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Intersessional Meetings 20-24 June 2021. Convention on the Prohibition of the Use, Stockpiling, Production and Transfer of Anti-Personnel Mines and on their Destruction

June 2021

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This year’s Intersessional Meetings are particularly important given efforts to build upon the established baseline for the implementation of the Oslo Action Plan (OAP).

 

The sessions included:

Preliminary Observations of the Convention's Committees

Thematic Session – Mandate of the President

Thematic Session - Victim Assistance: Establishing or Strengthening a Centralised Database

Thematic Session: Integrating Gender and the Diverse Needs of Affected Communities in Operational Planning and Prioritization

Informal Presentation of Requests for Extensions to be considered by the Nineteenth Meeting of the States Partie

Thematic Session: Completion and Sustainable National Capacities

Thematic Session: Mobilising Resources Towards a Mine-Free World

Thematic Session: Strengthening Compliance Measures

Scoping Progress in Education

GLOBAL EDUCATION MONITORING TEAM
2019

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Scoping Progress in Education (SCOPE) brings together administrative data, household surveys, learning assessments and education finance from various data producers, notably the UNESCO Institute for Statistics, to explore the progress made towards SDG 4, the global education goal.

It complements the printed edition of the Global Education Monitoring Report, enabling users to interact with the data to understand the achievements and challenges of countries and regions as they aim to reach the targets. Shareable and downloadable, users can create images and data files to explore further, print, or use online or in presentations

Humanitarian inclusion standards for older people and people with disabilities

ADCAP
TILL, Celia
et al
February 2018

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The Humanitarian inclusion standards for older people and people with disabilities provide guidance across all areas and at all stages of emergency response to ensure older people and people with disabilities are not left out.

The standards consist of nine key inclusion standards, including identification, safe and equitable access, knowledge and participation, and learning. Alongside these, there are seven sector-specific inclusion standards, which include protection, shelter, health, and water, sanitation and hygiene.

Each standard comes with key actions, guidance, tools and resources, and case studies illustrating how older people and people with disabilities have been included in humanitarian responses.

The sector-specific standards provide guidance in three key areas: data and information management, addressing barriers to inclusion, and participation of older people and people with disabilities.

By implementing the key action points provided, organisations will build up a greater evidence base, deliver more inclusive programmes, and be able to better demonstrate impact on the lives of those most at risk during humanitarian crises.

The standards can be used as guidance during programme development, implementation and monitoring, and as a resource for training and advocacy.

Disability data in humanitarian action - Factsheets

HUMANITY & INCLUSION (HI)
2018

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Four factsheets concerned with Washington Group Questions (WGQ) produced in conjunction with the Disability Data in Humanitarian Action programme.

 

Aspects addressed are: collecting data at the household level; collecting data on persons with mental health difficulties and understanding temperality and causality when using the WGQs.

 

Including children with disabilities in humanitarian action

UNICEF
July 2017

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"The purpose of Including Children with Disabilities in Humanitarian Action is to strengthen the inclusion of children and women with disabilities, and their families, in emergency preparedness, response and early recovery, and recovery and reconstruction. This series of booklets provides insight into the situation of children with disabilities in humanitarian contexts, highlights the ways in which they are excluded from humanitarian action, and offers practical actions and tips to better include children and adolescents with disabilities in all stages of humanitarian action. The booklets were created in response to UNICEF colleagues in the field expressing a need for a practical resource to guide their work. The information and recommendations are based on evidence and good practices gathered from literature and field staff experiences. The six booklets on how to include children and adolescents with disabilities in humanitarian programmes are as follows: 1) general guidance; 2) child protection; 3) education; 4) health and HIV/AIDS; 5) nutrition; 6) water, sanitation and hygiene (WASH)".

General guidance available July 2017. Others to follow.

In addition to the PDF versions in English, Arabic and French, the guidance is also available in a range of accessible formats, including EPUB, a Braille-ready file and accessible HTML formats. 

The guidance was developed in collaboration with Handicap International.

Facing the abyss : the isolation of Sheikh Sa'ad village - before and after the separation barrier

LEIN, Yehezkel
February 2004

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Discusses Israel's infringement of the right to freedom of movement of residents of the Palestinian village Sheikh Sa'ad and its severe consequences on their right to work, to health, and to education. Also describes the hardships suffered by residents as a result of Israel's siege on the village. The report warns against further human rights violations that would result if the government implements its decision to build a separation barrier between the village and East Jerusalem. The report also includes the official responses to the report of the Israel Defence Force, the Israel Police Force (Jerusalem District) and the Municipality of Jerusalem

24 tips for culturally sensitive programming

UNITED NATIONS POPULATION FUND (UNFPA)
2004

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"This booklet, a companion to the publication ‘Working from Within’, colorfully presents 24 tips, one per page, for culturally sensitive programming, based on research carried out by UNFPA"

Behind the barrier : human rights violations as a result of Israel's separation barrier

LEIN, Yehezkel
March 2003

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A position paper focusing on the human rights violations that will occur if Israel continues to route the separation barrier through the West Bank. It outlines how the barrier will further restrict Palestinian movement, pushing more Palestinian families into poverty either because they will not be able to reach their fields or market their produce, or because they will not be able to reach their jobs. It also outlines the likely problems that Palestinians will have with regard to access to medical treatment and education

Multimedia training kit

TOTHILL, Ann
Ed
2003

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The multimedia toolkit aims to promote and support linkages between new and traditional media for development through a structured set of materials. The materials are based on a standard set of templates, and are intended to be used as building blocks from which trainers can build up training workshops appropriate for their own contexts. New materials will be added to this ItrainOnline section as they are developed; the materials currently available are just a starting point. Eventually the MMTK will offer a comprehensive suite of training materials covering technical, content, organizational and ethical topics

Voices for change : rural woman and communication

BALIT, Silvia
COMMUNICATION FOR DEVELOPMENT GROUP
1999

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This book describes how, in the current climate of political and socio-economic change, communication can play a decisive role in promoting food security and rural development. By fostering a dialogue between rural people and other sectors of society, communication processes can empower both women and men to provide information and knowledge as a basis for change and innovation. It can give rural women a voice to advocate changes in policies, attitudes and social behaviour or customs that negatively affect them. The book briefly explores these complicated ideas, focussing on how communication processes can be harnessed. It then describes how different technologies, from the internet, video and radio, to traditional media, can be used. It is illustrated with brief case studies throughout

Inclusion in education

UNITED NATIONS EDUCATIONAL SCIENTIFIC AND CULTURAL ORGANIZATION (UNESCO)

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This section of the UNESCO's education website hosts definitions of concepts, policies and publications relating to inclusive education. UNESCO has identified certain issues as 'flagship initiatives', to strengthen efforts at addressing the issues through partnerships between UN bodies and other stakeholders. Case studies, support materials for teachers and those promoting inclusive education, and a set of guides to the education of different groups of learners are also available in the online materials section

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