This report presents the lessons from countries using different school-based management arrangements, where the decision-making power is placed in the hands of frontline providers and parents to improve the schools. It reviews the findings from analytical studies and presents the policy choices that emerge from those lessons and findings.

The “Deaf People and Human Rights” report is based on a survey that is, up until now, the largest knowledge database on the situation of Deaf people. The lives of Deaf people in 93 countries, most of which are developing countries, is addressed. The Swedish National Association of the Deaf and the World Federation of the Deaf initiated the survey.

Plan and World Vision argue that children, who represent 50% of the world's population, can and do play invaluable roles in planning and implementing disaster risk reduction (DRR) and climate change adaptation activities. In spite of this evidence, children are, by and large, excluded from the activities that contribute to building the resilience of their local communities.

This article considers whether the law of war provides school buildings with a less privileged status than it gives to hospitals and religious buildings. It proposes that three critical issues necessarily affect any legal regime that seeks to establish privileged status for a specific type of building during war.

The UNISDR Terminology aims to promote common understanding and common usage of disaster risk reduction concepts and to assist the disaster risk reduction efforts of authorities, practitioners and the public

تم تصميم وتمويل برنامج التدريب "مداخل " من قبل الوكالة الأمريكية للتنمية الدولية (USAID (لبرنامج "المدارس الآمنة"؛ لتمكين المعلمين، وأفراد المجتمع، والطلاب من التعامل مع العنف القائم على النوع الاجتماعي في المدارس وكيفية تجنبه

The Doorways program of USAID is a series of manuals targeting three key audiences: teachers, students and community members.

El programa de capacitación Abriendo Puertas fue diseñado por el Programa de Escuelas Seguras, auspiciado por la Agencia de Estados Unidos para el Desarrollo Internacional, para capacitar maestros, miembros de las comunidades y estudiantes en la prevención y respuesta a la violencia de género desde la escuela (VdGE).

Community participation is a common phrase in the development and education sectors, along with accompanying terms of good governance, rights, ownership and accountability. Despite the challenges, communities can contribute greatly to reconstruction efforts and conflict resolution.

In Sierra Leone, despite enhanced educational opportunities for girls, much of the emphasis on post-war educational reconstruction is unlikely to rectify gender inequities that remain entrenched within mainstream schooling and in the broader social context.