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Publication Years
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Toolboxes
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National Strategic Plan for Malaria Elimination in Bangladesh: 2021-2025
National Malaria Elimination Programme - Directorate General of Health Services
Ministry of Health & Family Welfare - Government of Bangladesh
(2021)
C2
The National Strategic Plan for Malaria Elimination 2021–2025 outlines Bangladesh’s roadmap to achieve zero indigenous malaria cases by 2030, with an interim goal to reduce transmission to near-zero levels by 2025. The strategy builds upon earli
...
er successes in malaria control and shifts focus toward elimination in both high- and low-endemic areas.
The plan emphasizes five core objectives: ensuring universal access to quality malaria prevention and treatment services, strengthening surveillance and case detection systems, improving vector control through long-lasting insecticidal nets (LLINs) and indoor residual spraying (IRS), building community engagement, and enhancing program governance and accountability.
High-priority districts, especially in the Chittagong Hill Tracts, are targeted for intensified interventions, including active case detection and tailored outreach to mobile and vulnerable populations. The strategy also calls for robust health systems support, cross-border collaboration, and integration of malaria services into broader primary health care.
This document serves as Bangladesh’s strategic foundation to transition from malaria control to phased elimination, in line with national and global targets.
more
National Malaria Elimination Strategic Plan (NMESP) 2024–2028
National Malaria Elimination Programme (NMEP)
Ghana Health Service - Ministry of Health, Ghana
(2023)
C2
The National Malaria Elimination Strategic Plan (NMESP) 2024–2028 of Ghana outlines the country’s roadmap to shift from malaria control to elimination. Despite major progress—like reducing malaria deaths from nearly 2,800 in 2012 to 151 in 202
...
2—malaria remains a major public health challenge in Ghana.
The plan aims to reduce malaria deaths by 90% and cases by 50% by 2028 (compared to 2022), and to eliminate malaria entirely in 21 low-burden districts. It includes a mix of interventions such as insecticide-treated nets, indoor residual spraying, seasonal chemoprevention, malaria vaccination, and strong surveillance systems.
The strategy is tailored to the local malaria burden, promotes community engagement, relies on multisectoral partnerships, and ensures adequate resource mobilization. Its ultimate goal is to protect Ghana’s population, improve public health, and support the country’s socioeconomic development.
more
April 2025 – MARCH 2026
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
more
This report from Human Rights Watch found that South Africa has failed to guarantee the right to education for many of the country’s children and young adults due to widespread discrimination against children with disabilities in enrollment decisi
...
ons. Human Rights Watch research in five out of South Africa’s nine provinces showed that children with disabilities face discriminatory physical and attitudinal barriers, often beginning early in children’s lives when government officials classify them according to their disabilities. Human Rights Watch August 2015
more
Background paper for the Oslo Summit on Education for Development
Background paper for the Oslo Summit on Education for Development.
This paper covers the four topics of the Oslo Summit: investment in education, quality of learning,
...
education in emergencies and girls’ education. Disability continues to be one of the primary causes of educational disadvantage and exclusion,
creating the largest single group of girls and boys who remain out of school. Even in those countries
close to achieving universal primary enrolment, children with disabilities are still not in school,accessing opportunities to meaningful employment and on sustainable routes out of poverty
more
The report surveyed 9 leading bilateral and multilateral education donors in respect of their approach to disability-inclusive education.
Humanity & Inclusion has published a report on November 20, on the difficulties children with disabilities face in accessing education in the world’s poorest countries.
Include us in education! A qualitative research study on barriers and enablers to education for children with disabilities in Nepal
Zuurmond, M., L.M. Banks, P. Aryal, et al.
London School of Hygiene and Tropical Medicine, International Centre for Evidence in Disability, Plan International
(2014)
C1
A 2013 Plan study across 30 countries found that children with disabilities were on average 10 times less likely to go to school than children without disabilities. This report presents the findings of a follow-up second phase to the research with a qualitative study on barriers and enablers to
...
education for children with disabilities in Nepal.
The Full Report and Executive Summary Reports in English, French and Spanish are now available for download at:
http://disabilitycentre.lshtm.ac.uk/include-us-education-study-available-now/
more
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 fundament
...
al 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.
more
Mainstreaming Persons with Disabilities into Society
