International Health and Human Rights (2018) 18:18
Disability awareness, Community, Attitudes, Experts-by-experience
J Int Assoc Provid AIDS Care. 2017 ; 16(5): 499–505. doi:10.1177/2325957417709089.
Naicker et al. BMC Palliative Care (2016) 15:41 DOI 10.1186/s12904-016-0114-7
This paper aims to understand the agency that caregivers who participated in a CBR empowerment component programme exercised, in order to promote the rights of their children with disabilities to a basic education.
Kenya has great potential for enhancing education for individuals with intellectual disabilities. The fact that it has recognized the need to care for learners with special needs is commendable. In comparison to many African countries, Kenya and Nigeria are ahead in developing programs for special e...ducation in institutions of higher learning, and in starting schools and units for special education. However, a legal mandate is still required as it would seal many loopholes that currently exist. Without it, the assessment of individual with intellectual disabilities cannot be administered correctly and professionally. In this article, the authors present a coherent account on various aspects related to learners with intellectual disabilities in Kenya. No doubt, the issues and challenges identified call for attention by not only the government of Kenya but also those interested in improving the status of learners with intellectual disabilities.
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Technical brief by the H4+ (UNAIDS, UNFPA, UNICEF, UN Women, WHO and the World Bank)
DHS Working Papers No. 108 | Zimbabwe Working Papers
No. 9
DHS Working Papers No. 104.
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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Guidance Note A DFID practice paper
First Edition, July 2009
Trainers’ Manual
2006-2008 programme report
The toolkit comprises ready-to-use material designed expressly for World Bank task managers working in the water and sanitation sector. It presents a range of tools for gender analysis and practical “how-to” strategies collected from program and project experience around the world. It is one of ...a series of toolkits being designed to assist task managers in improving project performance by incorporating gender into their work.
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