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2019 Syrian Arab Republic Humanitarian Response Plan: January - December 2019

UN Office for the Coordination of Humanitarian Affairs (OCHA) (2019) CC

The 2019 Humanitarian Response Plan (HRP) sets out the framework within which the humanitarian community will respond to the large-scale humanitarian and protection needs in Syria throughout 2019, on the basis of the prioritization undertaken across and within sectors. The HRP, based on United Natio ... more

Professional Standards for Protection Work
recommended

International Committee of the Red Cross ICRC (2018) C1

Carried out by humanitarian and human rights actors in armed conflict and other situations of violence This guideline (third edition) constitutes a set of minimum but essential standards aimed at ensuring that protection work is safe and effective. The standards reflect shared thinking and common ... more

Good practice guide: embedding inclusion of older people and people with disabilities in humanitarian policy and practice

Supriya Akerkar and Rhea Bhardwaj ADCAP Age an& Disability Capactiy (2018) C1

Lessons learnt from the ADCAP programme | This guide shares good practices and challenges that have emerged through the experience of the Age and Disability Capacity Programme (ADCAP) implementing partners, in embedding inclusion of older people and people with disabilities within their humanitaria ... more

56e conseil directeur - 70e session du comité régional de l'OMS pour les Amériques

Organisation panaméricaine de la Santé; Organisation mondiale de la Santé (Amériques ) (2018) C_WHO

Washington, D.C., ÉUA, du 23 au 27 septembre 2018 Point 8.3 de l'ordre du jour provisoire CD56/INF/3 14 juillet 2018 Original: anglais

Education in Emergencies: Including everyone

Inter-Agency Network for Education in Emergencies (2010) CC

INEE pocket gu ide to inclusive education. This guide is aimed at anyone working to provide, manage or support education services in emergencies and complements the INEE Minimum Standards. The Pocket Guide to Inclusive Education outlines useful principles for an inclusive education approach in ... more

Coordination de la surveillance épidémiologique entre Points d’entrée et Système nationaux de surveillance

Organisation Mondiale de la Santé OMS (2014) C_WHO

La coordination de la surveillance épidémiologique aux points d'entrée et avec les systèmes nationaux est un processus essentiel pour la détection précoce des risques sanitaires internationaux et la protection de la santé publique mondiale. Elle repose sur la collaboration entre les pays, l'� ... more

Stratégie de Coopération de l’OMS avec les pays, 2008-2013, République de Madagascar

Organisation mondiale de la Santé (WHO), Bureau Régional de l'Afrique (2009) C_WHO

The Ukraine war and threats to food and energy security

Benton, T.; et al. Chatham House (2022) CC

Cascading risks from rising prices and supply disruptions, April 2022. Global resource markets are still reeling from the impacts of Russia’s invasion of Ukraine; the two countries are major suppliers of energy, food and fertilizers. Supply disruption and the sudden imposition, in response to the ... more

Special Needs Education: Building an inclusive education and training system (South Africa)

Department of Education, Republic of South Africa (2001) C2

EDUCATION WHITE PAPER 6

Preferential Option for the Poor and Vulnerable

Catholic Curriculum Corp. (2020) C1

CCC and OECTA Partnership Teaching Resource Equity and Inclusion: Through the Lens of the Catholic Social Teachings accessed on 16 July 2020

Efeitos da vacina BCG na COVID-19 — com base na informação disponível a 25 de Dezembro de 2020

Organização Mundial da Saúde. Escritório Regional para a África (2020) C_WHO

Traditions and Opportunities - A Toolkit for GBV Programs to Engage Community Leaders in Humanitarian Settings [EN/AR]

International Medical Corps (IMC) (2021) C2

Travailler avec les dirigeants communautaires pour lutter contre la VBG est une très bonne et prometteuse approche, car les dirigeants communautaires sont les gardiens de toutes nos croyances et coutumes. Étant donné que la VBG est enracinée dans les croyances et les coutumes, essayer de s� ... more

CBDRR Framework Facilitator Guide

Myanmar Red Cross Society (2013) C1

The purpose of this ‘Facilitator Guidebook’ is to help the Course Coordinator deliver and document consistently high-quality CBDRR training courses.
- Module 1: Understanding the Basics: introduces the participants to the basics of CBDRR implementation of MRCS, general aspects of CBDRR in ... more

Managing Misinformation in a Humanitarian Context

Internews (2019) C2

The Internews Humanitarian Information Services Learning Collection communicates key lessons, best practices, and programmatic methodologies used by Internews’ humanitarian teams around the world. Each module within the Learning Collection includes three parts: Context, Case Studies, and a How-To ... more

Kenya: Education Sector Policy on HIV and AIDS

Ministry of Education, Science and Technology, Republic of Kenya (2013) C2

Second Edition

Das Istanbul Protokoll

Frewer, A.; H. Furtmayr, K. Krása; T. Wenzel V&R Unipress (2015) CC

Untersuchung und Dokumentation von Folter und Menschrechtsverletzungen. 2. Auflage

Social inclusion and inclusive education

Marsela Robo Academicus (International Scientific Journal) (2014) CC

The key question addressed in this article is social inclusion, as an opposite concept of social exclusion. The author provides a historical of social inclusion/exclusion terminology. Further, some of the principles of social inclusion are presented. In the end, the article focuses on the role of ed ... more

Broken Links: Psychosocial Support for people separated from family members, training module

International Federation of Red Cross and Red Crescent Societies IFRC (2014) C1

Broken Links: Psychosocial support for people separated from family members (Training module) and the corresponding Broken Links field guide are designed to support staff and volunteers in a wide range of settings where they may be in contact with families who have been separated from their loved ... more

Informe Nacional sobre Desarrollo Humano Paraguay 2013. Trabajo Decente y Desarrollo Humano

PNUD, et al. (2013) C1

Schools for All Including disabled children in education

Save the Children (2002) C2

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 ... more