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Human Rights

www.macao-tz.org
December 2014

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Malezi AIDS Care Awareness Organization (MACAO) is a non-profit organization reaching out to neglected Indigenous people in Ngorongoro District, Arusha Region of Northern Tanzania.  Macao founded in 2003, Macao is a humanitarian organization that provides assistance to approximately 200,000 Indigenous Maasai community in Ngorongoro district for addressing needs of water and sanitation, food security, health Care Research, Education, Research environment, Maasai Traditional Research, Human Rights and sustainable economic development by strengthening their livelihoods.  In addition to responding to major relief situations, MACAO focuses on long-term community development through over 4 Area Development Project. We welcome the donors and volunteers to join us in this programs, we are wolking in ruro villages.

Inclusion in education : towards equality for students with disability

COLOGON, Kathy
2013

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All children in Australia have the right to an inclusive education. However, there are many barriers to the realisation of this right in the lived experience of children and families. Current efforts towards upholding the rights of all children are impeded by a lack of understanding of inclusive education and misappropriation of the term. Additional barriers include negative and discriminatory attitudes and practices, lack of support to facilitate inclusive education, and inadequate education and professional development for teachers and other professionals. Critical to addressing all of these barriers is recognising and disestablishing ableism in Australia.

This paper draws from recent research in addressing gaps in current understanding to provide a firm basis from which to inform research based policy development. Taking a rights-based approach, the paper focuses on developing a clear understanding of inclusive education and identifying strategies to enhance the education of all children in Australia

Inclusive education

CORPS, Hannah
September 2012

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This policy brief provides an overview of Handicap International’s 2012 policy paper on inclusive education which explains Handicap International’s current work on inclusive education and offers perspectives for the period 2011-2015
PP Brief No 8

Inclusive education (background paper)

CORPS, Hannah
CERALLI, Gilles
BOISSEAU, Sandra
July 2012

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"This policy paper explains Handicap International’s current work on inclusive education and offers perspectives for the period 2011-2015. The primary aim is to provide readers with a deeper understanding of the topic and sufficient knowledge to undertake concrete, positive actions towards inclusion. This policy paper draws upon Handicap International’s experience in the field of education since 1998 and prior to that, its experience of working with former development partner Action Nord Sud (ANS) 2. It takes into account the outcomes of baseline field assessments, meetings with partners and donors, feedback from educational professionals, decision-makers and policymakers, and importantly, the views of children with disabilities and their families"
PP No 8

Water, sanitation and hygiene for schoolchildren in emergencies : a guidebook for teachers

UNITED NATIONS CHILDREN’S FUND (UNICEF)
November 2011

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"WASH in Schools aims to support the provision of safe drinking water and improved sanitation facilities, and promotes lifelong health for children and their families...This guidebook is a resource for those involved in teaching and working with children in emergency preparedness, during an emergency and throughout the recovery period. It provides simple strategies for use and adaptation with all children and families to ensure a smooth and healthy transition to a healthy and accessible learning environment...The guidebook provides the information needed to ensure that every child knows about water, sanitation and hygiene. It is not a technical book about installing taps and building toilets. Instead it provides guidance on safe WASH behaviours that help children, families and teachers stay healthy and avoid life threatening diseases. Every emergency and child-friendly space or school is different, so the suggestions and ideas provided should be adapted to suit the local situation"
Note: a book of flashcards is available as a companion to the guidebook. Although this guidebook’s pictures were created for the Africa region, flashcard sets for Asia and Latin America are also available from the website

Educator development and support

UNITED NATIONS EDUCATIONAL, SCIENTIFIC AND CULTURAL ORGANIZATION (UNESCO)
March 2008

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Limited attention has been given to helping educators to deal with the new challenges posed by the epidemic. Even less attention has been given to protecting educators from HIV infection and to providing care, treatment and support for educators infected with or affected by HIV and AIDS. There are also very few programmes addressing the needs of other education sector personnel, such as planners, managers and support staff. This booklet looks at educator development and support; educator conduct; and prevention, care, treatment and support of infected and affected eduators

School-centred HIV and AIDS care and support in Southern Africa : technical consulation report

BOLER, Tania
JOHNSSON, Emily
February 2008

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This report maps out the various activities in school-based HIV treatment, care and support that are being undertaken in Southern Africa, as a response to the changing needs of teachers, students and local communities. It highlights successful factors and common challenges and suggests five broad principles that help provide a comprehensive response to treatment, care and support,and reinforce prevention messages

Our Future : teaching sexuality and life-skills|A guide for teachers using our future pupils' books

INTERNATIONAL HIV/AIDS ALLIANCE
January 2008

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The guide is intended to support anyone who wants to use the ‘Our future: sexuality and life-skills education’ books for primary schools, Grades 4-5, 6-7 and 8-9, to facilitate sexuality and life-skills lessons with learners in or out of the classroom. It contains information and activities to encourage users to try out ideas in the classroom and feel confident to plan and facilitate sexuality and lifeskills lessons

Imagine the difference : teaching pack

SCOPE
Eds
2007

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This highly accessible toolkit is free and available online after quickly registering with the disability charity, Scope's website. It includes teaching plans, activity sheets and assembly ideas. The purpose is to raise awareness around disability issues and the inclusion of disabled children in primary schools. This resource would be useful to anyone with an interest in education development and approaches in disability

Study on knowledge and attitudes about HIV/AIDS of standard VII pupils in Tanga districts - the impact of peer education

TEMU, Aloyse
November 2005

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Peer education (PE) aims to improve pupils' knowledge, attitudes and behaviour about HIV and AIDS and reproductive health. GTZ supports PE in over 200 schools in the Tanga region of Tanzania. A study was done in schools with and without PE to determine if PE has an effect on pupils' knowledge and attitudes. PE made a difference - pupils have better overall knowledge and are better informed on key facts about HIV and AIDS, and many more pupils with PE considered abstinence a viable option. But even in schools with PE there are some gaps, e.g. many pupils believe that one can see if someone is HIV positive and most pupils have negative attitudes about condoms. Contact teachers were found to share a few misconceptions about HIV and AIDS

Techniques and practices for local responses to HIV/AIDS

WEGELIN-SHURINGA, Madaleen
TIENDREBEOGO, Geoge
2004

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This book aims to strengthen the capacity of different actors to address HIV/AIDS at local level. Experiences worldwide contributed to a selection of techniques and practices for the toolkit. It aims to help facilitators to support audiences to analyse their own situation in order to establish needs and priorities for their planning. Part one contains 20 techniques for application in different stages of the planning cycle. The purpose and use of each technique is described, as well as practical guidelines on how to proceed. Part two contains 50 practices used to address one or more specific problems. The practices are grouped according to four categories: prevention, care and treatment, support and mitigation, and partnership and coordination

Index for inclusion : developing learning and participation in schools

BOOTH, Tony
AINSCOW, Mel
2002

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The Index for Inclusion is a set of materials to guide schools through a process of inclusive school development. It is about building supportive communities and fostering high achievement for all staff and students.
This second edition manual comes with practical advice and questionnaires to help make schools more inclusive

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