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Stratégie du Cluster Éducation : La République Démocratique du Congo 2020, janvier - décembre 2020

Education Cluster; Save the Children and UNICEF (2020) CC

La République Démocratique du Congo connait une fragilité sociale issue de divers conflits communautaires qui ont déstabilisés le tissu économique du pays sans épargner le secteur éducatif depuis plusieurs années. Les sources de fragilité sont aussi liées à la pauvreté de la population ... more

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Mozambique: Education Cluster Fact Sheet, Impact of the disaster on education (Update as of 15 April 2019)

UN Children's Fund, Save the Children, Education Cluster (2019)

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Assessment of the effect of Ebola on education in Liberia

Liberia Education Cluster (2015)

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Education Capacity Self-Assessment: Transforming the Education Humanitarian Response of the Rohingya Refugee Crisis (Cox’s Bazar, Bangladesh, March 2018)

UN Children's Fund, BRAC, Education Cluster, Norwegian Capacity (2018) CC

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Nigeria Education Sector COVID 19 Response Strategy in North East

OCHA; Reliefweb; Nigeria Education in Emergencies Working Group; UNICEF; Education Cluster (2020) C2

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Yemen: Shelter Cluster - End Year Report 2019

CCCM Cluster Shelter Cluster UNHCR (2020) C1

Yemeni people continue to show incredible resilience after five years of conflict, recurrent flooding, constant threats of famine and cholera, extreme hardship to access basic services like education or health and dwindling livelihoods opportunities– and now, COVID-19. Nearly four million people h... more

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Retour à l’école en sécurité: Guide du praticien

Education Cluster, Save the Children, et al. (2020) C1

Les fermetures d’écoles et les impacts socio-économiques plus larges du COVID-19 sur les communautés et la société perturbent également les systèmes de soutien normaux des enfants et des jeunes, les rendant plus vulnérables aux maladies et aux risques de protection de l’enfance tels que ... more

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Venezuela – Mapeo de capacidades para la respuesta educativa frente al COVID-19

H. Renna; F. Hanga OCHA; Reliefweb; Venezuela Clúster Educación (2020) C2

Clúster de Educación 30 de marzo de 2020

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Safe Back to School: A Practitioner’s Guide

Save the Children; Education Cluster; Protection Cluster et al. (2020) C2

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 disrup... more

افتح الرابط الخارجي (239)

Gender-based Violence (GBV) Handbook for Schools

UNICEF, Education Cluster, Save the Children (2025) C_WHO

Handbook for schools

افتح الرابط الخارجي

Guidance Note: IPC in Schools during AWD/Cholera Outbreaks

UN Children's Fund UNICEF; WASH Cluster (2023) C_UNICEF

WASH in schools during a cholera response is important due to the strong correlation between WASH and IPC. Not only can it impact the health and well-being of students and staff but also facilitate the potential spread of the disease via the congregation of children and adults from multiple househol... more

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Northeast Nigeria Health Sector - Humanitarian Response Strategy 2025 - 2027 (December 2024)

Government of Nigeria; Health Cluster; World Health Organization WHO (2024) CC

The protracted humanitarian situation in northeastern Nigeria, particularly in Borno, Adamawa, and Yobe (BAY) States, remains a concern due to ongoing insecurity, displacement, food insecurity, disease outbreaks, and climate-related shocks. To address these complex challenges, the health sector has ...developed a comprehensive humanitarian response strategy aligned with the three States Development plans, Durable Solutions for the Population Displacement Plan, and the Humanitarian Need Response Plan for 2025. This strategy aims to reduce morbidity and mortality among crisisaffected populations by ensuring timely, equitable, and effective delivery of lifesaving health services, while strengthen the resilience of health system and enhancing local and national capacities for sustainable health response in protracted emergency. Supported by an in-depth analysis of the ongoing health humanitarian response using the Strengths, Weaknesses, Opportunities, and Threats (SWOT) methodology, the strategy is guided by three key objectives: 1. Provide access to lifesaving interventions and sustain an effective response to the prolonged health emergency. 2. Prevent, mitigate, and prepare for health risks from all hazards and respond to all health emergencies. 3. Advance the primary health care approach and essential health system capacities for universal health coverage. To achieve these objectives, the strategy employs the “Five C” framework which refers to: • Collaborative Surveillance: Enhancing collaborative efforts for effective monitoring. • Community Protection: Implementing community-based protection measures. • Safe and Scalable Care: Ensuring care that is both secure and scalable. • Access to Countermeasures: Facilitating access to necessary countermeasures. • Emergency Coordination: Coordinating emergency responses efficiently. These proactive approaches are designed to be more anticipatory and preemptive rather than reactive, aiming to meet the needs of the crisis-affected population by providing lifesaving interventions, enhancing preventive and anticipatory actions, and ensuring the resilience of the health system. All actions are guided by International Humanitarian Standards and the Humanitarian Principles. The implementation of the health humanitarian response strategy will involve collaboration with local authorities, non-governmental organizations (NGOs), and international organizations. The strategy emphasizes localization and resource mobilization, efficient logistics and supply chain management, mainstreaming protection, and the deployment and training of healthcare workers. Continuous monitoring and periodic evaluation will ensure the effectiveness of the response. Cross-sector collaboration with sectors such as WASH, Nutrition, Education, and Protection will be crucial to enhance the quality and reach of health interventions. Additionally, sustainability and transition approaches will ensure long-term health outcomes and benefits, bridging the gap from humanitarian to development efforts. By adopting this comprehensive approach, the humanitarian response in northeastern Nigeria, particularly in BAY States, can be effectively guided, ultimately reducing the suffering of affected populations. more

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Nepal Multiple Indicator Cluster Survey. Key Findings

Central Bureau of Statistics and UNICEF Nepal (2015) C1

MICS surveys measure key indicators that allow countries to generate data for use in policies and programmes, and to monitor progress towards the Millennium Development Goals (MDGs) and other internationally agreed upon commitments.

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Kenya: Multiple Indicator Cluster Survey 2013/14, Final Report

Kenya National Bureau of Statistics, UNICEF (2016)

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Multiple Indicator Cluster Survey (2016-17)

National Bureau of Statistics (NBS), National Primary Health Care Development Agency (NPHCDA) and National Agency for the Control of Aids (NACA) (2017) C1

Survey finding report

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Nepal Multiple Indicator Cluster Survey 2010, Mid- and Far Western Regions, Final Report

Central Bureau of Statistics (CBS) and UNICEF Nepal (2012)

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Nepal: Monitoring the situation of children and women, Multiple Indicator Cluster Survey

Government of Nepal, National Planning Commission, Secretariat Central Bureau of Statistics, UNICEF (2014)

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Kenya: Multiple Indicator Cluster Survey, monitoring the situation of children and women

Kenya National Bureau of Statistics, UNICEF (2011)

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PSS and Learning kits for COVID-19

Protection Cluster, UNHCR (2020) CC

Activities during precautionary measures (age group 6-13). During infectious disease outbreaks, children may experience distress for a variety of reasons. The collective anxiety and grief that a community experiences can impact heavily on children. Limited public knowledge of the disease may trigge... more

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Building an effective health workforce through in-service training delivered by regional training hubs: lessons from kenya

Milo P., Karutu C., Abwao P., Mbaabu S., Munene I. IntraHealth International (2017) C1

For IST to be effective there is need for utilization of multiple techniques that will lead to transfer of competences (Bluestone et al. 2013). Learning settings should be selected to support relevant and realistic practice so as to increase the efficiency of IST. Alternatives to hotels such as trai... more