Development of Basic Education Literacy Profile of Children Who Are Not Going to School in District Rawalpindi, Pakistan

Education is the basic tool to eradicating poverty. Almost half of the population of Pakistan is illiterate and many children who are school aged are not attending the school. Rural areas of Pakistan are considered educationally deprived areas, where particularly girls are not sent to school. Pakistan expends around 2% of GDP on education that shows the low priority is given to education that is lowest among all developing countries. Even these insufficient resources are not utilized proficiently, due to it the learning standard and learning outcome of the students are below average. The study aimed to find out the causes of educational deprivation among out of school children. This study and data show that about Pakistan’s school going population and importance about those children who are not going to school. Quantitative research method was used as methodology. The intended study was descriptive survey in nature. School Heads of Primary and Middle Schools of three tehsils (Rawalpindi, Kahuta, and Murree) were the population of the study and 345 were sampled through multistage sampling technique. Questionnaire used as tool for data collection. The quantitative data analysed through central tendency and standard deviation. The beneficiaries of the study were the students, parents. Educational planners and policy makers, school heads and society. The overall study indicated poor academic performance at early stages of schooling, poverty, teachers’ personality, and training, child labour and school management.

POSSÍVEIS (DES)ENCONTROS ENTRE POLÍTICAS DE FORMAÇÃO, PERFIL FORMATIVO E PRÁTICA PEDAGÓGICA NA EDUCAÇÃO INFANTIL

Este artigo analisa as políticas públicas educacionais relativas à educação infantil e sua interlocução com a formação, o perfil e as práticas pedagógicas de professores, que atuam em Centros de Referência em Educação Infantil (CREIs), do município de João Pessoa-PB. Usamos como referencial de análise autores vinculados às perspectivas teóricas que consideram a criança como sujeito de direitos e protagonista de sua história. Na pesquisa realizada, de natureza qualitativa, entrevistamos individualmente 11 (onze) professores/as. As falas foram submetidas à Análise de Conteúdo. O método foi o interpretativo crítico. Os principais resultados apontam para a existência de tensões e complexas relações de divergência entre a formulação e a implementação das políticas analisadas, tanto em nível nacional quanto local, caracterizando, assim, uma acentuada desarticulação entre essas políticas, o perfil profissional e as práticas pedagógicas desenvolvidas nos CREIs investigados.Palavras-chave: Políticas Educacionais. Formação de Professores. Educação Infantil.POSSIBLE (MIS) UNDERSTANDING AMONG TRAINING POLICIES, TRAINING PROFILE AND PEDAGOGICAL PRACTICE IN CHILD EDUCATION AbstractThis article analyzes educational public policies related to child education and their interplay with the training, profile and pedagogical practices of teachers, who work in Reference Centers for Child Education (CREIs), in the city of João Pessoa-PB. We used as reference for analysis authors linked to the theoretical perspectives that consider the child as subject of rights and protagonist of his history. In the qualitative nature piece of research, we interviewed 11 (eleven) teachers individually. The speeches were submitted to the content analysis. The method was the critical interpretive. The main results point to the existence of tensions and complex relations of divergence between the formulation and implementation of the analyzed policies, at the national and local levels, thus characterizing a marked disarticulation among these policies, the professional profile and the pedagogical practices developed in the investigated CREIs. Keywords: Educational Policies. Teacher Training. Child Education. POSIBLES (DES) ENCUENTROS ENTRE POLÍTICAS DE FORMACIÓN, PERFIL FORMATIVO Y PRÁCTICA PEDAGÓGICA EN LA EDUCACIÓN INFANTILResumenEste artículo analiza las políticas públicas educacionales relativas a la educación infantil y su interlocución con la formación, el perfil y las prácticas pedagógicas de profesores que actúan en Centros de Referencias en Educación Infantil (CREIs), de la ciudad de João Pessoa-PB. Usamos como referencial de análisis, autores vinculados a las perspectivas teóricas que consideran el niño como sujeto de derechos y protagonista de su historia. En la investigación llevada a cabo, de naturaleza cuantitativa, entrevistamos individualmente 11 (once) profesores (as). Las hablas fueron sometidas al Análisis de Contenido. El método fue el interpretativo crítico. Los principales resultados apuntan para la existencia de tensiones y complexas relaciones de divergencia entre la formulación e implementación de las políticas analizadas, tanto en nivel nacional como local, caracterizando, así, una fuerte desarticulación entre esas políticas, el perfil profesional y las prácticas pedagógicas desarrolladas en los CREIs investigados.Palabras Clave: Políticas Educacionales. Formación de Profesores. Educación Infantil.

A Quasi-Experimental Study on Training Child Welfare Workers on Youth Sexual Health

Purpose: This quasi-experimental pilot study evaluated the preliminary efficacy of training designed to increase child welfare workers’ ( N = 156) knowledge, attitudes, and behaviors related to communicating with youth involved in the child welfare system about sexual and reproductive health (SRH). Method: Preintervention and 3-month follow-up survey data were collected from intervention participants ( n = 69) who registered for a sexual health training and comparison participants ( n = 87) who registered for other child welfare trainings. Results: Participants in the SRH training showed more positive behavioral beliefs, self-efficacy, and knowledge of SRH compared to date- and region-matched comparison participants at the 3-month follow-up; there was no difference between the groups on intentions or past month communication with clients regarding SRH. Conclusion: Findings suggest that although SRH training may be effective in changing child welfare workers’ attitudes about SRH, additional efforts may be needed to alter intentions and behaviors.

Training child learners on non-native vowel contrasts: the role of talker variability

Acquiring a non-native speech contrast is often difficult. High variability phonetic training (HVPT) is a well-established method used to train learners on non-native phoneme contrasts: it critically uses high variability (HV) input after earlier studies using low variability (LV) input had proved unsuccessful. HVPT has since been successfully applied in many different studies with adult participants, but much less so with children. The current study further investigates the effect of input variability on phonetic training for children, examining whether, like adults previously, they show a HV benefit. In a two-week training study, 58 Dutch 7-year-olds and 51 Dutch 11-year-olds were trained on Standard Southern British English vowel contrasts using either HV (multiple talkers) or LV (single talker) input. Both groups improved in training, however, contrary to the idea of a plasticity benefit for younger learners, only the 11-year-olds showed evidence of generalization i.e. improvement on pre/post-tests with unfamiliar talkers, with Bayes Factors showing null evidence for 7-year-olds. Critically, there was no evidence that 11-year-olds showed greater generalization following HV input, with evidence for the null in some tests. Results are discussed in terms of difficulties of the training and testing tasks and possible interactions with the benefits of input variability.

Gender, Peacekeeping, and Child Soldiers: Training and Research in Implementation of the Vancouver Principles

Since the passage of UN Security Council resolution 1325, there has been a growing focus on the involvement of women in peacekeeping operations. Ambitious UN targets, the Vancouver Principles, and the Canadian government’s Elsie Initiative all aim to support the increased inclusion of uniformed women in peacekeeping missions. This article discusses three areas in which the Roméo Dallaire Child Soldiers Initiative (Dallaire Initiative) is working to support Vancouver Principle (VP) 11 through the training of women security sector actors, training on gendered dimensions of the recruitment and use of child soldiers and SGBV against child soldiers, and through research on how gender matters in peacekeeping operations. Based on these experiences and an engagement with the academic literature, it makes a number of policy recommendations in support of VP 11.Keywords: gender, peacekeeping, training, child soldiers, SGBV

Tinjauan Yuridis Penerapan Sanksi Pidana Penjara Dan Pelatihan Kerja Terhadap Anak Pelaku Tindak Pidana Pencabulan (Studi Putusan Nomor: 78/PID.SUS-ANAK/2019/PN. LBP)”.

The purpose of the juvenile criminal justice system is basically to protect the dignity of children, especially the protection of the law in the justice system. Therefore, the juvenile justice system is not only emphasized on imposing sanctions on imprisonment alone, but also on children's responsibilities. The research is descriptive in nature because it only explains about legal arrangements, the application of criminal sanctions, as well as the legal considerations of judges in deciding cases of perpetrators of sexual abuse in the Decision of the Lubuk Pakam Court Number: 78 / Pid.Sus-children / 2019 / PN-Lbp).The application of sanctions which is found in legal arrangements contained in Article 71 to Article 83 of the SPPA Law is imprisonment for 3 (three) years 6 (six) months and job training for 2 (two) months. Judge's legal considerations are based on the age of the child and the potential of the child as the next generation who have knowledge and skills, so it is necessary to be equipped with certain knowledge or skills or expertise in the hope that the child returns to the community based on the judge’s believe. The sustained socialization against law enforcement officers and the public need to do, thereby it can optimize joint commitment in handling children dealing with the law.Keywords: Application of Sanctions, Imprisonment and Training, Child Perpetrators, Sexual Abuse.

Influence of an Intervention on the Motor Coordination of Children from 5-6 Years

In Infant Education the presence of the Physical Education teacher is not legitimized by law yet, however the literature evidences how the motor experiences are important during childhood. The varied interactions and deprivation of experiences have the potential to influence the child’s development. Thus, the objective of the study was to determine the effects of a pedagogical intervention of Physical Education, on the motor coordination of children from 5-6 years, in a specific elementary school. The participants were two groups: the experimental group (n = 10) and the control group (n = 25). The experimental group performed ten sessions of ludic activities, motor for 60 minutes, once a week, in space destined for body movement. At the beginning and end of the intervention all participants were evaluated by the Körperkoordination Test für Kinder (KTK). The results showed that the experimental group presented significant statistical improvements in the motor coordination when compared to the control group. Thus, the inclusion of the Physical Education teacher in the first stage of Basic Education becomes important, since it can contribute with the offer of diversified motor experiences and the development of young children. Keywords: Motor Activity. Physical Education and Training. Child Development. ResumoNa Educação Infantil a presença do professor de Educação Física ainda não é legitimada por lei; porém, a literatura evidência como as vivências motoras são importantes na infância. As variadas interações e as privações de experiências apresentam potencial para influenciar o desenvolvimento da criança. Neste sentido, o objetivo do estudo foi determinar os efeitos de uma intervenção pedagógica da Educação Física sobre a coordenação motora de crianças de 5-6 anos de uma escola específica de Educação Infantil. Os participantes constituíram dois grupos: grupo experimental (n=10) e grupo controle (n=25). O grupo experimental realizou dez sessões de atividades motoras lúdicas, durante 60 minutos, uma vez por semana, em espaço destinado a movimentação corporal. No início e término da intervenção todos os participantes foram avaliados pelo Körperkoordination Test für Kinder (KTK). Os resultados demonstraram que o grupo experimental apresentou avanços significativos estatisticamente na coordenação motora, quando comparado ao grupo controle. Assim, a inclusão do professor de Educação Física, na primeira etapa da Educação Básica se faz importante, pois pode contribuir com o oferecimento de experiências motoras diversificadas e com o desenvolvimento das crianças pequenas. Palavras-chave: Atividade Motora. Educação Física Treinamento. Desenvolvimento Infantil.