Tools in Other Languages
Resources in Bahasa Indonesia




   Bahasa: Panduan Pencegahan Kekerasan Berbasis Gender Masa Kondisi Darurat Kemanusiaan
IASC Task Force on Gender and Humanitarian Assistance 2005
This tool is to be used by field actors in establishing a multisectoral and coordinated approach to gender based violence programming in emergencies.

   Bahasa: Panduan Tentang Konstruksi Sekolah Yang Lebih Aman
INEE 2009
These Guidance Notes provide a framework of guiding principles and general steps to develop a context-specific plan to address a critical gap to reaching the Education for All (EFA) and Millennium Development Goals (MDGs) through the disaster resilient construction and retrofitting of school buildings. The guidance notes briefly address the need and rationale for safer school buildings; recommend a series of suggested steps that highlight key points that should be considered when planning a safer school construction and/or retrofitting initiative; and identify basic design principles and requirements a school building must meet to provide a greater level of protection.

   Bahasa: Perkataan menjadi Tindakan: Panduan untuk mengimplementasikan Kerangka Kerja Hyogo
UNISDR 2007
This guide helps national governments and their subsidiary local governments, including decision makers, leaders and practitioners, and other civil servants to operationalize the Hyogo Framework for Action by looking at each of the 5 priorities for action in depth throughout national planning. Chapter 3.2 specifically addresses building a culture of safety and resilience through disaster risk reduction in the education system (p. 64-70).

   INEE Guidance Notes on Safer School Construction - Bahasa Indonesia
INEE
These Guidance Notes provide a framework of guiding principles and general steps to develop a context-specific plan to address a critical gap to reaching the Education for All (EFA) and Millennium Development Goals (MDGs) through the disaster resilient construction and retrofitting of school buildings. The Guidance Notes briefly address the need and rationale for safer school buildings; recommend a series of suggested steps that highlight key points that should be considered when planning a safer school construction and/or retrofitting initiative; and identify basic design principles and requirements a school building must meet to provide a greater level of protection. Finally, the Guidance Notes provide a list of key resources for more detailed, technical and context-specific information.

   INEE Minimum Standards Map - Bahasa Indonesia


   INEE Minimum Standards Map (Bahasa Indonesia)
INEE 2010
This is a graphic representation of the content of the 2010 edition of the INEE Minimum Standards.

   INEE Minimum Standards Poster - Bahasa Indonesia


   INEE Minimum Standards Poster (Bahasa Indonesia)
INEE 2011
This poster, developed by multiple INEE partner organizations on behalf of the INEE Working Group on Minimum Standards, can be used as a promotional tool for the INEE Minimum Standards.

   INEE Pocket Guide to Inclusive Education - Bahasa Indonesia
INEE
The guide is aimed at anyone working to provide, manage or support education services in emergencies, whether through government, non-governmental or international agencies. The main focus is rapid onset emergency response, but the guide is relevant to all emergency settings and phases. This resource provides guidance on how to incorporate inclusive education approaches in emergency situations as well as advice on how to deal with challenges like resistance or lack of interest in inclusion.

   INEE Pocket Guide to Supporting Learners with Disabilities - Bahasa Indonesia
INEE 2012
The guide will help to strengthen the efforts of anyone working with teachers or facilitators in an emergency, whether as part of the formal education system or a non-governmental programme. This guide offers practical ideas for including children and young people with disabilities in education during or after an emergency. It strives to address current barriers to inclusive education. Sections of particular importance include page 62 which covers curriculum content and Section 8 (p. 71) which covers tests and learning assessments.