Resources search

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.

This website presents information about a joint UNICEF-Handicap International programme on child disability in two cities of Mozambique, Maputo and Matola. The focus of the project was to first identify children with disabilities and then ensure that these children could access services. The website features a useful video and practical case studies

“This study has been carried out to promote practical recommendations, based on experience, on how to include children with disabilities in regular primary and secondary education in Cape Verde. Underpinning this objective is the goal to promote the effective implementation of article 24 of the CRPD in Cape Verde.” This study used the Making It Work approach in order to document and promote good practice in line with the principles of the Convention on the Rights of Persons with Disabilities (CRPD)

From 2010 to 2011, UNMIT’s Human Rights and Transitional Justice Section (HRTJS) conducted research on the rights of persons with disabilities. This report presents an overview of the research and highlights that, even though progress has been made in Timor-Leste to protect the rights of persons with disabilities, further steps are still needed. The report gives priority recommendations for the government, donors and the United Nations for these steps to be implemented

This comprehensive overview of inclusive education in resource-poor settings looks at the basis for and origins of inclusive education. The book explains the concept of inclusive education in depth, suggests how it can be implemented, and looks at specific case studies and contexts. This resource is useful for professionals and organisations interested in inclusive education in developing countries

This tool was designed to help communities assess the situations and needs of their children and the available resources, and to identify what action they can take, using the "participatory learning in action" process. The tool corresponds to the topics in the Building Blocks briefing notes

Developments since 1996, particularly in the TB/HIV field, have prompted a second edition of this popular manual which provides a pocket-sized guide to the clinical management of TB, particularly in patients suffering from co-infection with HIV. Designed for use by busy clinicians, the manual aims to promote the best possible diagnosis and treatment in low-income countries where the prevalence of TB and HIV infection is high, case loads are heavy, and laboratory support may be limited. With these needs in mind, the manual combines the latest scientific knowledge about TB and HIV with authoritative advice based on extensive field experience in several of the hardest hit countries. Throughout the manual, tables, flow charts, lists of do's and don'ts, questions and answers, and numerous practical tips are used to facilitate quick reference and correct decisions. Information ranges from advice on how to distinguish TB from other HIV-related pulmonary diseases to the simple reminder that in sub-Saharan Africa, anyone with TB is in a high risk group for HIV. Though primarily addressed to clinicians working at district hospitals in sub-Saharan Africa, the manual is also suitable for use in areas of Asia and South America where the problem of TB and HIV co-infection poses a growing clinical challenge