Transmits copy of the briefings by the Special Representative of the Secretary-General and Head of the UN Assistance Mission in Afghanistan (UNAMA), the Chair of the Security Council Committee Established pursuant to Resolution 1988 (2011) and Shkula Zadran, Afghan Youth Representative to the UN, and of the statements delivered by the representatives of Belgium, China, Dominican Republic, Estonia, France, Germany, Indonesia, Islamic Republic of Iran, Niger, Russian Federation, Saint Vincent and the Grenadines, South Africa, Tunisia, United Kingdom, United States and Viet Nam, in connection with the videoconference on "The situation in Afghanistan", convened on 17 Dec. 2020.
Transmits copy of the briefings by the Chair of the Security Council Committee pursuant to Resolution 751 (1992) concerning Somalia, the Chair of the Working Group on Children and Armed Conflict, the Chair of the Security Council Committee pursuant to Resolutions 1267 (1999), 1989 (2011) and 2253 (2015) concerning Islamic State in Iraq and the Levant (Da'esh), Al-Qaida and Associated Individuals, Groups, Undertakings and Entities, the Chair of the Security Council Committee Established pursuant to resolution 1988 (2011), the Chair of the Security Council Committee Established pursuant to Resolution 1540 (2004), the Chair of the Security Council Committee Established pursuant to Resolution 1718 (2006); the Chair of the Security Council Committee Established pursuant to Resolution 1970 (2011) concerning Libya, the Chair of the Security Council Committee Established pursuant to Resolution 2374 (2017) concerning Mali and the Chair of the Ad Hoc Working Group on Conflict Prevention and Resolution in Africa in connection with the videoconference on "Briefings by Chairs of subsidiary bodies of the Security Council", convened on 16 Dec. 2020.
This research aims to obtain empirical data on the effect of reading method and thinking skills toward intelligence language of early childhood. Thus the researchers wanted to investigate the causal relationship between the reading method and thinking skills with the intelligence language of children by giving treatment to the experimental group and compared it with the control group. This study used a treatment design by level 2 x 2 be In the design, each of the independent variables are classified into two sides, includes action variable that is reading methods (A) are classified into the Big Book Methods (A1) and Syllables Method (A2). Whereas moderator variables that is thinking skills (B), are classified based on high and low level into high-level thinking skills (B1) and low-level thinking skills (B2). ANOVA calculation results showed that language skills of children who followed reading activities by using the Big Book method is higher than the language skills of children who attend reading activities by using Syllables method. Thus, there is the effect of the application of the Big Book method and Syllables methods toward language skills of children.
Reducing gender inequality could increase GDP per capita by more than a fourth in Niger by 2030. These significant economic gains would be generated by enabling women to have the same earnings as men and reducing fertility and thereby population growth. Investing in girls’ education and reducing child marriage are critical to achieve these objectives, as are investments to raise women’s participation in the labor force and their productivity at work. While the estimates of the gains presented in this study are meant only to provide orders of magnitude, they suggest that achieving gender equality could have major benefits and should be a top priority for the government. (Niger)
Sub-Saharan Africa is becoming more diverse, urbanized, and integrated regionally and globally, bringing the promise of more and better jobs to the continent’s sizable and growing youth population. Realizing this potential requires that young Africans have a solid foundation in basic education and opportunities for many of them to continue beyond basic education. These youths, the continent’s future workforce are essential for countries to tap into the world’s rich accumulation of scientific and technological knowledge for economic and social transformation. This mechanism is so critical that many, if not all, African leaders have increasingly made the building of knowledge capital a centerpiece of their countries’ visions and strategies for development. For the past 25 years, Sub-Saharan Africa has focused on enrolling students in primary school, the first step in developing human capital. How to build Sub-Saharan Africa’s knowledge capital by improving learning outcomes in basic education while expanding access and completion is the focus of this book. It draws lessons from the region and for the region about what works to boost learning and how to better implement what is known to have worked. It also adds to the literature with its extensive new analyses of multiple datasets from the region, integrating findings about children’s learning, access to school, and progress through basic education. (Africa)
The Malawi Economic Monitor (MEM) provides an analysis of economic and structural developmentissues in Malawi. This edition was published in November 2018. It follows seven previous editions of the MEM and is part of an ongoing series, with future editions to follow twice each year.The aim of the publication is to foster better-informed policy analysis and debate regarding the key challenges that Malawi faces in its endeavor to achieve high rates of stable, inclusive andsustainable economic growth. The MEM consists of two parts: Part 1 presents a review of recent economic developments and a macroeconomic outlook. Part 2 focuses on a special topic relevant to Malawi’s development prospects. In this edition, the special topic focuses on ending child marriages and early childbearing as well as improving girls’ level of educational attainment.Despite substantial progress over the last two decades, girls still have lower average levels ofeducational attainment than boys at the secondary level in many countries. This is also the case inMalawi, partly because many girls marry or have children before the age of 18, often before they are physically and emotionally ready to become wives and mothers. Educating girls, ending child marriage, and preventing early childbearing are all essential to ensure that girls have agency, not only as future wives and mothers, but also as productive citizens in a wide range of roles. These are also enablers for countries to achieve their full development potential, which requires the full participation of all citizens to the degree to which they are capable. The failure to empower women to participate therefore represents a lost opportunity. This MEM documents trends in child marriage, early childbearing and girls’ low average levels of educational attainment, with an examination of their impacts on a wide range of development outcomes. It includes estimations of the economic costs of child marriage and proposes a range of policy options to improve opportunities for adolescent girls. (Malawi)