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2
Towards gender - transformative HIV and TB responses
Learning from the Use of Data, Information, and Digital Technologies in the West Africa Ebola Outbreak Response
January — December 2018
At the World Humanitarian Summit in Istanbul in May 2016, leaders made over 3,700 commitments to advance the Agenda for Humanity. In their first self-reports against these commitments, 142 stakeholders described the efforts they made from June to December 2016 to realize this ambitious vision.
The
...
2017 annual synthesis report on progress provides a summary of their collective achievements around the 5 Core Responsibilities and 24 Transformations of the Agenda for Humanity.
Executive summary in
English: https://www.agendaforhumanity.org/sites/default/files/asr/2017/Nov/No%20time%20to%20retreat%20Executive%20Summary_NEW_web_nov27.pdf;
French: https://www.agendaforhumanity.org/sites/default/files/asr/2018/Jan/No%20time%20to%20retreat_Executive%20summary_FRENCH_Final_web.pdf
Spanish: https://www.agendaforhumanity.org/sites/default/files/asr/2018/Jan/No%20time%20to%20retreat_Executive%20summary_Spanish_final_web.pdf more
English: https://www.agendaforhumanity.org/sites/default/files/asr/2017/Nov/No%20time%20to%20retreat%20Executive%20Summary_NEW_web_nov27.pdf;
French: https://www.agendaforhumanity.org/sites/default/files/asr/2018/Jan/No%20time%20to%20retreat_Executive%20summary_FRENCH_Final_web.pdf
Spanish: https://www.agendaforhumanity.org/sites/default/files/asr/2018/Jan/No%20time%20to%20retreat_Executive%20summary_Spanish_final_web.pdf more
Application for Program Design in the Europe and Eurasia Region
This monograph presents 12 reports of successful programs serving children with special needs in various nations. The program locations and the program report titles and authors are as follows: (1) Austria: "Integration Models for Elementary and Secondary Schools in Austria" (Volker Rutte)
...
; (2) China: "Integrated Education Project, Anhui Province" (Janet C. Holdsworth); (3) Ghana: "The Community-Based Rehabilitation Programme in Ghana" (Lawrence Ofori-Addo); (4) Guyana: "Involvement of Volunteers, Parents and Community Members with Children with Special Needs" (Brian O'Toole); (5) India: "Teacher Development Initiative To Meet Special Needs in the Classroom" (N. K. Jangira and Anupam Ahuja); (6) Jamaica: "Early Intervention and Education Initiatives in Rural Areas" (M. J. Thorburn); (7) Jordan: "The Role of Institutions in Community-based Rehabilitation and in Community-based Special Education" (Andrew L. de Carpentier); (8) Jordan: "The Resource Room at the Amman National School" (Hala T. Ibrahim); (9) Netherlands: "Individual Integration of Children with Down's Syndrome in Ordinary Schools" (Trijntje de Wit-Gosker); (10) Norway: "In Harmony We Learn" (Marna Moe); (11) International: "INITIATIVES for Deaf Education in the Third World" (Andrew L. de Carpentier); and (12) Sri Lanka: "The Integrated Education of Visually Impaired Children in Sri Lanka" (B. L. Rajapakse).
more
A joint FAO/WFP update for the United Nations Security Council, January 2018. ISSUE N.3. Six months on from the last joint report for the United
Nations Security Council (UNSC), this report by the
Food and Agriculture Organization of the United
Nations (FAO) and the World Food Programme (WFP)
...
provides an update on the acute food insecurity
situation in most of the conflict-affected countries
currently being monitored by the UNSC.
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Background paper for the Oslo Summit on Education for Development
Education of children with disabilities in India and Pakistan: An analysis of developments since 2000 | Background paper prepared for the Education for All Global Monitoring Report 2015 | Education for All 2000-2015: achievements and challenges
VADEMECUM | This Vademecum is intended to provide a benchmark for aid workers—whether working in the field or at a strategic level—in particular concerning the formulation and implementation of programmes of prevention or response to humanitarian crises. It is not solely a theoretical document b
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ecause, in addition to guiding principles, it also provides concrete examples of how to ensure protection of the rights of people with disabilities, including in terms of humanitarian aid. This Vademecum has been drafted in adherence to the UN Convention on the Rights of Persons with Disabilities, which has been in force since 2006 and which reaffirms the importance of protecting the safety of people with disabilities in dangerous situations.
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DEVELOPMENT BULLETIN | No.74, June 2011 | Editor: Pamela Thomas | Features and case studies | Progress with implementing conventions and strategies | Progress with capacity building | Progress with disability-inclusive education | Disability-inclusive research | Innovative inclusion | Review of urba
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nisation in the Pacific | Development assistance and disability
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You can download the Convention in more than 30 languages directly from the website
Frameworks for Victim Assistance: Monitor key findings and observations
International Campaign to Ban Landmines
(2013)
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For close to 15 years, the Monitor has tracked the impact of victim assistance on the lives of victims of landmines, cluster munitions,
and other explosive remnants of war (hereafter “mine/ERW victims”). Over this time, the international communi
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ty has strengthened its resolve to promote the rights and address the needs of victims through programs and services that are accessible and adequate in quantity, quality, availability, and consistent with the high standards set by human rights as well as other international humanitarian law.
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The refugee exodus from South Sudan continues at an alarming rate, even as the crisis is entering its fifth year. Close to 2.4 million South Sudanese have fled to neighbouring countries mostly to Uganda—the largest host country in sub-Saharan Africa—followed by Sudan, Ethiopia, Kenya, the Democr
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atic Republic of the Congo (DRC) and the Central African Republic (CAR).
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