Experience from Save the Children and partners globally
demonstrates that improvements in education quality go hand-in-hand
with inclusion and access, Flexible,
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quality, responsive learning
environments will benefit all children and are fundamental to including
marginalised groups like disabled children in education.
These guidelines are primarily aimed at education staff trying to
develop inclusive education practices, focussing on including disabled
children in schools.While this book focuses on disabled children, we
hope it will be useful for developing general inclusive education
practices. Community groups and non-governmental organisations, as
well as people working in community-based rehabilitation(CBR) and
the wider disability context, could also use these guidelines to provide
input into inclusive education work.
While the guidelines focus primarily on schools, much of the
information is still relevant to readers working in out-of-school
situations.
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This resource presents "the minimum level of educational quality and access in emergencies through to recovery. The aim of the handbook is to enhan
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ce the quality of educational preparedness, response and recovery; to increase access to safe and relevant learning opportunities for all learners, regardless of their age, gender or abilities; and to ensure accountability and strong coordination in the provision of education in emergencies through to recovery...The INEE Minimum Standards are organised in five domains: Foundation standards; Access and learning environment; Teaching and learning; Teachers and other education; personnel; Education policy". Available in different languages: English, French, Arabic, Azerbajani, Bangla, Indonesia, Bosnian, Coratian, Serbian, Burmese, Chinese, Dari, Japanese, Nepali, Pashto, Portugese, Russian, Spanish, Turkish, Urdu, Vietnamese
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A systematic literature review of education systems in low-and middle income countries commissioned by CBM
This report from Human Rights Watch found that South Africa has failed to guarantee the right to educat
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ion for many of the country’s children and young adults due to widespread discrimination against children with disabilities in enrollment decisions. Human Rights Watch research in five out of South Africa’s nine provinces showed that children with disabilities face discriminatory physical and attitudinal barriers, often beginning early in children’s lives when government officials classify them according to their disabilities. Human Rights Watch August 2015
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This valuable and timely guidebook represents an innovative contribution to enhancing quality education through textbooks. It will
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change the way textbook authors, publishers and educators, as well as governments of the United Nations Member States, see the potential of educational media at a time of growing violent extremism, changing notions of national identity, increasingly globalized and diverse communities, and environmental destruction. The need for education that promotes peace, social justice and global citizenship has become more urgent in a world of greater uncertainty. This guidebook builds on the momentum of Agenda 2030, providing a toolkit to enable textbook authors to place ESD at the core of their subjects in ways that are at once practical for them and interesting and relevant to the students.
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This document provides training and guidance on legal capacity and how supported decision making, recovery plans and advance plans help to avoid involuntary detention and treatment and ensure people are able
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to exercise their right to legal capacity.
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The government of Kazakhstan has committed to ensuring that children with disabilities have access to inclusive education and it has taken the impo
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rtant step of ratifying international human rights treaties enshrining the rights of people with disabilities, including the right of children with disabilities to inclusive, quality education. The government has also introduced legal and policy changes toward an inclusive education system for children with disabilities. It has committed to ensuring that 70 percent of mainstream schools are inclusive by 2019.
However, this report finds that progress towards genuine inclusive education is slow. In order for the government to succeed in ensuring that all children can access an inclusive, quality, and free primary and secondary education on an equal basis with others in the communities in which they live, it will need to fundamentally transform its policies and approach to education and address negative attitudes more broadly towards people with disabilities in Kazakhstan.
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This report found that fewer than 15 percent of more than 3,000 school-age asylum-seeking children on the islands were enrolled in public school at the end of the 2017-2018 school year, and that in government-run camps on the islands, only about 100 children,
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all preschoolers, had access to formal education. The asylum-seeking children on the islands are denied the educational opportunities they would have on the mainland. Most of those who were able to go to school had been allowed to leave the government-run camps for housing run by local authorities and volunteers
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Poor quality health services are holding back progress on improving health in countries at all income levels.
Today, inaccurate diagnosis, medication errors, inappropriate or unnecessary treatm
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ent, inadequate or unsafe clinical facilities or practices, or providers who lack adequate training and expertise prevail in all countries.
The situation is worst in low and middle-income countries where 10 percent of hospitalized patients can expect to acquire an infection during their stay, as compared to seven percent in high income countries. This is despite hospital acquired infections being easily avoided through better hygiene, improved infection control practices and appropriate use of antimicrobials.. At the same time, one in ten patients is harmed during medical treatment in high income countries.
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The INEE Minimum Standards Handbook is the only global tool that articulates the minimum level of educational quality and access in emergencies through to recovery. The Minimum Standards express a c
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ommitment that all individuals—children, youth and adults—have a right to education.
There are different languages available: Arabic, Azerbajan, Bahsa Indonesia, Bengali, Bosnian, Coratian, Serbian, Chinese, English, French, Japanese, Krygyz, Nepali, Pashto, Portuguese, Russian, Spanish, Urdu, Turkish, Vietnamese
more
The INEE Minimum Standards Handbook is the only global tool that articulates the minimum level of educational quality and access in emergencies through to recovery. The Minimum Standards express a c
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ommitment that all individuals—children, youth and adults—have a right to education.
There are different languages available: Arabic, Azerbajan, Bahsa Indonesia, Bengali, Bosnian, Coratian, Serbian, Chinese, English, French, Japanese, Krygyz, Nepali, Pashto, Portuguese, Russian, Spanish, Urdu, Turkish, Vietnamese
more
The Education 2030 Incheon Declaration and Framework for Action specifies that the mandate of the Global Education Monitoring Report is
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to be ‘the mechanism for monitoring and reporting on SDG 4 and on education in the other SDGs’ with the responsibility to ‘report on the implementation of national and international strategies to help hold all relevant partners to account for their commitments as part of the overall SDG follow-up and review.’ It is prepared by an independent team hosted by UNESCO.
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This training and guidance has been developed to provide an in-depth understanding on what it means to respect legal capacity in mental health and related areas as well as concrete strategies
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to ensure that people are able to exercise their right to legal capacity in all areas of their life. In this context a wide range of scenarios are used to describe how different models of supported decision making can be applied in practice.
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Report of the Office of the United Nations High Commissioner for Human Rights | The present study focuses on inclusive education as a means to real
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ize the universal right to education, including for persons with disabilities. It analyses the relevant provisions of the Convention on the Rights of Persons with Disabilities, highlights good practices and discusses challenges and strategies for the establishment of inclusive education systems.
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"Achieving, maintaining and improving accuracy, timeliness and reliability are major challenges for health laboratories. Countries worldwide committed themselves to build national capacities
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for the detection of, and response to, public health events of international concern when they decided to engage in the International Health Regulations implementation process. Only sound management of quality in health laboratories will enable countries to produce test results that the international community will trust in cases of international emergency. This handbook is intended to provide a comprehensive reference on Laboratory Quality Management System for all stakeholders in health laboratory processes, from management, to administration, to bench-work laboratorians. This handbook covers topics that are essential for quality management of a public health or clinical laboratory. They are based on both ISO 15189 and CLSI GP26-A3 documents"--Page 7.
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As countries commit to achieving universal health coverage, it is imperative to ensure that the design and delivery of palliative care services place attention on
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quality of care, with action needed across all domains of quality health services: effectiveness, safety, people-centredness, timeliness, equity, integration and efficiency. Providing compassionate, dignified and people-centred palliative care is an ethical responsibility of health systems.
This document provides a practical resource to support implementation of sustainable improvements in the quality of palliative care. It describes approaches to quality policy, strategy and planning for palliative care programmes and services, presents learning on quality of care arising from palliative care programmes, and offers considerations on measurement of quality palliative care services at all levels of the health system. The document also highlights relevant WHO resources available that further support the development of quality palliative care services.
The audience for this document is a general one that includes policy-makers, palliative care service planners, managers, practitioners and health care providers at all levels.
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Guidance Note A DFID practice paper
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
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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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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 Pers
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ons with Disabilities, with particular reference to the provisions of Article 24
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