The INEE Minimum Standards Handbook is the only global tool that articulates the minimum level of educational quality and access in emergencies through to recovery. The Minimum Standards express a commitment that all individuals—children, youth an
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                                        d adults—have a right to education. 
There are different languages available: Arabic, Azerbajan, Bahsa Indonesia, Bengali, Bosnian, Coratian, Serbian, Chinese, English, French, Japanese, Krygyz, Nepali, Pashto, Portuguese, Russian, Spanish, Urdu, Turkish, Vietnamese
                                    
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                                Children in every country are struggling with the impact of COVID-19. An entire generation has had its education disrupted, from nurseries and pre-primaries to universities and apprenticeships
                                                            
                         
                     
                                                        
                        
                        
                            
                            
                                
                                What school closures under COVID-19 mean for children and young people in
crisis-affected contexts
                                                            
                         
                     
                                                        
                        
                        
                            
                            
                                
                                1 in 3 countries are not taking action to help students catch up on their learning post-COVID-19 school closures
                                                            
                         
                     
                                                        
                        
                        
                            
                            
                                
                                The Planetary Health Education Framework is a project of the Planetary Health Alliance (planetaryhealthalliance.org). The Planetary Health Alliance is a consortium of over 250 partners from around the world committed to understanding and addressing 
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                                        the human health impacts of global environmental change
                                    
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                                The Department of Nutrition, HIV and AIDS (DNHA) in Ministry of Health and Population is grateful to all stakeholders who contributed to the development of the Nutrition Education Communication Strategy II. The DNHA acknowledges the financial and te
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                                        chnical support from the World Bank and USAID through the Nutrition, HIV and AIDS project and Food and Nutrition Technical Assistance Project (FANTA III)/FHI 360, respectively. The participation of several partners including Irish Aid, the European Union (EU), Gesellschaft für Internationale Zusammenarbeit (GIZ), United Nations Children’s Fund (UNICEF), World Food Programme (WFP), World Health Organisation (WHO), Food and Agriculture Organisation (FAO), Civil Society Organisation Nutrition Alliance (CSONA), Concern Worldwide and the Clinton Health Access Initiative(CHAI).
                                    
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                                The Global Action Plan on Antimicrobial Resistance (AMR) calls for making AMR a core component of professional education and training. In 2018, the World Health Organization (WHO) published Competency framework for health workers’ 
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                                        education and training on AMR to ensure that academic institutions and regulatory agencies provided pre-service and in-service training to equip health workers with the adequate competencies to address AMR. This was followed by Health workers’ training and education on AMR: curricula guide, which outlines the learning objectives and expected outcomes of pre-service training of health workers to improve curricula. These tools were designed to strengthen the capacity of health workers in various settings to address the growing challenge of AMR.
                                    
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                                The scope of the Guidance is primarily the education in rural settings in Myanmar, but it covers some of the issues which have pan Myanmar implication and relevance. Considering the importance, complexity and vastness of the subject, similar type of
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                                         initiatives on urban school and education system and other issues needs to be taken up in future.
The Guidance has four sections namely Introduction to this Guidance, Rationale for Mainstreaming DRR in the Education Sector, How to Mainstream Disaster Risk Reduction in Reconstruction Process of Education Sector in Myanmar and Creating an Enabling Environment for Safer Education. The Guidance also includes good practices of various agencies involved in Cyclone Nargis education sector recovery as example. 
No publication year indicated.
                                    
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                                The framework is to be used as a reference guide, applied according to local priorities and needs, and targeted at academic institutions, educators, accreditation bodies, regulatory agencies and other users. The ultimate aim is to ensure that all health workers are equipped with the requisite compet
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                                        encies at pre-service education and in-service training levels to address AMR in policy and practice settings.
                                    
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                                The guide contains valuable tools for wound care and the rehabilitation of people affected by Buruli ulcer. It is also helpful for peripheral health centres in areas where Buruli ulcer is endemic and to people and their families affected by the disease
                                                            
                         
                     
                                                        
                        
                        
                            
                            
                                
                                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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                                This report finds that although Lebanese law bars schools from discriminating against children with disabilities, public and private schools exclude many children with disabilities. For those allowed to enroll, schools often lack reasonable accommodations, such as modifications to the classroom envi
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                                        ronment and curricula or teaching methods to address children’s needs. Schools also require the families of children with disabilities to pay extra fees and expenses that in effect are discriminatory.
                                    
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                                InternatIonal Journal of adolescence and Youth
2019, Vol. 24, No. 3, 362–379
https://doi.org/10.1080/02673843.2018.1479278