July 2016

Education inequality and violent conflict: Evidence and policy considerations

Education Inequality and Violent Conflict: Evidence and Policy Considerations, UNICEF and FHI360, 2016

Until now, limited evidence existed on the relationship between educational equity and violent conflict. A new study, commissioned by UNICEF and recently completed by the FHI 360 Education Policy and Data Center, sought to change this using the largest dataset constructed to date, with data from across nearly 100 countries and over a 50 year timespan.

Primary Prevention in Child Psychiatry: The Transformative Power of Children and Families

Wednesday, May 11, 2016

In this “Meet the Scientist” webinar, Jeffrey Borenstein of the Brain Behavior Research Foundation, speaks with Yale Professor, James F. Leckman on the importance of early child development in setting the stage for an individual’s mental, emotional and physical well-being.

Courtesy of the Brain Behavior Research Foundation’s ‘Meet the Scientist’ Webinar Series

1:00:01 English

Youth as agents of peace: Report features Yale faculty in global workshop to invest in Yyouth for a more peaceful world

Yale faculty played leading roles at the March 2016 “Forum on Investing in Young Children Globally”, held in Amman, Jordan. The forum was an outcome of the partnership with UNICEF and the King Abdullah Bin Abdulaziz International Center for Interreligious and Intercultural Dialogue (KAICIID). Set against the worst human refugee crisis since World War II, the workshop aimed to explore how investment in young children could lead to more peaceful societies.

Outpacing conflict by reforming U.N. Peace Operations: Yale faculty debates improving the U.N.’s approach to sustaining peace

On May 10 and 11, 2016, Rima Salah, faculty in the Yale Child Study Center, participated in a high-level thematic debate on peace and security at the United Nations. As appointee to the High-level Independent Panel on the United Nations Peace Operations, assembled by Secretary-General Ban Ki-moon in October 2014 with the aim to analyze how U.N. peace operations could be improved, Dr. Salah and her panel of esteemed colleagues offered recommendations to the Seventieth General Assembly.

Meet the Scientist webinar | Primary prevention in child psychiatry: The transformative power of children and families

About this Webinar at the Brain Behavior Research Foundation: Dr. James F. Leckman, Neison Harris Professor in the Yale Child Study Center and Professor of Pediatrics, will briefly review the importance of early child development in setting the stage for an individual’s mental, emotional and physical well-being.

Yale UNICEF 2016 Conference on Child Rights

Yale UNICEF, a member group of the United Nations International Children’s Fund Campus Initiative, held its fourth annual Conference on Children’s Rights, focusing on Early Childhood Development (ECD) on Saturday, April 9th, 2016 at Yale’s Linsly-Chitteden Hall. The conference discussed early childhood development from multiple perspectives, including international policy making, biology, economics, sociology, public health, and law.

Community-based early childhood development in Uganda

Community-Based Early Childhood Development in Uganda, UNICEF, 2016

Communities across Uganda have been and are affected by conflicts that have implications on children. This has taken place in a context where Early Childhood Development (ECD) has had very limited regulation, guidance and involvement of the government, and has mainly been an urban phenomenon in the private sector of education.

Prevention of violence against children in schools in Uganda brief

Prevention of Violence Against Children in Schools in Uganda Brief, UNICEF, 2016

Access to education is one of the fundamental rights of every child, which should be delivered in a conducive and safe learning environment free from violence. However, studies in Uganda have revealed that violence against children in schools is widespread in both rural and urban settings. Violence against children in schools has been found to contribute to drop out and poor performance.

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