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Publication Years
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694
1945
303
10
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Toolboxes
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WHAT IS THE CATHOLIC VIEW REGARDING THE DIGNITY OF WORK AND THE RIGHTS OF WORKERS?We learn through the Genesis story that God has made the human person in the image and likeness of God. Human dignityfinds its origin here. The creation of humans takes place only after the creation of he
...
aven and earth, and man and womanare created to be in relationship with their environment. All that human beings need for their survival and well-being isprovided by God but requires their creative effort and toil.
accessed July 2019
more
The Early Childhood Development Policy and its Strategic Plan seek to provide a framework to ensure such a holistic and integrated approach to the development of young children. International research has demonstrated the high economic returns on ECD investment and its positive impact on health and
...
education outcomes as well as the overall economic development of a nation. The implementation of the ECD Policy will thus provide Rwanda with the basis for achieving the objectives and goals of the EDPRS and Vision 2020.
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Psychosocial Support and Social and Emotional Learning for Children and Youth in Emergency Settings
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The purpose of this paper is to clarify relevant terminologies and approaches relating to psychosocial well-being and social and emotional learning (SEL) in education in crisis affected contexts, and to explore how psychosocial support (PSS) and soc
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ial and emotional learning relate to one another.
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Response strategy for South Sudan to Covid-19 pandemic
Teachers for All: Inclusive Teaching for Children with Disabilities Collaborating globally to promote Inclusive Development
Ingrid Lewis and Sunit Bagree
International Disability and Development Consortium’s Inclusive Education Task Group
(2013)
CC
This document lays out economic arguments for investing in the Access to COVID-19 Tools Accelerator (ACT-Accelerator). Framed within an overall context that recognizes the broader human health and societal impacts of the COVID-19 crisis,
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ACT-Accelerator's Economic Investment Case argues that investment in ACT-Accelerator is the world’s best bet and most viable solution for restarting the global economy. It is intended for governments, multilaterals, civil society, businesses and foundations and all those interested in the work required to change the course of the pandemic. The global deployment of ACT-Accelerator’s comprehensive package of tools will reduce the severity of COVID-19 disease, enabling countries to transition out of the crisis thereby restarting domestic and international economic engines driving our global economy.
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Young people and the law in Asia and the Pacific: a review of laws and policies affecting young people's access to sexual and reproductive health and HIV services
UNESCO Office Bangkok and Regional Bureau for Education in Asia and the Pacific
United Nations Educational, Scientific and Cultural Education; UNFPA; UNAIDS; UNDP; Youth Lead
(2013)
C2
Textbooks for Sustainable Development - A guide to embedding
United Nations Educational, Scientific and Cultural Organization Mahatma Gandhi Institute of Education for Peace and Sustainable Development (UNESCO MGIEP)
(2017)
This valuable and timely guidebook represents an innovative contribution to enhancing quality education through textbooks. It will change the way textbook authors, publishers and educators, as well as governments of the
...
United Nations Member States, see the potential of educational media at a time of growing violent extremism, changing notions of national identity, increasingly globalized and diverse communities, and environmental destruction. The need for education that promotes peace, social justice and global citizenship has become more urgent in a world of greater uncertainty. This guidebook builds on the momentum of Agenda 2030, providing a toolkit to enable textbook authors to place ESD at the core of their subjects in ways that are at once practical for them and interesting and relevant to the students.
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The global COVID-19 pandemic has led to unprecedented levels of disruption to education, impacting over 90% of the world’s student population: 1.54 billion children, including 743 million girls. School closures and the wider socio-economic impacts
...
of COVID-19 on communities and society also disrupt children’s and young people’s normal support systems, leaving them more vulnerable to illnesses and child protection risks such as physical and humiliating punishment, sexual and gender-based violence, child marriage, child labour, child trafficking and recruitment and use in armed conflict. Girls and other marginalised groups, particularly those in displaced settings, are particularly affected.
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WHO Information Series on School Health
World Health Organization (WHO); Unicef; Education International ; et al.
World Health Organization (WHO); Unicef; Education International ; et al.
(2004)
C_WHO
Teachers' Exercise Book for HIV Prevention
Document 6.1
This booklet contains all the participatory learning experiences that are included in the Training and Resource Manual on School Health and HIV and AIDS Prevention. It is to be given to all teachers who receive training as part of the EI/WH
...
O School Health and HIV Prevention Project. Other groups may wish to copy and use the materials in this document to help adults and students prevent HIV infection and related discrimination.
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Comprehensive Sexuality Education and Adolescents Sexual and Reproductive Health
Background paper prepared for the Education for All Global Monitoring Report 2012
Reports from Kenya, Sierra Leone, China and Sri Lanka
Making education more inclusive requires schools and education authorities to remove the barriers to education experienced by the most excluded chi
...
ldren - often the poorest, children with disabilities, children without family care, girls, or children from minority groups. Also included in the text are examples of children from very remote areas, girls excluded from school, children from ethnic groups, children with language barriers, and children in countries affected by conflict.
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This guideline consists of two main parts:
i.) Guidelines for Red Cross and Red Crescent national societies on how to start up and engage with other stakeholders in country in rolling out disaster risk reduction (DRR) education and awareness act ... ivities for children - not only in school, but also in the community;
ii.) Games and activities to engage children with key lessons and messages to carry away. With a focus on Southeast Asia, cases from Viet Nam and Indonesia are highlighted. more
i.) Guidelines for Red Cross and Red Crescent national societies on how to start up and engage with other stakeholders in country in rolling out disaster risk reduction (DRR) education and awareness act ... ivities for children - not only in school, but also in the community;
ii.) Games and activities to engage children with key lessons and messages to carry away. With a focus on Southeast Asia, cases from Viet Nam and Indonesia are highlighted. more
No education system is effective unless it promotes the health and well-being of its students, staff and community. These strong links have never been more visible and compelling than in the context of the COVID-19 pandemic. Towards making every sch
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ool a health-promoting school: Let’s start with a shared vision based on the standards and indicators presented in this publication.
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Guidelines for training personnel in developing countries for prosthetics and orthotics services
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1.Orthopedics - education 2.Prostheses and implants - utilization 3. Orthotic devices - utilization 4.Developing countries 5.Guidelines 6.Teaching materials I.World Health Organization II.International Society for Prosthetics and Orthotics
Education material for teachers of midwifery
Midwifery education modules - second edition
