June 2020In die Skriflig/In Luce Verbi 54(1)
DOI: 10.4102/ids.v54i1.2562
This document is designed to provide UNICEF staff and UNICEF partner staff with principles and concepts that can assist them to respond to the psychosocial needs of children in natural disasters and social emergencies such as armed conflict and other forms of violence. It aims to introduce humanitar...ian workers to psychosocial principles and UNICEF’s position on these principles. It also provides a number of examples from field work of how these principles have been turned into concrete actions. These psychosocial principles and concepts inform both emergency responses and subsequent programmatic responses post-emergency.
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Letter of the holy father
Carried out by humanitarian and human rights actors in armed conflict and other situations of violence
This guideline (third edition) constitutes a set of minimum but essential standards aimed at ensuring that protection work is safe and effective. The standards reflect shared thinking and common ...agreement among humanitarian and human rights practitioners
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African countries, like many regions of the world, are affected by the legacy of atrocity crimes. Genocide, the transatlantic slave trade and slavery, colonialism and post-independence violence committed during dictatorships, not to mention civil war and violent extremism, have severely violated hum...an rights and left devastating marks on societies across the continent. The way in which societies deal with violent pasts has profound implications for the present and the future, as well as their chances of building sustainable peace.
Strengthening education about atrocity crimes, including genocide, crimes against humanity and war crimes, is an essential part of addressing violent pasts and preventing future atrocity crimes. Echoing a series of United Nations resolutions on the importance of educational measures for genocide prevention,1 in 2013, the Secretary-General’s annual report Responsibility to protect: State responsibility and prevention included the recommendation: “Education curriculums should include instruction on past violations and on the causes, dynamics and consequences of atrocity crimes” as an important means to promote societal resilience to atrocity crimes.
This recognition is in line with the Education 2030 Agenda and, more specifically, target 4.7 of Sustainable Development Goal (SDG) 4 on Education. This target calls on countries to promote education that fosters sustainable development, human rights, gender equality, a culture of peace, global citizenship and an appreciation of cultural diversity.
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CCC and OECTA Partnership Teaching Resource
Equity and Inclusion: Through the Lens of the Catholic Social Teachings
accessed on 16 July 2020
The 2021 Financing for Sustainable Development Report responds to the request made by Member States to review the impact of the COVID-19 pandemic on nancing for sustainable development, and to propose recommendations to rebuild better. The report underlines the need for policy actions to ensure e e...ctive support until the recovery is rmly underway. Its thematic chapter discusses the systemic and interlinked nature of risk in a tightly intertwined world, and the importance of providing nancing for risk reduction and resilience and nancing that is risk-informed and resilient. With the collaboration of more than 60 agencies of the United Nations system and partner international organizations, the report provides much needed guidance to Member States to take action towards a more resilient future.
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Fills a gap in current guidance on how to implement humanitarian standards in urban situations. In Arabic, English, French and Spanish available
A report submitted to the International Labour Organization, Geneva
This report addresses the future of basic education, ICT use in deprived locations, and the use of ICTs in primary school learning in 2020 and 2025, especially in deprived contexts. It draws on research evidence from the literature, the authors’ experiences of ICT use in education initiatives, int...erviews with practitioners and academics, a workshop, and consultations with Save the Children staff from many different countries, mostly conducted in August 2017
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Guidelines for the development and implementation of institution-specific protection concepts
This publication, the third module of a resource manual to support the training of planners and practitioners in managing flash flood risk, deals with structural measures. It presents bioengineering techniques, physical measures for slope stabilisation and erosion control, and physical measures for ...river training. It also presents the concept of integrated flood management as a component of integrated water resource management. It emphasizes that structural measures are most effective and sustainable when implemented together with appropriate non-structural measures. The manual is aimed at junior to mid-level professionals with a civil engineering background working on flash flood risk management at the district level.
Flash floods are among the most destructive natural disasters in the Hindu Kush Himalayan region. Flash flood mitigation is generally addressed by community-based organisations, local non-governmental organisations, or district and local-level staff in government organisations. But these groups often lack adequate understanding of the processes causing flash floods and knowledge of flash flood risk management measures.
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