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On February 29, 2020, the United States and the Taliban signed an agreement outlining a phased withdrawal of US forces from Afghanistan in exchange for Taliban commitments not to allow attacks on the US or its allies from Afghan territory. The troop withdrawal is expected to take place in parallel w
...
Guidance | Preparedness - Response and early recovery - Recovery and reconstruction
The Advancing Climate-Resilient Education Technical Guidance builds on the USAID 2022–2030 Climate Strategy and the 2018 USAID Education Policy to support USAID Missions and partners who seek to i
...
Background
Asthma education, a key component of long-term asthma management, is challenging in resource-limited settings with shortages of clinical staff. Task-shifting educational roles to lay (non-clinical) staff is a potential solution. We condu
...
This external performance evaluation of the Malawi Girls’ Empowerment through Education and Health Activity (ASPIRE), conducted 2.5 years after ASPIRE began, establishes the activity’s progress against its objectives, proposes adaptations for th
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Kenya has great potential for enhancing education for individuals with intellectual disabilities. The fact that it has recognized the need to care for learners with special needs is commendable. In comparison to many African countries, Kenya and Nig
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This curricula guide builds on several existing products of WHO and partners, aimed at supporting countries in their effort to address the first objective of the GAP-AMR (to improve awareness and understanding of AMR). It is targeted specifically at health educators and policy planners, and applies
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2nd edition.
The tool kit provides learning objects and curricular content to support the competencies for those proficiency/trainee levels
Education is UNESCO’s top priority because
it is a basic human right and the foundation
on which to build peace and drive sustainable
development. UNESCO is the United Nations’
specialized agency for
...
Good primary care may lead to fewer avoidable hospitalizations, but unsafe primary care can cause avoidable illness and injury, leading to unnecessary hospitalizations, and in some cases, disability and even death.Implementing system changes and practices are crucial to improve safety at all levels
...
A Paper submitted to the 56th session of the UN Committee to CEDOW, July 2014, Geneva
This is the first version of the INEE technical guideline to support education during the Covid-19 pandemic. It is a living document that will be regularly updated to meet the learning and well-being needs of children, adolescents, youth, teachers,
...
Trauma can affect a refugee child on an individual, classroom, school, and family level. However, just because a student is a refugee, it does not mean he or she has experienced trauma and/or will exhibit symptoms related to trauma. Many refugee chi
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INEE pocket gu ide to inclusive education.
This guide is aimed at anyone working to provide, manage or support education services in emergencies and complements the INEE Minimum Standards.
The
...
In response to COVID-19, countries around the world have implemented several public health and social measures (PHSM), such as movement restrictions, closure of schools and businesses, and international travel restrictions.1 As the local epidemiology of the disease changes, countries will adjust (i.
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