Resources

This UNICEF toolkit includes guidance on how to undertake a gender analysis, what needs to be in place to ensure gender is mainstreamed effectively and how gender can be integrated into the programming and results for young children.

This article published in BMJ describes how intersectoral collaboration between health, social protection, and education sectors enabled Chile Grows with You (Chile Crece Contigo) to help all children reach their full developmental potential.

August 9 2024 - This background paper thereby follows in the footsteps of the 2030 Agenda for Sustainable Development which acknowledges that “there can be no sustainable development without peace, and no peace without sustainable development.” It exemplifies the role of ECD in supporting the achievement of the SDGs, and in particular Goal 16.

These Guidelines reflect the insights of practitioners from different geographical regions, disciplines and sectors, and reflect an emerging consensus on good practice among practitioners. The core idea behind them is that, in the early phase of an emergency, social supports are essential to protect and support mental health and psychosocial well-being. In addition, the Guidelines recommend selected psychological and psychiatric interventions for specific problems.

This Think Piece from UNICEF starts by identifying three tensions within the inclusion debate that inhibit and constrain the journey towards more inclusive schools and better educational experiences for disabled children. It then moves on to provide a practical model that aims to reduce these tensions and that teachers, schools and ministries of education can use to create more inclusive education opportunities. The Think Piece concludes with a summary of the implications for the model at different levels within the education system.