This book presents a comprehensive conceptual, policy and programming framework, complemented by case studies. It is global in perspective, examining the challenges and solutions to the problems faced by refugee and IDP students with either no documentation or inadequate or unrecognized documentation of their learning.
This study explored the special needs of HIV-positive young people in primary and secondary schools in Uganda and identified possible responses by the education sector to these needs.
This module provides practical information, guidelines, examples and tools to support organisations and key actors to undertake psychosocial support to bring about positive change for children in humanitarian contexts.
This publication has been conceived as a practical manual. The different types of stress experienced by delegates are described along with the associated symptoms. It highlights the importance of identifying and knowing personal, team and organisational resources.
These guidelines have been prepared to help countries successfully design a teacher code of conduct (or review an existing one) and put in place the appropriate mechanisms to ensure its proper dissemination, application, and monitoring at all levels of the system.
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.
In many countries of the world, large numbers of children start school, only to find their teachers are speaking to them in a language they don't understand. In other places, teachers start by communicating with children in their own language, but as soon as written words and numbers are introduced, teachers use a language children don't understand.
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
During the training you will learn how to establish a Child Friendly Space as well as become more familiar with the Save the Children Child Friendly Spaces in Emergencies Handbook.
This statement presents the recommended cut-offs, summarizes the rationale for their adoption and advocates for their harmonized application in the identification of 6–60 month old infants and children for the management of severe acute malnutrition (SAM). It also reviews the implications on patient load, on discharge criteria and on programme planning and monitoring.
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.
These Guidelines for Addressing HIV in Humanitarian Settings aim to assist humanitarian and AIDS organizations to plan the delivery of a minimum set of HIV prevention, treatment, care and support services to people affected by humanitarian crises.
In an emergency, people’s homes are often destroyed, their lives disrupted or they are forced to flee, which means that millions of children miss out on education. In the case of protracted emergencies, children may go for years without attending school.
This article explores these issues and makes the case for gender-responsive education programming in order to ensure both the protection of the most vulnerable children and sustainable and equitable social and economic development.
Because the effects of climate change on children are so significant, national governments and the international community must work together to chart a way forward.
