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1
Key Recommendations for an Inclusive Urban Agenda
Background paper prepared for the Education for All Global Monitoring Report 2012
Reports from Kenya, Sierra Leone, China and Sri Lanka
Global Education Review, 3(3).4-27
Disability and Education. Summary of Results
Jacob R.S. Malungo, D. Nabuzoka, R. Paul, et al.
UNICEF; Ministry of Community Development and Social Services Zambia, et al.
(2018)
Qualitative study from Zambia on barriers to and facilitators of life-long learning
This guide can be used to train nurses in the field to succeed in their role in the hypertension program. It teaches how to screen patients correctly, register and follow-up with patients, retrieve defaulters, record patient visits, and to report da
...
ta.
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Refugees1 with disabilities have specific needs and face particular forms of discrimination. As highlighted in the Executive Committee Conclusion No. 110 (LXI)–2010, it is important for UNHCR to ensure that the rights of persons
...
with disabilities who are of concern to the Office are met without discrimination. This places an onus on offices to develop a thorough
understanding of the circumstances of persons with disabilities under their care. This note provides staff with guidance on a range of issues to consider in meeting these responsibilities.
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TRAINING MANUAL on DISABILITY STATISTICS
World Health Organization United Nations Economic and Social Commission for Asia and the Pacific
United Nations
(2008)
C2
WHO/ESCAP Training Manual on Disability Statistics | This training manual intends to enhance the understanding of the ICF-based approach to disability measurement. It provides an overview of the IC
...
F framework as well as guidelines on how to operationalize the underlying concepts of functioning and disability into data collection, dissemination and analysis.
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This one-day consultation workshop brought together both organizations of persons with disabilities (DPOs) and humanitarian actors to:-Identify priority areas for gender mainstreaming and GBV prevention and response across the Guidelines.-Collect us
...
eful resources, promising practices and other relevant information for gender and GBV actors to be integrated into the Guidelines.-Map opportunities for gender and GBV actors in the region to contribute to later phases of the Guidelines development and roll-out process.
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Changing the landscape: Core Curriculum on Disability Rights for Undergraduate Law Students in Africa
OSF and OSISA the Centre for Human RightsPretoria University Law Press (PULP)
Pretoria University Law Press (PULP)
(2015)
C1
Guidance Note A DFID practice paper
This guidance aims to support national clusters to implement their commitments on AAP and core people-related issues both before the beginning of a response (preparedness) and thereafter, throughout the Humanitarian Programme Cycle (HPC)
