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Seeing the invisible: Sexuality-related knowledge, attitudes and behavior of children and youth with disabilities in China

SHANGHAI INSITITUTE OF PLANNED PARENTHOOD RESEARCH (SIPPR)
UNESCO
HUMANITY & INCLUSION (HI)
2019

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Young people with disabilities have the same right to Sexual and Reproductive Health (SRH) as their peers without disabilities, but their needs and rights are often overlooked. This study examines the SRH status of young people with disabilities in China. In particular, the study explored the sexuality-related knowledge, attitudes and behaviour of young people with disabilities as well as their access to sexuality-related information, education and services. The findings of the study are intended to provide evidence to support decision-making by government agencies, educators, development workers and other relevant stakeholders regarding developing and implementing disability-inclusive SRH and sexuality education policies and programmes for young people in China.

The study, using quantitative and qualitative methods, was conducted in 2015 among unmarried young persons aged 12 to 24 living with visual, hearing, physical and intellectual disabilities, in both urban and rural areas. The analysis was based on data collected through 707 completed valid questionnaires, 20 group interviews and 35 individual interviews with young people with disabilities, and individual interviews with 60 parents and teachers, along with one case study.

Global education monitoring report, 2019: migration, displacement and education: building bridges, not walls

UNITED NATIONS EDUCATIONAL, SCIENTIFIC AND CULTURAL ORGANIZATION (UNESCO)
et al
2018

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“The 2019 GEM Report continues its assessment of progress towards Sustainable Development Goal 4 (SDG 4) on education and its ten targets, as well as other related education targets in the SDG agenda.


Its main focus is on the theme of migration and displacement. It presents evidence on the implications of different types of migration and displacement for education systems but also the impact that reforming education curricula and approaches to pedagogy and teacher preparation can have on addressing the challenges and opportunities posed by migration and displacement. It gives voice to experiences in host and home communities.


With the help of case studies, it illustrates approaches which work and could be scaled up. In this way, it aims to be a tool for practitioners. It will make the case for investing in education of good quality in rural areas suffering from depopulation and in slum areas suffering from large population inflows; in countries with high rates of emigration and those with high rates of immigration; in short-term refugee emergencies and in protracted crises. Its analysis, conclusions and recommendations advance the aims of SDG 4 and its call to leave no one behind.”

Report of the Special Rapporteur on the rights of persons with disabilities (theme: access to rights-based support for persons with disabilities)

DEVANDAS, Catalina
December 2016

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In her report, the Special Rapporteur provides an overview of the activities undertaken in 2016, as well as a thematic study on access to support by persons with disabilities. The study includes guidance for States on how to ensure the provision of different forms of rights-based support and assistance for persons with disabilities, in consultation with them. In preparing the study, the Special Rapporteur convened a regional expert consultation in Addis Ababa in September 2016 and analysed the responses to a questionnaire sent to Member States, national human rights institutions, agencies of the United Nations system, civil society organisations and persons with disabilities and their representative organisations. As at 5 December 2016, she had received 114 responses. 

Problem Management Plus (PM+) Individual psychological help for adults impaired by distress in communities exposed to adversity

WORLD HEALTH ORGANIZATION
2016

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With this manual, the World Health Organization (WHO) is responding to requests from colleagues around the world who seek guidance on psychological interventions for people exposed to adversity.

The manual describes a scalable psychological intervention called Problem Management Plus (PM+) for adults impaired by distress in communities who are exposed to adversity. Aspects of Cognitive Behavioural Therapy (CBT) have been changed to make them feasible in communities that do not have many specialists. To ensure maximum use, the intervention is developed in such a way that it can help people with depression, anxiety and stress, whether or not exposure to adversity has caused these problems. It can be applied to improve aspects of mental health and psychosocial well-being no matter how severe people’s problems are.

The revised UNESCO charter of physical education, physical activity and sport

UNITED NATIONS EDUCATIONAL, SCIENTIFIC AND CULTURAL ORGANIZATION (UNESCO)
November 2015

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"The International Charter of Physical Education, Physical Activity and Sport  is a rights-based reference that orients and supports policy- and decision-making in sport. Based on the universal spirit of the original Charter, and integrating the significant evolutions in the field of sport since 1978, the revised Charter introduces universal principles such as gender equality, non-discrimination and social inclusion in and through sport. It also highlights the benefits of physical activity, the sustainability of sport, the inclusion of persons with disabilities and the protection of children"

Transforming our world : the 2030 agenda for sustainable development

UNITED NATIONS (UN)
October 2015

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This document presents the finalised text for adoption of the UN’s 2015-2030 Sustainable Development agenda, a plan of action for people, planet and prosperity.  The Agenda seeks to strengthen universal peace in larger freedom and recognises that eradicating poverty in all its forms and dimensions, including extreme poverty, is the greatest global challenge and an indispensable requirement for sustainable development. It calls for countries and all stakeholders, acting in collaborative partnership, to implement this plan and  pledges that no one will be left behind. It seeks to build on the Millennium Development Goals and complete what these did not achieve, and it is anticipated that the Goals and targets will stimulate action over the next fifteen years in areas of critical importance for humanity and the planet

 

The document provides an introduction and vision, shared principles and commitments, the world today and the new agenda, the means of implementation, the follow up and review, and a call for action to change our world. It then specifically outlines the new agenda of 17 sustainable development goals (SDGs) and the associated 169 developmental targets, the means of implementation and global partnership, and the expected follow-up and review over the next 15 years at national, regional and global levels

 

The 17 SDGs include: 

  • Goal 1. End poverty in all its forms everywhere
  • Goal 2. End hunger, achieve food security and improved nutrition and promote sustainable agriculture
  • Goal 3. Ensure healthy lives and promote well-being for all at all ages
  • Goal 4. Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all
  • Goal 5. Achieve gender equality and empower all women and girls
  • Goal 6. Ensure availability and sustainable management of water and sanitation for all
  • Goal 7. Ensure access to affordable, reliable, sustainable and modern energy for all
  • Goal 8. Promote sustained, inclusive and sustainable economic growth, full and productive employment and decent work for all
  • Goal 9. Build resilient infrastructure, promote inclusive and sustainable industrialization and foster innovation
  • Goal 10. Reduce inequality within and among countries
  • Goal 11. Make cities and human settlements inclusive, safe, resilient and sustainable
  • Goal 12. Ensure sustainable consumption and production patterns
  • Goal 13. Take urgent action to combat climate change and its impacts
  • Goal 14. Conserve and sustainably use the oceans, seas and marine resources for sustainable development
  • Goal 15. Protect, restore and promote sustainable use of terrestrial ecosystems, sustainably manage forests, combat desertification, and halt and reverse land degradation and halt biodiversity loss
  • Goal 16. Promote peaceful and inclusive societies for sustainable development, provide access to justice for all and build effective, accountable and inclusive institutions at all levels
  • Goal 17. Strengthen the means of implementation and revitalize the global partnership for sustainable development

Education 2030 Incheon Declaration And Framework for action towards inclusive and equitable quality education and lifelong learning for all

WORLD EDUCATION FORUM 2015
2015

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UNESCO together with UNICEF, the World Bank, UNFPA, UNDP, UN Women and UNHCR organized the World Education Forum 2015 in Incheon, Republic of Korea, from 19 – 22 May 2015, hosted by the Republic of Korea. Over 1,600 participants from 160 countries, including over 120 Ministers, heads and members of delegations, heads of agencies and officials of multilateral and bilateral organizations, and representatives of civil society, the teaching profession, youth and the private sector, adopted the Incheon Declaration for Education 2030, which sets out a new vision for education for the next fifteen years.

Towards 2030: a new vision for education

Our vision is to transform lives through education, recognizing the important role of education as a main driver of development and in achieving the other proposed SDGs. We commit with a sense of urgency to a single, renewed education agenda that is holistic, ambitious and aspirational, leaving no one behind. This new vision is fully captured by the proposed SDG 4 “Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all” and its corresponding targets. It is transformative and universal, attends to the ‘unfinished business’ of the EFA agenda and the education-related MDGs, and addresses global and national education challenges. It is inspired by a humanistic vision of education and development based on human rights and dignity; social justice; inclusion; protection; cultural, linguistic and ethnic diversity; and shared responsibility and accountability. We reaffirm that education is a public good, a fundamental human right and a basis for guaranteeing the realization of other rights. It is essential for peace, tolerance, human fulfilment and sustainable development. We recognize education as key to achieving full employment and poverty eradication. We will focus our efforts on access, equity and inclusion, quality and learning outcomes, within a lifelong learning approach.

 

Action and commitments required to implement the agenda are presented.

Accessible ICTs and personalized learning for students with disabilities : a dialogue among educators, industry, government and civil society

UNITED NATIONS EDUCATIONAL, SCIENTIFIC AND CULTURAL ORGANIZATION (UNESCO)
2011

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"The use of technology in education plays a particularly vital role by enabling flexible curriculum development and assisting students with disabilities to participate as equals in the learning experience. The recommendations contained in this report target teachers, policy makers and administrators. The main recommendations centre on a number of core themes that include maximising the use of the myriad of accessibility features in mainstream ICTs such as personal computers, tablet PCs, mobile phones etc. already in use in classrooms; empowering students to learn their own preferences and settings when using technology for learning and removing attitudinal barriers to the use of technology for inclusive education, in particular those of teachers who may struggle with modern ICTs"
Collaborative Expert Meeting Report
UNESCO Headquarters, Paris
17 -18 November 2011

INEE minimum standards for education : preparedness, response, recovery

INEE COORDINATION FOR MINIMUM STANDARDS
2010

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This resource presents "the minimum level of educational quality and access in emergencies through to recovery. The aim of the handbook is to enhance the quality of educational preparedness, response and recovery; to increase access to safe and relevant learning opportunities for all learners, regardless of their age, gender or abilities; and to ensure accountability and strong coordination in the provision of education in emergencies through to recovery...The INEE Minimum Standards are organised in five domains: Foundation standards; Access and learning environment; Teaching and learning; Teachers and other education; personnel; Education policy"

Mental health and psychosocial support in humanitarian emergencies : what should humanitarian health actors know

IASC REFERENCE GROUP FOR MENTAL HEALTH AND PSYCHOSOCIAL SUPPORT IN EMERGENCY SETTINGS
2010

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"This document is for humanitarian health actors working at national and sub-national level in countries facing emergencies and crises. It applies to Health Cluster partners, including governmental and non-governmental health service providers. Based on the IASC Guidelines on Mental Health and Psychosocial Support in Emergency Settings (IASC, 2007), this document gives an overview of essential knowledge that humanitarian health actors should have about mental health and psychosocial support (MHPSS) in humanitarian emergencies"

EDUCAIDS resources

UNITED NATIONS EDUCATIONAL, SCIENTIFIC AND CULTURAL ORGANIZATION (UNESCO)
August 2009

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This CD-ROM contains more than 200 supporting documents for the EDUCAIDS Resource Pack including: * 35 technical briefs; * Overviews of practical resources on quality education; content, curriculum and learning materials; educator training and support; policy, management and systems; and entry points, as well as the original reference documents, and * The EDUCAIDS framework for supporting comprehensive education sector responses to HIV and AIDS

Closing the gap in a generation : health equity through action on the social determinants of health|Final report of the Commission on the Social Determinants of Health

WORLD HEALTH ORGANIZATION (WHO)
2008

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This is the final report of the World Health Organization’s Commission on the Social Determinants of Health (2005-2008). The report gives three main recommendations: 1 improve daily living conditions 2. Tackle the inequitable distribution of power, money, and resources 3. Measure and understand the problem and assess the impact of action. The Commission was created to provide evidence on policies that improve health by addressing the social conditions in which people live and work. The report is addressed to WHO, national governments, civil society, and other global organizations

Convention on the rights of persons with disabilities : its implementation and relevance for the World Bank

GUERNSEY, Katherine
NICOLI, Marco
NINIO, Alberto
June 2007

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This paper is a World Bank organisational learning tool designed to provide a review and commentary on the relevance of the UN Convention on the Rights of Persons with Disabilities. The purpose is to assist World Bank staff with supporting implementation activities. The articles that make up this document aim to operationalize World Bank protocols, legal obligations and benchmark specific principles. This practical resource would be useful for those working in the field of disability and development, in particular those working towards legislative reform

CBR : a strategy for rehabilitation, equalization of opportunities, poverty reduction and social inclusion of people with disabilities - joint position paper 2004

WORLD HEALTH ORGANIZATION (WHO)
International Labour Organization (ILO)
United Nations Educational, Scientific and Cultural Organization (UNESCO)
et al
2004

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In 1994 the ILO, WHO and UNESCO published the first version of this joint position paper. Since then progress has been made in several fields. Nevertheless many disabled people are still not reached or included in the fields of rehabilitation, employment or education - particularly disabled women, people with mental health problems or HIV/AIDS and poor disabled people.
This paper underlines that community-based rehabilitation is a strategy promoting multi-sectoral collaboration to reach different community groups. CBR has to be based on the principles of equal opportunities, participation and human rights.

Impact of AIDS on early childhood care and education

HEYMANN, Joey
June 2003

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This policy briefing sets out the background of the HIV pandemic and notes thats its impact has transformed childhood. Findings from a study in Botswana assessing the impact show results in areas of childcare, caring for sick children and parental time with children. Policy recommendations are made concerning the implications for the quality, quantity and nature of early childhood care and education services needed, and also for the supports that are necessary to enable parents and extended family members to care for children who are affected and infected by HIV

Overcoming exclusion through inclusive approaches in education : a challenge and a vision

UNITED NATIONS EDUCATIONAL, SCIENTIFIC AND CULTURAL ORGANIZATION (UNESCO)
2003

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Paper seeking to map out inclusive approaches in education as a strategy to achieve the goal of education for all. It aims to construct a coherent conceptual and contextual policy framework in order to provide access and quality in basic education for all children and young people, and explores the implications for education systems so that these needs can be addressed and responded to in mainstream education whether it is formal or non-formal

World Youth Report 2003 : report of the Secretary-General

UNITED NATIONS. Commission for Social Development
December 2002

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Official UN report, divided into two sections: (i) highlights of the current global situation of youth -- includes priority areas and new concerns; (ii) evaluation of the fourth session of the World Youth Forum

Index for inclusion : developing learning and participation in schools

BOOTH, Tony
AINSCOW, Mel
2002

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The Index for Inclusion is a set of materials to guide schools through a process of inclusive school development. It is about building supportive communities and fostering high achievement for all staff and students.
This second edition manual comes with practical advice and questionnaires to help make schools more inclusive

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