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4th global report on adult learning and education: leave no one behind: participation, equity and inclusion

UNESCO INSTITUTE FOR LIFELONG LEARNING
2019

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This report explores participation in adult learning and education from the perspective of equity and inclusion. The first part tracks progress in adult learning and education against the Belém Framework for Action, adopted in 2009, on the basis of the GRALE (Global Report on Adult Learning and Education) survey; the second offers a detailed thematic analysis of participation, drawing on the survey findings, but also a wide range of other relevant sources. The findings of GRALE 4 are based on survey responses supplied by 159 countries.

Sphere guidelines : humanitarian charter and minimum standards in humanitarian response|3rd Ed

THE SPHERE PROJECT
2011

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This handbook establishes shared principles and a set of universal minimum standards in core areas of humanitarian response. It provides a new chapter on protection principles, which considers the protection and safety of populations affected by disaster or armed conflict as an integral part of humanitarian response. It describes core standards for effective and accountable humanitarian response and advocacy, and outlines the minimum standards in the following four technical chapters: water supply, sanitation and hygiene promotion; food security and nutrition; shelter, settlement and non-food items; and health action. Each minimum standard highlights key actions, key indicators and guidance notes
This edition also addresses emerging issues, such as climate change, disaster risk reduction, early recovery of services and livelihoods, cash transfers, and civil-military relations. Understanding and supporting local responses to disaster is a priority reflected in the whole handbook, as is reinforcing the capacity of local actors
This handbook is useful to all working in humanitarian response

Community-based rehabilitation : CBR guidelines|Health component

WORLD HEALTH ORGANIZATION (WHO)
et al
2010

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This component of the CBR Guidelines focuses on health and how to make it inclusive. It describes "the role of CBR is to work closely with the health sector to ensure that the needs of people with disabilities and their family members are addressed in the areas of health promotion, prevention, medical care, rehabilitation and assistive devices. CBR also needs to work with individuals and their families to facilitate their access to health services and to work with other sectors to ensure that all aspects of health are addressed"
It outlines key concepts and then presents the core concepts, examples and areas of suggested activities in each of the following five elements: Health promotion; Prevention; Medical care; Rehabilitation; and Assistive devices. This guideline is useful for anyone interested in health component of CBR

Community-based rehabilitation : CBR guidelines|Livelihood component

WORLD HEALTH ORGANIZATION (WHO)
et al
2010

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This component of the CBR Guidelines focuses on inclusive livelihoods. It describes "the role of CBR is to facilitate access for people with disabilities and their families to acquiring skills, livelihood opportunities, enhanced participation in community life and self-fulfilment." The guideline outlines key concepts, and then presents the core concepts, examples and areas of suggested activities in each of the following five elements: Skills development; Self-employment; Wage employment; Financial services; Social protection. This guideline is useful for anyone interested in livelihood component of CBR

Community-based rehabilitation : CBR Guidelines|Social component

WORLD HEALTH ORGANIZATION (WHO)
et al
2010

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This component of the CBR Guidelines focuses on social component. It describes "the role of the CBR is to work with all relevant stakeholders to ensure the full participation of people with disabilities in the social life of their families and communities. CBR programmes can provide support and assistance to people with disabilities to enable them to access social opportunities, and can challenge stigma and discrimination to bring about positive social change." The guideline outlines key concepts, and then presents the core concepts, examples and areas of suggested activities in each of the following five elements: Personal Assistance; Relationships, marriage and family; Culture and arts; Recreation, leisure and sport; Justice. This guideline is useful for anyone interested in social component of CBR

Convention on the rights of persons with disabilities and optional protocol

AD-HOC COMMITTEE ON A COMPREHENSIVE AND INTEGRAL INTERNATIONAL CONVENTION ON PROTECTION AND PROMOTION OF THE RIGHTS AND DIGNITY OF PERSONS WITH DISABILITIES
December 2006

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The UN Convention on the Rights of Persons with Disabilities acknowledges their rights to education, health, work and more. It provides a platform for action and activitism on inclusion and equity in countries which ratify and strive to implement it

The UN study on violence against children

PINHEIRO, Paulo Sérgio
August 2006

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This study provides an understanding of the nature, extent, causes, and consequences of different forms of violence against children (physical, psychological, and sexual), taking into account five main settings in which violence takes place - the family, schools, care and residential institutions as well as detention facilities and prisons, in work situations, and in communities and on the streets. A range of cross cutting issues are featured including trafficking and exploitation, refugees, separated and internally displaced children, and children affected by HIV

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