Background paper prepared for theEducation for All Global Monitoring Report 2012  Youth and skills: Putting education to work
2012/ED/EFA/MRT/PI/15
                                                            
                         
                     
                                                        
                        
                        
                            
                            
                                                                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 responsibility to ‘report on the implementation of nat...ional and international strategies to help hold all relevant partners to account for their commitments as part of the overall SDG follow-up and review.’ It is prepared by an independent team hosted by UNESCO.
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                                                                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)...; (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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                                                                GLOBAL EDUCATION MONITORING REPORT 2017/8
                                                            
                         
                     
                                                        
                        
                        
                            
                            
                                                                Adolescence is a critical stage in life for physical, cognitive and emotional development, shaping future health and well-being. Comprehensive measurement of adolescent health is essential to prioritize health issues, guide interventions and track progress. However, global, regional and national ado...lescent health measurement has historically been inconsistent and incomplete.
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                                                                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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                                                                This  valuable  and  timely  guidebook  represents  an  innovative  contribution  to  enhancing  quality  education  through  textbooks.  It  will  change  the  way  textbook  authors,  publishers  and  educators,  as  well  as  governments  of  the  United  Nations  Member  States,  see  the  poten...tial  of  educational  media  at  a  time  of  growing  violent  extremism,  changing  notions of national identity, increasingly globalized and diverse communities, and environmental destruction. The need for  education  that  promotes  peace,  social  justice  and  global  citizenship  has  become  more  urgent  in  a  world  of  greater  uncertainty.  This  guidebook  builds  on  the  momentum  of  Agenda  2030,  providing  a  toolkit  to  enable  textbook  authors  to place ESD at the core of their subjects in ways that are at once practical for them and interesting and relevant to the students.  
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                                                                Embracing Diversity: Toolkit for Creating Inclusive, Learning-Friendly Environments Specialized Booklet 3
                                                            
                         
                     
                                                        
                        
                        
                            
                            
                                                                A practical guide to meaningfully engage adolescents in the AIDS response
UNAIDS 2016 reference
                                                            
                         
                     
                                                        
                        
                        
                            
                            
                                                                This Preventing SRGBV guide is intended to enable you to facilitate all 5 days of the course along with the classroom presentation and the participants’ workbook. It includes suggestions for talking points, guidance for activities, and say/do/tell cues and help for implementing activities. The ide...al number of participants is 18-20 – less than that could mean the discussions are not meaningful enough and more than that might mean you are unable to help everyone express themselves.
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                                                                Государственное специализированное издательство «Освіта»
КИЕВ
2013
УДК 37.014.53:[616.98:578.828ВІЛ](072) ББК 74.04я7
Б48
                                                            
                         
                     
                                                        
                        
                        
                            
                            
                                                                 Recommendations to develop guidelines on community-based rehabilitation (CBR) were made during the International Consultation to Review Community-based Rehabilitation which was held in Helsinki, Finland in 2003. WHO; the International Labour Organization; the United Nations Educational, Scientific ...and Cultural Organization; and the International Disability and Development Consortium – notably CBM, Handicap International, the Italian Association Amici di Raoul Follereau, Light for the World, the Norwegian Association of Disabled and Sightsavers – have worked closely together to develop the Community-based rehabilitation guidelines. More than 180 individuals and representatives of nearly 300 organizations, mostly from low-income and middle-income countries around the world, have been involved in their development. 
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                                                                 Recommendations to develop guidelines on community-based rehabilitation (CBR) were made during the International Consultation to Review Community-based Rehabilitation which was held in Helsinki, Finland in 2003. WHO; the International Labour Organization; the United Nations Educational, Scientific ...and Cultural Organization; and the International Disability and Development Consortium – notably CBM, Handicap International, the Italian Association Amici di Raoul Follereau, Light for the World, the Norwegian Association of Disabled and Sightsavers – have worked closely together to develop the Community-based rehabilitation guidelines. More than 180 individuals and representatives of nearly 300 organizations, mostly from low-income and middle-income countries around the world, have been involved in their development. 
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                                                                The document presents an assessment developed by both institutions as a contribution to the prioritization of education in national response plans to the health emergency and future recovery strategies. "Countries have deployed various response and recovery plans in which education needs to be incor...porated as a central element," the report says, "not only to ensure an education response, but to achieve an equitable, inclusive and sustainable recovery”.
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