Addressing the Impact of Child Poverty: A New Curriculum for Pediatric Providers Across The Education Continuum

2016 ◽  
Vol 16 (6) ◽  
pp. e22
Author(s):  
Elizabeth R. Hanson ◽  
Melissa Klein ◽  
Benard P. Dreyer ◽  
Michael A. Barone ◽  
Michelle M. Barnes ◽  
...  
Author(s):  
Julie Vinck ◽  
Wim Van Lancker

Belgium has been plagued by comparatively high levels of child poverty, and by a creeping, yet significant, increase that started in the good years before the crisis. This is related to the relatively high share of jobless households, the extremely high and increasing poverty risk of children growing up in these households, and benefits that are inadequate to shield jobless families with children from poverty. Although the impact of the Great Recession was limited in Belgium, the crisis seems to have had an impact on child poverty, by increasing the number of children living in work-poor households. Although the Belgian welfare state had an important cushioning impact, its poverty-reducing capacity was less strong than it used to be. The most important lesson from the crisis is that in order to make further headway in reducing child poverty, not only activation but also social protection should be improved.


2021 ◽  
Author(s):  
◽  
Tania Dawn Milne

<p>The aim of this research was to describe how undergraduate midwifery students’ engagement with learning is impacted when they have teaching delivered by different methods of instruction. It asks the question: does flexible delivery of teaching impact on their ability to engage in their learning? This research describes the impact of different modes of flexible delivery of teaching within a new curriculum on students in a pre-registration midwifery undergraduate programme at Waikato Institute of Technology (Wintec), New Zealand. This new curriculum commenced in 2010 as a response to legislative and industry driven changes to midwifery education in New Zealand. The research used an on-line survey to ask students enrolled in years one and two of the programme and those who had exited the programme during the same timeframe, A range of questions about their learning experiences. Surveys were sent to 104 enrolled students and 15 students that had exited the BMid programme. Fifty two (50%) responses were received from the enrolled students and three (20%) from those that had exited the programme. There were three key findings of this research. Firstly the participants identified differences with their sense of belonging amongst their peers, tutors and the administration team outside of their regional learning hubs. The second key and unsurprising finding was that respondents across the board preferred face-to-face sessions to video conferencing sessions and thirdly that the demographic profile of the respondents from the regional learning hubs was different to those attending from the Hamilton city hub. The implications of these key findings are; · For tertiary institutions to acknowledge and consider the links between high quality learning, student engagement and outcomes. · To support the need for continuing training and education for both faculty and students with regards to flexible delivery of teaching and to provide professional development and relevant technology to support more interactive forms of learning if delivered via video conferencing or by online activities. · To further research the needs of Māori students and those who have exited the programme in order to discover what would need to change in order for them to continue with their studies.</p>


Author(s):  
Stephen J. McKinney ◽  
Stuart Hall ◽  
Kevin Lowden

The aim of this chapter is to critically examine child poverty and the impact of child poverty on school education in contemporary Scotland and the reactions and responses to this impact on school education by official bodies and groups. The chapter maps out the levels of poverty in Scotland, the different approaches to the measurement of poverty and the nature and extent of child poverty. There is a critical analysis of the advantages and disadvantages of the current practice in the measurement of poverty and there is a discussion on the evidence focused on the impact of child poverty on school education. Finally, the chapter explores some of the responses and interventions that have been introduced and the ongoing debates about the effectiveness of these interventions.


Author(s):  
Benjamin Levin ◽  
J. Anthony Riffel
Keyword(s):  

2019 ◽  
Vol 30 (3) ◽  
pp. 306-319
Author(s):  
Tine Hufkens ◽  
Francesco Figari ◽  
Dieter Vandelannoote ◽  
Gerlinde Verbist

Expanding childcare is often considered as a suitable way to enhance employment opportunities for mothers with young children as well as to reduce child poverty. In this study, the authors critically investigate this assertion by simulating a set of scenarios of increasing subsidized childcare slots and mothers’ employment. For a variety of European welfare states, the impact on poverty and on the government’s budget is estimated using the European microsimulation model EUROMOD. The findings suggest that to achieve significant poverty reductions among young children, both additional childcare slots and increased mothers’ employment should be well targeted. The expenditures for additional childcare slots can to a large extent be recovered by the government receipts generated by the additional employment; however, there appears to be a trade-off between the extra revenue that can be generated and the extent of poverty reduction.


2011 ◽  
Author(s):  
Sami Bibi ◽  
John Cockburn ◽  
Massa Coulibaly ◽  
Luca Tiberti

Author(s):  
Maximilian Pentland ◽  
Eyal Cohen ◽  
Astrid Guttmann ◽  
Claire de Oliveira

Abstract Child poverty remains a persistent problem in Canada and is well known to lead to poor health outcomes. The Canada Child Benefit (CCB) is a cash transfer program in effect since 2016, which increased both the benefit amount and number of families eligible for the previous child benefit. While the CCB has decreased child poverty rates, not all eligible families have participated. Clinicians can play an important role in screening for uptake of the program and helping families navigate the application process through several free resources. While prior research on past programs has shown benefit of similar cash transfer programs to both child and parental outcomes (both health and social), the CCB has not yet been extensively studied. Research would be valuable in both assessing the cost effectiveness of the program, especially across different income groups, and improving implementation in hard-to-reach populations.


2021 ◽  
Vol 9 (08) ◽  
pp. 1852-1859
Author(s):  
Felix Ifeanyichukwu Okoye ◽  
Prince Amartey Mensah

The research examines the impact of poverty on the emotional well-being of elementary school students in South African rural communities. In order to understand this phenomenon, the study investigates the question on: how does poverty affect the emotional well-being of elementary school students in South Africa? The non-empirical study explores the literature from related studies to answer the research question. The literature review critically examines the effect of poverty on the emotional well-being of children, as well as the strategies used by the government to alleviate the poverty impact at rural school children. The strategies were found to have implementation deficiencies which enables the researcher to argue on the importance of improving the implementation strategies. The   finding also reveals that despite the government’s interventions to curb the problem of child poverty, yet there are policy implementation “gaps” here and there. The study recommends more study and consistent evaluation of the respective policy framework. It also recommends that the socio-economic status of people leaving in the rural area should be improved and the affected students should be engaged, and proper development response should be executed to guarantee a sustainable food security. Finally, more study and consistent evaluation of the feeding-scheme programme or policy is a sinequanon. The recommendation for Covid-19 is added for publication purposes.


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