Application for Program Design in the Europe and Eurasia Region
Alternative Report to the UN Committee on the Rights of Persons with Disabilities in response to South Africa’s Baseline Country Report of March 2013 on the UN Convention on the Rights of Persons with Disabilities, with particular reference to the provisions of Article 24
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...nd highlights the need for strong partnerships in order to break down the barriers to education for millions of refugee children.
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The goals and objectives of the Sudan National Action Plan on AMR can only be achieved through implementing strategic interventions and activities with all concerned ministries and departments joini...ng hands with other stakeholders to collaboratively tackle these challenges.
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Today, the world is facing a learning crisis: While millions of children have entered education systems for the first time, many of them cannot read, write or do basic mathematics, even after several years of primary school.1 This global learning cr...isis has its roots in children’s earliest years, when failure to invest in quality early childhood education (ECE)results in children starting school already behind in a host of critical skills they need to succeed in primary school.2Investing in the foundations of learning during the child’s early years benefits children,3 families, education systems and societies at large.4 Participation in quality ECE sets in motion a positive learning cycle and is a proven strategy to address the global learning crisis at its roots by closing early learning gaps, strengthening the efficiency of education systems and providing a solid foundation for human capital development and economic grow
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Prioritise education in conflict-affected areas:
Across the world 28 million1 primary school-age children living in conflict-affected countries are
out-of-school, and they form half of the world’s total out-of-school population. During conflict,...
infrastructure assets such as schools are damaged or completely destroyed during fighting. Children
may choose to stay away from school due to their and their family’s safety fears in the midst of
conflict, or the need to supplement their family’s income amidst conflict-related financial loss.
Children who are internally displaced by conflict face a particularly challenging task accessing
education due to the specific conditions created by their displacement, such as loss of livelihoods
making school fees hard to find, and discrimination from host communities. Children caught in
conflict are being deprived of their right to education2 and denied the opportunity to benefit from the
protective and life-sustaining mechanisms of education.
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The objectives of NAP are aligned with the global action plan based on national needs and priorities. The emphasis is on One Health approach with all sectors especially human health, animal health and environment contributing towards minimizing the ...emergence and impact of AMR in Jordan.
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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 on refugee ...ghlight medbox">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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A systematic literature review of education systems in low-and middle income countries commissioned by CBM
An evidence-informed approach for non-formal, out-of-school CSE programmes that aims to reach young people from left-behind populations
This guidance is intended to assist anyone designing and/or implementing CSE in out-of-school settings, especially in low- and middle-income countries. This includ...es international and national civil-society organizations, community-based organizations, government departments, UN agencies, health authorities, non-formal education authorities and youth development authorities. It is also intended for anyone else involved in the design, delivery and evaluation of sexuality education programmes out of school, especially those working with the specific groups of young people addressed in the guidance.
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Received: 16/11/2013 - Accepted: 23/03/2014 - Published: 27/07/2014
This document is an output of a WHO cross-programme initiative aiming to improve the prevention, diagnosis and management of anaemia and thereby accelerate reduction in its prevalence. It comes at an important time, midway through the era of the Sustainable Development Goals, when progress in reduci...ng anaemia has stagnated. This framework is based on the core principles of primary health care: meeting people’s health needs through comprehensive promotive, protective, curative, and rehabilitative care along the life course; systematically addressing the broader determinants of health; and empowering individuals, families, and communities to optimize their health
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All photos in this report were taken by Ahmad Baroudi/Save the Children