Appeals & Response Plans
- Tropical Cyclone Sagar - May 2018
- Ethiopia: Floods and Landslides - Apr 2018
- Ethiopia: Floods - Aug 2017
- Ethiopia: Measles Outbreak - May 2017
- East Africa: Armyworm Infestation - Mar 2017
- Ethiopia: Acute Watery Diarrhoea (AWD) Outbreak - May 2016
- Ethiopia: Floods - Apr 2016
- Ethiopia: Floods - Oct 2015
- Ethiopia: Drought - 2015-2018
- Ethiopia: Floods - Oct 2014
Most read reports
- 700,000 people flee conflict to seek safety in Somali region of Ethiopia
- The Crisis Below the Headlines: Conflict Displacement in Ethiopia
- UNICEF Ethiopia Humanitarian Situation Report #10 – Reporting Period: October 2018
- Ethiopia - Council conclusions (19 November 2018)
- Ethiopia to vaccinate more than 1 million people against yellow fever
The health, education and safety of millions of children around the world is threatened because they don’t have a decent toilet at school or at home, according to WaterAid’s State of the World’s Toilets 2018 report.
UNFPA-UNICEF GLOBAL PROGRAMME TO ACCELERATE ACTION TO END CHILD MARRIAGE
The 21th round of data collection took place in July and August 2018. During this round a revised version of the data collection methodology was used to capture additional information on the needs and challenges migrants are facing.
DTM identified there to be at least 669,176 migrants in Libya. Migrants were identified in all baladiyas, within 554 communities and originated from more than 41 countries.
The Girls’ Education Challenge (GEC) aims to improve the learning opportunities and outcomes for up to one million of the world’s most marginalised girls. Access to a good quality education will give these girls the chance of a better future for themselves, their families and their communities.
These projects were selected through an open and transparent process and assessed for their ability to implement new and effective ways to get girls into school, keep them there and make sure they receive a good quality education in ways which are sustainable beyond the GEC funding.
THE EUROPEAN COMMISSION,
Having regard to the Treaty on the Functioning of the European Union,
Having regard to Council Regulation (EC) No 1257/96 of 20 June 1996 concerning humanitarian aid1 , and in particular Article 2, Article 4 and Article 15(2) and (3) thereof,
Having regard to Council Decision 2013/755/EU of 25 November 2013 on the association of the overseas countries and territories with the European Union ('Overseas Association Decision')2 , and in particular Article 79 thereof,
Investment surpasses April 2016 commitment three years ahead of schedule
WASHINGTON, March 7, 2018 – The World Bank Group (WBG) has invested US$3.2 billion over the past two years in education projects benefiting adolescent girls, surpassing its April 2016 commitment to invest US$2.5 billion over five years, the organization announced today on the eve of International Women’s Day.
Ghana's president urged African countries to take more responsibility as many low-income nations promised to increase spending on schools.
The global headlines focused on a passionate plea by singer Rihanna to get every girl and boy in school - and the $2.3 billion raised to help the education of children in developing countries.
But another story emerged at the major financing summit held in Senegal on February 2 by the Global Partnership for Education (GPE).
This report is a comprehensive presentation of all data on migration gathered through IOM’s DTM programme for July-August.
The broad-ranging benefits of cash transfers are now widely recognized. However, the evidence base highlights that they often fall short in achieving longer-term and second-order impacts related to nutrition, learning outcomes and morbidity.In recognition of these limitations, several ‘cash plus’ initiatives have been introduced, whereby cash transfers are combined with one or more types of complementary support.
This report is a comprehensive presentation of all data on migration gathered through IOM’s DTM programme for May -June.
Innovation in education: learning from experience
By Jo Bourne, Nicholas Burnett
Scaling up an innovation for maximum use and maximum benefit is never easy. The road to success is bumpy, and good ideas inevitably stumble into barriers – especially when the purpose of the innovation is to improve children’s learning experiences.
But innovation that can be effective, scaled up and replicated is precisely what is needed to tackle the challenges of the global learning crisis.
The quest of the last 15 years to achieve the Millennium Development Goals (MDGs) taught us that Global Goals can motivate and help sustain leaps in human progress. It also taught us that the specifics matter. In some places, the MDGs became a widely-recognized, consistent and important driver of local progress; in others, the role and impact of the MDGs was more ambiguous. A lot depended on way the MDGs were implemented: if local change agents made them meaningful locally; if local leaders drew on their legitimacy and visibility; if they were employed to solve real-life problems etc.
Education is a basic human right, enshrined in both the 1951 Convention relating to the Status of Refugees and the 1989 Convention on the Rights of the Child. And during times of displacement, education plays an additional, crucial role in fostering social cohesion, addressing psychosocial needs, and providing a safe and stable environment for those who need it most.
This edition of OPENPlan marks the first issue of Volume 2, and the first for 2016. We have sought to bring you as varied research studies as possible in order to give you a sampling of some of the interesting studies being undertaken across Plan International.
Refugee emergency in Europe: UNHCR appeals for USD 128 million