S/PV.8305 Children and Armed Conflict 09/07/2018
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A/75/6 (Sect. 1) General Assembly
United Nations A/75/6 (Sect. 1) General Assembly Distr.: General 27 April 2020 Original: English Seventy-fifth session Item 141 of the preliminary list* Proposed programme budget for 2021 Proposed programme budget for 2021 Part I Overall policymaking, direction and coordination Section 1 Overall policymaking, direction and coordination Contents Page I. Policymaking organs ............................................................ 5 1. General Assembly .......................................................... 8 B. Proposed post and non-post resource requirements for 2021*** ................ 8 2. Advisory Committee on Administrative and Budgetary Questions (including its secretariat) ................................................................ 12 B. Proposed post and non-post resource requirements for 2021*** ................ 12 3. Committee on Contributions ................................................. 16 B. Proposed post and non-post resource requirements for 2021*** ................ 16 4. Board of Auditors (including its secretariat) ..................................... 17 B. Proposed post and non-post resource requirements for 2021*** ................ 17 5. United Nations Joint Staff Pension Board (including United Nations participation in the costs of the secretariat of the United Nations Joint Staff Pension Fund) .............. 21 B. Proposed post and non-post resource requirements for 2021*** ................ 21 * A/75/50. ** In The part consisting of the proposed programme plan for 2021 is submitted for consideration -
Annual Report 2020 2 Terre Des Hommes – Annual Report 2020
Annual Report 2020 2 terre des hommes – Annual Report 2020 Imprint Content 2 Imprint 2 Content terre des hommes 3 Greetings Help for Children in Need 4 Executive Board Report Head Office 6 terre des hommes’ mandate Ruppenkampstraße 11 a 8 terre des hommes’ Strategic Goals 49084 Osnabrück 9 How a project arises Germany Phone +49 (0) 5 41/71 01-0 10 terre des hommes project countries Telefax +49 (0) 5 41/70 72 33 12 South Africa: Interview with Cynthia Morrison of [email protected] »A Chance to Play South Africa« www.tdh.de 14 Nicaragua: Women fighting male violence and Account of donations police ignorance BIC NOLADE22XXX 16 India: Assistance for waste picker families IBAN DE34 2655 0105 0000 0111 22 18 Thailand: Together against environmental destruction 20 Iraq: Interview with project director Jessica Prentice Editorial Staff 22 Berlin: Guardians for refugee children Wolf-Christian Ramm (editor in charge), 24 The donation year 2020 Tina Böcker-Eden, Michael Heuer, 25 Volkswagen workforce gives humanitarian assistance Athanasios Melissis, Iris Stolz in coronavirus pandemic Editorial Assistant Cornelia Dernbach Balance 2020 27 terre des hommes in figures Photos Front cover, p. 6, 15, 17 (top), 19, 25, 35, 37, 38, 44, 45 (top), 48, 49, 50: terre des hommes; p. 3 (top), 34 Outlook and future challenges 8 (left), 9, 16, 21 (top), 42 (right), 43 (bottom), 46, 47: 36 Results-based approach at terre des hommes C. Kovermann / terre des hommes; p. 3 (bottom), 37 Quality assurance, monitoring, transparency p. 13 (top), p. 43 (right): privat; p. 4, 14: Projektpartner; 40 Risk management p. -
Education in Emergencies: a Tool Kit for Starting
Education in Emergencies A tool kit for starting and managing education in emergencies Susan Nicolai Published by Save the Children 17 Grove Lane London SE5 8RD UK Tel:+44 (0)20 7703 5400 Fax:+44 (0)20 7708 2508 © Save the Children 2003 All rights reserved.This publication is copyright, but may be reproduced by any method without fee or prior permission for teaching purposes, though not for resale. For copying in other circumstances, prior written permission must be obtained from the publisher and a fee may be payable. Registered Charity No. 213890 Education in Emergencies Tool Kit CONTENTS INTRODUCTION 2 Acknowledgements 2 The Education in Emergencies Tool Kit 3 Save the Children and Education in Emergencies 4 MAKING THE CASE 6 1. Why Focus on Education during Crisis? 6 2. What is Education in Emergencies 11 3. Who Benefits from Education Efforts? 15 4. Impact of Crisis on Children and Education 19 DESIGNING A RESPONSE 24 5. Steps in Planning 24 6. Applying Education Principles 27 7. Approaches in Emergencies 34 8. Challenges in Education Response 48 TOOLS TO USE 52 9. Emergency Preparedness 52 10. Assessment 59 11. Staffing 67 12. Supplies 76 13. Safe Spaces 84 14. Teacher Training 96 15. Learning Content 107 16. Psychosocial Support 117 17. School Committees 128 18. Monitoring and Evaluation 137 BIBLIOGRAPHY 147 Save the Children Texts 147 Other References 148 Related Websites 151 Organisational Websites 151 Education in Emergencies Tool Kit ACKNOWLEDGEMENTS ACKNOWLEDGEMENTS The Education in Emergencies Tool Kit was written and compiled by Susan Nicolai. Significant contributions were made by Emma Cain and Marion Molteno. -
Wo M En C O U
“All peace and security advocates – both individually and as part of organizational work - should read the 2012 civil society monitoring report on Resolution 1325! It guides us to where we should focus our energies and resources to ensure women’s equal participation in all peace processes and at all decision- making levels, thereby achieving sustainable peace.” -Ambassador Anwarul K. Chowdhury, Former Under- Secretary-General and High Representative of the United Nations “The GNWP initiative on civil society monitoring of UNSCR 1325 provides important data and analysis Security Council Resolution 1325: Security Council Resolution WOMEN COUNT WOMEN COUNT on the implementation of the resolution at both the national and local levels. It highlights examples of what has been achieved, and provides a great opportunity to reflect on how these achievements can Security Council Resolution 1325: be further applied nationwide. In this regard my Ministry is excited to be working with GNWP and its members in Sierra Leone on the Localization of UNSCR 1325 and 1820 initiatives!” - Honorable Steve Gaojia, Minister of Social Welfare, Gender & Children’s Affairs, Government of Sierra Leone Civil Society Monitoring Report 2012 “The 2012 Women Count: Security Council Resolution 1325 Civil Society Monitoring Report uses locally acceptable and applicable indicators to assess progress in the implementation of Resolution 1325 at the country and community levels. The findings and recommendations compel us to reflect on what has been achieved thus far and strategize on making the implementation a reality in places that matters. Congratulations to GNWP-ICAN on this outstanding initiative!” - Leymah Gbowee, 2011 Nobel Peace Prize Laureate “The civil society monitoring report on UNSCR 1325 presents concrete data and analysis on Civil Society 2012 Report Monitoring the implementation of the resolution at national level. -
Acercamiento De La Corporacion Pueblo De Los Niños a La
ACERCAMIENTO DE LA CORPORACIÓN PUEBLO DE LOS NIÑOS A LA COOPERACIÓN INTERNACIONAL MANUELA GONZÁLEZ TRUJILLO MATEO RAMOS CUESTA ESCUELA DE INGENIERÍA DE ANTIOQUIA INGENIERÍA ADMINISTRATIVA ENVIGADO 2007 ACERCAMIENTO DE LA CORPORACIÓN PUEBLO DE LOS NIÑOS A LA COOPERACIÓN INTERNACIONAL MANUELA GONZÁLEZ TRUJILLO MATEO RAMOS CUESTA Trabajo de grado para optar al título de INGENIEROS ADMINISTRADORES Luz Patricia Velásquez Aguilar Directora de la Corporación Pueblo de los Niños Tatiana González Asesora Metodológica EIA ESCUELA DE INGENIERÍA DE ANTIOQUIA INGENIERÍA ADMINISTRATIVA ENVIGADO 2007 Nota de aceptación: Envigado, Junio 8 de 2007 Dedicado a los niños, niñas y jóvenes de nuestra ciudad, ya que deseamos ver sus rostros llenos de alegría y esperanza, pues son ellos el futuro de nuestra sociedad. AGRADECIMIENTOS Gracias a nuestras familias por el apoyo permanente que nos han brindado no sólo en la realización de este trabajo sino a lo largo de nuestra formación profesional, y un agradecimiento especial a la Corporación Pueblo de los Niños por permitirnos ser integrantes activos dentro de la institución y por inculcarnos día a día valores sociales con el fin de contribuir en la construcción de una mejor sociedad para los niños, niñas y jóvenes de nuestra ciudad. CONTENIDO pág. INTRODUCCIÓN............................................................................................................. 12 1. PRELIMINARES ................................................................................................... 14 1.1 Planteamiento del problema -
Submission to the Committee on the Elimination of Discrimination Against Women Review of Niger 81St Pre-Session June 2021
Human Rights Watch Submission to the Committee on the Elimination of Discrimination against Women Review of Niger 81st Pre-Session June 2021 We write in advance of the 81st pre-session of the Committee on the Elimination of Discrimination against Women and its adoption of a list of issues prior to reporting regarding Niger’s compliance with the Convention on the Elimination of All Forms of Discrimination against Women. This submission includes information on barriers to the right to primary and secondary education in Niger and the country’s efforts to protect education from attack during armed conflict. Barriers to the Right to Primary and Secondary Education (Article 10 and 16) Pregnant Pupils Niger has one of the highest rates of adolescent pregnancy, according to UNICEF data analyzed by Human Rights Watch.1 In Niger, 180 per 1000 women ages 15-19 gave birth.2 Only 42 percent of girls are enrolled in basic education, compared with 58 percent of boys, according to the Nigerien government.3 Many girls’ education suffers as a result of early marriage and pregnancy.4 Niger is among 24 countries that lack a policy or law to protect pregnant girls’ right to education, based on research by Human Rights Watch on pregnant pupils’ and adolescent parents’ rights to primary and secondary education in all African Union member countries.5 1 UNICEF, “Unicef Data Warehouse,” June 9, 2021, https://data.unicef.org/resources/data_explorer/unicef_f/?ag=UNICEF&df=GLOBAL_DATAFLOW&ver=1.0&dq=UNICEF_SSA+KEN+ COD+CAF+NGA+NER+MOZ+ZAF+CMR+MWI+UGA+TZA.MNCH_BIRTH18..&startPeriod=2009&endPeriod=2021 (accessed June 9, 2021). -
Impact of COVID-19 on Children's Education in Africa Submission
Impact of Covid-19 on Children’s Education in Africa Submission to The African Committee of Experts on the Rights and Welfare of the Child 35th Ordinary Session 31 August – 4 September 2020 Human Rights Watch Observer status N⁰. 025/2017 Human Rights Watch respectfully submits this written presentation to contribute testimony from children to the discussion on the impact of Covid-19 on children at the 35th Ordinary Session of the African Committee of Experts on the Rights and Welfare of the Child. Between April and August 2020, Human Rights Watch conducted 57 remote interviews with students, parents, teachers, and education officials across Burkina Faso, Cameroon, the Democratic Republic of Congo, Kenya, Madagascar, Morocco, Nigeria, South Africa, and Zambia to learn about the effects of the pandemic on children’s education. Our research shows that school closures caused by the pandemic exacerbated previously existing inequalities, and that children who were already most at risk of being excluded from a quality education have been most affected. Children Receiving No Education Many children received no education after schools closed across the continent in March 2020.1 “My child is no longer learning, she is only waiting for the reopening to continue with her studies,” said a mother of a 9-year-old girl in eastern Congo.2 A mother of two preschool-aged children in North Kivu, Congo, said, “It does not make me happy that my children are no longer going to school. Years don’t wait for them. They have already lost a lot... What will become -
General Assembly Distr.: Limited 6 July 2021
United Nations A/HRC/47/L.4 General Assembly Distr.: Limited 6 July 2021 Original: English Human Rights Council Forty-seventh session 21 June–13 July 2021 Agenda item 3 Promotion and protection of all human rights, civil, political, economic, social and cultural rights, including the right to development Albania,* Armenia, Australia,* Austria, Belgium,* Bosnia and Herzegovina,* Bulgaria, Canada,* Chile,* Croatia,* Cyprus,* Czechia, Ecuador,* Estonia,* Fiji, Finland,* France, Georgia,* Germany, Greece,* Hungary,* Ireland,* Italy, Latvia,* Lithuania,* Luxembourg,* Malta,* Mexico, Monaco,* Montenegro,* Morocco,* Nepal, Netherlands, North Macedonia,* Paraguay,* Peru,* Philippines, Portugal,* Qatar,* Romania,* Serbia,* Slovakia,* Slovenia,* Spain,* Sweden,* Switzerland,* Ukraine, United States of America* and Uruguay: draft resolution 47/… The right to education The Human Rights Council, Guided by the purposes and principles of the Charter of the United Nations, Reaffirming the human right of everyone to education, which is enshrined in, inter alia, the Universal Declaration of Human Rights, the International Covenant on Economic, Social and Cultural Rights, the Convention on the Rights of the Child, the Convention on the Elimination of All Forms of Discrimination against Women, the International Convention on the Elimination of All Forms of Racial Discrimination, the International Convention on the Protection of the Rights of All Migrant Workers and Members of Their Families, the Convention on the Rights of Persons with Disabilities and the -
Central Sahel Advocacy Brief
Central Sahel Advocacy Brief January 2020 UNICEF January 2020 Central Sahel Advocacy Brief A Children under attack The surge in armed violence across Burkina Faso, Mali and Niger is having a devastating impact on children’s survival, education, protection and development. The Sahel, a region of immense potential, has long been one of the most vulnerable regions in Africa, home to some countries with the lowest development indicators globally. © UNICEF/Juan Haro Cover image: © UNICEF/Vincent Tremeau The sharp increase in armed attacks on communities, schools, health centers and other public institutions and infrastructures is at unprecedented levels. Violence is disrupting livelihoods and access to social services including education and health care. Insecurity is worsening chronic vulnerabilities including high levels of malnutrition, poor access to clean water and sanitation facilities. As of November 2019, 1.2 million people are displaced, of whom more than half are children.1 This represents a two-fold increase in people displaced by insecurity and armed conflict in the Central Sahel countries in the past 12 months, and a five-fold increase in Burkina Faso alone.* Reaching those in need is increasingly challenging. During the past year, the rise in insecurity, violence and military operations has hindered access by humanitarian actors to conflict-affected populations. The United Nations Integrated Strategy for the Sahel (UNISS) continues to spur inter-agency cooperation. UNISS serves as the regional platform to galvanize multi-country and cross-border efforts to link development, humanitarian and peace programming (triple nexus). Partners are invited to engage with the UNISS platform to scale-up action for resilience, governance and security. -
The Many Faces of Exclusion: 2018 End of Childhood Report
THE MANY FACES OF EXCLUSION END OF CHILDHOOD REPORT 2018 Six-year-old Arwa* and her family were displaced from their home by armed conflict in Iraq. CONTENTS 1 Introduction 3 End of Childhood Index Results 2017 vs. 2018 7 THREAT #1: Poverty 15 THREAT #2: Armed Conflict 21 THREAT #3: Discrimination Against Girls 27 Recommendations 31 End of Childhood Index Rankings 32 Complete End of Childhood Index 2018 36 Methodology and Research Notes 41 Endnotes 45 Acknowledgements * after a name indicates the name has been changed to protect identity. Published by Save the Children 501 Kings Highway East, Suite 400 Fairfield, Connecticut 06825 United States (800) 728-3843 www.SavetheChildren.org © Save the Children Federation, Inc. ISBN: 1-888393-34-3 Photo:## SAVE CJ ClarkeTHE CHILDREN / Save the Children INTRODUCTION The Many Faces of Exclusion Poverty, conflict and discrimination against girls are putting more than 1.2 billion children – over half of children worldwide – at risk for an early end to their childhood. Many of these at-risk children live in countries facing two or three of these grave threats at the same time. In fact, 153 million children are at extreme risk of missing out on childhood because they live in countries characterized by all three threats.1 In commemoration of International Children’s Day, Save the Children releases its second annual End of Childhood Index, taking a hard look at the events that rob children of their childhoods and prevent them from reaching their full potential. WHO ARE THE 1.2 BILLION Compared to last year, the index finds the overall situation CHILDREN AT RISK? for children appears more favorable in 95 of 175 countries. -
Relocating Artists at Risk in Latin America Cuny, Laurence
www.ssoar.info Relocating Artists at Risk in Latin America Cuny, Laurence Veröffentlichungsversion / Published Version Forschungsbericht / research report Empfohlene Zitierung / Suggested Citation: Cuny, L. (2021). Relocating Artists at Risk in Latin America. (ifa Edition Culture and Foreign Policy). Stuttgart: ifa (Institut für Auslandsbeziehungen). https://doi.org/10.17901/AKBP1.05.2021 Nutzungsbedingungen: Terms of use: Dieser Text wird unter einer CC BY-NC-ND Lizenz This document is made available under a CC BY-NC-ND Licence (Namensnennung-Nicht-kommerziell-Keine Bearbeitung) zur (Attribution-Non Comercial-NoDerivatives). For more Information Verfügung gestellt. Nähere Auskünfte zu den CC-Lizenzen finden see: Sie hier: https://creativecommons.org/licenses/by-nc-nd/4.0 https://creativecommons.org/licenses/by-nc-nd/4.0/deed.de Diese Version ist zitierbar unter / This version is citable under: https://nbn-resolving.org/urn:nbn:de:0168-ssoar-72476-2 ifa Editi on Culture and Foreign Policy Policy Foreign and on Culture Editi ifa ifa Editi on Culture and Foreign Policy a Marti n Roth-Initi ati ve Publicati on • Relocating Artists at Risk in Latin America Risk in Latin at Artists Relocating Relocati ng Arti sts at Risk in Lati n America Relocati ng Arti sts at Risk in Lati n America Laurence Cuny This report maps existi ng support networks for arti sts at risk in Lati n America and conditi ons for regional temporary relocati on initi ati ves. What must protecti on programmes take into account to meet the specifi c needs of arti sts? What is needed to expand existi ng initi ati ves or create new ones? What support do initi ati ves in the arts and cultural sector need to include politi cally persecuted arti sts? And how can we on ati ve Publicati Roth-Initi n a Marti build a bridge for partnerships between art insti tuti - ons and human rights organisati ons? ifa Edition Culture and Foreign Policy – a Martin Roth-Initiative Publication Relocating Artists at Risk in Latin America Laurence Cuny Content Content Forewords ……….…………………………………………………………………………………………….……. -
Strengthening Resilience
International Review of the Red Cross (2017), 99 (2), 797–820. The missing doi:10.1017/S1816383118000553 Strengthening resilience: The ICRC’s community-based approach to ensuring the protection of education Geoff Loane and Ricardo Fal-Dutra Santos Geoff Loane is currently Head of Education at the International Committee of the Red Cross (ICRC). He has spent more than thirty years in a variety of operational positions in the field and at ICRC headquarters. Ricardo Fal-Dutra Santos is a Protection Delegate in the Pretoria Regional Delegation. He was formerly an Associate in the Protection of the Civilian Population Unit of the ICRC, where he worked on child protection issues, including children’s access to education. Abstract Education has received increased attention within the humanitarian sector. In conflict-affected contexts, access to education may be hampered by attacks against and the military use of educational facilities as well as attacks and threats of attacks against students, teachers and other education-related persons. Affected populations may also find themselves unable to access education, for example due to displacement. This article looks into the different sets of humanitarian responses aimed at (1) ensuring the protection of educational facilities and related persons, mostly through advocacy efforts centred on weapons bearers, and (2) (re-)establishing education services where they are not present or are no longer functioning, mostly through programmes directed at affected populations. It then argues that, in contrast with © icrc 2018 797 G. Loane and R. Fal-Dutra Santos dominant practices, the protection of education can also be ensured through programmatic responses with meaningful participation of affected communities, and examines the example of the Safer Schools programme in Ukraine.