Hand hygiene for all
Three billion people – 40 per cent of the world’s population – do not have a place in their homes to wash their hands with water and soap.
Three billion people – 40 per cent of the world’s population – do not have a place in their homes to wash their hands with water and soap.
This document presents the results of a survey assessing the WASH readiness of schools in UNHCR-supported refugee camps and refugee settlements.
This report is based on a rapid survey of recently published materials, guidance documents and media commentary.
This common messaging framework is designed to raise attention to the impact of school closures on women and girls and advocate for strategies to respond to the gendered dimensions of the education crisis while looking ahead through a gendered lens to the safe reopening of schools.
As part of the coordinated global education response to the COVID-19 pandemic, UNESCO, UNICEF and the World Bank have conducted a Survey on National Education Responses to COVID-19 School Closures.
Safe to Learn partners have released a set of recommendations for governments to help prevent and respond to violence against children in different learning environments during the COVID-19 pandemic: Governments should enable a comprehensive cross-sector response to prevent and respond to violenc
The COVID-19 pandemic has created the largest disruption of education systems in history, affecting nearly 1.6 billion school-age children in more than 190 countries.
The annual report provides a snapshot of how End Violence worked with partners to act as a global platform for change – catalysing new political commitments, investing new resources, and equipping practitioners across the world.
Almost 90% of the world’s countries have shut their schools in efforts to slow the transmission of COVID-19. Alongside school closures, governments are also imposing social distancing measures and restricting the movement of people, goods and services, leading to stalled economies.
This document offers a needs analysis of the opportunities in Europe to integrate quality criteria for antibullying policies in secondary schools and in quality frameworks for the education sector.