Traduction de «enfant non scolarisée » (Français → Anglais) :

unschooler

child protection [ child abuse | child soldier | ill-treated child | moral protection of children ]

children's services worker | residential support worker (young people) | residential home young people care worker | support worker (young people in care)

child care [ baby-sitting | child minding | children's home | crèche | day nursery | kindergarten | nursery ]

Definition: Conduct disorder, usually occurring in younger children, primarily characterized by markedly defiant, disobedient, disruptive behaviour that does not include delinquent acts or the more extreme forms of aggressive or dissocial behaviour. The disorder requires that the overall criteria for F91.- be met; even severely mischievous or naughty behaviour is not in itself sufficient for diagnosis. Caution should be employed before using this category, especially with older children, because clinically significant conduct disorder will usually be accompanied by dissocial or aggressive behaviour that goes beyond mere defiance, disobe ...[+++]dience, or disruptiveness.

child day care centre administrator | child daycare centre coordinator | before school daycare coordinator | child day care centre manager

residential care worker | special needs support worker | residential childcare worker | residential home children care worker

child labour

Between 2009 and 2013, 14% more girls attended school, the rate of malnourished children decreased by 20% and almost 8 million additional people had access to drinking water in rural areas.

P. whereas infringements of human rights and the political, environmental, developmental and humanitarian crisis in the Sahel region affect women in particular, who are often victims of discrimination, exceptional physical and human insecurity, chronic poverty and marginalisation; whereas gender equality, the political and economic empowerment of women, the promotion of gender equality and the defence of women’s rights are crucial to reducing poverty and encouraging sustainable development; whereas an increasingly restrictive social environment is limiting women’s mobility and productivity, and ultimately their capacity to function as effective leaders and defenders of women’s rights; whereas women in the Sahel region make up the majori ...[+++]ty of small-scale farmers and yet they are penalised in terms of land rights; whereas this lack of ownership over land contributes to poverty among women; whereas studies show that if women are educated and can earn and control income, a number of positive results follow, for example: maternal and infant mortality declines, the health and nutrition of women and children improve, agricultural productivity rises, climate change can be mitigated, population growth slows, economies expand and cycles of poverty are broken;

Thee has been a significant fall in infant mortality (from 22% in 2001 to 12.9% in 2006), and more Afghans now have direct access to basic health care (65% in 2006 as opposed to 9% in 2001). Also visible are the first positive signs of development in education: a growing number of children (especially girls), students and teachers have returned to educational establishments, with the proportion of children in school rising from 5% in 2001 to over 60% in 2007. Primary schools are being rebuilt, and teachers trained.

174. Deplores the existence in some countries of gender discrimination in birth registration, with laws and practices operating that are contrary to the UN Convention on the Elimination of All Forms of Discrimination against Women, and which include the denial of registration to single mothers, refusal of the mother's nationality and discrimination in the registration of girls without a school education where access to registration is based on the education system;