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The world conference on women in Beijing in 1995 resulted in a Platform for Action being agreed upon by governments. This report shows the results of the implementation of this Platform for Action with a focus on southeast Asia

This paper provides an overview of Inclusion International’s priorities in the following areas: education, poverty reduction, children's rights, maternal and infant health care, ethical medical research and human rights. It provides a realistic snapshot of the current situation facing people with disabilities. Inclusion International’s millennium development goals (MDGs) mirror those of the UN to link efforts and achieve results for people with intellectual disabilities and their families. Inclusion International’s MDGs provide an agenda for inclusive policy and programming in education, maternal and child health, poverty reduction, human rights, gender equality, HIV/AIDS and global partnership which is substantiated by clear targets that they are committed to working towards by the year 2015

This thematic study was produced in preparation for the World Education Forum on education for all held in Dakar in Senegal in 2000. The final product was published in 2001 following the Forum. Millions of children are excluded from education through poverty, disability, ethnic difference and gender issues. Two thirds of the 130 million million primary school age children not in school are girls. This report discusses education at all levels from early childhood development through to primary school and secondary school with respect to the most vulnerable groups: girls, children in war, indigenous children, children with disabilities and children with HIV/AIDS. It looks at lessons from good practice and debates the way forward for a more inclusive approach. It is aimed at policy makers and programme makers

This paper is about a two-week empowerment evaluation that took place in April 2001 with World Vision's Street Children and Working Children Program (SWC), which is based in Yangon, Myanmar. The process allowed the children to be the primary evaluators. They spent time interviewing various stakeholders in the programme and analysed the information gathered. The evaluation described in this report was an experience that had a great impact on all involved. It brought about a fundamental shift in the way project staff viewed the children and, equally importantly, in the way the children viewed themselves

This Declaration supports cultural diversity, cultural rights and the role of culture in development - as a key component of human rights. It states that "All persons have [...] the right to express themselves and to create and disseminate their work in the language of their choice, and particularly in their mother tongue; all persons are entitled to quality education and training that fully respect their cultural identity; and all persons have the right to participate in the cultural life of their choice and conduct their own cultural practices, subject to respect for human rights and fundamental freedoms"