Resources

This paper discusses the different roles played by public education institutions to ensure continuity of education during emergencies in Gaza Strip, in addition to the explanation some of the proposed solutions and means to guarantee the educational process.

UNICEF is committed to ensuring gender equality is at the heart of our COVID-19 response, especially as it pertains to front-line service delivery, system-strengthening support, and advocacy and communications. We continue to work alongside our United Nations sister agencies, government partners, civil society collaborators and private-sector allies.

IDA has compiled this list of the main barriers that persons with disabilities face in this emergency situation along with some practical solutions and recommendations. This document is based on inputs received from our members around the world aiming to assist global, regional, national and local advocacy to more efficiently address the range of risks persons with disabilities face.

The closure of schools not only disrupts education, but also access to food programmes, social support, personal assistance or medical care, often accessed through schools. Children are at increased risk of child protection issues without the protective and social environment of a school, and linked services.

This guidance provides an overview of the risks assosciated with disease outbreak that could cause children to be left without appropriate parental care, and provides scenearios for where children may be identified as separated in Iraq due to issues related to COVID-19.

Women, the elderly, adolescents, youth, and children, persons with disabilities, indigenous populations, refugees, migrants, and minorities experience the highest degree of socio-economic marginalization. Marginalized people become even more vulnerable in emergencies.

Below is the recording and presentations of the webinar hosted by INEE and the Global Education Monitoring on the 2019 GEM Report on Migration, displacement and education in the Arab States on Wednesday, 18 March 2020.

This framework represents Save the Children's planning assumptions and priority areas for implementation over four phases of programming: Preparedness, Initial Response, Large-Scale Response, and Recovery. Each phase is defined by the specific scenario in-country (and in-community) and the overall objectives by Phase.

Advocacy brief on the emerging gender impacts of the coronavirus (COVID-19) outbreak and recommendations for gender-sensitive interventions.

This briefing note summarises key mental health and psychosocial support (MHPSS) considerations in relation to the 2019 novel coronavirus (COVID-19) outbreak.

This rapid research query summarises the evidence of the COVID-19 pandemic on violence against women and girls (VAWG), as well as other similar epidemics.

This guidance note is for UNICEF staff to help them in their preparedness and response to the current COVID-19 global pandemic. It provides an overview of Infection Prevention and Control and its intersection with water, sanitation and hygiene and how staff can help prevent infection and its spread in schools, through human to human and by touching surfaces contaminated with the virus.

This document indicates different impacts and a series of recommendations so that decision makers can integrate the gender perspective as the key for an effective response to COVID-19 that integrates the needs of women and girls in Latin America and the Caribbean.

This document provides HelpAge International staff, network members and partners with key messages to advocate for the effective inclusion of older people in preparedness planning and ongoing responses to the Covid-19 pandemic.

These mental health considerations were developed by the WHO’s Department of Mental Health and Substance Use as messages targeting different groups to support for mental and psychosocial well-being during COVID-19 outbreak.

A list of the best contingency planning and emergency preparedness resources, which could be adapted by schools to prepare for COVID-19.

A framework for contingency planning, risk reduction, preparedness and response to COVID-19 in regards to education.

This summary offers initial observations and answers to key questions for the sector. This document will be updated periodically, as needed, to reflect evolving understanding around COVID-19 and its impact on the education sector.

This document aims to provide some key considerations for the leadership of education clusters and humanitarian coordination groups in order to have a more inclusive and localized response to the COVID-19 global emergency.

The purpose of this document is to provide clear and actionable guidance for safe operations through the prevention, early detection and control of COVID-19 in schools and other educational facilities. The guidance, while specific to countries that have already confirmed the transmission of COVID-19, is relevant in all other contexts.