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Report of the Office of the United Nations High Commissioner for Human Rights | The present study focuses on inclusive education as a means to realize the universal right to education, including for
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persons with disabilities. It analyses the relevant provisions of the Convention on the Rights of Persons with Disabilities, highlights good practices and discusses challenges and strategies for the establishment of inclusive education systems.
more
Building Capacity for Disability Inclusion in Gender-Based Violence Programming in Humanitarian Settings, Tool. 7
Direktorat Promosi Kesehatan Dan Pemberdayaan Masyarakat; Direktorat Jenderal Kesehatan Masyarakat:
Booklets, Posters, Leaflets, Videos and more. For your own download.
Other website: http://pusatkrisis.kemkes.go.id/
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. more
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. more
CBDRR Practice. Case Studies 5
No publication year indicated.
No publication year indicated.
“I Would Like To Go To School”. Barriers to Education for Children with Disabilities in Lebanon
Human Rights Watch
(2018)
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.
more
Guide de réadaptation à base communautaire (RBC)
En 2003, une Consultation internationale consacrée à l’examen de la réadaptation à base communautaire organisée à Helsinki a émis un certain nombre de recommandations essentielles. Par la suite, la RBC a été redéfinie, dans un document
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d’orientation conjoint de l’OIT, l’UNESCO et l’OMS, comme une stratégie faisant partie intégrante du développement communautaire général qui vise à assurer la réadaptation, l’égalité des chances et l’intégration sociale des personnes handicapées.
more
GMS Journalfor MedicalEducation2018, Vol. 35(3),ISSN 2366-5017
This report tells the stories of some of the world’s 7.1 million refugee children of school age under UNHCR’s mandate. In addition, it looks at the educational aspirations of refugee youth eager to continue learning after secondary education, a
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nd highlights the need for strong partnerships in order to break down the barriers to education for millions of refugee children.
more
Recherche rapide de l’analyse-pays de l’OSAR
Humanity & Inclusion has published a report on November 20, on the difficulties children with disabilities face in accessing education in the world’s poorest countries.
This tool provides guidance on how to adapt and use information, education and communication (IEC) materials so that they can be understood by people with disabilities. People with disabilities have a right to access all info
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rmation relating to gender-based violence (GBV) programs on an equal basis with others.
more
The State of the world’s nursing 2020 report provides the latest, most up-to-date evidence on and policy options for the global nursing workforce.
Nurses are critical to deliver on the promise of “leaving no one behind” and the global effort to achieve the Sustainable Development Goals (SDGs). They make a central contribution to national and global targets related to a range of health priorities, including universal health coverage, mental
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health and noncommunicable diseases, emergency preparedness and
response, patient safety, and the delivery of integrated, people-centred care.
No global health agenda can be realized without concerted and sustained efforts to maximize the contributions of the nursing workforce and their roles within interprofessional health teams. To do so requires policy interventions that enable them to have maximum impact and effectiveness by optimizing nurses’ scope and leadership, alongside accelerated investment
in their education, skills and jobs. Such investments will also contribute to the SDG targets related to education, gender, decent work and inclusive economic growth.
This State of the world’s nursing 2020 report, developed by the World Health Organization (WHO) in partnership with the International Council of Nurses and the global Nursing Now campaign, and with the support of governments and wider partners, provides a compelling case on the value of the nursing workforce globally.
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Providing information, education and communication for key people involved in Chagas disease control
The Information, education and communication (IEC) activities, with the development of contextualized activities for various actors and scenarios about preventative measures and surveillance tools, are essential to increase awareness, reduce biomedi
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cal and psychosocial barriers to accessing diagnosis and care; keep the maximum number of actors involved; and reach the affected population, including family, friends and society in general.
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Chagas Disease (CD) affects 6–7 million people worldwide and isrelated topoverty-promo ting conditions. Chronic asymptomatic cases are mostly invisible tohealth systems. Aiming totranslate CD discoveries into education/information practices torais
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e alertness and empowerment ofaffected people; and toperform an active search of CD cases, articulating intersectoral actions toimprove the access ofinfected people tothe local health service for the treatment of CD; our research group developed and tested under field conditions as innovative social technology: an itinerant education interdisciplinarysetting named “Chagas Express XXI”
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Social inequalities are perpetuating unhealthy living and working conditions and behaviours. These causes are commonly called ‘the social determinants of health’. Achieving greater equity in health will demand that the health sector assumes a greater leadership role in addressing social inequali
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ties. This requires equipping health and care workers to better understand how the social determinants of health impact patients and communities. Education of the health workforce is thus a key step to advancing action. Integration of the social determinants of health into education and training will prepare the workforce to adjust clinical practice, define appropriate public health programmes and leverage cross-sector policies and mechanisms.
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This book is one of fifteen modules of the “Noncommunicable disease education manual for primary health care professionals and patients”. This manual is intended to provide health information on the prevention and control of hypertension and dia
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betes. This will be used in the form of a flip chart for health professionals to educate their patients with either hypertension or diabetes.
more
