Background paper for the Oslo Summit on Education for Development
Usage Guidelines
Junior and Senior Secondary
It is the policy of the GoR to ensure that children’s rights are met through the provision of basic needs and services for all children in the country, and protect them from abuse and exploitation
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. Children are defined as persons below the age of 18 years and the ICRP covers children from the time before their birth until they complete the age of 18 years. The Integrated Child Rights Policy of Rwanda is based on seven key themes: Identity and Nationality; Family and Alternative Care; Survival, Health and Standards of Living; Education; Protection; Justice; and Child Participation.
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Key stakeholders must be involved in the planning, implementation, monitoring and evaluation of NCD plans and programmes. Within a ministry of heal
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th there will be different types of stakeholders, such as programme managers and senior managers in departments of prevention, health promotion, and hospital and health services. Other stakeholders may come from ministries for transport, economics, agriculture, and education, funding partners, nongovernmental organizations, civil society and community members. It is critical to ensure that there are clear and accurate descriptions of the policies, plans and programmes, so that all interventions, activities and desired outcomes are clearly understood by all involved in their evaluation.
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The SPPCHS project worked with the Ministry of Home Affairs to design a peer education program for prisons to provide knowledge, skills, and tools
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to prevent and respond to tuberculosis (TB) and HIV in prisons. AIDSFree held two training of trainers (TOT) in Dodoma to train 55 prison officers from 26 prison facilities to train prison staff and inmates on the new peer education program.
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The Youth Health and Development Programme Government of the Republic of Namibia and UNICEF Programme of Cooperation 1997-2001
School of Public Health, Fudan University, Key Laboratory of Public Health Safety, Ministry of
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Education, Shanghai, China
PLOS ONE | www.plosone.org 1, May 2013 | Volume 8 | Issue 5 | e64915
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COVID-19 pandemic has become one of the biggest hindering threats to education service delivery worldwide which requires innovative solutions to overcome this situation and deliver
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education services to children. This pandemic has put the country in an emergency state compiled with the ongoing conflicts and return of refugees from neighboring countries such as Pakistan and Iran whom are suffering from this pandemic in great numbers and its estimated that many returning Afghan refugees will be affected by this virus that requires immediate attention.
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To promote greater understanding of emergency preparedness, response and recovery, the UNESCO office in Kathmandu and Nepal’s Non Formal Education (NFE) Center
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of the Ministry of Education, have produced, “Education in Emergencies: Self-learning Materials for Non-Formal Education”. The textbooks intersperse interesting graphics with stories and poems to convey potentially life-saving lessons in education in emergenciesemer
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The Department of Basic Education recognises the need to help parents and guardians get through this lockdown period as effectively as possible. This simple set
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of guidelines is designed to provide advice and strategies to help parents support their children at this time
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Accessed 3rd of October 2015