National Report

Country: Belize

Chapter 1Draft version

to be validatedby the national team

JUNE, 2018

Chapter 1

IntroductionThis chapter offers a glimpse of the innovative program ‘Gateway Youth Center’ and how it is adjusted to the Belizean context. This is a small educational initiative with out-of-school youths and students at risk of exclusion (aged 13-19) that takes place in an area characterised by conflict in the most populous city of Belize. The first two sections, offer some relevant information to understand the national challenges, with special attention to the educational sector. In the last section, the main features of the project are described. It is important to highlight that the GYC is in its infancy and because of that, the current amount of available data is minimal. Therefore, almost all relevant information shown in the last section comes from the information provided by our counterparts in the Ministry of Education of Belize: Mrs Leticia Eck (Secondary Education Supervisor) and Mrs Yvonne Flowers (Statistician).

1. Brief socio-demographic and economic description of the country

Table 1: General information

Government. system Parliamentary Democracy

Population 367.000 (2016)*

Extension 30.000 km2 (approx.)**

GPD 1.820 million U$D (2016)***

GPD per capita 4.960 U$D (2016) ***

HDI 0,706 (2015) ****

Poverty rate No general data (58% of children)*****

Unemployment rate 9,5%(2016) ***

Sources: * UIS, 2018; ** Gov. of Belize, 2018; *** CEPAL, 2018; **** PNUD, 2015; ***** UNICEF, 2018

Belize is a Central American country, located between Guatemala, Mexico and the Caribbean Sea with approximately 30.000 square kilometres. Dominated by tropical weather, this mainly plain land was part of the homeland of the Mayan culture, and a disputed territory between the British and Spanish empires during the 17th and 18th centuries, being formally recognized a British colony in 1862. In 1981, it reaches independence, although it continued keeping strong relations with the United Kingdom. Today, it is member of the Commonwealth1, a parliamentary democracy, in the form of a constitutional monarchy at the head of which stands the Queen of England, and it has English as its official language. All this explains its great social and cultural diversity, with many influences and reminiscences of the Mayan, Afro-Belizeans, British and Spanish cultures (Gov. of Belize, 2018).

According to UNESCO Institute for Statistics, in 2016, it had more than 367.000 inhabitants, unequally distributed in six administrative provinces (called districts), over a half of them living in rural areas. Its capital is Belmopan, although its biggest city is, Belize City, the former capital, where between 25% to 30% of the overall population 1 As well as the UN, CARICOM, OAS, SICA, and the Non Aligned Movement.

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lives. Migration is also a determinant factor, with more than 15% of the overall population living abroad, mainly in United States, a country with which Belize has strong trade ties. The exodus of youths looking for better opportunities causes social disintegration and reduces the workforce. (IOM, 2016). However, at this point, it is still a young society. According to the 2010 Census, 33.4% of the country’s population is under 14 and more than 50% of the Belizean population is under the age of 25, a majority of them still being of school-age (SIB, 2018).

In 2016, its GDP is around 1.820 million USD, with a GDP per capita of 4960 USD - the third highest in Central America (CEPAL, 2018). These figures are the result of a sustained growth of around 2,1% from 2007-2016, with a slight deceleration in recent times (SIB, 2018). However, this positive data has to be contrasted with a heavy foreign debt burden, decreasing but still considerable unemployment rates (9,5% in 2016, but reaching 25% for youth - CEPAL, 2018) and a huge income disparity between the rich and poor. The main sources of income are tourism2, followed by the exports of agricultural and marine products. Nevertheless, very high crime rates have a negative impact on the country’s image and this has its consequences. The World Bank, using as a reference some data from UN-Habitat, estimates that the costs of insecurity in Belize and other developing countries might account for 8% to 10% of GNP (SIB, 2018; World Bank, 2018).

According to the PNUD (2016), Belize had a Human Development Index (HDI) of 0,706, occupying the post number 103 out of 188 worldwide in 2015. According to UNICEF-Belize (2015?), the major country challenges are to guarantee some basic rights as ‘adequate nutrition, access to clean water and proper sanitation, quality education and protection from violence’. A 58% of children live in multidimensional poverty (32% of which in extreme poverty); 65% report experiencing violent discipline methods at home, and many are highly vulnerable to gang violence, sexual abuse or trafficking. 27% of the examined schools had contaminated water, which increase the risk of spreading waterborne diseases. Finally, Belize has the highest rate of HIV prevalence in Central America (UNICEF-Belize, 2015?).

Nevertheless, the spread of violence is probably the main problem. Over the recent decades, this country has been suffering increasing rates of crime. The main reason is that it has become one of the main transit countries of the drug corridor3 between South and North America, spreading violence that was not only direct but has become structural, cultural and institutional (Gayle et al. 2010). This situation has resulted in a sense of ‘insecurity, fear and hopelessness’ between youths (Government of Belize, ¿?), affecting mostly the urban areas and fracturing families, which aggravates the situation, and overloading the capacities of the justice system (Catzmin-Snachez, 2011). The agents of violence are mostly males with ‘deficits of food, shelter and love’ (Rosberg, 2005 in Gayle and Mortis et al, 2010). They are the main targets for the recruitment of gangs. In relation to this, it is also important to mention that youths that had been repatriated from countries like the USA, where they participated in violent group activities, have had a role in the formation of some of the gangs (IDB, 2011?).

According to an Inter-American Bank report (2011?), crime occurs mostly in Belize City, where between 45% - 50% of all murders are committed, being among the ‘top 10 cities in the world for homicides’. In 2010, the Prime Minister of Belize, Mr. Dean Barrow, launched a program called ‘Restore Belize’ limited to the southern part of the city, the worst-affected area, with a murder rate of around 135 per 100,000 inhabitants.

2 According to Belize Tourism Board (BTB), tourism expenditure for 2008 alone, contributed to 20.6% of the country’s GDP. A percentage that was reduced to 15% in 2017, according to the World Travel and Tourism Council.3 In 2006, an estimated 90% of the cocaine shipment from South America was transited through the Central American corridor compared to 77% in 2003.

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(Alvarado, 2010 in IDB, 2011?). In 2007, 24% of all major crimes were committed by youths under the age of 15 and 47% of the persons convicted were between 16 and 25 years (IDB, 2011?). As it looked like that increasing levels of crime were correlated with the high number of youths who had slipped through the cracks of their educational institutions, the program put emphasis on this, under the assumption that there is a ‘direct inverse relationship between education and violence’ (Gayle and Mortis, et al, 2010). In light of this scenario, the Inter-American Development Bank approved a grant in 2011 to conduct a more ambitious program called ‘Community Action for Public Safety’ (CAPS) to decrease youth involvement in major crimes through higher efforts in education. Education as a tool against violence is considered essential, and is in line with the 2030 Agenda, and with the National Horizon 2030 to build ‘a country of peace and tranquillity, where citizens live in harmony with the natural environment and enjoy a high quality of life’ (Gov. of Belize ¿? Horizon 2030).

2. Educational situation2.1. Regulatory framework & Political and Educational organization Education has its legal foundations on the ‘Education Act’, a 1990 law, amended in 200, which determines that all children between 5 and 14 years require to attend school, and that Primary Education is compulsory. Besides, according to the Article 25, it shall ensure equitable access for both genders to education at all levels, shall be sensitive to the particular needs of the female gender, and shall cater to the special needs of challenged pupils. Schools shall be free of gender, racial and other biases, and shall be managed in such a way that all students shall, as far as may be applicable, co-exist as peacefully and harmoniously as possible” (IBE, 2010).

The Ministry of Education is the main authority. It is made up of several important organisms and receives the advice of Councils and Commissions in different areas. The main organisms are the School Services that administers and provides resources to schools; the Quality Assurance and Development Service, which ensures that relevant quality education is offered; the Special Education Unit (SEU), which supports children and youth with special educational needs; and the Pre-school Unit. Other important organism, are the Employment Training and Educational Services (ETES), which ensures that youth and adults are provided with quality occupational employment training and education; and the National Resource Centre for Inclusive Education (NaRCIE): responsible for ensuring that the special learning needs of students are properly addressed.

2.2. Structure of the Education SystemThe education system is composed of four levels, it has its roots in the English system

(the use of terminology ‘standard’ or ‘form’ to refer to some levels it is a proof of this) and it has been greatly influenced by the U.S. system. The education levels, as described by the IBE (2010) are:

a) Early childhood education (ECD): the Belizean government is increasingly recognizing its value and the percentage of children aged two to four that are enrolled in programs for early childhood has increased from 27% in 2011 to 55% in 2015. However, access remains a big challenge, because many of the poor and rural children from some districts remain unregistered (UNICEF, 2008).

b) Pre-school education (3-4 years): this level is community supported and not compulsory. It emphasizes socialization and the development of basic literacy and numeracy skills. In 2016, the net enrolment rate was of a 46.76% (UIS, 20184).

4 El porcentaje de inscripción neto, en 2016, era entorno al 45%, cifra similar a los tres años anteriores (UIS, 2018 )

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c) Primary education (5-12 years): this level is compulsory in all its extension. This eight-year programme is divided into infant (I-II) and junior grades (III-VIII or Standards I-VI). Most Primary Schools are church-related, but receive public funding. Primary schools follow the official curriculum that prepares students for the Belize National Selection Examination. Teachers’ autonomy is quite constrained although the new curriculum gives more freedom to principals and teachers to determine the actual content and classroom strategies and teaching sequence. In 2016, the net enrolment rate was of a 96,05% (UIS, 2018).

At the end of primary education, the Belize National Selection Examination (BNSE) will determine the access to Secondary Education. Based on test performance, a percentile rank is created to determine entrance into secondary schools.

d) Secondary education (13-16 years): this level is divided into Lower and Upper Secondary, of two years each. The first one is compulsory and based on general contents. The second period may be taken under three different streams: business, secretarial and academic. After that, the educational institution issues a diploma attesting the successful completion of the level. Nevertheless, this diploma has no national recognition and, as there is nothing similar to the BNSE for Secondary education, students are obliged to take examinations set by the Caribbean Examinations Council, independently of their performance at High School, as the basis for further studies or future jobs. In 2016, the net enrolment rate was of 72,22% (UIS, 2018).

e) Higher education (tertiary education): this refers to all post-secondary education. Institutions include the sixth-form establishments (Junior Colleges), that are the ones that offer two years of post-secondary schooling leading to the award of an associate degree; Professional Training Institutions (agriculture, nursing, teaching); and the University of Belize, which leads to the award of certificates, diplomas, associate degrees and bachelor’s degrees. In 2016, the gross enrolment rate was of 24, 26% (UIS, 2018).

Figure 1: Structure of the Belizean Education SystemAge Level3-4 Pre-school (community

supported)4-55-6

Prim

ary

Infant I

Com

pulsory

6-7 Infant II7-8 Standard I8-9 Standard II

9-10 Standard III10-11 Standard IV11-12 Standard V12-13 Standard VI13-14

Sec

onda

ry

Lower Sec. 1st Form14-15 Lower Sec. 2nd Form15-16 Upper Sec. 3rd Form16-17 Upper Sec. 4th Form.

+17 Post-Secondary: Tertiary or Vocational Education.

Source: own elaboration based on IBE, 2010

2.3. Relevant information about the educational system Table 2. Educational information

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% GPD in education 7,41 % (2017) (*)

Compulsory Age 5 -14(**)

Literacy Rate No recent data

Net enrolment rate (NER) in Pre-primary Ed. (aged 3-4) 55 % (2016) (*)

NER in Primary Education (aged 5-12) 96,5 % (2016) (*)

NER in Secondary Education (aged 72,22 % (2016) (*)

NER in Tertiary Education (aged 13-16) 24,26 % (2016) (*)

Out-of-school children 376 (312 females: 64 males) (2016) (*)

Out-of-school adolescents 3.845 (2.052 f. :1793 m.) (2016) (***)

Sources: (*) UIS, 2018; (**) IBE, 2010

Belizean investment in education is 7,41 % of the GDP in 2017 (UIS,2018). The national goal is to develop the necessary social and personal values and knowledge that allow students to participate healthily in Belizean life as fully citizens (IBE, 2010). As for the curriculum, the Action Plan 2005–2010 set down that the objectives were ‘to ensure that curricula are relevant and effectively taught at all levels, implement national assessment and use assessment data to inform educational planning, establish strong links with community and parents as well as volunteer opportunities’.

All school years in the compulsory education have approximately 175 working days. The school year usually stretches from September to June. Primary schools often divide the year into 3 terms, secondary schools into 3 terms or 2 semesters, post-secondary institutions into 2 semesters plus summer programmes. The minimum number of hours per day per level is as follows: Pre-primary: 4h; Primary: 5h and Secondary: 5.5h.

Although the language of instruction is English, the language policy stipulates competence in English, Spanish and the mother tongue, if different from the previous. In case of isolated Mayan villages, the mother tongue is partially used in the early years of education.

Concerning teachers, the shift their role from being the source of knowledge to a facilitator/guide for learning in inclusive and child friendly schools needs to be highlighted. This fact is of extreme importance in a country like Belize, where there is such a diversity in the population and many students come from broken and dysfunctional homes. Teachers are responsible for creating a caring environment, exciting for learning, promoting high expectations for achievement and offering support to all (IBE, 2010).

2. 4. Policies for inclusive education. The experience’s background. Nevertheless, one of the most severe educational problems is the dropout According to the ‘Evaluation Plan’ report elaborated by Leticia Eck and Yvonne Flowers (2018), at the primary level, dropouts are not a frequent, with 0.7% percent of students discontinuing their education. The issue starts at the end of this first level. According to the 2016-2017 publication ‘Belize Education Statistics at a Glance’ from the Policy, Planning, Research, & Evaluation Unit of the Ministry of Education, the transition rate

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from Primary to Secondary education was of 85.6%, which means that around 15% drop out of the system before the compulsory period has finished. On top of that, in secondary school, the dropout rate reaches 6.8% (7,8% males – 5,8% females). Students do not continue or drop out their education for different reasons. For some, covering the costs of tuition and fees for books, transportation, and food were an insurmountable problem; for others, familial and cultural values play a decisive role, with some parents feeling that girls do not need longer education and requiring boys to join their fathers on the farms. The Ministry of Education has identified that in order to reduce these figures, it had to better distribute the funds for education, and had to increase its quality, so that education can be seen as something more valuable. Because of that, it implemented the following initiatives:

a) Handbook of Policies and Procedures for School Services: published in 2000 to help ensuring an efficient and equitable delivery of quality education in all the centres.

b) The Education Finance Reform: launched in 2010 to change the way government financed secondary education, with the purpose of eliminating funding inequities between districts and schools. The disparities had created a situation where students in urban areas had more access and more options to education than they had in rural areas. The uneven distribution had forced socioeconomically disadvantaged families in poor or rural communities to struggle with the high cost of education. Today the Ministry of Education allocates well over a hundred million dollars per annum in the area of education. With the policy reform in place, many schools now receive higher funding with additional grants for students with academic or socioeconomic difficulties as the new financing method aims to distribute funding more equitably.

In the city of Belize, where this evaluation takes place, dropouts might not be seen as a problem, because 100% of students transitioned to secondary institutions and dropout rates during secondary education were of only 5,7% during 2015-2016, less than in the rest of the country. This concerned around 550 students at that time. However the small rates, it still suppose a big risk in the South Side of Belize when this figure is related to violence, dropouts and social exclusion

In order to offer additional tutoring to students between the ages of 13 to 19 and in need of help, and to support out of school youths who wish to reenrol in the educational system in order to continue pursuing further training, the Ministry of Education built the Gateway Youth Centre, whose experience is evaluated by this report. Therefore, in the same line as the other reports in this comparative evaluation, the attention is focused on those excluded from the education system, or those who are in risk of exclusion.

3. Description of the Gateway Youth Centre ProjectIn 2011, the Ministry of Human Development and Social Transformation (MHDST) elaborated the project called ‘Community Action for Public Safety’ project (CAPS), funded by the International Development Bank with more than 5 million U$D. The main objective of CAPS was the reduction of youth involvement in major violent crime in Belize City, with the target being vulnerable and at risk youth. For this reason, a school-based Positive Youth Development Initiative was designed that had to be implemented in a community of Belize City and piloted in one Primary School and one Secondary School. The Secondary School was meant to be one that was eager to participate, with active parent-teachers associations and in a dangerous area of at-risk communities. Moreover, a fully equipped youth centre was meant to be financed in the High School campus to be used by the main beneficiaries of this initiative. It was also meant to fund (IDB, 2011?):

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- Some training in positive development for teachers, tutors, community mentors and coachers.

- Academic tutoring for students at risk of dropping out. - Accelerated learning programs to facilitate re-enrolment in

school or integration in the workforce for unattached youth .

In this initiative, the engagement of parents and community members was meant to play an important role and extracurricular activities were to be used to foster inclusion and a positive use of free time. Both things aim to create and strengthen community cohesion between youths, families and communities (IDB, 2011?).

Table 3: Synthesis of the Gateway Youth Centre Project

ResponsibleMinistry of Human Development and Social Transformation (2014 – 2015)

Ministry of Education (2015 – ongoing)

Funder International Development Bank

Starting Year November, 2014

Description

This innovative experience was developed to work with at-risk youths (13-19 year olds) in the south side of Belize City, an area known for highly crime prone neighbourhoods. This project seeks to contribute to the reduction of youth involvement in major violent crimes in Belize City. Its focus is to provide youths the opportunity to re-enter formal secondary education, to equip youths with relevant life skills, and to equip them with trade skills. It does all this by offering support to both the students and their families through the family support services.

Scope Local

Number of schools

1 Youth Centre

N. of teachers No data

N. of students An average of 38 students per year

Source: information provided by the Ministry of Education of Belize

In 2011, the Ministry of Human Development and Social Transformation (MHDST) elaborated the project called ‘Community Action for Public Safety’ project (CAPS), funded by the International Development Bank with more than 5 million U$D. The main objective of CAPS was the reduction of youth involvement in major violent crime in Belize City, with the target being vulnerable and at risk youth. For this reason, a school-based Positive Youth Development Initiative was designed that had to be implemented in a community of Belize City and piloted in one Primary School and one Secondary School. The Secondary School was meant to be one that was eager to participate, with active parent-teachers associations and in a dangerous area of at-risk communities. Moreover, a fully equipped youth centre was meant to be financed in the High School campus to be used by the main beneficiaries of this initiative. It was also meant to fund (IDB, 2011?):

- Some training in positive development for teachers, tutors, community mentors and coachers.

- Academic tutoring for students at risk of dropping out.

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- Accelerated learning programs to facilitate re-enrolment in school or integration in the workforce for unattached youth .

In this initiative, the engagement of parents and community members was meant to play an important role and extracurricular activities were to be used to foster inclusion and a positive use of free time. Both things aim to create and strengthen community cohesion between youths, families and communities (IDB, 2011?).

As a result, the Gateway Youth Centre5 was built to work with at-risk youths (13-19 year olds) in the compound adjacent to the ‘Gwen Lizarraga’ High School, a Secondary Public School. This centre sits intentionally in the Southside of Belize City, an area prone to high criminal activities. Its catchment area consists primarily of lower performing students who scored mediocre to unsatisfactory in the Primary School Exam (PSE) and who come from lower socio-economic neighbourhoods. Within a one-mile radius, there are approximately seventeen different gangs. This statistic reflects the challenge facing the area.

The program works under the Positive Youth Development Initiative. It helps students from the surrounding areas that are at risk of dropping out , after school time, but it has its focus on providing out-of-school youths with the opportunity to re-enter formal secondary education, to equip them with relevant life skills and trade skills and to offer support to both the students and their families through the family support services. Therefore, the GYC is over all an alternative to formal education.

It opened its doors on November 25, 2014 under the management of the Ministry of Human Development and Social Transformation (MHDST), but in 2015, its control passed on to the Ministry of Education. It is a project still in its infancy and there is no immediate plan to expand or replicate the initiative to other districts or rural areas.

Today, it offers a one-year program after which students can receive a certificate with which they can matriculate in another educational or vocational institution. The program caters predominantly to youths from the surrounding neighbourhood who never matriculated into formal secondary education or who dropped out of primary/secondary. It has its focus on behaviour modification through the provision of a safe haven, stimulating learning opportunities, and individual and family support. Besides, the work with the students does not finish at the end of the year. A coordinator works diligently to ensure that each student who finishes is tracked.

The program is in its fourth cohort and so far, 153 youths have passed through the system:

Cohort 1 (February 2015-July 2015): consisted of 30 students. From them, 17 transitioned to lower secondary or an ITVET. It is important to note this cohort enjoyed only one semester of classes and it was not under the Ministry of Education management.

Cohort 2 (September 2015- June 2016): consisted of 45 students; from these, 39 students transitioned into lower secondary or an ITVET.

5 All the remaining information comes from the Evaluation Plan: Gateway Youth Center elaborated in February, 2018 by Leticia Eck and Yvonne Flowers, from the Ministry of Education, Youth, Sports and Culture.

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Cohort 3 ( Sept 2016- June 2017): consisted of 45 students, from these, 40 students transitioned to lower secondary or an ITVET.

Cohort 4 (Sept 2017- present): has 33 students. (29 males-4 females).

The catchment area of the project has grown since 2015. In the academic year 2015-2016, students came from the immediate surroundings (Mayflower Street, Antelope Extension, Central American Boulevard, and Jane Usher Boulevard). Later, for cohorts 2 to 4, there were many students coming from villages as far as Hattieville and Democracia, the latter being at 45 km of distance from the city

The Gateway Youth Centre resembles other educational institutions to a certain extent. The face-to-face program begins from 8:00 a.m. to 2:00 p.m., with a morning break from 10:30 to 11:00. Lunch is at 12:15 to 1:15 p.m. All students participate in the academic courses in the morning session but separate into different skills program/co-curricular activities of their choice in the afternoon session. The after school tutoring assistance offered to students from other schools in the city, takes place when the students who require these services arrive in the afternoon.

The curriculum is limited to the following subjects:

1. Mathematics2. Financial literacy 3. Reading 4. Life skills 5. Positive Youth Development classes (PYDC curriculum), a subject to build the

Caribbean ideal citizen (with robust social values and leadership capacity) 6. Skills Programs (such as barbering, sewing, and hair braiding)

The project does not provide the same structure as in formal education settings. It is essentially focused on lifting the students up to the level of reading comprehension 6 and numeracy. This is so because these are the most important competences to re-enter in formal education or be accepted in vocational programs. Nevertheless, the educational program has been changed almost every year due to manager and staff changes. Thus, Mathematic and English were mandatory in 2015, not in 2016-1017, and once again during this school year 2017-2018. For this paramount subject, a Computer Aided Learning Software (CALS) is used as a support. CALS is a tool that complements traditional instruction in literacy and numeracy while attempting to bridge the digital gap. Students are require to take a diagnostic test using CALS in order to test their reading and numeracy level upon acceptance. Through it and after a training, teachers can monitor students’ progress and set individual goals, thus creating an individualized experience for each student.

Apart from the curricular subjects, there are some extra-curricular activities (sports, martial arts, swimming, steel pan music program, guitar lessons, arts and craft, and cooking). Students can choose these activities freely at any point in time and the acceptance is almost automatic.

6 Reading below grade level is one of the main reasons to fail out of the formal school system. That is why the GYC works at moving these youths to the grade 10 reading level at minimum.

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4. Sources of referenceBarnett, C., Catzim, A., and Humes, D., 2010 Draft Second. Progress Report: Horizon 2030 National Development Framework for Belize. (November, 30. 2010) Ministry of Economic Development

Catzim-Sanchez, A., 2011. Restore Belize. Strategic Plan 2011-2015. Belize ISIS Enterprises Ltd.

CEPAL (Comisión Económica para América Latina y el Caribe), 2018. Perfiles Nacionales [online] Available at: http://estadisticas.cepal.org/cepalstat/perfilesNacionales.html?idioma=spanish (Last accessed 20.05.2018)

Eck, L. and Flowers, I., 2018. Evaluation Plan: Gateway Youth Center (February 20, 2018) [internal report] Ministry of Education, Youth, Sports and Culture.

Gayle, H. et al, 2010. Male Social Participation in Violence in Urban Belize, RESTORE Belize, Belize

Government of Belize ask??, n.d. Horizon 2030. National Development Framework for Belize 2010-2030. Planning our future together. Available at: < http://www.cdn.gov.bz/belize.gov.bz/images/documents/NATIONAL%20DEVELOPMENT%20FRAMEWORK%202010-2030%20USER%20FRIENDLY%20VERSION.pdf>

Guzman, A., 2010. Juvenile Recidivism: Belize Central Prison. Ministry of Police and Public Security.

IDB (Inter-American Development Bank), 2011? Community Action for Public Safety (BL-L1014) Loan Proposal. IDB

International Bureau of Education (IBE), 2010, World Data on Education: Belize. VII ed. UNESCO

PNUD, 2016. Human Development Report 2016. Human Development for Everyone. New York: PNUD

Rosberg, M., (2005). The Impact of Crime and Violence on Children and Adolescents in Belize. UNICEF

SIB (Statistical Institute of Belize), 2018. Population & Household [online] Available at: <http://sib.org.bz/statistics/population/ > (last accessed 20.05.2018)

UNESCO Institute for Statistics (UIS), 2018. Belize [online] Available at: <http://uis.unesco.org/country/BZ> (Last accessed: 20.05.218)

UNICEF-Belize, 2015?, Country situation. UNICEF [online] Available at: https://www.unicef.org/belize/about_35446.html (Last accessed 20.05.2018)

IOM (International Organization for Migration). Belize [online] Available at: https://www.iom.int/countries/belize (last accessed 20.05.2018)

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