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Global education monitoring report, 2019: migration, displacement and education: building bridges, not walls

UNITED NATIONS EDUCATIONAL, SCIENTIFIC AND CULTURAL ORGANIZATION (UNESCO)
et al
2018

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“The 2019 GEM Report continues its assessment of progress towards Sustainable Development Goal 4 (SDG 4) on education and its ten targets, as well as other related education targets in the SDG agenda.


Its main focus is on the theme of migration and displacement. It presents evidence on the implications of different types of migration and displacement for education systems but also the impact that reforming education curricula and approaches to pedagogy and teacher preparation can have on addressing the challenges and opportunities posed by migration and displacement. It gives voice to experiences in host and home communities.


With the help of case studies, it illustrates approaches which work and could be scaled up. In this way, it aims to be a tool for practitioners. It will make the case for investing in education of good quality in rural areas suffering from depopulation and in slum areas suffering from large population inflows; in countries with high rates of emigration and those with high rates of immigration; in short-term refugee emergencies and in protracted crises. Its analysis, conclusions and recommendations advance the aims of SDG 4 and its call to leave no one behind.”

Refugees with disabilities : increasing inclusion, building community : a discussion tool on improving access and inclusion for displaced persons with disabilities

WOMEN’S REFUGEE COMMISSION
2014

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This presentation is a “tool for raising awareness among community workers, volunteers and displaced people about increasing access and inclusion for persons with disabilities in refugee and displacement contexts. It can be used by staff of organisations working with refugees and displaced persons, as well as community leaders and disability associations conducting sensitisation with the wider refugee community. The tool illustrates common barriers experienced by persons with disabilities in displacement contexts, as well as positive practices or approaches to promote inclusion. Suggested questions provide a guide for facilitators of the discussion, but should be adapted according to the context and audience. The tool is intended to facilitate conversation about concerns and ideas for change at field levels, but is not a comprehensive catalogue of either barriers or solutions in these contexts”

Disabilities among refugees and conflict-affected populations : resource kit for field workers|Improving services for displaced persons with disabilities : lessons learned and ideas for action

WOMEN'S COMMISSION FOR REFUGEE WOMEN AND CHILDREN
June 2008

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This resource kit offers ..."practical ideas on how to improve services and protection for people with disabilities and enhance their inclusion and participation in community affairs. It is based on the findings of five country field studies, as well global desk research into other refugee and internally displaced persons programmes and an analysis of existing international policies and practices relating to displaced persons with disabilities. It would be useful to United Nations, non-governmental organisation, community-based organisation and disabled people's organisation field staff working with refugees, asylum seekers and internally displaced persons with disabilities"

Disabilities among refugees and conflict-affected populations

WOMEN'S COMMISSION FOR REFUGEE WOMEN AND CHILDREN
June 2008

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"This report is the culmination of a six-month project...to address the rights and needs of displaced persons with disabilities, with a particular focus on women (including older women), children and youth. Based on field research in five refugee situations, as well as global desk research, the Women’s Commission sought to map existing services for displaced persons with disabilities, identify gaps and good practices and make recommendations on how to improve services, protection and participation for displaced persons with disabilities"

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