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This is the official Record of the Report of the Committee on Enforced Disappearances on the Seventh session (15-26 September 2014) and the Eighth session (2-13 February 2015)

This is the official Record of the Report of the Committee on Enforced Disappearances on the Fifth session (4–15 November 2013) and the Sixth session (17–28 March 2014)

Report of the Committee on the Enforced Disappearances. First Session (8-11 November 2011), Second Session (26-30 March 2012)

Official records on the Report of the Committee on the Enforced Disappearances

Report of the Committee on the Enforced Disappearances.Ninth session (7-18 September 2015),Tenth session (7-18 March 2016)

Report of the Committee on Enforced Disappearances.Eleventh session (3-14 October 2016), Twelfth session (6-17 March 2017)

Migration is a regular feature of life in the Horn of Africa. It takes multiple forms and is driven by numerous factors, including personal aspirations, economic exclusion and forced displacement as a...

The COVID-19 pandemic that swept over the world from early 2020 has triggered both health and economic shocks of unprecedented proportions in recent memory. Some estimates suggest that the...

What difference does a dollar a day make? For the poorest households in Jordan, many of whom escaped conflict in the Syrian Arab Republic, UNICEF Jordan’s Hajati humanitarian cash transfer programme...

The COVID-19 pandemic led to school closures around the world, affecting almost 1.6 billion students. The effects of even short disruptions in a child’s schooling on their learning and well-being have...

To identify best practices in S4D programming and achieve a stronger evidence base on how S4D interventions can work effectively, the Playing the Game report and Toolkit draw on ten qualitative in...

Teacher absenteeism is one of the most troubling obstacles on the path toward universal access to learning opportunities at school. Over the past decades, studies have found that teacher absenteeism...

The international standards for teaching time in a year are 880 hours. In The Gambia, dedicated teaching time in a year is 734 hours. This reduced time is exacerbated by teacher absenteeism that...

COVID-19 lockdowns have significantly disrupted the daily lives of children and adolescents, with increased time at home, online learning and limited physical social interaction. This report seeks to...

COVID-19 is a crisis like no other in modern times. It has reached every population and community. While the evidence base is still nascent, this report looks at the impacts of disasters and past...

This is the annual report submitted to the General Assembly by the Committee on Enforced Disappearances covering its thirteenth (4-15 September 2017) and fourteenth (22 May-1 June 2018) sessions.

This is the annual report submitted to the General Assembly by the Committee on Enforced Disappearances covering its fifteenth (5-16 November 2018) and sixteenth (8-18 April 2019) sessions.