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1
World Migration Report 2022
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This World Migration Report 2018 is the ninth in the series. Since 2000, IOM has been producing world migration reports to contribute to increased understanding of migration throughout the world. This new edition presents key data and information on migration as well as thematic chapters on highly t
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This study of Adolescent Boys and Young Men highlights the importance of engaging adolescent boys and young men in sexual and reproductive health and rights (srhr) and gender equality. This paper establishes a conceptual framework for engaging adolescent boys and young men. It reviews current resea
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rch on boys’ and young men’s specific risks and realities in relation to their general health status, violence, sexuality and sexual and reproductive health, media violence, sexual exploitation, and other vulnerabilities.
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International technical guidance on sexuality education. An evidence-informed approach.
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This revised and fully updated edition of the
International technical guidance on sexuality education
benefits from a new review of the current evidence, and reaffirms the position of sexuality education within a framework of human rights and gender equality. It promotes structured learning about
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sex and relationships in a manner that is positive, affirming, and centered on the best interest of the young person. By outlining the essential components of effective sexuality education programmes, the Guidance enables national authorities to design comprehensive curricula that will have a positive impact on young people’s health and well-being.
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Application for Program Design in the Europe and Eurasia Region
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 and Secondary Schools in Austria" (Volker Rutte)
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; (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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Report of the Office of the United Nations High Commissioner for Human Rights | The present study focuses on inclusive education as a means to realize the universal right to education, including for persons with disabilities. It analyses the relevant provisions of the Convention on the Rights of Per
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sons with Disabilities, highlights good practices and discusses challenges and strategies for the establishment of inclusive education systems.
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Experience from Save the Children and partners globally
demonstrates that improvements in education quality go hand-in-hand
with inclusion and access, Flexible, quality, responsive learning
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children in education.
These guidelines are primarily aimed at education staff trying to
develop inclusive education practices, focussing on including disabled
children in schools.While this book focuses on disabled children, we
hope it will be useful for developing general inclusive education
practices. Community groups and non-governmental organisations, as
well as people working in community-based rehabilitation(CBR) and
the wider disability context, could also use these guidelines to provide
input into inclusive education work.
While the guidelines focus primarily on schools, much of the
information is still relevant to readers working in out-of-school
situations.
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A systematic literature review of education systems in low-and middle income countries commissioned by CBM
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Education of children with disabilities in India and Pakistan: An analysis of developments since 2000 | Background paper prepared for the Education for All Global Monitoring Report 2015 | Education for All 2000-2015: achievements and challenges
Draft Working Discussion Paper
Information Booklet for Parents
Guidance | Preparedness - Response and early recovery - Recovery and reconstruction
Samuel P. Hayes Research Library | hayeslibrary@perkins.org | 617-972-7250 | http://www.perkins.org/researchlibrary
UNICEF Child Alert | February 2018
Back in Myanmar, an estimated half million Rohingya remain largely sealed off in their communities and displacement camps, fearful that the violence and horror that had driven so many of their relatives and neighbours to fl ee would engulf them too. Today, t ... here are an estimated 720,000 Rohingya children in southern Bangladesh and Myanmar’s Rakhine State, in dire need of humanitarian assistance and protection – and looking to the outside world for help. more
Back in Myanmar, an estimated half million Rohingya remain largely sealed off in their communities and displacement camps, fearful that the violence and horror that had driven so many of their relatives and neighbours to fl ee would engulf them too. Today, t ... here are an estimated 720,000 Rohingya children in southern Bangladesh and Myanmar’s Rakhine State, in dire need of humanitarian assistance and protection – and looking to the outside world for help. more
