Background paper prepared for theEducation for All Global Monitoring Report 2012 Youth and skills: Putting education to work
2012/ED/EFA/MRT/PI/15
DHS Working Papers No. 91
DHS Analytical Studies No. 36
DHS Working Papers No. 93
DHS Qualitative Research Studies No. 19
DHS Working Papers No. 88
education, wealth, mobility, employment, and media exposure
Introduction, preparations to submit, submission procedure, requirements, main narrative of the protocol, definition of terms. | For Research and ethics clearance in Lesotho
Transforming Health: Accelerating attainment of Health Goals | THE SECOND MEDIUM TERM PLAN FOR HEALTH
Inclusive Project Cycle Management - This Inclusive Project Cycle Management (IPCM) training package has been developed for CBM staff and Partner Organisations worldwide. The Trainers’ Manual will guide CBM trainers. It contains the curriculum for the course and training resources for trainers to ...help them deliver the course. The training will be successful if the trainers make sufficient planning time to prepare in advance and to respond to partners training needs. Different contexts and different partners may require different emphasis on areas that may be a challenge. This training material is not suggested as a prescriptive manual but as a suggested framework that can be added to and deepened as required. This means adapting the course to the local context and training needs and competencies of partners. In particular, it would be good to supplement or replace case studies included in the course with local case studies (refer Handout 8) and to have participants draw on their own examples.
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This study has been produced jointly by Gesellschaft für Internationale Zusammenarbeit (GIZ) GmbH, a federally owned enterprise, implementing development programmes on behalf of the German Government, and CBM, a non-governmental organisation. Accordingly, its aim is to offer guidance to those in bo...th governmental and non-governmental organisations on development cooperation. Given the wide and differing range of implementation procedures, levels of intervention and organisational cultures, it is not a ready-to-be-applied toolbox with concrete blueprints for action. Rather, it raises awareness on core human rights and disability – inclusive principles. It explains and illustrates the implications of applying these principles to development practice. Practitioners can therefore use the guidance to initiate a process of consideration of how to embed these principles within their programmes.
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From Exclusion to Inclusion
Advancing Health, Learning and Equity through WASH in Schools