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This is a report from a National, representative household survey carried out in Swaziland in 2009 – 2010. A large amount of effort has been put into this two‐year exercise until finally we can present the results
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Over 1 million people, including an estimated 450,000 children, are affected by Myanmar’s decade-long conflict and are increasingly vulnerable to gender-based violence, exploitation, abuse, detention and trafficking.
Community transmission of c
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This report reviews the latest evidence on what works to reduce HIV-related stigma and discrimination through key programmes to reduce stigma and discrimination and increase access to justice in the six settings of focus for the Global Partnership.
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Accessed on 10.03.2021
This law guidebook is a simplified summary of Kenyan disability policy, so that those who have disabilities or are associated with them can be aware of their rights. This gu
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Background paper for the Oslo Summit on Education for Development.
This paper covers the four topics of the Oslo Summit: investment in education, quality of learning, education in emergencies and
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German HIV Practice Collection: Publications in this Collection describe programmes supported by German Development Cooperation that have been assessed as “promising or good practice” by an editorial board of experts from German development orga
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The EiE Competency Framework builds on the INEE Minimum Standards to articulate a set of required, valued and recognized competencies for the humanitarian and education in the emergencies sectors. It broadly describes expected standards
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The aim with this study was to examine in what amount disabled children in South Africa can live a participating life in society, with focus on special needs schools and their capability to empower the children. The data material has been collected
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The publication draws on pre-COVID data to highlight how children with disabilities face greater risks in the midst of this pandemic. It documents what has happened to services for children and adults with disabilities across the world and includes
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In response to a call by the United Nations Secretary-General and the Governments of Guinea, Liberia and Sierra Leone, an international team conducted an Ebola Recovery Assessment.The aim was to contribute towards laying the foundation for short-, m
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Child protection psychosocial training manual
recommended
The Terre des hommes Child Protection Psychosocial Training Manual has been developed for use in the field
in order to train animators who work with children and other child protection programme staff. It has
been written in response to the needs
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The UNAIDS 2020 global report is a call to action. It highlights the scale of the HIV epidemic and how it runs along the fault lines of inequalities.
The Education 2030 Incheon Declaration and Framework for Action specifies that the mandate of the Global Education Monitoring Report is to be ‘the mechanism for monitoring and reporting on SDG 4 and on education in the other SDGs’ with the respo
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This report from Human Rights Watch found that South Africa has failed to guarantee the right to education for many of the country’s children and young adults due to widespread discrimination against children with disabilities in enrollment decisi
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INEE pocket gu ide to inclusive education.
This guide is aimed at anyone working to provide, manage or support education services in emergencies and complements the INEE Minimum Standards.
The Pocket Guide to Inclusive Education outlines useful principles for an inclusive education approach in
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Making education more inclusive requires schools and education authorities to remove the barriers to education experienced by the most excluded children - often the poorest, children with disabilities, children without family care, girls, or children from minority groups. Also included in the text a
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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 Caribbean (OREALC /UNESCO Santiago), along with the Laboratory
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Coronavirus Disease-19 (COVID-19) was declared a global pandemic on 11 March 2020, and Malawi declared its first case on 2 April. As of 30 April, there were 36 confirmed positive cases of COVID-19 a
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The United Nations Secretary-General, António Guterres, echoed the concerns of people and organisations around the world when he recently referred to the impact of the COVID-19 pandemic on schoolin
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you can find all 14 Technical Booklets on Inclusive Education, produced by UNICEF, in ENGLISH. Other versions can be found on the website https://www.ded4inclusion.com/inclusive-education-resources-free/unicef-inclusive-education-booklets-and-webinars-english-version. Each Technical Booklet (and com
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