Browsing by Subject "Save the Children"

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  • Turunen, Pauliina (Helsingin yliopisto, 2018)
    The role of volunteering in our society has varied in different ages. Today, its role in our society has been established and its importance has been shown to be an important part of the maintenance and preservation of the welfare state. At the same time, however, it has been found that the commitment of volunteers to action is more challenging. It has also been decided to reflect on the benefits of volunteering; an individual or a society? The purpose of this thesis was to find out what the volunteers in the online services of the Save the Children Finland find out to be relevant to their involvement in the activity and what the commitment of online volunteers is all about. Previous studies have shown that volunteering motivation and voluntary commitment are both self-excited and self-directed motives. The theoretical framework of this thesis consists of examining the phenomenon at the social level and defining the concept through previous studies and literature. The material of the thesis consisted of nine online volunteer’s interviews from Save the Children Finland. The interviews were carried out by means of theme interviewing and material analysis in a phenomenological approach using the hermeneutical research record. The results of this thesis showed that there were many factors relevant to their own motives and commitment, which were dependent on themselves, the background organization and the object of the volunteer's work, that is to say, helping children and young people, of other volunteers as well as of society. Based on the results of the thesis, it can be stated that the volunteers' commitment consists of motives that are far from the self and the more self-motivated motives, which is why the commitment of volunteers should increasingly consider the personal needs and expectations of the individual.
  • Hakoniemi, Mervi (Helsingin yliopisto, 2020)
    Equal education is a fundamental human right that each child is entitled to. Education and gender equality benefit all individuals and promote both social and economic development. However, despite numerous legal instruments and practical measures taken by the international community, as well as by national governments, the right to education remains unclaimed universally for all children and inequality in education is pervasive all over the world. As a legacy of colonization Peruvian society suffers from persistent multifaceted inequalities that are manifested and reproduced in the education system in multiple ways. These inequalities are seen, amongst others, between genders, but also intersect with other individual characteristics such as poverty, rurality and indigeneity. This Master’s thesis explores gender equality in education in Peru and how gender is mainstreamed in the country program of Save the Children Peru. To do so, it explores how legal instruments, policy documents and the country programme of the organization address gender (in)equality and attempt to mainstream gender; and analyses how an education project that the organization implemented among indigenous Aymara adolescents between 2015 and 2018 managed to mainstream gender. This thesis is a qualitative case study. It follows the rights-based 4A framework by Katarina Tomaševski, which encompasses availability, accessibility, acceptability, and adaptability as key aspects of quality of education. The data for it consists of normative documents, literature on inequality in education, institutional documents of Save the Children International and transcribed interviews with key informants from Save the Children Peru. These were analysed by using interpretive analysis and then considered in the light of the model of Caroline Moser on different stages of gender mainstreaming. The results of the study demonstrate that despite recent achievements, gender inequalities in education persist in Peru, but focus has shifted from quantitative to qualitative disparities. Many stakeholders consider gender mainstreaming a rather ambiguous concept, and challenging to both implement and assess, which is why it often remains on a rhetoric level. This yields in a need for the organizations to provide the necessary tools and capacity building, not only for the monitoring personnel but for the whole staff. Promoting gender equality across the whole program cycle must be an institutional commitment, gender mainstreaming must permeate the whole organization and adequate resources must be allocated for it.