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The International Federation of Red Cross and Red Crescent Societies (IFRC) Minimum standards for protection, gender and inclusion in emergencies (2018) is in its second edition. The first pilot version of the IFRC Minimum standard commitments to gender and diversity in emergency programming was published in 2015. The pilot version has been tested globally by Red Cross and Red Crescent staff, volunteers and management in low-, medium- and high-scale disasters and humanitarian crises. This edition is the result of three years of testing, revision and feedback from protection, gender and inclusion (PGI) and sectoral specialists. New chapters, such as cash-based interventions, have been added as well as a stronger focus on sexual and gender-based violence and disability inclusion to align with the commitments of the IFRC and its member National Societies. This edition is accompanied by the IFRC Protection, gender and inclusion in emergencies toolkit (2018–2019).

This guidance presents Red Cross and Red Crescent staff, members and volunteers with a set of minimum standards for protection, gender and inclusion (PGI) in emergencies. It aims to ensure that the emergency programming of the International Federation of Red Cross and Red Crescent Societies (IFRC) and National Societies provides dignity, access, participation and safety for all people affected by disasters and crises.

It provides practical guidance on how to mainstream these four principles in all sectors, based on a consideration of gender, age, disability and other diversity factors. This includes limiting people’s exposure to the risks of violence and abuse and ensuring that emergency programmes “do no harm”.

The standards address protection, gender and inclusion concerns by providing practical ways to engage with all members of the community, respond to their differing needs and draw on their capacities in the most non-discriminatory and effective way. This helps to ensure that local perspectives guide assistance delivery. The standards also support incorporation of the seven Fundamental Principles of the International Red Cross and Red Crescent Movement.

In the preparation of this study, a questionnaire was sent to Member States, national human rights institutions, agencies of the United Nations system, civil society organizations, and persons with disabilities and their representative organisations. As at 22 December 2015, 144 responses were received. The report covers the participation of persons with disabilities in political and public life (right to vote and be elected, right to access public service and right to participate in the conduct of public affairs). The report also covers participation of persons with disabilities in public decision making (importance of effective and meaningful participation, ensuring the participation of representative organisations of persons with disabilities, promoting consultation and the active involvement of persons with disabilities, and key areas for participation). Recommendations are presented.

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.

This publication provides governments, civil society and the donor community the requisite tools and knowledge to promote the participation of persons with disabilities in elections and political processes.

It draws on international standards, such as the United Nations Convention on the Rights of Persons with Disabilities, and presents four mutually reinforcing strategies to increase the political participation of persons with disabilities: Empower persons with disabilities and disabled persons' organizations (DPOs) through trainings on technical elections issues as well as organizational and advocacy skills; Support government institutions such as election management bodies and legislatures to create inclusive and accessible legal and regulatory frameworks; Include DPOs in broad-based civil society coalitions, such as election monitoring groups; Assist political parties to conduct meaningful outreach and encourage inclusion of persons with disabilities in leadership positions and as candidates. Good practices from around the world are highlighted throughout the manual.

The executive summary is presented in easy to read format, and the publication is available in plain text for those who use screen readers

"These community-based rehabilitation (CBR) guidelines are applicable to all disability groups. However, the need was identified for a supplementary booklet to highlight a number of issues which CBR programmes have historically overlooked, i.e. mental health problems, HIV/AIDS, leprosy and humanitarian crises...CBR is a strategy for community-based inclusive development which takes into account the principles of the Convention on the Rights of Persons with Disabilities, e.g. non-discrimination and the need to include all people with disabilities in development initiatives. Therefore, it is important that CBR programmes take steps to address issues which they have traditionally excluded, such as mental health problems, HIV/AIDS, leprosy and humanitarian crises. While these four issues have been chosen for inclusion in this booklet, CBR programmes are encouraged to think broadly about other issues (e.g. CBR and children, CBR and ageing) that are particularly relevant in their communities and which may be included in future editions of the guidelines"

This updated toolkit consists of 10 booklets each containing tools and activities for self-study to start creating an inclusive, learning-friendly environment (ILFE). Some activities ask readers to reflect on what their school is doing now in terms of creating on ILFE, others guide readers in improving their skills as teachers in diverse classrooms.
The toolkit includes three specialist booklets focusing on including learners with disabilities, positive discipline, and teaching large classes.
The toolkit aims to assist teachers to acknowledge the diverse range of backgrounds amongst students and to build on the strengths of the children. It can be adjusted to the specific needs of each school, classroom and child and should not be read as a 'recipe book'.
The booklets are easy to read and contain tables, illustrations, checklists and examples to illustrate the application of inclusive schools.
Specialized booklet 1: Positive discipline in the inclusive, learning-friendly classroom : a guide for teachers and teacher educators
Specialized booklet 2: Practical tips for teaching large classes: a teacher's guide
Specialized booklet 3: Teaching children with disabilities in inclusive settings
Inrtoduction
Booklet 1: Becoming an inclusive, learning-friendly environment (ILFE)
Booklet 2: Working with families and communities to create an ILFE
Booklet 3: Getting all children in school and learning
Booklet 4: Creating inclusive, learning-friendly classrooms
Booklet 5: Managing inclusive, learning-friendly classrooms
Booklet 6: Creating a healthy and protective ILFE