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This paper responds to UN discourse and highlights that the post-2015 development framework should be inclusive of older people along with others and address the rights and needs of people of all ages. It provides recommendations to the UN Member States with regard to ageing and the post 2015 agenda

This paper highlights why tackling inequalities and poverty -through a focus on ageing, disability and non-discrimination -is urgently needed for development progress to be equitable and sustainable

This legal background paper asserts that the United Nations Comprehensive and Integral International Convention on the Protection and Promotion of the Rights and Dignity of Persons with Disabilities should include a separate article on the equality of women with disabilities. This paper outlines the stigma, discrimination and human rights abuses that especially harm disabled women. Other issues of focus include: sexual and psychological abuse, including forced sterilisation; habilitation and rehabilitation; participation in public life; and employment. This resource would be useful for anyone with an interest in gender equality, women's rights and international law

This study synthesises existing research on knowledge and learning in the development sector, by looking at organisational initiatives to build knowledge and learning capacities. It draws out eight key questions, which together make up a comprehensive knowledge strategies framework. This framework has been used to analyse and synthesise findings from data collected from cases studies of 13 international development organisations in order to develop recommendations

Evaluations are perceived as learning opportunities and this document looks at some key ideas around how to improve the internalisation of evaluation results at different levels. Explores the relationship between learning and evaluation on three levels: in development policy and programming, in organisations, and in society at large. Considers the various different purposes of evaluation, what is meant by 'learning', and who should be learning. Describes some lessons around creating the conditions for effective learning, evaluation policy and practice, evaluators and professionalism, the need for further research and the value of south-south and south-north exchange.
The paper draws on a workshop called 'How can we learn from what we do? Evaluation and evidence-based communications for development'. There are questions raised within an institutional setting around who should learn, why should they learn and how should they set about it?