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Publication Years
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Category
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Toolboxes
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1
This malaria education poster by Children for Health uses clear, child-friendly language to raise awareness of malaria and promote its prevention. Using simple language and engaging visuals, it info
...
rms children and caregivers about key facts, symptoms and protective behaviours, such as using insecticide-treated nets and seeking timely treatment. Designed for use in schools and communities, the poster supports health education initiatives aimed at reducing the impact of malaria in endemic regions by encouraging children to play an active role in preventing the disease.
Accessed on 20/06/2025.
more
Children in every country are struggling with the impact of COVID-19. An entire generation has had its education disrupted, from nurseries and pre-primaries to universities and apprenticeships
Paper commissioned for Fixing the Broken Promise of Education for All: Findings from the Global Initiative on Out-of-School Children
A Guide to Inclusive Education 2023
recommended
Refugee children with disabilities experience a reality of exclusion and marginalisation that makes them among the most vulnerable displaced persons in the world. Excluded from participation in social activities and access to school, not only becaus
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e of their disability, but especially because of social, cultural, and political barriers that prevent them from enjoying the same opportunities as their peers.
Daniela Bruni, a specialist in education in emergency contexts, who has overseen JRS’s related projects for the past two years, has developed a guide on inclusive education.
more
Education of children with disabilities in India and Pakistan: An analysis of developments since 2000 | Background paper prepared for the Education
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for All Global Monitoring Report 2015 | Education for All 2000-2015: achievements and challenges
more
Handbook for schools
“There’s a big risk that inequalities in education will widen,” said Rebecca Telford, education chief for UNHCR, the UN Refugee Agency. She noted that while many countries have acted quickly t
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o roll out distance learning programmes, there have been few targeted interventions to ensure they are accessible for refugees.
more
The Department of Basic Education recognises the need to help parents and guardians get through this lockdown period as effectively as possible. This simple set of guidelines is designed to provide advice and strategies to help parents support their
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children at this time
more
Educational materials include resources for children and adolescents, such as children's books, textbooks, lesson plans, activities, games, and online resources on disaster prevention and school saf
...
ety.
more
Propósito de la guía. Considerando el contexto de aumento de factores de riesgo de origen natural y social al cual está sujeta la población en general y los niños, niñas, adolescentes y jóvenes (NNAJ) en forma particular, el propósito de esta guía es ofrecer orientaciones a los gobiernos pa
...
ra el desarrollo y la implementación de políticas públicas dirigidas a la Gestión del Riesgo de Desastres (GRD) bajo un enfoque multi-sectorial (específicamente en los sectores de Protección de la niñez y la juventud, Educación, Agua, saneamiento e higiene -WASH, por su siglas en inglés y Salud y Nutrición) para asegurar sus derechos en toda circunstancia. Estas orientaciones son sustentadas en los principios fundamentales de la Declaración Universal de los Derechos humanos (DUDH), la Convención de los Derechos de la Niñez (CDN), la Carta de la Niñez para la Reducción del Riesgo de Desastres, los Compromisos Básicos para la Infancia en la Acción Humanitaria de
UNICEF (CCC´s por su siglas en inglés) principalmente, tomado en consideración los objetivos estratégicos y las prioridades del Marco de Acción de Hyogo (MAH) o Hyogo Framework for Action (HFA) por su nombre y siglas en inglés.
more
Les fermetures d’écoles et les impacts socio-économiques plus larges du COVID-19 sur les communautés et la société perturbent également les systèmes de soutien normaux des enfants et des jeunes, les rendant plus vulnérables aux maladies et aux risques de protection de l’enfance tels que
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les punitions physiques et humiliantes, la violence sexuelle et basée sur le genre, le mariage d’enfants, le travail des enfants, le trafic et le recrutement d’enfants et leur utilisation dans les conflits armés. Les filles et les autres groupes marginalisés, en particulier ceux vivant en déplacement, sont particulièrement touchés.
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This report found that fewer than 15 percent of more than 3,000 school-age asylum-seeking children on the islands were enrolled in public school at the end of the 2017-2018 school year, and that in government-run camps on the islands, only about 100
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children, all preschoolers, had access to formal education. The asylum-seeking children on the islands are denied the educational opportunities they would have on the mainland. Most of those who were able to go to school had been allowed to leave the government-run camps for housing run by local authorities and volunteers
more
EVALUATION REPORT. This report is a synthesis of the evaluation of UNICEF's response to the 2004 Indian Ocean tsunami in Indonesia that was undertaken in August 2008 to July 2009. The evaluation assessed UNICEF's response in four sectors where it had major involvement: child protection; basic
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education; water, sanitation and hygiene; and child and maternal health and nutrition.
more
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. S
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chool closures and the wider socio-economic impacts of COVID-19 on communities and society also disrupt 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.
more
What school closures under COVID-19 mean for children and young people in
crisis-affected contexts
These guidelines have been compiled for education ministries or other educational leaders (including development partners, non-governmental or private organizations working with schools or directly with caregivers) who want to adapt and adopt resour
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ces to support the marginalized caregivers of children with disabilities.
The guidance presented in this document was developed by a team of international and national experts following a proof-of-concept pilot4 of the resources in two countries. The work was carried out between February 2021 and January 2022. The pilots demonstrated that principles and activities described in the resources could be carried out, in practical terms, in line with existing government programmes supporting the implementation of disability-inclusive education.
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Given that only 1.52 million of the 8.75 million people living with type 1 diabetes around the world in 2022 were less than 20 years old, the lack of data available for adult populations presents a stark gap in the research. Without rapid diagnosis and appropriate treatment, type 1 diabetes leads to
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diabetic ketoacidosis and rapid death, making awareness and education about the condition critical.
more
This monograph presents 12 reports of successful programs serving children with special needs in various nations. The program locations and the program report titles and authors are as follows: (1) Austria: "Integration Models for Elementary an
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d Secondary Schools in Austria" (Volker Rutte); (2) China: "Integrated Education Project, Anhui Province" (Janet C. Holdsworth); (3) Ghana: "The Community-Based Rehabilitation Programme in Ghana" (Lawrence Ofori-Addo); (4) Guyana: "Involvement of Volunteers, Parents and Community Members with Children with Special Needs" (Brian O'Toole); (5) India: "Teacher Development Initiative To Meet Special Needs in the Classroom" (N. K. Jangira and Anupam Ahuja); (6) Jamaica: "Early Intervention and Education Initiatives in Rural Areas" (M. J. Thorburn); (7) Jordan: "The Role of Institutions in Community-based Rehabilitation and in Community-based Special Education" (Andrew L. de Carpentier); (8) Jordan: "The Resource Room at the Amman National School" (Hala T. Ibrahim); (9) Netherlands: "Individual Integration of Children with Down's Syndrome in Ordinary Schools" (Trijntje de Wit-Gosker); (10) Norway: "In Harmony We Learn" (Marna Moe); (11) International: "INITIATIVES for Deaf Education in the Third World" (Andrew L. de Carpentier); and (12) Sri Lanka: "The Integrated Education of Visually Impaired Children in Sri Lanka" (B. L. Rajapakse).
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Today, the world is facing a learning crisis: While millions of children have entered education systems for the first time, many of them cannot read, write or do basic mathematics, even after severa
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l years of primary school.1 This global learning crisis has its roots in children’s earliest years, when failure to invest in quality early childhood education (ECE)results in children starting school already behind in a host of critical skills they need to succeed in primary school.2Investing in the foundations of learning during the child’s early years benefits children,3 families, education systems and societies at large.4 Participation in quality ECE sets in motion a positive learning cycle and is a proven strategy to address the global learning crisis at its roots by closing early learning gaps, strengthening the efficiency of education systems and providing a solid foundation for human capital development and economic grow
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COVID-19 pandemic has become one of the biggest hindering threats to education service delivery worldwide which requires innovative solutions to overcome this situation and deliver education service
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s to children. This pandemic has put the country in an emergency state compiled with the ongoing conflicts and return of refugees from neighboring countries such as Pakistan and Iran whom are suffering from this pandemic in great numbers and its estimated that many returning Afghan refugees will be affected by this virus that requires immediate attention.
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