This paper aims to understand the agency that caregivers who participated in a CBR empowerment component programme exercised, in order to promote the rights of their children with disabilities to a basic e...ducation.
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STAATSKOERANT, 5 MEI 2015 No. 38763
No. 38763 GOVERNMENT GAZETTE, 5 MAY 2015
General Notice
Notice 295 of 2015
Department of basic education
National ...edbox">education policy act, 1996 (Act No 27 of 1996)
Call for written submissions from stakeholder bodies and members of the public on Department of basic education draft national policy on HIV, STIs and TB
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Guide to the use of educational materials
Basic School Education 1st and 2nd cycle
La Guía didáctica está dirigida a los docentes del 1° y 2...° Ciclo de la Educación escolar Básica, del contexto indígena y tiene el propósito de brindar orientaciones metodológicas para el uso efectivo de materiales didácticos que contribuyan al desarrollo de las capacidades establecidas para este nivel.
Esta guía surge de la necesidad de contar con propuestas y orientaciones sencillas a fin de facilitar al docente la implementación de los materiales de manera flexible de manera que pueda adecuarse a cada pueblo indígena según su realidad cultural y lingüística.
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Education is UNESCO’s top priority because
it is a basic human right and the foundation
on which to build peace and drive sustainable
development. UNESCO is the United Nations’
specialized a...gency for education and the
Education Sector provides global and
regional leadership in education, strengthens
national education systems and responds
to contemporary global challenges through
education with a special focus on gender
equality and Africa.
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This study primarily aims to understand how children living in areas of civil strife are denied their basic rights, especially the right to education and protection. For this study, eight districts ...affected by civil strife across the three states (Chhattisgarh: Dantewada, Bijapur, Bastar and Narayanpur, Odisha: Gajapati and Kandhamal and Jharkhand: Khunti and Lohardagga) were chosen to understand the landscape of violence and the state of basic services such as education and protection. This study has attempts to explore the impact of long-term violence on children’s lives and learning.
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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 severa...l years of primary school.1 This global learning crisis 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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Key Messages and Recommendations.
The Report, Todos y todas sin excepción, produced by the Global Education Monitoring (GEM) Report and the Regional Bureau for Education in Latin America and the C...aribbean (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.
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Key Messages and Recommendations.
The Report, Todos y todas sin excepción, produced by the Global Education Monitoring (GEM) Report and the Regional Bureau for Education in Latin America and the C...aribbean (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.
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The Youth Health and Development Programme Government of the Republic of Namibia and UNICEF Programme of Cooperation 1997-2001
Extra Curricular Life Skills Training Manual For Adolescents 13 to 18 Years of Age
“Protecting Our Peers From HIV Infection”
The Youth Health and Development Programme Government of the Republic of Namibia and UNICEF Programme of Cooperation 1997-2001
November 1999
Despite the increasing uptake of information and communication technologies (ICT) within healthcare services across developing countries, community healthcare workers (CHWs) have limited knowledge to fully utilise computerised clinical systems and mobile apps. The ‘Introduction to Information and ...Communication Technology and eHealth’ course was developed with the aim to provide CHWs in Malawi, Africa, with basic knowledge and computer skills to use digital solutions in healthcare delivery. The course was delivered using a traditional and a blended learning approach.
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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 of guidelines is designed to provide ...advice and strategies to help parents support their children at this time
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Updated: 27 December 2013
Basic Indicators | Nutrition | Health | HIV/AIDS | Education | Demographic Indicators | Economic Indicators | Women | Child Protection | The Rate Of Progress | Adolescen...ts | Disparities By Residence | Disparities By Household Wealth | Early Childhood Development
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This report addresses the future of basic education, ICT use in deprived locations, and the use of ICTs in primary school learning in 2020 and 2025, especially in deprived contexts. It draws on rese...arch evidence from the literature, the authors’ experiences of ICT use in education initiatives, interviews with practitioners and academics, a workshop, and consultations with Save the Children staff from many different countries, mostly conducted in August 2017
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Content has been developed based on the WHO Wheelchair Guidelines and the Wheelchair Service Training Package—Basic Level. Adult Education
Protecting the fundamental rights of people affected by HIV
Under the Constitution of the Republic of the Union of Myanmar (2008), every citizen - including people living with HIV - has the right to work, access health care, and receive basic <...span class="attribute-to-highlight medbox">education.
However, stigma and discrimination remains, preventing people living with HIV (PLHIV) from accessing health services, maintaining employment and receiving education – denying them of the fundamental rights that all Myanmar citizens are entitled to under the law.
No publication year indicated.
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This handbook presents basic content and tips for implementing a school-based risk reduction programme. It is organised into five modules: its importance; approach and process; activities to benefit children up to five years old; activities for stud...ents aged 5–17; and activities for young people and volunteers aged 17–24.
A generic framework for school-based risk reduction initiatives is illustrated in a diagram on p.10. The Comprehensive School Safety framework suggests a series of continuing activities that include: identifying the hazards in and around a school; conducting drills; preparing contingency and disaster management plans by involving parents, teachers and students; and building on the capacities of an institution and individuals to cope with the challenges during an unforeseen event. It also consists of three pillars: safe learning facilities; school disaster management; and risk reduction and resilience education.
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