Experience from Save the Children and partners globally
demonstrates that improvements in education quality go hand-in-hand
with inclusion and access, Flexible, quality, responsive learning
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onments will benefit all children and are fundamental to including
marginalised groups like disabled children in education.
These guidelines are primarily aimed at education staff trying to
develop inclusive education practices, focussing on including disabled
children in schools.While this book focuses on disabled children, we
hope it will be useful for developing general inclusive education
practices. Community groups and non-governmental organisations, as
well as people working in community-based rehabilitation(CBR) and
the wider disability context, could also use these guidelines to provide
input into inclusive education work.
While the guidelines focus primarily on schools, much of the
information is still relevant to readers working in out-of-school
situations.
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Children in refugee situations face many potential dangers, such as violence, abuse, exploitation, discrimination, separation from their families, trafficking and military recruitment. The impact of
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these experiences can be devastating and long-lasting. Children have different needs from adults and these needs can only be identified and met if they are approached in a way that is specific to children.
The impact of the COVID-19 global pandemic has exacerbated the dangers faced by children in refugee situations and laid bare the need for their protection and for ensuring that all their human rights are upheld all the time.
The goal of this publication is to share examples of approaches by members of the Initiative that have proven effective for children.
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This report is a comprehensive statistical overview of female genital mutilation/cutting (FGM/C) in the 29 countries where the practice is concentrated. Analysis of
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the data reflects current perspectives on FGM/C, informed by the latest policy, programmatic and theoretical evidence.
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This guideline provides global, evidence-informed recommendations on a number of specific issues related to the management of severe acute malnutrition in infants and
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children, including in the context of HIV.
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The principle of “the best interest of the child” should guide decisions by politicians whenever
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hildren are affected. This is one of the basic ideas in the UN Convention on the Rights
of the Child. Decision makers should assess the consequences for children before taking
action. Today, this principle is not fully respected in European countries in relation to migrant
children.
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Summary of research into the consequences of the Ebola outbreak for children and communities in Liberia and Sierra Leone
This study describes
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the range of impacts that Ebola has had on children and families in Liberia and Sierra Leone, looking beyond the immediate health effects
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Nearly half the population of Sierra Leone is under the age of 18 years and the impact of the Eb
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ola crisis on their lives now and on their future opportunities has been far-reaching: no school; loss of family members and friends to the virus; and changing roles and responsibilities in the home and the community.
While the priority now remains meeting the goal of zero cases, the Government of Sierra Leone (GoSL) is also developing a comprehensive strategy aimed at supporting communities to recover from this crisis, to put the country back on track to meet development targets. The Ebola Recovery Strategy – currently being finalised by the GoSL – represents a potentially transformative framework to support the immediate recovery of children from the crisis and to ensure their place in the future development of Sierra Leone.
To date, there has not been a formal process for children to outline their own priorities for recovery to decision-makers. In mid-March 2015, child-centred agencies conducted a Children’s Ebola Recovery Assessment (CERA) in nine districts across Sierra Leone to create a mechanism for more than 1,100 boys and girls, to discuss issues of concern; assess the impact of the crisis on their roles, responsibilities and future opportunities; and to formulate their recommendations for recovery.
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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 at school; violent deaths among a
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dolescents; 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 crisis caused by the COVID-19 pandemic exacerbated preexisting structural economic inequalities, and had a disproportionate impact on informal
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workers, especially on women and young people, who lost jobs and income. The situation was even more difficult for single-parent households led by women, who also had to endure more housework and care tasks. As shown by various research studies, the asymmetric distribution of care tasks, taken up by women, is an inequality factor.
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Every year, around 830 000 children die from unintentional or "accidental" injuries. The vast majority of these injuries occur in low-income and middle-income countries. However, dozens of preventio
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n strategies and programmes exist. If they were integrated into other child survival programmes and implemented on a larger scale, many of these deaths and much of the injury-related disability could be prevented.
The report documents the magnitude, risks and prevention measures for child injuries globally –particularly for drowning, burns, road traffic injuries, falls and poisoning.
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The government of Kazakhstan has committed to ensuring that children with disabilities have access to inclusive education and it has taken the impo
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rtant step of ratifying international human rights treaties enshrining the rights of people with disabilities, including the right of children with disabilities to inclusive, quality education. The government has also introduced legal and policy changes toward an inclusive education system for children with disabilities. It has committed to ensuring that 70 percent of mainstream schools are inclusive by 2019.
However, this report finds that progress towards genuine inclusive education is slow. In order for the government to succeed in ensuring that all children can access an inclusive, quality, and free primary and secondary education on an equal basis with others in the communities in which they live, it will need to fundamentally transform its policies and approach to education and address negative attitudes more broadly towards people with disabilities in Kazakhstan.
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Almost 30 countries vulnerable to a new Ebola-style Epidemic, jeopardising the future of millions of Children. The report ranks
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the world’s poorest countries on the state of their public health systems, finding that 28 have weaker defences in place than Liberia where, alongside Sierra Leone and Guinea, the current Ebola crisis has already claimed 9,000 lives, and provoked an extraordinary international response to help contain it.
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This policy paper underscores that, although children do not represent a high-risk group for direct COVID-19 fatality, the pandemic posts far-reaching secondary impacts that heighten risks to Africa
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n children’s rights and wellbeing.
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The second edition of the “A Region on the Move
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” report provides an overview of population movement trends in West and Central Africa in 2021. It aims to provide a comprehensive overview of mobility in the region and showcase the versatility, multidimensionality and nuances of regional mobility in West and Central Africa.
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The aim with this study was to examine in what amount disabled children in South Africa can live a participating life in society, with focus on spe
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cial needs schools and their capability to empower the children. The data material has been collected through eight qualitative interviews, and observations at seven special needs schools in the country. Through my result I have distinguished three main roads to empower the children: First, to analyze social structures, secondly, to gain knowledge and awareness, and thirdly, to strengthen the children’s self-esteem. I have also analyzed the structural barriers that are hindering disabled children to participate, and illustrated this by describing social policies and their effect on special needs schools in South Africa.
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NEPAL CHILDREN’S EARTHQUAKE RECOVERY CONSULTATION - To better understand the consequences of the Nepal Earthquake for
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children, four child-centred agencies, in coordination with the Ministry of Federal Affairs and Local Development (MoFALD) and the Central Child Welfare Board (CCWB), conducted a Children’s Earthquake Recovery Consultation using Focus Group Discussions (FGDs) with more than 1,800 girls and boys from the 14 most severely-affected districts. The objectives of the consultation were to hear directly from children the challenges they are facing in the aftermath of the earthquakes; to assess the impact of the crisis on their roles, responsibilities and future opportunities; and to seek their views on and recommendations for recovery.
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The education sector forms an important part of the child protection response in refugee settings, and UNHCR’s Education Strategy (2012-16) reflects a focus
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on refugee education as a core component of UNHCR’s protection mandate. The right to education for all children also forms part of the United Nations Convention on the Rights of the Child. UNHCR’s Education Strategy promotes the importance of schools as safe learning environments, emphasises improving access to quality education for refugee children and maximises the protective benefits of participation in school. It advocates for the integration of refugee children into national education systems.
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The full range and scale of all forms of violence against children are only now becoming visible, as is the evidence of
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the harm it does. This book documents the outcomes and recommendations of the process of the United Nations Secretary-General’s Study on Violence against Children. ‘The Study’ is the first comprehensive, global study on all forms of violence against children.
It builds on the model of the study on the impact of armed conflict on children, prepared by Graça Machel and presented to the General Assembly in 1996, and follows the World Health Organization’s 2002 World Report on Violence and Health.1
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Around the world, approximately 1 in 45 children are on the
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move – nearly 50 million boys and girls that have migrated across borders or been forcibly displaced within their own countries.1 Climate-related events
and their impacts are already contributing significantly to these staggering numbers,with 14.7 million people facing new internal displacement as a result of weather-related disasters in 2015 alone. The annual average
since 2008 is higher still, at 21.5 million, equivalent to almost 2,500 people being displaced every single day.2
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