INEE pocket gu ide to inclusive education.
This guide is aimed at anyone working to provide, manage or support education services in emergencies and complements the INEE Minimum Standards.
The Pocket Guide to Inclusive Education outlines useful principles for an inclusive education approach in... emergencies and provides advice for planning, implementing and monitoring. The guide also looks at the issue of resistance to inclusion, and highlights ways in which organisations can support their emergency staff to develop more inclusive education responses. Available in Arabic, English, Indonesia, French, Spanish
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An action research conducted in Bang Shau village Northern Shan State, Myanmar
Women and children, especially pregnant girls and women, infants and young children and postpartum women, are populations that are extremely vulnerable in emergencies. Breastfeeding provides children with hydration, comfort, connection, high quality nutrition and protection against disease, shieldin...g them from the worst of emergency conditions. This ability has been described as empowering and healing by some breastfeeding women.
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Children's Health and the Environment WHO Training Package for the Health Sector World Health Organization
Towards a policy of inclusion
Experience from Save the Children and partners globally
demonstrates that improvements in education quality go hand-in-hand
with inclusion and access, Flexible, quality, responsive learning
environments will benefit all children and are fundamental to including
marginalised groups like disabled ...children in education.
These guidelines are primarily aimed at education staff trying to
develop inclusive education practices, focussing on including disabled
children in schools.While this book focuses on disabled children, we
hope it will be useful for developing general inclusive education
practices. Community groups and non-governmental organisations, as
well as people working in community-based rehabilitation(CBR) and
the wider disability context, could also use these guidelines to provide
input into inclusive education work.
While the guidelines focus primarily on schools, much of the
information is still relevant to readers working in out-of-school
situations.
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Integrated Management of Acute Malnutrition National Guidelines
Issues in Educational Research, 26(1), 2016
Introduction
Chapter A.4
2017 edition
Cambodia drafted and adopted the National Action Plan for Disaster Risk Reduction 2014-2018 in 2014. This plan finalized the required policies and legal processes to strengthen DRM in Cambodia. It also focused on capacity building at national and sub-national levels and provided dedicated resources ...for strengthening the NCDM and the Sub-National Committees for Disaster Management. Cambodia’s legislature then passed the Law on Disaster Management in June 2015. This legal framework for disaster management assigns legally binding roles and responsibilities, establishes institutions, and assists with the allocation of resources and coordination. NCDM is Cambodia’s lead government agency for emergency preparedness and relief. The NCDM provides the overall leadership of the Plan of Action for Disaster Risk Reduction (DRR) coordination in Cambodia. Cambodia has adopted the Cambodia Red Cross (CRC) as the primary partner for relief operations.
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3ie Impact Evaluation Report 39
The 2019 SLDHS is a national sample survey that provides up-to-date information on demographic and health indicators. The sample was selected using a stratified, two-stage cluster design, with enumeration areas (EAs) as the sampling units for the first stage. The second stage was a complete listing ...of households carried out in each of the 578 selected EAs. The target groups were women age 15-49 and men age 15-59 in
randomly selected households across the country. A representative sample of approximately 13,872 households was selected for the survey. Half of the households (6,936) were selected for biomarker and men’s interview. The men’s survey was conducted in half (50%) of the sample households, and all men age 15-59 in these households were included. In this subsample, one eligible woman in each household was randomly selected to be asked additional questions about domestic violence.
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