Research Paper Conceptual Framework

Improvements in health and survival have ensured for a great many more infants and children the opportunity to enjoy life into adolescence and beyond.These improvements, moreover, have meant that these children have developed better cognitively as well as in terms of physical health.In many parts of the developing world, simultaneous changes in technology, economics, culture, politics, demographics, the environment, and education have become so pervasive and globally inclusive as to create new and emergent conditions for the coming of age of recent cohorts.

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Although gender role socialization begins at birth, it has generally led to an increasingly sharp differentiation of roles, behaviors, and expectations beginning at the time boys and girls experience puberty and continuing through the assumption of adult roles.

This process of socialization is reinforced through social norms, laws, and institutions that in many countries progressively restrict the mobility and public participation of adolescent girls and in some settings makes them seemingly invisible while providing expanded liberties, opportunities, and agency for adolescent boys.

School enrollment and attainment are increasing around the world at the same time that ages of labor force entry are rising.

With rising levels of education, young people have more possibilities to participate in a rapidly modernizing economy—in their local village, a nearby town, the capital city, or even another country—and experience and enjoy freer and more fulfilling lives.

They are also the first generation to grow up in a world in which there has always been AIDS and, at least in some parts of the developing world, the first generation with nearly universal knowledge of and access to some form of contraception.

This is the first generation to be covered during their childhood by the broad protections internationally recognized in the United Nations Convention on the Rights of the Child (adopted in 1991) and supported, in many diverse local contexts, by the work of many international agencies as well as international, national, and local nongovernmental organizations.

While young people—a term used in this report to capture this phase of the life cycle roughly equivalent to the age range 10 to 24—have little opportunity to affect the speed and direction of change, some will soon be taking responsibility for its management as adults.

Their success in making a well-timed and proficient transition from childhood to adulthood will fundamentally affect the extent to which they will be able to become active participants in and beneficiaries of global change in the future.

Boys and girls usually enter adulthood having experienced differences in the duration and content of schooling, having taken up different work roles in the home and workplace, and having been offered different opportunities for community participation.

Furthermore, young women typically assume adult family roles sooner than young men because they marry younger, while young men often assume more public adult roles sooner through their participation in work and their greater opportunities for leadership in schools, communities, work, and sports.

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