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Publication Years
764
1934
225
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Global and regional estimates of violence against women
he report presents the first global systematic review of scientific data on the prevalence of two forms of violence against women:
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violence by an intimate partner (intimate partner violence) and sexual violence by someone other than a partner (non-partner sexual violence). It shows, for the first time, global and regional estimates of the prevalence of these two forms of violence, using data from around the world. Previous reporting on violence against women has not differentiated between partner and non-partner violence. You can download the report in different languages
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No education system is effective unless it promotes the health and well-being of its students, staff and community. These strong links have never been more visible and compelling than in the context of the COVID-19 pandemic. Towards making every school
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a health-promoting school: Let’s start with a shared vision based on the standards and indicators presented in this publication.
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This report presents the most current data on four specific forms of violence – violent discipline and exposure to domestic abuse during early childhood; violence
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at school; violent deaths among adolescents; and sexual violence in childhood and adolescence. The statistics reveal that children experience violence across all stages of childhood, in diverse settings, and often at the hands of the trusted individuals with whom they interact daily. The report concludes with specific national actions and strategies that UNICEF has embraced to prevent and respond to violence against children.
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The aim of this paper is to map and critically analyse evidence of good practice in prevention and response to gender-based violence (GBV) in humanitarian contexts which can support humanitarian practitioners and policy makers to improve the quality
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of GBV programming in the field. The paper is structured as follows. Following a brief discussion of key concepts and definitions in relation to GBV, Chapter 2 presents an overview of the extent of GBV in emergencies, and some of the challenges in responding to the problem. Chapter 3 then analyses some of the literature on the evidence of GBV programming effects in humanitarian settings, and draws out key lessons with regard to good practice. Chapter 4 discusses some of the key issues emerging from this review, and Chapter 5 concludes the paper with a discussion of the implications of the findings for research, policy and programming on GBV.
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Include us in education! A qualitative research study on barriers and enablers to education for children with disabilities in Nepal
Zuurmond, M., L.M. Banks, P. Aryal, et al.
London School of Hygiene and Tropical Medicine, International Centre for Evidence in Disability, Plan International
(2014)
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A 2013 Plan study across 30 countries found that children with disabilities were on average 10 times less likely to go to school than children without disabilities. This report presents the findings of a follow-up second phase to the research with a
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qualitative study on barriers and enablers to education for children with disabilities in Nepal.
The Full Report and Executive Summary Reports in English, French and Spanish are now available for download at:
http://disabilitycentre.lshtm.ac.uk/include-us-education-study-available-now/
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“They Treated Us in Monstrous Ways”.
Since the Syrian conflict began in March 2011, men and boys and transgender women have been subjected to rape and other forms of sexual violence by the Syrian government and non-state armed groups, includin
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g the extremist armed group Islamic State (also known as ISIS). Heterosexual men and boys are vulnerable to sexual violence in Syria, but men who are gay or bisexual—or perceived to be—and transgender women are particularly at risk.
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As this report shows,
reports of child abuse and of children
witnessing violence between their
parents and caregivers have increased.
Ending violence against children is
increasingly within our
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reach. D
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The global COVID-19 pandemic has led to unprecedented levels of disruption to education, impacting over 90% of the world’s student population: 1.54 billion children, including 743 million girls. School closures and the wider socio-economic impacts
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of COVID-19 on communities and society also disrupt children’s and young people’s normal support systems, leaving them more vulnerable to illnesses and child protection risks such as physical and humiliating punishment, sexual and gender-based violence, child marriage, child labour, child trafficking and recruitment and use in armed conflict. Girls and other marginalised groups, particularly those in displaced settings, are particularly affected.
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WHO is launching a “Revised edition, 2021” for the Caring for women subjected to violence: A WHO training curriculum for health-care providers today. The revised edition includes 4 new modules three of which are for health managers to assess and
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strengthen health facility readiness and one module, which is for managers and providers to support prevention of violence against women. The earlier content published in 2019 remains unchanged. The 2021 edition is aimed at creating an enabling health systems environment for health workers to provide quality care to women subjected to violence.
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This article reexamines a set of study findings that directly relate to the influence of gender on workplace violence, synthesizes these findings with other research from Rwanda, and examines the subsequent impact of the study on Rwanda’s policy e
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nvironment.
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This technical guidance outlines current evidence, knowledge and best practice relating to incidences of violence and injuries among refugees and migrants in the WHO European Region. It highlights key principles, summarizes priority actions and chal
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lenges, maps existing international commitments and frameworks and provides practical policy considerations for preventing and responding to such challenges. Specific areas for intervention include ensuring safe passage for migration; addressing causes of violence and injuries in transit and destination countries, including changing norms and values; identifying victims and providing care and protection; investigating and prosecuting perpetrators; and strengthening the knowledge base. While the main intended audience of this technical guidance series are policy-makers across sectors at local, national and regional levels, the contents of this publication will also be of value for health-care practitioners and law enforcement and border protection officials.
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This report found that fewer than 15 percent of more than 3,000 school-age asylum-seeking children on the islands were enrolled in public school at
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the end of the 2017-2018 school year, and that in government-run camps on the islands, only about 100 children, all preschoolers, had access to formal education. The asylum-seeking children on the islands are denied the educational opportunities they would have on the mainland. Most of those who were able to go to school had been allowed to leave the government-run camps for housing run by local authorities and volunteers
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Guidance for School-Based Psychosocial
Programmes for Teachers, Parents and Children
in Conflict and Postconflict Areas
"Helping Traumatized Children Learn is the result of an extraordinary collaboration among educators, parents, mental health professionals, community groups, and attorneys determined to help children experiencing the traumatic effects of exposure to family
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violence succeed in school."
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The report examines some of the underlying causes of domestic violence and the impact on children of being exposed to violence in the home.
