Save orphans and vulnerable children african project

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Education is the most powerful weapon which you can use to change the world.

Nelson Mandela

REPORT ON THE SOCIAL INFLUENCE OF OUR KIDS They are threshold measures of severe deprivations that are likely to have serious adverse consequences for children’s health, wellbeing and development. They define children living in absolute poverty as facing two or more types of severe deprivation on the seven indicators with measures of ‘severe deprivation’ considering the following characteristics:  Severe education deprivation: children aged between 7 and 18 who have never·been to and are not currently attending school (no professional education of any kind) Severe health deprivation: children who have not been immunized against any·diseases or young children who have recently had an illness involving diarrhea and did not receive any medical advice or treatment Severe food deprivation: children whose height and weight for their age are·more than -3 standard deviations below the median of the international reference population, that is, severe anthropometric failure   Severe water deprivation (quality and quantity): children who only have·access to surface water (e.g. rivers) for drinking or who live in households where the nearest water source is more than 15 minutes away Severe deprivation of sanitation: children who have no access to a toilet of any·kind in the vicinity of their dwelling, including communal toilets or latrines Severe shelter deprivation: children living in dwellings with more than five·people per room (severe overcrowding) or with no flooring material (e.g. a mud floor) Severe information deprivation: children aged between 3 and 18 with no·possession of and access to radio, television, telephone or newspapers at home. Using quantitative data, these indicators make it possible to place children on a scale from moderate to severe for each dimension. This is very useful in terms of capturing nationally representative statistics on the poverty situation of children across the seven dimensions. However, such quantitative measures are insufficient to answer important questions regarding a number of issues:  The challenges children face in accessing basic services related to these indicators;·  The intra-household and social dynamics that can influence children’s opportunities·  to overcome deprivation in any of these dimensions;·  The importance children themselves attach to these different dimensions of·wellbeing in their lives, depending on their context;  Children’s experiences as a result of the conditions in which they live;·  Children’s aspirations and opportunities.·As such, while the first component considered some of the factors that can influence poverty outcomes, such as gender and location, its design did not allow it to capture enough detail about some of the causes of such outcomes. This is where this second component, ‘Voices of - Voices of children 2 Children’, comes in – to enable a more in-depth understanding as to why children’s basic needs in the seven dimensions are or are not being met, according to children themselves. Rather than measuring quantitative outcome indicators, we used qualitative and participatory research instruments to capture what children had to tell us in relation to each of these dimensions – to understand if, why and how they faced deprivations. In particular, we were interested in whether children experienced one or several of these deprivations, the extent to which they or other children in their community experienced them, how this affected their lives and some of the main reasons – in their view – why such deprivations occurred. In addition, we asked children how they saw their lives and the circumstances they found themselves in, what priorities and concerns they had, what they felt about poverty based on their own experiences and what they thought needed to happen to improve their situation. We also asked about their aspirations and the opportunities they saw for themselves in their future, as well as what they liked in their lives, which ranged from everyday chores to having their family’s support. This information is relevant: not only is it explored more rarely, but also it highlights the aspects of children’s lives that need to be supported to foster a favorable environment for them. The powerful messages children and adolescents communicated, using their voices and their drawings, underlined how important it is to hear what they have to tell us. Policymakers, researchers and agencies working with and for children need to listen to their messages to obtain a deeper understanding of child poverty, which they can use to inform research, policy and programming. Hearing children’s voices helps us better understand the challenges they face, their own priorities and how they see themselves contributing to the solutions. In this regard, this report provides a layer of depth to our understanding of the factors with the most significant effects on children, on which other data sources have presented preliminary evidence.

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