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Publication Years
658
1689
194
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Category
1218
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1
Toolboxes
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CHAPTER 15:03 | Acts 14/1969, 62/1971, 35/1974, 20/1978, 41/1978 (s. 35) 39/1979, 7/1987, 11/1988, 18/1989 (s. 27), 1/1996, 6/2000, 22/2001; R.G.N. 899/1978.
Situational Analysis on Post-Rape Care of Children in Lesotho
Levy, Marcy, Veronica Magar, and Derrick Sialondwe
Arlington, VA: USAID’s AIDS Support and Technical Assistance Resources, AIDSTAR-One, Task Order 1
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Towards gender - transformative HIV and TB responses
PNDS - PLAN NATIONAL DE DEVELOPPEMENT SANITAIRE 2009-2018
Le présent document est le fruit d’une réflexion collective engagée au cours de l’élaboration du Plan National de Développement Sanitaire (PNDS) 2009-2018 dont il est partie intégrante. La fonction de suivi évaluation étant une
...
faiblesse des politiques et stratégies précédentes, le présent Plan de Suivi, Evaluation et Revue se veut un outil opérationnel d’orientation pour le suivi et l’évaluation de la mise en oeuvre du PNDS.
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LESOTHO COPDAM BASELINE STUDY 2013
Background paper for the Oslo Summit on Education for Development
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This assessment relies on semi-structured interviews with 28 purposely-selected Afghan returnees who migrated to Europe and returned to Afghanistan between 2014 and 2017. Through these interviews, the assessment seeks to better understand the socio-economic profile of Afghans retu
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CBDRR Practice. Case Studies 2
No publication year indicated.
No publication year indicated.
Education for Students with Intellectual Disabilities in Kenya: Challenges and Prospects
M.J. Chomba, S.G. Mukuria, P.W. Kariuki, S. Tumuti, B.A. Bunyasi
Disability Studies Quarterly
(2015)
C2
Kenya has great potential for enhancing education for individuals with intellectual disabilities. The fact that it has recognized the need to care for learners with special needs is commendable. In comparison to many African countries, Kenya and Nigeria are ahead in developing programs for special e
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ducation in institutions of higher learning, and in starting schools and units for special education. However, a legal mandate is still required as it would seal many loopholes that currently exist. Without it, the assessment of individual with intellectual disabilities cannot be administered correctly and professionally. In this article, the authors present a coherent account on various aspects related to learners with intellectual disabilities in Kenya. No doubt, the issues and challenges identified call for attention by not only the government of Kenya but also those interested in improving the status of learners with intellectual disabilities.
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Disability-inclusive development policy and practice is constantly changing and evolving. It is a foundational part of our work in CBM, underpinning all that we do. It requires us to be constantly reflecting, learning and improving our practice. In particular looking to the deeper questions: of the
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relationships and
representation of people with disabilities within our work; and how we partner with Disabled Peoples Organisations (DPOs) to achieve transformative, systemic change in the countries where we work.
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