Blogue Dois novos recursos sobre EeE inclusiva para pessoas com deficiência Com base no trabalho do Grupo de Trabalho sobre Educação Inclusiva da INEE, foram elaborados um novo mapeamento de recursos e análise de lacunas e um novo relatório de princípios orientadores, já que o Grupo de Trabalho identificou uma falta de entendimento comum sobre a educação inclusiva para pessoas com deficiência, principalmente em situações de emergência e contextos afetados por crises.
Blogue (مصدران جديدان): التعليم في حالات الطوارئ الشامل للإعاقة يستند التخطيط والتحليل الجديدين لتحديد الفجوات، إلى جانب تقرير المبادئ التوجيهية، إلى الجهود التي بذلتها مجموعة عمل التعليم الجامع التابعة للشبكة المشتركة لوكالات التعليم في حالات الطوارئ. حددت المجموعة عدم وجود فهم مشترك حول التعليم الجامع للأشخاص ذوي الإعاقة، وعلى الأخص في حالات الطوارئ والسياقات المتأثرة بالأزمات.
Recurso The global costs and benefits of mental health and psychosocial support interventions in education settings across the Humanitarian- Development Nexus This policy brief is intended for policymakers, national governments, mental health and education coalitions, practitioners, and advocates. It provides an overview of the findings of a global cost-benefit analysis on mental health and psychosocial support (MHPSS) interventions in education settings across the Humanitarian-Development Nexus.
Recurso Global Cost-Benefit Analysis on Mental Health and Psychosocial Support (MHPSS) Interventions in Education Settings Across the Humanitarian Development Nexus This CBA estimates the global economic costs of mental health conditions through the effect on school completion, and poor social and emotional wellbeing among children and adolescents aged 10–17 years affected by humanitarian emergencies. It models the economic benefits of addressing the mental health needs of children and adolescents through mental health and psychosocial support interventions.
Blogue Avances desde el Foro Mundial sobre los Refugiados de 2019 (GRF blog 2/3) Este blog forma parte de una serie breve producida por la INEE y la Alianza para la Protección de la Niñez en la Acción Humanitaria sobre el modo en que ambas redes están participando en el Foro Mundial sobre los Refugiados 2023.
Recurso Accelerate with Care: Towards Gender-Responsive Accelerated Secondary Education The JRS and the SEWG, with support from INEE’s AEWG, worked together on a report to examine the relevance and appropriateness of SAEPs, the factors that enable and challenge the potential of SAEPs in supporting progress through and completion of secondary education, and the extent to which SAEPs are gender-responsive. This webinar presented the findings and recommendations of the report in five parts.
Blogue L’éducation intégrant les handicaps dans les situations d’urgence : 7 principes à suivre On estime à 22,4 millions le nombre de jeunes en situation de handicap vivant dans des contextes d'urgence et de crise. Sur la base de rapports récents élaborés par le Groupe de Travail sur l'Éducation Inclusive (IEWG) du Réseau Inter-agences pour l'Éducation en Situations d'Urgence (INEE), découvrez les principes de pratique de l'éducation inclusive en situations d'urgence (ESU) pour les personnes en situation de handicap.
Blogue 7 مبادئ للتطبيق: التعليم الجامع للأشخاص ذوي الإعاقة في حالات الطوارئ يعيش حوالي 22.4 مليون شاب ذو إعاقة في سياقات تتاثر بالطوارئ والأزمات. باستناد إلى التقارير الحديثة التي وضعتها مجموعة العمل للتعليم الجامع (IEWG)التبعة للشبكة المشتركة لوكالات التعليم في حالات الطوارئ، تعرف على المزيد حول مبادئ التطبيق للتعليم الجامع للأشخاص ذوي الإعاقة في حالات الطوارئ.
Recurso Building Inclusive Education Systems for Refugees This brief advances knowledge on the current state of inclusion of refugee learners. It is based on several separate but complementary studies carried out by UNICEF Innocenti, UNHCR, and UNESCO, and was developed to share common inter-agency findings, gaps, and learnings.
Recurso Building Inclusive Education Systems for Refugees In this webinar, we explored effective strategies for the inclusion of refugees in national education systems. Drawing on several complementary research studies by UNHCR, UNICEF Innocenti, and UNESCO, the panel presented promising practices to highlight the opportunities and challenges of effective inclusion.
