young people reveal that – rather than being distinct periods that can simply be prolonged, delayed, or even reached – life stages are fluid and constantly in flux. Second, since efforts to mitigate against uncertain futures characterizes the Millennial generation, I argue that the process of guarding against uncertainty reorders, questions or reconfigures the characteristics and stages that conventionally serve as markers of life course. I conclude that the identity exploration, indecision, and insecurity associated with emerging adulthood can also be understood as related to how the youth reveal and reshape the life course intersectionally.


2021 ◽  
Vol 4 (1) ◽  
pp. 11-23
Author(s):  
Hongwei Liu ◽  
AbuBakr S. Bahaj

Marine current energy conversion (MCEC) technologies are promising renewable energy systems with some full scale and semi-commercial turbines constructed and deployed in several countries around the world. In this work, we present the status of marine current energy and systems in China and policies geared to support these. Over the past ten years the Chinese government has provided a policy framework and financial supports for the development of MCEC technologies of various design philosophies which has resulted in significant technology deployment at sea. A review of these technologies – which have turbine capacities in the range 20 kW to 650 kW, mostly tested at sea – is presented in the paper. In addition, the paper also discusses Chinese plans for marine energy test sites at sea to support prototype development and testing and concludes with a view of future prospects for the marine energy technology deployment in China.


Author(s):  
Saul F.C. Zulu

While emerging information and communications technologies (ICTs) offer possible solutions to some of the problems of applying ICTs in Africa, there are many challenges that have to be addressed in order to create an environment that is conducive for harnessing these technologies. This chapter, therefore, reviews emerging ICTs and their potential for application in leveraging Africa’s efforts towards meeting its development efforts. The Chapter highlights the digital divide barriers that may inhibit emergent ICTs in Africa. A review of current ICT policies of selected African countries indicates that the policies are geared towards application of ICTs other than their production. The review also reveals a lack of appreciation for emerging ICTs in Africa, both at the national as well as the sub-regional economic bloc levels. The chapter proposes policy frameworks for emerging ICTs for Africa that are necessary for creating an enabling environment for harnessing the emerging ICTs that will propel the continent into the 21st Century and beyond. The barriers to ICTs cut across many different issues. As such, they require multi-pronged policy approaches to address them. And that an emerging ICT environment must be anchored on a number of strategic policy frameworks including the legal, regulatory/administrative institutional framework, infrastructure, technology advocacy, financial, human resources, education and research frameworks. It concludes that Africa can prepare for its future by creating an appropriate environment for fostering the adoption and application of emerging technologies


Author(s):  
Varda R. Mann-Feder

This chapter proposes that developmental theory can provide multiple lenses through which the transition to adulthood for youth from care can be understood and supported. This chapter outlines the benefits of a developmental approach and presents theories, such as Erikson’s identity theory and the theory of emerging adulthood, which stresses the importance of the identity formation process; attachment processes throughout the lifespan; and loss, grief, and mourning as it relates to the experiences of youth removed from home and placed incare. Relevant research with care leavers is reviewed, and implications are outlined for practice, policy, and future research that promotes optimal development for youth leaving care.


1989 ◽  
Vol 37 (3) ◽  
pp. 376-386 ◽  
Author(s):  
Bruno Jobert

This article suggests some tools for the analysis of social conceptions that shape the policy-making process. It defines the three dimensions of policy frameworks and their links with the related notions of paradigm and myth. It analyses the institutionalization of policy framework building and its impact on power relations within the French policy-making process.


Author(s):  
Insung Jung ◽  
Tat Meng Wong ◽  
Chen Li ◽  
Sanjaa Baigaltugs ◽  
Tian Belawati

With the phenomenal expansion of distance education in Asia during the past three decades, there has been growing public demand for quality and accountability in distance education. This study investigates the national quality assurance systems for distance education at the higher education level in Asia with the aim of contributing to a better understanding of the current level of development of quality assurance in Asian distance education and to offer potential directions for policy makers when developing and elaborating quality assurance systems for distance education. The analysis of the existing quality assurance frameworks in the 11 countries/territories selected reveals that the level of quality assurance policy integration in the overall national quality assurance in higher education policy framework varies considerably. The purpose of quality assurance, policy frameworks, methods, and instruments in place are generally tailored to each country’s particular circumstances. There are, however, obvious commonalities that underpin these different quality assurance efforts. <br /><br />


2020 ◽  
Author(s):  
Meg Evansen ◽  
Jacob Malcom ◽  
Andrew Carter

Biodiversity is deteriorating at a global level as human actions like development, overexploitation, climate change, pollution, and other factors have led to a dramatic increase in the rate of extinction. The U.S. Endangered Species Act is considered one of the strongest laws in the world for protecting wildlife, but its effectiveness depends on proper implementation. Despite the importance of ensuring such proper implementation, the agencies that implement the Act, the U.S. Fish and Wildlife Service (FWS) and the National Marine Fisheries Service (FWS and NMFS; Collectively, the Services) have no systematic monitoring policy to allow such evaluation. This lack of monitoring means the Services cannot accurately evaluate the success of recovery actions, make effective listing, delisting, and downlisting decisions, which can not only put species at risk for further decline, but also result in the misallocation of oftentimes scarce conservation funding. We posit that the absence of a monitoring policy has led to the lack of comprehensive systems to monitor and report on: a) compliance with the law, b) the effectiveness of conservation actions, or c) the state of listed species populations or the status of their threats. To help address this gap, we drafted a monitoring policy that covers (1) biological monitoring; (2) threats monitoring; (3) compliance monitoring; (4) effectiveness monitoring; and (5) investment analysis. The need for increased transparency within and outside the Services; accommodating emerging technologies; and addressing the need for detailed qualitative and quantitative data are considered in this proposal. This blueprint provides a starting point for more detailed monitoring policy and guidance that can help ensure efficient and effective implementation of the ESA and lead to better conservation outcomes for imperiled species.


Author(s):  
Pradeep M.D. ◽  
Ravindra B.K.

Education spreads parallel with the life span of a person starting from his birth to death. Education is known to be the instrument which fills human actions with the essence of values, dignity, ethics and human virtues. Life progress along with the process of civilization equipped with social, moral, cultural attributes in the path of education. The Educational system should be gender sensitive to impart knowledge and disseminate skills to the marginalized sections of the society. The country could excess by facilitating contribution of the marginalized folk in the near future. Autonomous bodies like University Grants Commission (UGC), National Council of Educational Research and Training (NCERT), Central Board of Secondary Education (CBSE) regulates women education system in India. Institutions like United Nation’s International Children’s Educational Fund (UNICEF), Indian Council of Social Science Research (ICSSR), United Nations Educational Scientific and Cultural Organisation (UNESCO), Council of Scientific and Industrial Research (CSIR), Medical Council of India (MCI) and Dental Council of India (DCI) facilitates women education in India. Women Study Centres aided by UGC study the status, problems, issues concerned with women education. The illiteracy among women makes them dependent and deprived in general. Social, economic and political empowerment of women through education is the need of the day. This paper reviews various legislative and policy framework to improve the teaching, learning and evaluation aspects in the higher education in India.


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