| Type | Name | Description | Modified | Size |
|---|
 | Data Protection Guide for the Communities (Ukr) | Data Protection Guide for the Communities (Ukr) | 03/07/2024 | 115KB |
 | პერსონალურ მონაცემთა დაცვა | პერსონალურ მონაცემთა დაცვის პოლიტიკის დოკუმენტი | 21/03/2024 | 224KB |
| Situation Analysis: Climate Change Knowledge among Children | The SC representative office in Georgia has embedded climate change issues in its new strategic priorities. To start with, in order to strengthen our advocacy initiatives with evidence-based recommendations, a situation analysis of climate change knowledge among children in Georgia has been planned and conducted. | 16/11/2022 | 262KB |
| COVID-19 and Distance Inclusive Education in Georgia_GEO | პანდემიის სწრაფი გავრცელების თავიდან ასაცილებლად, სახელმწიფოების მიერ მიღებულმა ზომებმა მნიშვნელოვანი გავლენა იქონია განათლებაზე წვდომასა და მიღებული განათლების ხარისხზე. ამ თვალსაზრისით, განსაკუთრებით აღსანიშნავია ინკლუზიური განათლების სისტემაში წარმოქმნილი გამოწვევები.
2020 წლის გვიან შემოდგომაზე საერთაშორისო არასამთავრობო ორგანიზაცია "გადავარჩინოთ ბავშვების" საქართველოს ოფისმა, საქართველოს განათლების, მეცნიერების, კულტურისა და სპორტის სამინისტროს მხარდაჭერით, განახორციელა ინკლუზიური განათლების სისტემაში არსებული მდგომარეობის კვლევა. კვლევაში ცართული იყო სპეციალური საგანმანათლებლო საჭიროების მქონე ბავშვების 1400-ზე მეტი მშოელი და 700-ზე მეტი მასწავლებელი/სკოლის ადმინისტრაციის წარმომადგენელი.
| 07/07/2021 | 275KB |
| COVID-19 and Distance Inclusive Education in Georgia | The document represents a brief overview of the Report on "Distance Inclusive Education and Ways to Overcome them at Family and School Level" that was drafted based on the study of distance inclusive education’s challenges and the ways to overcome them, which involved 1406 parents of students with special educational needs and 718 teachers/school administrators. The above mentioned study was conducted with the support of Education, Science, Culture and Sport of Georgia.
The Report and present brief address the challenges in inclusive education system that were exacerbated by the restrictions (including, school closures) related to COVID-19. The documents also include main recommendations designed to solve the challenges in this field. | 21/12/2020 | 906KB |
| The Right of Children to Participate in the Public Decision- | Children have the right to participate in decision-making that affects them. In addition, much can be gained by ensuring children can make their voices heard in public decision-making processes. Children’s participation presents an important opportunity for states to consider the views, needs, rights and wishes of children in developing policy that has a significant impact on children’s lives.
This report aims to document international learning on ways to support and encourage children’s participation in public decision‑making processes at local, national and international levels. It discusses the variety of such approaches used around the world and aims to show ways that children’s participation can be made more effective. Key successes achieved by children participating in these processes are highlighted, along with the key learning and challenges encountered.
Drawing on the experience of stakeholders that support children’s participation, and on the experiences of children themselves, the report identifies the key factors that states need to take into account when establishing mechanisms and structures to facilitate children’s participation in public decision-making.
In particular, the report takes account of the experience of over 20 Save the Children country offices in identifying the building blocks that are key to establishing and developing effective platforms for all children, particularly those from marginalised and excluded groups, to participate fully in public decision-making. | 10/09/2020 | 1MB |
| Stop the War on Children Full Report 2019 | One hundred years on, those words of Save the Children founder Eglantyne Jebb resonate as strongly as ever. Right now, across the world, millions of children are caught up in conflicts they played no part in creating. Often their rights are violated with total impunity. New evidence presented by Save the Children is damning:
• 420 million children – nearly one-fifth of children worldwide – are living in a conflict zone; a rise of nearly 30 million children from 2016.
• The number of children living in conflict zones has doubled since the end of the cold war.
• 142 million children are living in high-intensity conflict-zones; that is, in conflict zones with more than 1,000 battle-related deaths in a year.
• New analysis from Save the Children shows that the numbers of ‘grave violations’ of children’s rights in conflict reported and verified by the United Nations have almost tripled since 2010.
• Hundreds of thousands of children are dying every year as a result of indirect effects of conflict – including malnutrition, disease and the breakdown of healthcare, water and sanitation. The protection of children in conflict – and with it the realisation of the promises made in the declarations, conventions and statutes of the 20th century – is one of the defining challenges of the 21st century. The nature of conflict – and its impact on children – is evolving. Intra-state conflict is increasing, as are the numbers of armed actors involved. The world is witnessing deliberate campaigns of violence against civilians, including the targeting of schools, the abduction and enslavement of girls, and deliberate starvation.
Armed conflicts are more protracted; for instance, the most prominent conflict in recent times – the war in Syria – has lasted longer than the second world war. The longer a conflict lasts the greater the indirect harm caused as essential services cease to function. And in many protracted situations the lines between ‘conflict’ and ‘peace’ have become blurred. Conflict is also increasingly urban; in Mosul and Mogadishu, for example, children, their homes and their schools are on the front line, vulnerable to indiscriminate attack. In today’s armed conflicts, there is often no longer a clearly demarcated battlefield: children’s homes and schools are the battlefield. | 10/09/2020 | 2MB |
| Save Our Education Report | Protect every child’s right to learn in the COVID-19 response and recovery
For the first time in human history, an entire global generation of children have had their education disrupted. In early April 2020, as the world tried to halt the spread of COVID-19, an estimated 1.6 billion learners globally were out of school. This is a global education crisis. It requires urgent global action. Save Our Education highlights the impact this pandemic will have on the poorest and most marginalised children. Our analysis suggests that almost 10 million children – likely a significant underestimate – are at risk of not returning to school.
On top of this, as governments shift spending towards the health and economic responses to the pandemic, education budgets are likely to come under extreme pressure. Our analysis estimates a potential education financing gap in low- and middle-income countries by the end of 2021 of $77 billion.
The world must act now to protect education. Drawing on global programme evidence – from Colombia to Bangladesh, and Ethiopia to Lebanon – this report sets out the action needed to keep education alive, prepare for school reopening, and to build back better. Because at the heart of the global recovery effort from the pandemic must be every child’s right to learn. | 10/09/2020 | 3MB |
| 101 Games for Children | 101 Games and Activities for Children With Autism, Asperger’s and Sensory Processing Disorders- A Book by Tara Delaney was translated into Georgian by Children and Youth National Center with the financial support of the US Embassy in Georgia. The book is designed for parents and practitioners to promote the notion and practice of LEARNING THROUGH PLAY - one of the best ways for children with autism, Asperger's, and sensory processing disorders to learn is through play. Children improve their motor skills, language skills, and social skills by moving their bodies and interacting with their environment.
„101 თამაში და აქტივობა აუტიზმის, ასპერგერის სინდრომისა და სენსორული ინტეგრაციის დარღვევის მქონე ბავშვებისათვის“- ტარა დელეინის სახელმძღვანელო ,,101 თამაში და აქტივობა აუტიზმის, ასპერგერის სინდრომისა და სენსორული ინტეგრაციის დარღვევის მქონე ბავშვებისათვის“, საქართველოში აშშ-ის საელჩოს დაფინანსებითა და სსიპ „ ბავშვთა და ახალგაზრდობის ეროვნული ცენტრის მხარდაჭერით, საგამომცემლო სახლმა „დედანმა“ გამოსცა.
ბავშვთა და ახალგაზრდობის ეროვნული ცენტრი/Children and Youth National Center | 25/03/2022 | 3MB |
| Global Girlhood Report | 2020 was supposed to be a once-in-a-generation opportunity for women and girls. The year when governments, businesses, organisations and individuals who believe in equal treatment for all people were going to develop a five-year plan for how to work together to accelerate progress for gender equality, in celebration of the 25th anniversary of the Beijing Declaration and Platform for Action. Then COVID-19 struck. Now, 2020 risks being a year of irreversible setbacks and lost progress for girls. Unless the world acts fast and decisively, the impact on girls’ futures – and on all our futures – will be devastating.
Even before the COVID-19 crisis hit, progress for girls on some issues was under threat. While girls’ health, nutrition and access to education have improved over the last 25 years, even before the pandemic hit, progress to end child marriage and reduce adolescent pregnancy had slowed to a halt. Now, with reports of gender-based violence increasing across the world, it is estimated that 9.7 million children may never return to school post‑COVID. And with the number of children living in poverty estimated to climb by around 100 million, for girls today, gender equality feels further from reach than ever. | 02/10/2020 | 3MB |
Georgia 