By 2100, new UN figures show that 4 of today’s 10 most populous nations will be replaced by African countries.
Brazil, Bangladesh, Russia and Mexico—where populations are projected to stagnate
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or decline—will drop out. In their place: Democratic Republic of the Congo, Ethiopia, Tanzania and Egypt. All 4 are projected to more double in population.
Top 10 rankings in population growth by 2100 include only 2 non-African nations—Pakistan and the US.
c1China will shrink by 374 million fewer people—more than the entire US population.
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This training guide is designed to enable participants to understand the human rights perspective on migration, and how human rights laws and standards can be operationalized to make migration safer
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and an empowering experience for all. It provides an introduction to related principles and issues and is designed for persons with limited knowledge of human rights or migration.
The training guide contains session plans for the trainer and is supported by sample slide presentations and associated materials, including activities and handouts for participants, which are available electronically as individual components.
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The objective of the evaluation is to understand whether the CHW program has achieved its intended objectives, thus contributing to the overarching objectives defined in the HSSP III of improving the health status of the population by “Ensuring universal accessibility of quality health services
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for all Rwandans”.
This evaluation has focused on CHWs, who are selected, trained and deployed by the MoH to deliver a defined set of tasks at community level. CHWs are the central element of the Community Health Policy and of the community health strategy plan (CHSP) of the MoH.
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This resource presents "the minimum level of educational quality and access in emergencies through to recovery. The aim of the handbook is to enhance the quality of educational preparedness, response and
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recovery; to increase access to safe and relevant learning opportunities for all learners, regardless of their age, gender or abilities; and to ensure accountability and strong coordination in the provision of education in emergencies through to recovery...The INEE Minimum Standards are organised in five domains: Foundation standards; Access and learning environment; Teaching and learning; Teachers and other education; personnel; Education policy". Available in different languages: English, French, Arabic, Azerbajani, Bangla, Indonesia, Bosnian, Coratian, Serbian, Burmese, Chinese, Dari, Japanese, Nepali, Pashto, Portugese, Russian, Spanish, Turkish, Urdu, Vietnamese
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The pandemic presents tough choices for governments, local communities, health and school systems, as well as families and businesses: How to re-op
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en safely? How to safeguard people’s lives and protect their livelihoods? Where to allocate scarce resources? How to protect those unable to protect themselves? Answers to questions like these will affect our short-term success in battling the spread of the virus and could have impacts for generations to come.
More than ever, the world needs reliable and trustworthy data and statistics to inform these important decisions. The United Nations and all member organizations of the Committee for the Coordination of Statistical Activities (CCSA) collect and make available a wealth of information for assessing the multifaceted impacts of the pandemic. This report updates some of the global and regional trends presented in Volume I and offers a snapshot of how COVID-19 continues to affect the world today across multiple domains.
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This report makes clear that there is a path to end AIDS. Taking that path will help ensure preparedness to address other pandemic challenges, and advance progress across the Sustainable Development
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Goals. The data and real-world examples in the report make it very clear what that path is. It is not a mystery. It is a choice. Some leaders are already following the path—and succeeding. It is inspiring to note that Botswana, Eswatini, Rwanda, the United Republic of Tanzania and Zimbabwe have already achieved the 95–95–95 targets, and at least 16 other countries (including eight in sub-Saharan Africa) are close to doing so.
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This training module is meant to strengthen the capacity of CHVs to prevent the Non Communicable Diseases at the community level . The Government of Kenya is committed to supporting community health initiatives and accelerating the achievem
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ent of the KHSS&IP goals, Millennium Development Goals (MDGs) and providing support to Vision 203
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This monograph presents 12 reports of successful programs serving children with special needs in various nations. The program locations and the program report titles and authors are as follows: (1)
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Austria: "Integration Models for Elementary and Secondary Schools in Austria" (Volker Rutte); (2) China: "Integrated Education Project, Anhui Province" (Janet C. Holdsworth); (3) Ghana: "The Community-Based Rehabilitation Programme in Ghana" (Lawrence Ofori-Addo); (4) Guyana: "Involvement of Volunteers, Parents and Community Members with Children with Special Needs" (Brian O'Toole); (5) India: "Teacher Development Initiative To Meet Special Needs in the Classroom" (N. K. Jangira and Anupam Ahuja); (6) Jamaica: "Early Intervention and Education Initiatives in Rural Areas" (M. J. Thorburn); (7) Jordan: "The Role of Institutions in Community-based Rehabilitation and in Community-based Special Education" (Andrew L. de Carpentier); (8) Jordan: "The Resource Room at the Amman National School" (Hala T. Ibrahim); (9) Netherlands: "Individual Integration of Children with Down's Syndrome in Ordinary Schools" (Trijntje de Wit-Gosker); (10) Norway: "In Harmony We Learn" (Marna Moe); (11) International: "INITIATIVES for Deaf Education in the Third World" (Andrew L. de Carpentier); and (12) Sri Lanka: "The Integrated Education of Visually Impaired Children in Sri Lanka" (B. L. Rajapakse).
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The Report describes the evaluation of WHO's contribution to the Maternal Health Program in South-East Asia Region. This was an independent evaluation conducted in 2015 by Amaltas, a Delhi based organization. The evaluation highlights the progress in five countries, namely Bangladesh, Indonesia, Mya
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nmar, Nepal and Sri Lanka and provides specific recommendations for Organizational Learning and Development. This report will be useful for all those interested in WHO's work on Maternal Health Program in the Region.
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The WHO Regional Office for Europe, the WHO Collaborating Centre on Culture and Health at the University of Exeter (United Kingdom) and the Nationa
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l Institute of Mental Health (Czechia) convened a workshop on culture and reform of mental health care in central and eastern Europe on 2–3 October 2017 in Klecany, Czechia. The aim of this workshop was to improve understanding of the key cultural aspects that impact and drive mental health-care reform in the central and eastern European region. This report outlines the key points and recommendations made by participants in relation to this objective.
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Curricular Modules for Lecturers and Teachers.
The 2nd edition of the Global Public Health Curriculum has been published in the South Eastern European Journal of Public Health, end of 2016 as a spe
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cial volume . The curriculum targets the postgraduate education and training of public health professionals including their continued professional development (CPD). However, specific competences for the curricular modules remained to be identified in a more systematic approach
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WHO published and launched the third part of the Wheelchair Service Training Package (WSTP) series consisting of two sub-packages: the Wheelchair Service Training Package for Managers (WSTPm)
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and the Wheelchair Service Training Package for Stakeholders (WSTPs). WHO recognises that in order to develop an effective and sustainable wheelchair service provision; managers and stakeholders need to be informed about the importance and benefit of a proper wheelchair service provision. The training manuals and introductory folder comes with 8 GB PenDrive, which contains A to Z of the wheelchair provision.
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This third edition of the National Gender Statistics Report provides the updated sex-disaggregated data in twelve fields: Population and Youth; Education; Health and Nutrition; Economic Activity
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and time use; Poverty & Social Protection; Justice & Human rights; Environment and Natural Resources; Decisionmaking and Public life; Infrastructure, ICT and Media; Trade and Business and Industry; Agriculture, Livestock and Forestry, and lastly the Income and Access to Finance. It should be noted that this report takes into account almost all quantitative indicators of the United Nations Minimum Set of Gender Indicators (UNMSGI) as developed by the United Nations Statistical Division (UNSD) and some of the approved quantitative SDGs gender related indicators.
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Case management is an approach at the core of social work. Case management is the process required for improving the quality of life for vulnerable
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children in need of care and protection. This manual is intended to support social workers in their case management role and reduce overall workload by ensuring case management processes are conducted efficiently with best outcomes for children.
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The Sphere Handbook "Humanitarian Charter and Minimum Standards in Disaster Response" is now available in Haitian Creole.
This translation has been coordinated by Oxfam Canada and funded by the f
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ollowing members of the Policy Action Group on Emergency Response (PAGER Canada): World Vision Canada, Plan Canada, Oxfam Quebec, Development and Peace, CARE Canada, Canadian Red Cross, Save the Children Canada, Christian Children's Fund of Canada, Mennonite Central Committee of Canada and Adventist Development and Relief Agency of Canada.
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The Health Systems in Transition (HiT) series consists of country-based reviews that provide a detailed description of a health system and of reform and p
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olicy initiatives in progress or under development in a specific country.
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