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1
Publication Years
1
1469
3196
441
19
3
Category
2464
365
302
222
167
79
15
3
Toolboxes
330
313
284
231
195
184
164
136
123
115
99
99
94
87
77
76
76
55
50
49
22
22
19
14
12
6
1
2014-2020, Draft March 2014
The Disaster Recovery Framework (DRF) Guide for the Health Sector provides guidance on how to implement a comprehensive, integrated, and structured approach to disaster recovery. Its overarching goal is to minimize the impact of the disaster on comm
...
unities and help countries to recover quickly and effectively from disasters, in coordination with key stakeholders.
The DRF Guide for the Health Sector is adapted from the generic DRF Guide, and draws on the Implementation Guide For Health Systems Recovery in Emergencies, the Health Emergency and Disaster Risk Management Framework as well as the Disaster Recovery Guidance Series. The guide also makes links with multi-sectoral, government-led recovery planning processes such as the Post-Disaster Needs Assessment (PDNA), and it supports the implementation of the HDPN.
more
Consolidated Report
GLOBAL EDUCATION MONITORING REPORT 2017/8
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 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
Prioritise education in conflict-affected areas:
Across the world 28 million1 primary school-age children living in conflict-affected countries are
out-of-school, and they form half of the world’s total out-of-school population. During conflict,
...
infrastructure assets such as schools are damaged or completely destroyed during fighting. Children
may choose to stay away from school due to their and their family’s safety fears in the midst of
conflict, or the need to supplement their family’s income amidst conflict-related financial loss.
Children who are internally displaced by conflict face a particularly challenging task accessing
education due to the specific conditions created by their displacement, such as loss of livelihoods
making school fees hard to find, and discrimination from host communities. Children caught in
conflict are being deprived of their right to education2 and denied the opportunity to benefit from the
protective and life-sustaining mechanisms of education.
more
School health programmes have been demonstrated to be the most cost-effective way to influence health behaviours in young people. The purpose of this two-part handbook is to support schools as they seek to implement interventions aimed at reducing the main modifiable risk behaviours f
...
or noncommunicable diseases (NCDs) . The background provided in this Introduction handbook and the approaches and advice outlined in the Practical application handbook focuses on providing young people with the knowledge, attitudes, beliefs and life skills necessary for making informed decisions, and creating a healthy school environment that can reduce the risk of NCDs
more
School health programmes are the most cost-effective way to influence health behaviours in young people. The purpose of this two-part handbook is to support schools as they seek to implement interventions in order to reduce the main modifiable risk behaviours for noncommunicable disea
...
ses. This Practical application handbook provides advice to schools on providing young people with the knowledge, attitudes, beliefs and life skills necessary for making informed decisions, and creating a healthy school environment that can reduce the risk of NCDs
more
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,
...
caregivers and other education personnel affected by Covid-19.
more
Key Messages and Recommendations.
The Report, Todos y todas sin excepción, produced by the Global Education Monitoring (GEM) Report and the Regional Bureau for Education in Latin America and the C
...
aribbean (OREALC /UNESCO Santiago), along with the Laboratory of Education, Research and Innovation in Latin America and the Caribbean (SUMMA) shows that, prior to the pandemic, in 21 countries, children from the richest households were five times as likely as the poorest to complete upper secondary school.
Learning outcomes were low before COVID-19. Only half of 15-year-olds achieved minimum proficiency in reading. In Guatemala and Panama, barely 10 disadvantaged 15-year-old students master basic mathematics skills for every 100 of their better-off peers. Indigenous people and Afro-descendants also have lower attainment and literacy rates.
The report includes a set of key recommendations for the next decade, which will help countries achieve the objectives of the 2030 Agenda and calls for schools to be more inclusive, which many still are not.
more
Nepal: Urban Housing Sector Profile
recommended
Based on research by a team of Nepalese and international experts, this report carries an analysis of the five key elements in the sector - land, basic services, housing finance, building materials and construction technologies, and labour. It gives
...
an assessment
of how these components are governed by policy, institutional and legal frameworks, and how they are linked with one another and other urban policies.
more
Haiti Pharmaceutical Sector Technical Assistance Priorities: Technical Report
Sameh Saleeb, Seydou Doumbia
United States Agency for International Development (USAID), SIAPS
(2012)
CC
