Sixth Periodic Report Submitted by Seychelles Under Article 18 of the Convention, Due in 2017*
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Seychelles Region: Sub-Saharan Africa Income Group: Upper Middle Income Source for Region and Income Groupings: World Bank 2018
Seychelles Region: Sub-Saharan Africa Income Group: Upper Middle Income Source for region and income groupings: World Bank 2018 National Education Profile 2018 Update OVERVIEW In Seychelles, the academic year begins in January and ends in December, and the official primary school entrance age is 6. The system is structured so that the primary school cycle lasts 6 years, lower secondary lasts 3 years, and upper secondary lasts 4 years. Seychelles has a total of 16,000 pupils enrolled in primary and secondary education. Of these pupils, about 9,000 (55%) are enrolled in primary education. FIG 1. EDUCATION SYSTEM FIG 2. NUMBER OF PUPILS BY SCHOOL LEVEL FIG 3. EDUCATIONAL ATTAINMENT, YOUTH (IN 1000S) AGES 15-24 School Entrance Age: Primary school - Age 6 Upper Secondary Duration and Official Ages for School Cycle: 3 Primary : 6 years - Ages 6 - 11 no data Lower secondary : 3 years - Ages 12 - 14 Upper secondary : 4 years - Ages 15 - 18 Primary 9 Lower Academic Calendar: Secondary 4 Starting month : January Ending month : December Data source: UNESCO Institute for Statistics Data Source: UNESCO Institute for Statistics 2016 SCHOOL PARTICIPATION AND EFFICIENCY The percentage of out of school children in a country shows what proportion of children are not currently participating in the education system and who are, therefore, missing out on the benefits of school. In Seychelles, 6% of children of official primary school ages are out of school as shown in Figure 4, which also considers the proportion of children out of school by different characteristics wherever data is available. For example, Figure 4 shows that approximately 8% of boys of primary school age are out of school compared to 5% of girls of the same age. -
TVLC Is Approached to Start Charter School in Elk Grove
VOLUME LII, NUMBER 41 Your Local News Source Since 1963 SERVING DUBLIN • LIVERMORE • PLEASANTON • SUNOL THURSDAY, OCTOBER 8, 2015 TVLC Is Approached to Start Charter School in Elk Grove Parents in the Elk Grove the Elk Grove talks go any Zukoski told The Inde- CCSA, a non-profit group, charter school is the offer School District are asking further. TVLC includes an pendent that, if approved by helps people form charter of $1000 per student for the Tri-Valley Learning Cor- elementary school and a the board, Elk Grove could schools. the first year of a start-up, poration (TVLC) in Liver- middle school in Stockton, open in 2016-17. The other Elk Grove is 70 miles said Zukoski. Source of the Find Out What's more to start a new charter and a K-8 school in San three opportunities, if ap- from Livermore. Parents money is a grant put up by school in their community, Diego. proved, could open in 2017- there are interested in hav- Netflix founder Reed Hast- Happening which is between Stockton Further, it came out in 18. Zukoski emphasized that ing the school. An attempt in ings, who is a supporter of Check Out Section A and Sacramento. board discussion that there they are only possibilities 2012 to start a school fizzled, charter schools. Section A includes The TVLC board, which may be opportunities for now. but since then Gary Davis, Hastings' interest is in school news, information met Sept. 24 in Livermore, TVLC to embrace up to For the Elk Grove school, a charter school supporter, locating high-performing about programs at the Bank- told acting CEO John Zu- three more schools, and have TVLC staff has been talking has been elected mayor, said charter schools in the sub- head Theater and Firehouse koski that they want to know them open by 2018. -
Convention on the Rights of the Child in the Republic of Seychelles from Its Ratification in 1990 up to 1995
UNITED NATIONS CRC Convention on the Distr. GENERAL Rights of the Child CRC/C/3/Add.64 3 May 2002 Original: ENGLISH COMMITTEE ON THE RIGHTS OF THE CHILD CONSIDERATION OF REPORTS SUBMITTED BY STATES PARTIES UNDER ARTICLE 44 OF THE CONVENTION Initial reports of States parties due in 1995 Seychelles [7 February 2001] GE.02-41541 (E) 170502 CRC/C/3/Add.64 page 2 CONTENTS Paragraphs Page Executive summary ........................................................................................................... 6 I. BACKGROUND TO THIS INITIAL REPORT ....................... 1 - 8 7 II. GENERAL MEASURES OF IMPLEMENTATION ................ 9 - 24 8 A. Measures taken to implement the provisions of the Convention .................................................................. 9 - 19 8 B. Measures to promote public awareness of the Convention ....................................................................... 20 - 22 10 C. Concluding remarks and recommendations ..................... 23 - 24 12 III. DEFINITION OF THE CHILD ................................................. 25 - 29 12 A. Definition of the child under Seychelles law ................... 25 12 B. The age of majority ........................................................... 26 12 C. Other legal minimum ages ................................................ 27 12 D. Concluding remarks and recommendations ..................... 28 - 29 14 IV. GENERAL PRINCIPLES .......................................................... 30 - 46 14 A. Non-discrimination (art. 2) .............................................. -
A Discursive Analysis of Women's Femininities Within the Context Of
A Discursive Analysis of Women’s Femininities within the Context of Tunisian Tourism A thesis submitted to Middlesex University in partial fulfilment of the requirements for the degree of Doctor of Philosophy Heather Jeffrey Middlesex University Business School February 2017 Abstract Tourism has been hailed as a vehicle for gender equality and women’s empowerment and yet the relationship between these is far from simple. As tourism is created in already gendered societies, the ability of the industry to empower is shaped by existing gender norms and discourses. Therefore utilising a postcolonial feminist frame, the primary focus of this thesis is to critically explore both the discursive role of tourism and its influence in (re)constructing feminine identities in Tunisia. Informed by the works of Michel Foucault, and postcolonial feminism a critical discourse analysis is performed to identify discourses on femininity within the (re)presentations of Tunisian women in the Tunisian National Tourism Office’s brochures and website. Critical discourse analysis often risks disempowering the communities it seeks to analyse and as such fifteen semi-structured, in-depth interviews were carried out with Tunisian women involved in the Tunisian tourism industry. The interviews were shaped by a terrorist attack targeting tourists that had happened just two weeks before. Interestingly both the promotional materials and the interviews display two particular discourses on femininity, the modern and uncovered daughter of Bourguiba, and the southern covered Other. Of these discourses, it is the daughter of Bourguiba who is privileged and the southern veiled Other who is excluded. These discourses have been fomented since independence from France in 1956 and the rule of President Habib Bourguiba, but they still have a very material impact on the lives of Tunisian women today as evidenced in the interviews. -
Education Sector Medium-Term Strategic Plan 2013-2017 and Beyond
Republic of the Seychelles Ministry of Education Education Sector Medium- Term Strategic Plan 2013-2017 and Beyond A Road Map for the Further Transformation of the Education Process to Achieve Quality Lifelong Education for All and Improve National Sustainable Development November 2014 Foreword The publication of the ‘Education Sector Medium-Term Strategy 2013-2017 and Beyond’ marks a major milestone in the further development of our education sector. Education is a critical investment in our country’s future growth and development. This is emphasized through the broad-based priorities that are encompassed in this Strategy and that will inform and guide the implementation of our education and training programmes, policies, and initiatives over the coming years. This Strategy is ambitious, but ensures that the investments that we are making in our children today support our national priorities and goals. It is focused on addressing challenges, achieving results and providing our children with the knowledge and skills they need to become future productive members of our society and active participants in our economic development. In essence, the concept of quality education and training provision that are relevant to our national needs underpin this Strategy and will remain the ultimate goal of our education sector. The Medium-Term Strategy provides an important frame of reference for the various education stakeholders and all those with an interest in our education and training system, ranging from the learners and their parents, and their communities, to the education and training providers, partners and the wider interest groups. It takes into account the priorities and commitments of the Government expressed through the National Development Strategy 2015-2019 as well as a range of other approved Government policies and strategies. -
Republic of Seychelles
REPUBLIC OF SEYCHELLES MINAMATA INITIAL ASSESSMENT REPORT 2016 Document title Minamata Initial Assessment Report 2016 Document short title MIA Report Date 15th Mar 2017 Consultants AAI Enterprise Pty Ltd Lead Consultant, Mr Cliff Gonzalves, and Inventory Team, Ms Janet Dewea, Mrs Shirley Mondon and Ms Elaine Mondon First draft contributions from Mr Dinesh Aggarwal. Second draft contributions from Dr David Evers, Dr David Buck, and Ms Amy Sauer. Acknowledgements We would like to thank everyone who participated in the development of this document, including experts at the UNDP. Cover page photos by Mr. Cliff Gonzalves and the late Mr. Terrence Lafortune. Disclaimer This document does not necessarily represent the official views of the Government of Seychelles, the United Nations Development Programme, the Global Environment Facility, or the Secretariat of the Minamata Convention on Mercury. 2 Table of Contents ACRONYMS ............................................................................................................. 7 Foreword (draft) .................................................................................................... 9 Executive Summary ................................................................................................. 10 I. Results of the national mercury Inventory .............................................................................................. 10 II. Policy, regulatory and institutional assessment ................................................................................... -
Education in Ghana. but If University
DOCUMENT RESUME ED 131 058 95 SP 010 618 AUTHOR George, Betty Stein TITLE Educa-Aon in.Ghana. SPONS AGENCY Offit.':e of Education (DHEW), Washington, D.C. REPORT NO DHEW-OE-75-19119 PUB DATE 76 NOTE 293p. AVAILABLE FROM Superintendent of Documents, U.S. Government Printing Office, Washington, D.C. 20402 (Stock No. 017-080-01446-7, $3.35) EDRS PRICE MF-$0.83 HC-$15.39 Plus Postage. DESCRIPTORS *African Culture; *Comparative Statistics; *Developing Nations; *Educational Administration; *Educational Development; *Educational History; Foreign Culture; Statistical Analysis; Statistical Data; Student Teacher Ratio; Teacher Certification; Teacher Education IDENTIFIERS *Ghana ABSTRACT This study, after introducing Ghana's history and people, traces the story of educational development since 1951 and describes the present formal educational system. The subject is divided into four categories of consideration. First, the development of education over the years from colonial times through the modern system that has evolved is discussed. Second, a description of the administration and financing of education is outlined. Third, there is presented a detailed outline of the schools and their programs of study from the elementary through the university level. There is a final summation of enrollment and output patterns, educational expansion, and opportunities. Comprehensive tables provide comparative statistics on the numbers and percentages of those involved in the educational process: past and current student enrollment; government expenditures; actual time spent in the classroom; number of trained and untrained teachers; certification of teachers; and degrees available in higher learning. An appendix of selected references is supplied. (JD) *********************************************************************** Documents acquired by ERIC include many informal unpublished * materials not available from other sources. -
STATE-SPONSORED HOMOPHOBIA a World Survey of Laws: Criminalisation, Protection and Recognition of Same-Sex Love
MAY TH EDITION STATE-SPONSORED HOMOPHOBIA A world survey of laws: Criminalisation, protection and recognition of same-sex love Lucas Paoli Itaborahy & Jingshu Zhu ILGA - International Lesbian Gay Bisexual Trans and Intersex Association www.ilga.org INDEX FOREWORD BY ILGA COSECRETARIES GENERAL GLORIA CAREAGA AND RENATO SABBADINI ........................................................ FROM THE AUTHORS ................................................................................................ REFUGEE CONTEXT CONSIDERED JENNI MILLBANK AND EDDIE BRUCEJONES ................................................... MENA, THE MIDDLE EASTERN & NORTH AFRICAN REGION: TERRA INCOGNITA YAHIA ZAIDI ................................................................................................................ LGB RIGHTS GLOBAL OVERVIEW ............................................................................. AFRICA FOREWORD PAN AFRICA ILGA LINDA RM BAUMANN & REV ROWLAND JIDE MACAULAY ................................. LIBERATION IS WITHIN REACH ERIC GITARI................................................................................................................. ALGERIA .......................................................................................................................................................... ANGOLA .......................................................................................................................................................... BOTSWANA ................................................................................................................................................... -
Uva-DARE (Digital Academic Repository)
UvA-DARE (Digital Academic Repository) The effect of the language of testing on second language learners’ academic performance in Social Studies: The case of Kreol Seselwa and English in the Seychelles classrooms Zelime, J.; Deutschmann, M.; Rijlaarsdam, G. DOI 10.17239/L1ESLL-2018.18.01.10 Publication date 2018 Document Version Final published version Published in L1 Educational Studies in Language and Literature License CC BY-NC-ND Link to publication Citation for published version (APA): Zelime, J., Deutschmann, M., & Rijlaarsdam, G. (2018). The effect of the language of testing on second language learners’ academic performance in Social Studies: The case of Kreol Seselwa and English in the Seychelles classrooms. L1 Educational Studies in Language and Literature, 18. https://doi.org/10.17239/L1ESLL-2018.18.01.10 General rights It is not permitted to download or to forward/distribute the text or part of it without the consent of the author(s) and/or copyright holder(s), other than for strictly personal, individual use, unless the work is under an open content license (like Creative Commons). Disclaimer/Complaints regulations If you believe that digital publication of certain material infringes any of your rights or (privacy) interests, please let the Library know, stating your reasons. In case of a legitimate complaint, the Library will make the material inaccessible and/or remove it from the website. Please Ask the Library: https://uba.uva.nl/en/contact, or a letter to: Library of the University of Amsterdam, Secretariat, Singel 425, -
The Seychelles Framework for Early Childhood Care & Education
The Seychelles Framework for Early Childhood Care & Education Starting Strong : Winning for Children Winning for Children : A Shared Commitment Foreword The Seychelles Framework for Early Childhood Care and Education, entitled “Winning for Children: A Shared Commitment”, embodies our country’s commitment to young children. It lays down our beliefs and values about children and early childhood and our common vision for a winning start in life for all children in Seychelles. Every child deserves a right start in life. Good quality early childhood care and education provisions guarantee that the rights of all young children are met and their potential developed. It is an indispensable foundation to learning throughout life, as it leads to better educational achievements, responsible citizenship, lifelong health and economic and human development. In Seychelles, we are committed to overall children’s development because we recognize the intrinsic value of childhood and believe that, from the earliest age, children’s development and learning should be fostered through their interaction with caring human beings in secure, nurturing and stimulating environments. It is this conviction that has led us to review and strengthen our ECCE provisions and create an innovative and comprehensive system that will ensure all families’ access to quality education. This policy document, while being deeply anchored in the economic and social realities and ECCE country specific context, has also been inspired by international research findings and best practices. It calls for a broad and holistic approach, with better integration, articulation and coordination of early childhood services. In order for its guiding principles to be adopted and the strategies set out to be effectively implemented by all stakeholders, there is a critical need to have binding agreements and shared responsibility across the sectors and departments involved the parents, civil society and the private sector. -
Sources on Lesbian Subjectivities for the Production of Lesbian of Color Identity Formation Through Literature, Art, Film, Or Do
City University of New York (CUNY) CUNY Academic Works Publications and Research CUNY Graduate Center 2008 Sources on lesbian subjectivities for the production of lesbian of color identity formation through literature, art, film, or documentation: An annotatated bibliography Shawn(ta) Smith-Cruz CUNY Graduate Center How does access to this work benefit ou?y Let us know! More information about this work at: https://academicworks.cuny.edu/gc_pubs/187 Discover additional works at: https://academicworks.cuny.edu This work is made publicly available by the City University of New York (CUNY). Contact: [email protected] QUEENS COLLEGE OF THE CITY UNIVERSITY OF NEW YORK SOURCES ON LESBIAN SUBJECTIVITIES FOR THE PRODUCTION OF LESBIAN OF COLOR IDENTITY FORMATION THROUGH LITERATURE, ART, FILM, OR DOCUMENTATION AN ANNOTATED BIBLIOGRAPY RESEARCH PROJECT SUBMITTED TO DR. COLLEEN COOL OF THE GRADUATE SCHOOL OF LIBRARY AND INFORMATION SCIENCE AS REQUIREMENT FOR THE COMPLETION OF THE DEGREE OF MASTER OF LIBRARY SCIENCE BY SHAWNTA SMITH FLUSHING, NEW YORK MAY 2008 Sources on Lesbians 2 Acknowledgements This thesis was made possible by my undergraduate work in Queer Women’s Studies with the City University of New York’s (CUNY’s) Baccalaureate Program and my advisors Professor Paisley Currah and Professor Flavia Rando. Post undergraduate degree study was primarily influenced by my volunteer year at the Lesbian Herstory Archives with direct access to Maxine Wolfe as well as to texts and collections by lesbians from around the world. All helped to contextualize my studies even further. This thesis is a compilation of these many learning experiences for which I am grateful and hope is reflective of this collective understanding of lesbian subjectivities and the organization of this field of study when overlaid with the dynamics of race. -
General Assembly Official Records Twenty-Third Special Session
United Nations A/S-23/PV.10 General Assembly Official Records Twenty-third special session 10th meeting Friday, 9 June 2000, at 3 p.m. New York President: Mr. Gurirab ............................................. (Namibia) In the absence of the President, Mrs. Ismail The Acting President: I first give the floor to (Nigeria), Vice-President, took the Chair. Her Excellency The Honourable Indira Thacoor- Sidaya, Minister of Women, Family Welfare and Child The meeting was called to order at 3.10 p.m. Development of Mauritius. Mrs. Thacoor-Sidaya (Mauritius): On behalf of Scale of assessments for the apportionment of the the Government and the people of the Republic of expenses of the United Nations (A/S-23/6/Add.3) Mauritius, I wish to thank the United Nations for this The President: I should like to draw the attention special session of the General Assembly, which of the General Assembly to document A/S-23/6/Add.3. symbolizes the march that we women started in Beijing In the letter contained in that document, the Secretary- in 1995. Five years later, our march continues as we are General informs the President of the General Assembly gathered here to measure our progress, to learn from that since the issuance of his communications our mistakes as well as our successes and to chalk out contained in documents A/S-23/6 and Addenda 1 our common future. and 2, Bosnia and Herzegovina has made the necessary My country signed the Convention on the payments to reduce its arrears below the amount Elimination of All Forms of Discrimination against specified in Article 19 of the Charter.