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This website provides information about the Disaster Risk Management in East Asia and the Pacific Series which "was started as a part of World Bank East Asia and Pacific Management Unit Initiatives in collaboration with the Global Development Learning Network (GDLN) with the aim to promote capacity building and increase knowledge of professionals involved in DRM activities in the EAP client countries. The seminars cover a wide range of topics including post-disaster response, recovery planning, disaster risk assessment, prevention and mitigation, emergency preparedness and early warning systems, community and local level disaster risk management. They are designed to help DRM professionals in EAP client countries to drive the agenda for DRM activities in their respective countries and empower local partners"

This Companion aims to support Oxfam staff to integrate disaster risk reduction (DRR) into their work on livelihoods and food security. It is one of a series of documents providing information about DRR and climate change adaptation (CCA)

Resource url: https://community.eldis.org/?233@@_59cdc973/7!enclosure=.59cf3b6a&ad=1

A web portal for the International Classification of Functioning, Disability and Health (ICF) education materials. The portal is for sharing resources as well as for finding materials, and resources are available in a variety of languages including English, French, Dutch, German, Portuguese and Finnish

The WHO Mental Health Gap Action Programme (mhGAP) aims at scaling up services for mental, neurological and substance use disorders for countries especially with low- and middle-income. The programme asserts that with proper care, psychosocial assistance and medication, tens of millions could be treated for depression, schizophrenia, and epilepsy, prevented from suicide and begin to lead normal lives– even where resources are scarce.

Resources available include:

mhGAP Operations Manual (2018)
mhGAP Training Manuals (2017)
mhGAP Intervention Guide 2.0 app (2017)
mhGAP Intervention Guide - Version 2.0 (2016)

Reports of the yearly mhGAP Forum are available

Within the overall humanitarian response architecture, the Global Protection Cluster (GPC) works to improve the predictability, leadership, effectiveness and accountability of response to ensure that protection is central to humanitarian action. It is the GPC's responsibility to engage in three key areas: standards and policy setting, building response capacity, and operational support. Through the systematic application of an Age, Gender and Diversity (AGD) approach, it seeks to ensure that all individuals in affected communities have access to their rights on an equal footing. Various Essential Guidance and Tools are available in each of the areas of age, gender and diversity (persons with disabilities and minorities and indigenous people). 

The purpose of the guidance note is to provide a practical tool to strengthen the inclusion and access of children and adults with disabilities in UNICEF WASH interventions. The guidance note should be adapted to the goals and objectives of the particular WASH intervention, and used alongside other UNICEF programme planning, monitoring, and evaluation and reporting technical and guidance notes. Examples are included from Cambodia, Zimbabwe, Jordan and Mozambique.

This guidance considers how self help groups are supported and the factors that are needed to ensure that they are functional, inclusive and sustainable.

This was a small-scale enquiry that involved looking at case studies from six partners that employ self-help group development for a range of purposes and in a range of geographical locations. A questionnaire was used by project officers with each of the six selected projects, and the resulting information was analysed by a group from CBMA’s International Programs department, with key areas of learning identified from this discussion. Findings are not comprehensive or conclusive and there is not one model for success. Instead the aim is to draw some useful tips from partners’ experiences.

To garner insights into successes and challenges in building inclusive education approaches in sub-Saharan Africa, this study examines experiences implementing a project aimed at improving educational opportunities for children with disabilities and other vulnerable children. This project, which was implemented by Humanity & Inclusion in partnership with Educate A Child (EAC) from September 2016 to November 2019, was designed to adapt and contextualise cross-national approaches to inclusion and promote innovative approaches aligned with local priorities and systems. The project was implemented in ten Sub-Saharan African countries and included goals to improve the access to and retention in primary school for vulnerable children, especially children with disabilities. The project goal was exceeded in enrolment of vulnerable children, ultimately enrolling 32,525 out-of-school children (OOSC) and meeting 116% of the initial target of 28,011, with a 78% survival rate.

This case study describes implementation strategies and experiences from the project. The inclusive education approaches used in each country; policy and systems changes attributed at least in part to the programme; the role of contextual factors in the successes and challenges faced within each country; and the influence of EAC contributions on the project are examined. The case study includes special attention to the innovative approaches pursued in some project countries, i.e., itinerant teacher schemes used in Togo, Burkina Faso, Mali, and Sierra Leone; the use of school life assistants to support inclusion in Senegal; and the role of bridging classes in Madagascar. Specifically, the following research questions are pursued, drawing on a desk review of project documents, qualitative survey responses, and key informant interviews. 

This is a learning space for people and organisations from the public, not-for-profit and private sectors which offers information to support problem solving when working in a multi-stakeholder group. The site contains strategy tools, to help approach issues and work with other stakeholders more effectively, and programme tools, for responding to specific, substantive problems by learning what works and what does not work in a given area (e.g. housing, health, education, etc.)