As part of the UN’s data strategy—which seeks to nurture data as a strategic asset for insight, impact and integrity—UNAIDS plays an indispensable role in generating data for effective action against the AIDS pandemic. It leads the
world’s most extensive data collection on HIV epidemiology,... programme coverage, policy and finance, and it publishes the most authoritative and up-to-date information on the HIV pandemic and response. The UNAIDS database of countryreported data is a foundational pillar for global and regional AIDS programmes, research, advocacy and resource mobilization
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These guidelines have been compiled for education ministries or other educational leaders (including development partners, non-governmental or private organizations working with schools or directly with caregivers) who want to adapt and adopt resources to support the marginalized caregivers of child...ren with disabilities.
The guidance presented in this document was developed by a team of international and national experts following a proof-of-concept pilot4 of the resources in two countries. The work was carried out between February 2021 and January 2022. The pilots demonstrated that principles and activities described in the resources could be carried out, in practical terms, in line with existing government programmes supporting the implementation of disability-inclusive education.
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This study has been produced jointly by Gesellschaft für Internationale Zusammenarbeit (GIZ) GmbH, a federally owned enterprise, implementing development programmes on behalf of the German Government, and CBM, a non-governmental organisation. Accordingly, its aim is to offer guidance to those in bo...th governmental and non-governmental organisations on development cooperation. Given the wide and differing range of implementation procedures, levels of intervention and organisational cultures, it is not a ready-to-be-applied toolbox with concrete blueprints for action. Rather, it raises awareness on core human rights and disability – inclusive principles. It explains and illustrates the implications of applying these principles to development practice. Practitioners can therefore use the guidance to initiate a process of consideration of how to embed these principles within their programmes.
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The Kenya Climate Smart Agriculture Implementation Framework 2018-2027 (KCSAIF) has been developed to provide a guide to various innovative and transformative initiatives and best practices that will strive to address challenges brought about by climate change. It is envisioned to ensure increased a...gricultural productivity and sustainably build resilience of the national agricultural systems.
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The scope of the Guidance is primarily the education in rural settings in Myanmar, but it covers some of the issues which have pan Myanmar implication and relevance. Considering the importance, complexity and vastness of the subject, similar type of initiatives on urban school and education system a...nd other issues needs to be taken up in future.
The Guidance has four sections namely Introduction to this Guidance, Rationale for Mainstreaming DRR in the Education Sector, How to Mainstream Disaster Risk Reduction in Reconstruction Process of Education Sector in Myanmar and Creating an Enabling Environment for Safer Education. The Guidance also includes good practices of various agencies involved in Cyclone Nargis education sector recovery as example.
No publication year indicated.
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Using an ensemble of climate models and socioeconomic scenarios, WRI scored and ranked future water stress—a measure of competition and depletion of surface water—in 167 countries by 2020, 2030, and 2040. We found that 33 countries face extremely high water stress in 2040 (see the full list). We... also found that Chile, Estonia, Namibia, and Botswana could face an especially significant increase in water stress by 2040. This means that businesses, farms, and communities in these countries in particular may be more vulnerable to scarcity than they are today.
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The Education 2030 Incheon Declaration and Framework for Action specifies that the mandate of the Global Education Monitoring Report is to be ‘the mechanism for monitoring and reporting on SDG 4 and on education in the other SDGs’ with the responsibility to ‘report on the implementation of nat...ional and international strategies to help hold all relevant partners to account for their commitments as part of the overall SDG follow-up and review.’ It is prepared by an independent team hosted by UNESCO.
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A resource for improving menstraul hygiene around the world.
Comprehensive guidance with examples of good practice, information for colleagues and pupils in class and tips on how to break the taboo
Water security, or having the right amount and quality of water in the right place at the right time, fosters social and economic progress. Where water is sufficient to meet demand, it can promote economy wide growth and enable countries to reach their food security, energy security, and human devel...opment goals. Where it is scarce, excessive, or unclean it can exacerbate multiple dimensions of poverty. Neither of these two worlds is protected from future water crises, which are heavily influenced by changing local circumstances
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The INEE Minimum Standards Handbook is the only global tool that articulates the minimum level of educational quality and access in emergencies through to recovery. The Minimum Standards express a commitment that all individuals—children, youth and adults—have a right to education.
There are... different languages available: Arabic, Azerbajan, Bahsa Indonesia, Bengali, Bosnian, Coratian, Serbian, Chinese, English, French, Japanese, Krygyz, Nepali, Pashto, Portuguese, Russian, Spanish, Urdu, Turkish, Vietnamese
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This report outlines and analyses the implementation of the Bridge Builder Model. This is a two-way, capacity-sharing model aimed at bringing together local faith actors (LFAs) and international humanitarian actors to increase understanding, trust, coordination and collaboration.
Pakistan Global Antibiotic Resistance Partnership (GARP) was formed in the wake of international and national efforts for AMR curtailment. A group of experts from microbiology, infectious diseases and veterinary medicine formed a core group at the organizational meet...ing of GARP in Kathmandu, Nepal in July 2016. In the meeting, this core group was expanded to include other members from different sectors with the selection of the Chair and co-chairs. These were asked to serve on a voluntary basis, in their own individual capacities, with no personal gains, or gains to the institutions to which they are affiliated. The first phase of GARP took place from 2009 to 2011 and involved four countries: India, Kenya, South Africa and Vietnam. Phase one culminated in the 1st Global Forum on Bacterial Infections, held in October 2011 in New Delhi, India. In 2012, phase two of GARP was initiated with the addition of working groups in Mozambique, Tanzania, Nepal and Uganda. Phase three has added Bangladesh, Lao PDR, Nigeria, Pakistan and Zimbabwe to the network to date.
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Overcoming HIV-related stigma and discrimination in health- care settings and beyond
UNAIDS 2017 | REFERENCE