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The Education 2030 Incheon Declaration and Framework for Action specifies that the mandate of the Global Education Monitoring Report is to be ‘th...
Following an overview of maternal and neonatal child health in Nepal and in the districts covere...
This monograph presents 12 reports of successful programs serving children with special needs in various nations. The program locations and the program report titles ... authors are as follows: (1) Austria: "Integration Models for Elementary and Secondary Schools in Austria" (Volker Rutte); (2) China: "Integrated Education Project, Anhui Province" (Janet C. Holdsworth); (3) Ghana: "The Community-Based Rehabilitation Programme in Ghana" (Lawrence Ofori-Addo); (4) Guyana: "Involvement of Volunteers, Parents and Community Members with Children with Special Needs" (Brian O'Toole); (5) India: "Teacher Development Initiative To Meet Special Needs in the Classroom" (N. K. Jangira and Anupam Ahuja); (6) Jamaica: "Early Intervention and Education Initiatives in Rural Areas" (M. J. Thorburn); (7) Jordan: "The Role of Institutions in Community-based Rehabilitation and in Community-based Special Education" (Andrew L. de Carpentier); (8) Jordan: "The Resource Room at the Amman National School" (Hala T. Ibrahim); (9) Netherlands: "Individual Integration of Children with Down's Syndrome in Ordinary Schools" (Trijntje de Wit-Gosker); (10) Norway: "In Harmony We Learn" (Marna Moe); (11) International: "INITIATIVES for Deaf Education in the Third World" (Andrew L. de Carpentier); and (12) Sri Lanka: "The Integrated Education of Visually Impaired Children in Sri Lanka" (B. L. Rajapakse).
African countries, like many regions of the world, are affected by the legacy of atrocity crimes. Genocide, the transatlantic slave trade and slavery, colonialism and post-independence violence comm...
his Framework begins with a desired future scenario and considers actions and interventions necessary to get there. It advocates for holistic view to address tuberculosis. The Framework revisits cha...
Background paper prepared for the Education for All Global Monitoring Report 2012
Reports from Kenya, Sierra Leone, China and Sri Lanka
Nurses are key players in health promotion and disease prevention and the backbone of health car...
Nurses play a key role in the provision of primary health care (PHC) and the coordination and...
Key Messages and Recommendations.
The Report, Todos y todas sin excepción, produced by the Global Education Monitoring (GEM) Report ... the Regional Bureau for Education in Latin America and the Caribbean (OREALC /UNESCO Santiago), along with the Laboratory of Education, Research and Innovation in Latin America and the Caribbean (SUMMA) shows that, prior to the pandemic, in 21 countries, children from the richest households were five times as likely as the poorest to complete upper secondary school.
Learning outcomes were low before COVID-19. Only half of 15-year-olds achieved minimum proficiency in reading. In Guatemala and Panama, barely 10 disadvantaged 15-year-old students master basic mathematics skills for every 100 of their better-off peers. Indigenous people and Afro-descendants also have lower attainment and literacy rates.
The report includes a set of key recommendations for the next decade, which will help countries achieve the objectives of the 2030 Agenda and calls for schools to be more inclusive, which many still are not.
OECD Development Policy Tools
Recognising that donor policies and responses constantly evolve, this guidance recommends that donors operating ...
Recognising that donor policies and responses constantly evolve, this guidance recommends that donors operating ...
The development of water, sanitation and hygiene (WASH) in schools guidelines for TimorLeste is a landmark moment ... our quest to make every school child-friendly – a place where every child can learn, play and grow with pride and dignity. The overarching goal is to improve health, boost education achievement and promote gender equity in our schools.
The guidelines set clear levels of acceptable standards for water supply, provision of sanitation facilities and hygiene promotion in schools and provide a common framework and policy direction for all sub-sector actors. Therefore, all implementing agencies, managers, planners, architects, water and sanitation technicians, teaching staff, school directors, school boards, district WASH committees, local authorities and other relevant bodies should consult these guidelines, when making implementation plans.
The guidelines set clear levels of acceptable standards for water supply, provision of sanitation facilities and hygiene promotion in schools and provide a common framework and policy direction for all sub-sector actors. Therefore, all implementing agencies, managers, planners, architects, water and sanitation technicians, teaching staff, school directors, school boards, district WASH committees, local authorities and other relevant bodies should consult these guidelines, when making implementation plans.
This guideline consists of two main parts:
i.) Guidelines for Red Cross and Red Crescent national societies on how to start up and engage with other stakeholders ... country in rolling out disaster risk reduction (DRR) education and awareness activities for children - not only in school, but also in the community;
ii.) Games and activities to engage children with key lessons and messages to carry away. With a focus on Southeast Asia, cases from Viet Nam and Indonesia are highlighted.
i.) Guidelines for Red Cross and Red Crescent national societies on how to start up and engage with other stakeholders ... country in rolling out disaster risk reduction (DRR) education and awareness activities for children - not only in school, but also in the community;
ii.) Games and activities to engage children with key lessons and messages to carry away. With a focus on Southeast Asia, cases from Viet Nam and Indonesia are highlighted.
A regional guide for governments in Asia and the Pacific to review, update and develop policies ...
To understand the national situation, Ethiopia did a situation assessment, launched its first strategy in 2011, and took action to contain AMR, as detailed ... the blue boxes found throughout this strategy. This updated version of the strategy was in response to the revised health and medicines policies, health sector transformation plan, and the resolutions of the 68th World Health Assembly
of May 2015 and so that Ethiopia’s efforts could be coordinated with global initiatives in the prevention and containment of AMR.
The Sustainable Development Goals (SDGs) were launched in September 2015, made up of 17 Goals and 169 Targets that set out a plan of action that wi...
This Technical Brief focuses on appraising and prioritising options for climate resilience with a view to informing water, sanitation and hygiene (WASH) programme ... project design.
This Technical Brief:
- provides a simple scorecard/checklist approach to use as a starting point for appraising and prioritising options, and as an awareness-raising activity - covers all aspects of WASH
- has a predominantly rural focus, to align with the rest of the Strategic Framework and Technical Briefs
- focuses on current and near future options over the next 15–20 years, which fits in with WASH programming timescales and development
- includes WASH examples to show how the approach can be applied.
This Technical Brief:
- provides a simple scorecard/checklist approach to use as a starting point for appraising and prioritising options, and as an awareness-raising activity - covers all aspects of WASH
- has a predominantly rural focus, to align with the rest of the Strategic Framework and Technical Briefs
- focuses on current and near future options over the next 15–20 years, which fits in with WASH programming timescales and development
- includes WASH examples to show how the approach can be applied.
Climate change is damaging human health now and is projected to have a greater impact in the future. Low- and middle-income countries are seeing th...
The Road Map outlines various strategies which will guide policy makers, development partners, training institutions and service providers ... supporting Government efforts towards the attainment of MDGs related to maternal and neonatal health.
The EiE Competency Framework builds on the INEE Minimum Standards to articulate a set of required, valued and recognized competencies for the humanitarian and ... in the emergencies sectors. It broadly describes expected standards of performance across a number of competencies that can be applied to different roles within an organization or sector. The framework provides a common lexicon for core humanitarian and technical competencies and defines expected knowledge, skills and attributes for each.
The framework is intended to inform staff recruitment, learning and professional development, performance management, planning, and organizational design. It is a sector-wide guidance to advance the accountability, effectiveness, and predictability of educational preparedness, response and recovery for affected populations.
The framework is primarily intended for use by EiE practitioners in humanitarian contexts. However, it is also relevant at the global level or in development settings in support of planning and emergency preparedness. It is best used in conjunction with the Core Humanitarian Competency Framework (CHCF) and where applicable, the Child Protection in Humanitarian Action (CPHA) Competency Framework. It is transferable across people, countries, and cultures and can be a valuable tool for entry-, mid-, and senior level professional development.
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