Making education more inclusive requires schools and education authorities to remove the barriers to education experienced by the most excluded children - often the poorest, children with disabilities, children without family care, girls, or children from minority groups. Also included in the text a...re examples of children from very remote areas, girls excluded from school, children from ethnic groups, children with language barriers, and children in countries affected by conflict.
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From Participation to Partnerships (September 2020)
Despite the COVID-19 challenges, children around the world have found meaningful ways to support and protect their peers, families, and communities. Children are on the frontlines of innovative responses and are working closely with their adult al...lies. The leadership demonstrated through these child-adult partnerships is the underlying inspiration for this guide.
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Male and Female Respondents Interviewed Along the Central and the Eastern Mediterranean Routes in 2017
9,483 surveys conducted with migrants in Italy, Bulgaria, Greece, Hungary, Kosovo, Montenegro, Romania, Serbia and The former Yugoslav Republic of Macedonia, in 2017
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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Expert Consensus Report for Emergency Centres in
Western Cape
https://www.researchgate.net/publication/47460246_Mental_illness-stigma_and_discrimination_in_Zambia
Lancet. 2019; 394: 1212-1214
BMC Family Practice201415:165, DOI: 10.1186/1471-2296-15-165
Open Access
Afr J Psychiatry 2011;14:200-207
DHS Working Papers No. 91
DHS Working Papers No. 120
HIV & AIDS Treatment in Practice No.199
World Drug Report 2017
-1-
Accessed: 14.03.2019
Developmental disorders
Chapter C.3
English Analysis on World and 26 other countries about Agriculture, Climate Change and Environment, Drought, Epidemic and more; published on 26 Oct 2021 by WMO