The cultural context and experiences of women in Somali land provide insight into both specific and universal challenges to the fulfillment of the human rights of all Somali women. For instance, the collapse of the central government eliminated legal protection of the human rights of women. In the same way, the prolonged war adversely affected their socioeconomic situation. As part of their survival strategies, women assumed heavier economic responsibilities for themselves, their children, their parents and in many instances for their spouses. This enhanced the responsibilities of women within families but did not necessarily translate into overall improvement in the realization of their rights.
UNHCR’s leading role with refugees in countries of asylum is not in doubt. However, when refugees return to their countries of origin – which are often trying to recover from the devastation of war – donors do not agree on the extent of UNHCR’s involvement in reintegration activities. Some donors say that UNHCR is not a development agency and reintegration is not its job while others say that UNHCR should be helping devastated countries to absorb returning refugees by building schools and health centres. After decades of discussion about closing the gap between relief and development the international community needs to settle this problem once and for all. Development agencies have a different sense of urgency, timing and culture and they do not come onto the scene soon enough. UNHCR has a crucial reintegration role to play during transitional recovery periods.
‘Inequalities in the context of Africa’s Structural Transformation’ Dates: 9th -10th August 2016, Nairobi, Kenya Society for International Development (SID) program of work on Inequalities focusses on: – deepening knowledge in select countries; building capacity of citizen groups to advance the establishment of a cohesive constituency in the region, including engaging in African and global […]
In 2014, it was recorded that over 400,000 abortions were procured in Kenya, over 2500 of these ending in deaths. More figures indicate 21,000 women are admitted annually due to complications arising from attempts to procure unsafe abortions
Despite progress made in the situation of children worldwide, the inequalities continue affecting the quality of life and human rights of millions of children, warned today the UN Children’s Fund (UNICEF).
UNICEF released here the report Every Children Matters, reflecting that 6.60 million infants Ander five died in 2012, mostly from preventable causes, while some 15 percent of the child population was forced to work, in a scene marked by social exclusion.
Quick facts of inequality in Kenya
Child labour, Gender Equality and Rural/ Urban Disparities. How can Ethiopia’s national development stategies best address negative pill-over impacts on child education and well-being?
This paper analyses the extent to which the policy prescriptions and implementations of the Ethiopian Development and Power Reduction Program(SDPRP). (2002-2005) are impacting poor children’s time usage- namely how thier time is divided between eductaion, work activities and play.
Education is an important social objective of any society. The role it plays and its possible contribution to the intellectual growth and development of the society have become points of common concern in both developed and developing countries (Abera Regassa 1999:1). Education enables individuals and the society to make an all-rounded participation in the development process by acquiring knowledge, abilities and skills. Education also plays a role in promoting respect for human rights and democratic values, creating the condition for equality, mutual understanding and cooperation among people (Transitional Government of Ethiopia 1994:1-2). Thus, it is an indispensable prerequisite for developing the capacity of participation in all aspects of development (Yilma Workneh 1995:27; Trufat Bekele 1999:141-142; Befekadu Zeleke 2000)
In 1997 the government of Uganda introduced the policy of Universal Primary Education – UPE whose aim was to improve on school enrolment. Equal opportunity and access to education is a central theme in the political agenda of government of Uganda, indeed universal access to primary education is MDG Goal II, which governments world over are striving to achieve. Research has not established whether inequalities in access to education still exist a decade after UPE was introduced in the country. Using data from the Uganda National Household Survey 2009/2010, this paper attempts to examine this issue. A total of 12,424 children of ages 6-17 years are selected for study. A measure of unevenness – Theil’s index and a multinomial logistic regression are fitted to the data, adjusted for a number of social and demographic characteristics. The findings suggest that 81% of the children were currently attending school. Gender inequalities in school enrolment were not supported by the regression model findings. However, substantial and significant differences were observed for the various regions of the country, rural-urban residence, poverty status age of child, and household size. Although not all factors affecting current enrolment among children were analyzed, the discourse in this paper suggests need for intervention to address specific child enrolment inequalities identified.
It is widely agreed that studying the relationship between school quality and academic achievement will benefit public investment in education. This is particularly true in Africa where, the 1990 World Conference on ‘Education for All’ led to renewed commitments to quality basic education. At this time, Uganda implemented a set of public reforms that were designed to increase educational opportunities in poor communities. This paper uses data from the second wave of a cross-national survey of schools in Southern and Eastern Africa to assess some dimensions of these Ugandan reforms. Hierarchical linear models are estimated to investigate which schools most effectively ensure a meaningful educational experience for children who face economic and social hardships. Contrary to earlier studies in developing countries, the positive relationship between socioeconomic status and student performance is striking and significant. In line with the school effectiveness theory, resource availability proves to be consistently related to educational quality and its equitable distribution in Uganda.