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Disability and inclusive education - A stocktake of education sector plans and GPE-funded grants

BANHAM, Louise
PAPAKOSTI, Elena
et al
March 2018

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This report was commissioned by the Global Partnership for Education’s Secretariat to take stock of how disability and inclusive education are included in education sector plans in 51 countries, including GPE-funded programs, such as education sector program implementation grants, program documents, implementation progress reports education sector analysis, if applicable, and other relevant GPE program documents.

This report documents progress and highlights the need to step up support to GPE partner countries on disability and inclusive education, to improve consideration of issues around disability and inclusion in education sector analysis and sector planning processes to better promote the achievement of GPE 2020 strategic goal 2, and to fulfill the transformative vision of Agenda 2030

Towards the post-2105 framework for disaster risk reduction (HFA2) : women as a force in resilience building, gender equality in disaster risk reduction

PREVENTION WEB
April 2014

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This paper argues that gender integration and women’s empowerment need to be approached within the paradigm shift in disaster risk reduction (DRR) thinking internationally, as embodied by the development of the post-2015 Framework on Disaster Risk Reduction. The paper outlines the background to the previous international framework, the Hyogo Framework for Action, and why women's integration should be an important priority for any further agreement. The paper then discusses the role and importance of women in DRR, and analyses lessons learned from the Hyogo Framework's implementation. Finally, the authors conclude by presenting a 'way forward' for increasing the inclusion of women in DRR, based on empowerment, data desegregation and local, national and international frameworks

Building capacity in six disadvantaged communities vulnerable to natural disasters

BERKE, Philip
et al
September 2008

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This paper aims "to describe and analyze an Emergency Preparedness Demonstration (EPD) project aimed at reducing the risk to life and property in six disadvantaged communities in Delaware, Maryland, North Carolina, Pennsylvania, Virginia, and West Virginia. EPD involves a community-based participatory planning process aimed at building the capacity of disadvantaged communities threatened by disasters. To understand the successes and limitations of the EDP approach we used multiple sources of evidence. Semi-structured interviews were conducted with 30 key informants, field notes were taken during attendance of community planning meetings, and documentary materials prepared by local planning teams (memoranda, vulnerability assessments, household surveys) were content analyzed"

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