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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.”

The Convention on Cluster Munitions: A treaty to end decades of civilian suffering

INTERNATIONAL COMMITTEE OF THE RED CROSS
October 2017

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In May 2008, more than 100 States adopted the Convention on Cluster Munitions, which prohibits the use, development, production, stockpiling and transfer of such munitions. It also requires States Parties to destroy their stockpiles, clear remnants, and assist victims.

This brochure provides an overview of the cluster munitions problem, the main provisions of the Convention and the steps required to meet its commitments.

Priority assistive products list

WORLD HEALTH ORGANISATION (WHO)
May 2016

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The Priority Assistive Products List (APL) aspires to follow in the footsteps of the WHO Model List of Essential Medicines, which creates awareness among the public, mobilises resources and stimulates competition. The Priority Assistive Products List is similarly intended to be a catalyst in promoting access to assistive technology. It is not a restrictive list but aims to provide each Member State with a model from which to develop a National priority assistive products list. 

The List includes hearing aids, wheelchairs, communication aids, spectacles, artificial limbs, pill organizers, memory aids and other essential items for many older people and people with disabilities to be able to live a healthy, productive and dignified life.

The APL is part of the Global Cooperation on Assistive Technology (GATE)

Human development report 2013|The rise of the south : human progress in a diverse world

MALIK, Khalid
et al
2013

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This report "examines the profound shift in global dynamics driven by the fast-rising new powers of the developing world and its long-term implications for human development....The report identifies four specific areas of focus for sustaining development momentum: enhancing equity, including on the gender dimension; enabling greater voice and participation of citizens, including youth; confronting environmental pressures; and managing demographic change

The world development report 2012 : jobs

THE WORLD BANK
2012

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This report "takes the centrality of jobs in the development process as its starting point and challenges and re-frames how we think about work. Adopting a cross-sectorial and multi-disciplinary approach, the Report looks at why some jobs do more for development than others. The Report finds that the jobs with the greatest development payoffs are those that make cities function better, connect the economy to global markets, protect the environment, foster trust and civic engagement, or reduce poverty. Critically, these jobs are not only found in the formal sector; depending on the country context, informal jobs can also be transformational"...The Report advances a three-stage approach to help governments meet these objectives. First, policy fundamentals "including macroeconomic stability, an enabling business environment, investments in human capital, and the rule of law" are essential for both growth and job creation. Second, well-designed labour policies can help ensure that growth translates into employment opportunities, but they need to be complemented by a broader approach to job creation that looks beyond the labor market. Third, governments should strategically identify which jobs would do the most for development given their specific country context, and remove or offset the obstacles that prevent the private sector from creating more of those jobs
Note: Links are provided to full document and separate files containing the messages, overview, each chapter and statistical annex

Accessible ICTs and personalized learning for students with disabilities : a dialogue among educators, industry, government and civil society

UNITED NATIONS EDUCATIONAL, SCIENTIFIC AND CULTURAL ORGANIZATION (UNESCO)
2011

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"The use of technology in education plays a particularly vital role by enabling flexible curriculum development and assisting students with disabilities to participate as equals in the learning experience. The recommendations contained in this report target teachers, policy makers and administrators. The main recommendations centre on a number of core themes that include maximising the use of the myriad of accessibility features in mainstream ICTs such as personal computers, tablet PCs, mobile phones etc. already in use in classrooms; empowering students to learn their own preferences and settings when using technology for learning and removing attitudinal barriers to the use of technology for inclusive education, in particular those of teachers who may struggle with modern ICTs"
Collaborative Expert Meeting Report
UNESCO Headquarters, Paris
17 -18 November 2011

INEE minimum standards for education : preparedness, response, recovery

INEE COORDINATION FOR MINIMUM STANDARDS
2010

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This resource presents "the minimum level of educational quality and access in emergencies through to recovery. The aim of the handbook is to enhance the quality of educational preparedness, response and recovery; to increase access to safe and relevant learning opportunities for all learners, regardless of their age, gender or abilities; and to ensure accountability and strong coordination in the provision of education in emergencies through to recovery...The INEE Minimum Standards are organised in five domains: Foundation standards; Access and learning environment; Teaching and learning; Teachers and other education; personnel; Education policy"

World health report 2008|Primary health care : now more than ever

WORLD HEALTH ORGANIZATION (WHO)
2008

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This report considers four sets of reforms that reflect a convergence between the values of primary health care, the expectations of citizens and the common health performance challenges that cut across all contexts. These include: universal coverage reforms, service delivery reforms, public policy reforms, and leadership reforms. "While universally applicable, these reforms do not constitute a blueprint or a manifesto for action. The details required to give them life in each country must be driven by specific conditions and contexts, drawing on the best available evidence"

Drinking and driving : a road safety manual for decision makers and practitioners

WORLD HEALTH ORGANIZATION (WHO)
et al
2007

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"The purpose of this manual is to inform readers of practical ways to develop coordinated and integrated programmes to reduce drinking and driving (including riding motorcycles) within a country. The manual is aimed at addressing drinking and driving among drivers. Commercial drivers are an especially important group to address in terms of drinking and driving because of the large number of passengers they can carry and/or the number of kilometres they are likely to travel. While impaired pedestrians are acknowledged as a problem, this issue is not addressed here.
The manual is aimed at policy-makers and practitioners, and draws on experience from countries that have succeeded in reducing drinking and driving. It provides the background evidence to start a drinking and driving programme, and takes the user through the steps needed to undertake a problem assessment in a country. It then explains how to plan and implement a programme, including setting up a working group, developing a plan, examples of laws and enforcement needed, how to develop public education and publicity campaigns, and finally how to evaluate the programme.
In developing this manual the authors have drawn on case studies from around the world to illustrate "good practice". Examples from low and middle-income countries are given wherever possible, but it is a reflection on the lack of attention given to the issue in many countries that most examples are from highly motorized countries"

Convention on the rights of persons with disabilities and optional protocol

AD-HOC COMMITTEE ON A COMPREHENSIVE AND INTEGRAL INTERNATIONAL CONVENTION ON PROTECTION AND PROMOTION OF THE RIGHTS AND DIGNITY OF PERSONS WITH DISABILITIES
December 2006

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The UN Convention on the Rights of Persons with Disabilities acknowledges their rights to education, health, work and more. It provides a platform for action and activitism on inclusion and equity in countries which ratify and strive to implement it

CBR : a strategy for rehabilitation, equalization of opportunities, poverty reduction and social inclusion of people with disabilities - joint position paper 2004

WORLD HEALTH ORGANIZATION (WHO)
International Labour Organization (ILO)
United Nations Educational, Scientific and Cultural Organization (UNESCO)
et al
2004

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In 1994 the ILO, WHO and UNESCO published the first version of this joint position paper. Since then progress has been made in several fields. Nevertheless many disabled people are still not reached or included in the fields of rehabilitation, employment or education - particularly disabled women, people with mental health problems or HIV/AIDS and poor disabled people.
This paper underlines that community-based rehabilitation is a strategy promoting multi-sectoral collaboration to reach different community groups. CBR has to be based on the principles of equal opportunities, participation and human rights.

Key principles of microfinance

CONSULTATIVE GROUP TO ASSIST THE POOR (CGAP)
2004

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This factsheet describes eleven key principles of micro finance. It is a user-friendly document that would be helpful for people interested in general information about micro finance

The partnering toolbook

TENNYSON, Ros
2003

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This publication is in three parts: Part 1 is a short book that describes the generic partnering process from inception to conclusion. Part 2 is in the form of ‘stand alone’ tools to enable practitioners to develop effective partnerships. Part 3 includes more information about the Global Alliance for Improved Nutrition (GAIN), the issues around food fortification and case studies selected to be locally appropriate for each of the different language versions

Resource centre manual : how to set up and manage a resource centre

O'SULLIVAN, Sheila
et al
2003

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Contains practical information on all aspects of setting up and managing a resource centre, from planning, fundraising and finding a suitable location, to collecting and organising materials, developing information services, and monitoring and evaluating the work of the resource centre. It assumes that most readers will use manual systems for organising information, but also explains how computers can be used in resource centres, including e-mail, Internet and databases. It describes how to select database software, and contains a detailed review of three leading database programs. It includes a list of organisations and publications that can provide further information

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

AIDS and HIV infection : information for United Nations Employees and their families

JOINT UNITED NATIONS PROGRAMME ON HIV/AIDS (UNAIDS)
2000

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A straightforward practical resource designed to give UNAIDS personnel and their families the most up-to-date information available on HIV and AIDS. Information includes basic facts about HIV/AIDS, ways to protect yourself and your family against HIV/AIDS, advice on testing and how to cope with the disease, a global overview of the epidemic and UNAIDS' response to it, and a list of resources for additional information or support. The booklet also contains the UN's HIV/AIDS Personnel Policy

Positive development : setting up self-help groups and advocating for change. A manual for people living with HIV

MAASDORP, Aubrey
LONG, Siân
BEHRMAN, Nina [ed]
1998

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This manual has been written for people working in groups. It aims to offer suggestions and ideas to people and organisations who are beginning new groups, or planning to do so and who have limited experience of running a group. It will also be useful for trainers and facilitators who have been running groups for some time or who are helping others set up their own groups. It has developed from experiences of people living with HIV who have been working together in groups around the world. It is practical in focus and written in accessible language, with checklists, examples and tips throughout. Part 1 looks at why we set up groups and the benefits of group working. Part 2 looks at the practicalities of setting up groups, organising meetings and keeping the group going. Part 3 looks at some skills and activities for developing and maintaining positive group dynamics. Part 4 explains how to develop a project step-by-step, from planning to evaluation. Part 5 offers advice on finding sources of funding, Part 6 deals with disclosure issues, and Part 7 looks at advocacy and campaigning at all levels

Convention on the prohibition of the use, stockpiling, production and transfer of anti-personnel mines and on their destruction

INTERNATIONAL CAMPAIGN TO BAN LANDMINES (ICBL)
1997

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This convention is addressed to State parties outlining the prohibition of the use, stockpiling, production and transfer of anti-personnel mines and on their destruction. It outlines 22 articles on obligations, international cooperation and ground rules in which States Parties are bound to comply. It states victim assistance duties for care and rehabilitation and stresses the role of public conscience for the ban of anti-personnel mines

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