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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A review of Save the Children’s work to promote the rights of children with disabilities
Pre-Publication draft version. Lat reviewed on 7th July 2017
Guidelines for Prevention and Reponse
Global UNIDO Project: Strengthening the local production of essential medicines in least developed and developing countries
Report on ILGA-Europe/COC fact-finding mission
J of Pharm Policy and Pract 14, 27 (2021). https://doi.org/10.1186/s40545-021-00309-8
This document has been developed to assist National Societies in deciding if and how they may wish to assist their government’s strategy for contact tracing as part of their response plan for COVID-19.
Its main objectives are: to explain the educational approach underlying the Guide; to explain how to teach pharmacotherapy with the Guide; to give practical advice on how to assess the students, the teachers and the course; and to assist in mobilizing support for problem-based pharmacotherapy teachi...ng.
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