What We Know, What We Don’t Know, and What We Need to Do
Making education more inclusive requires schools and education authorities to remove the barriers to education experienced by the most excluded children - often the poorest, children with disabilities, children without family care, girls, or children from minority groups. Also included in the text a...re examples of children from very remote areas, girls excluded from school, children from ethnic groups, children with language barriers, and children in countries affected by conflict.
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The Central African Republic has experienced
repeated sociopolitical crises since
the tragic death of its founder, Barthélémy
Boganda, the year before the county’s independence.
Today there is a general tendency
by foreign observers and analysts who are
not conversant with the history of t...his country,
to simply ignore or minimize this aspect
of the political background of the CAR. This
has resulted in poor understanding of the
diachronic and holistic causes of the identity
crises, and of the recurrent cycles of violence
this country has been experiencing through
the years.
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PLOS ONE | DOI:10.1371/journal.pone.0144057 December 14, 2015
The global COVID-19 pandemic has led to unprecedented levels of disruption to education, impacting over 90% of the world’s student population: 1.54 billion children, including 743 million girls. School closures and the wider socio-economic impacts of COVID-19 on communities and society also disrup...t children’s and young people’s normal support systems, leaving them more vulnerable to illnesses and child protection risks such as physical and humiliating punishment, sexual and gender-based violence, child marriage, child labour, child trafficking and recruitment and use in armed conflict. Girls and other marginalised groups, particularly those in displaced settings, are particularly affected.
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The WHO Global Tuberculosis Report 2022 provides a comprehensive and up-to-date assessment of the TB epidemic, and of progress in prevention, diagnosis and treatment of the disease, at global, regional and country levels. This is done in the context of global TB commitments, strategies and targets.
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The 2022 edition of the report is as usual, based primarily on data gathered by WHO from national ministries of health in annual rounds of data collection. In 2022, 202 countries and territories with more than 99% of the world’s population and TB cases reported data
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The WHO Global tuberculosis report 2024 provides a comprehensive and up-to-date assessment of the TB epidemic, and of progress in prevention, diagnosis and treatment of the disease, at global, regional and country levels. This is done in the context of global TB commitments, strategies and targets.
Oral health is defined as the absence of disease and a status that ensures optimal functioning of the mouth and its tissues in a manner preserving the highest level of function and self-esteem. Oral health enables an individual to eat, speak and socialise having no active disease, discomfort or disc...ouragement thus contributing to the general well-being. Good oral health is an essential component of general health and a right of every person1. Poor oral health has a negative impact on general health, work productivity, educational performance and adversely affects growth and development.
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Demographic and Health Surveys, Working Paper
This “living paper” contributes to the global knowledge on how countries are responding to the pandemic by documenting real-time actions in a key area of response – that is, social protection measures planned or implemented by governments.
Cholera remains an issue of major public health importance in Kenya. Kenya has in recent years experienced outbreaks affecting different parts of the country
DHS Working Papers No. 127
Progress towards targets of the Global action plan on dementia
A Systematic Review and Meta-analysis
Clinical Infectious Diseases® 2016;62(12):1586–94
Children with disabilities in South Africa: The hidden reality is part of a multiple-country study conducted by ACPF. The study seeks to analyse how cultural, social, physical and other societal barriers prevent children with disabilities from enjoying their constitutional rights to equality, freedo...m and human dignity. It also seeks to establish opportunities and practices that could be used to address these barriers to enhance disabled children’s participation in society.
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