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Publication Years
1
1951
5226
743
33
4
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Category
3267
441
426
414
301
172
32
8
3
3
Toolboxes
641
603
531
489
301
278
273
227
205
182
158
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154
144
122
120
88
74
47
46
28
27
27
6
1
1
Conclusion: To ensure that people with disabilities can successfully access the necessary health services, the barriers on the demand side (the individuals requiring healthcare) as well as the barri
...
ers that are part of the healthcare system, should be attended to.
more
The project aims to build trust around COVID-19 vaccines to ensure greater access to and uptake
...
in the vaccines through establishing healthy information ecosystems to address mis- and disinformation and vaccine hesitancy in the Democratic Republic of Congo (DRC). The bulletins are in French.
more
Mycetoma: epidemiology, treatment challenges, and progress
Taha, H.; Fahal, A.; Van de Sande, W.
Dovepress open access to scientific and medical research
(2015)
CC
Mycetoma is a specific chronic, granulomatous, inflammatory disease. It usually involves the subcutaneous tissue, most probably after traumatic inoculation of the causative organism. It has a prolonged, progressive, and indolent course, and, if untreated, it ultimately leads
...
to destruction of the deeper tissues and bone, resulting in deformity and disability that may necessitate amputation of the affected parts with all the social and economic implications of this. The disease is characterized by tumefaction, draining sinuses, and the presence of grains.
more
Lack of trained providers capable of identifying which labouring women could benefit from assisted vaginal birth (AVB), and of safely performing the procedure is a major barrier for its use. Education and training are, therefore, considered crucial
...
for building skills and confidence in conducting AVB and there is evidence that it would be welcomed by healthcare providers. However, acquiring and maintaining AVB skills is a complex task that requires a supportive environment, mentorship, supervision and accountability. As with other practices to manage infrequent procedures and complications, continuous education and on-site supervision are essential to ensure the safe and sustainable use of AVB.
more
The Education 2030 Incheon Declaration and Framework for Action specifies that the mandate of the Global Education Monitoring Report is to be ‘th
...
e mechanism for monitoring and reporting on SDG 4 and on education in the other SDGs’ with the responsibility to ‘report on the implementation of national and international strategies to help hold all relevant partners to account for their commitments as part of the overall SDG follow-up and review.’ It is prepared by an independent team hosted by UNESCO.
more
Background paper for the Oslo Summit on Education for Development.
This paper covers the four topics of the Oslo Summit: investment in education, quality of learning,
...
education in emergencies and girls’ education. Disability continues to be one of the primary causes of educational disadvantage and exclusion,
creating the largest single group of girls and boys who remain out of school. Even in those countries
close to achieving universal primary enrolment, children with disabilities are still not in school,accessing opportunities to meaningful employment and on sustainable routes out of poverty
more
Background paper prepared for theEducation for All Global Monitoring Report 2012 Youth and skills: Putting education to work
2012/ED/EFA/MRT/PI/15
The EiE Competency Framework builds on the INEE Minimum Standards to articulate a set of required, valued and recognized competencies for the humanitarian and education in the emergencies sectors. I
...
t broadly describes expected standards of performance across a number of competencies that can be applied to different roles within an organization or sector. The framework provides a common lexicon for core humanitarian and technical competencies and defines expected knowledge, skills and attributes for each.
The framework is intended to inform staff recruitment, learning and professional development, performance management, planning, and organizational design. It is a sector-wide guidance to advance the accountability, effectiveness, and predictability of educational preparedness, response and recovery for affected populations.
The framework is primarily intended for use by EiE practitioners in humanitarian contexts. However, it is also relevant at the global level or in development settings in support of planning and emergency preparedness. It is best used in conjunction with the Core Humanitarian Competency Framework (CHCF) and where applicable, the Child Protection in Humanitarian Action (CPHA) Competency Framework. It is transferable across people, countries, and cultures and can be a valuable tool for entry-, mid-, and senior level professional development.
Available in English, Arabic, French, Portuguese and Spanish
more
The document presents an assessment developed by both institutions as a contribution to the prioritization of education in national response plans to
...
the health emergency and future recovery strategies. "Countries have deployed various response and recovery plans in which education needs to be incorporated as a central element," the report says, "not only to ensure an education response, but to achieve an equitable, inclusive and sustainable recovery”.
more
Nurses are critical to deliver on the promise of “leaving no one behind” and the global effort to achieve the Sustainable Development Goals (SDGs). They make a central contribution
...
to national and global targets related to a range of health priorities, including universal health coverage, mental health and noncommunicable diseases, emergency preparedness and
response, patient safety, and the delivery of integrated, people-centred care.
No global health agenda can be realized without concerted and sustained efforts to maximize the contributions of the nursing workforce and their roles within interprofessional health teams. To do so requires policy interventions that enable them to have maximum impact and effectiveness by optimizing nurses’ scope and leadership, alongside accelerated investment
in their education, skills and jobs. Such investments will also contribute to the SDG targets related to education, gender, decent work and inclusive economic growth.
This State of the world’s nursing 2020 report, developed by the World Health Organization (WHO) in partnership with the International Council of Nurses and the global Nursing Now campaign, and with the support of governments and wider partners, provides a compelling case on the value of the nursing workforce globally.
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The report shows that where people and communities living with and affected by HIV are engaged in decision-making and HIV service delivery, new infections decline and more people living with HIV gain access
...
to treatment. When people have the power to choose, to know, to thrive, to demand and to work together, lives are saved, injustices are prevented and dignity is restored.
more
This is the first version of the INEE technical guideline to support education during the Covid-19 pandemic. It is a living document that will be regularly updated
...
to meet the learning and well-being needs of children, adolescents, youth, teachers, caregivers and other education personnel affected by Covid-19.
more
Antimicrobial resistance (AMR) is a threat to global health and development and it contributes to millions of deaths worldwide each year. Inappropriate use and overuse of antibiotics are driving an
...
increase in AMR and have a detrimental impact on the effectiveness of these critical medicines. Through the Global Action Plan on AMR, WHO is working to improve the surveillance of antimicrobial resistance and reduce inappropriate antibiotic consumption.
There is a recognized need for high-quality resources to improve antibiotic prescribing globally. To address this need, a pragmatic approach was taken by WHO to develop actionable guidance for empiric antibiotic use.
The WHO AWaRe (Access, Watch, Reserve) antibiotic book provides concise, evidence-based guidance on the choice of antibiotic, dose, route of administration, and duration of treatment for more than 30 of the most common clinical infections in children and adults in both primary health care and hospital settings. The information included in the book supports the recommendations for antibiotics listed on the WHO Model Lists of Essential Medicines and Essential Medicines Children and the WHO AWaRe classification of antibiotics.
The WHO AWaRe antibiotic book is accompanied by summary infographics for each infection for both adults and children that provide a quick-reference guide for health care workers at the point of care.
more
Protect yourself from the bad effects of haze of smoke: Information flyer about how to protect yourself from the haze of smoke in Indonesia
Access : 26.4.2017
Research globally has shown that metered dose inhaler (MDI) technique is poor,
with patient education and regular demonstration critical in maintaining correct use of
inhalers. Patient information containing pictorial aids improves understanding o
...
f medicine
usage; however, manufacturer leaflets illustrating MDI use may not be easily understood by
low-literacy asthma patients.
more
Listening to what children in crisis have to say is not only a moral and ethical responsibility for donor and humanitarian actors, it is also a humanitarian obligation. Children’s right
...
to participation is recognised in the United Nations Convention on the Rights of the
Child (UNCRC), which provides rights for children to express their views and ‘be heard and taken seriously’.
more
Key Messages and Recommendations.
The Report, Todos y todas sin excepción, produced by the Global Education Monitoring (GEM) Report and the Regional Bureau for Education in Latin America and the C
...
aribbean (OREALC /UNESCO Santiago), along with the Laboratory of Education, Research and Innovation in Latin America and the Caribbean (SUMMA) shows that, prior to the pandemic, in 21 countries, children from the richest households were five times as likely as the poorest to complete upper secondary school.
Learning outcomes were low before COVID-19. Only half of 15-year-olds achieved minimum proficiency in reading. In Guatemala and Panama, barely 10 disadvantaged 15-year-old students master basic mathematics skills for every 100 of their better-off peers. Indigenous people and Afro-descendants also have lower attainment and literacy rates.
The report includes a set of key recommendations for the next decade, which will help countries achieve the objectives of the 2030 Agenda and calls for schools to be more inclusive, which many still are not.
more
The coronavirus disease 2019 (COVID-19) pandemic has created a global and gendered crisis that is compounding existing inequalities and disproportionately affecting girls and women. Emerging evidence from the COVID-19 crisis in 2020 shows school closures, disruptions in essential services and rising
...
poverty contributed to girls’ increased risk of female genital mutilation (FGM). School closures limited the monitoring and reporting of cases of FGM. Rising household monetary poverty may have contributed to families adopting negative coping mechanisms, including having girls undergo FGM as a precursor to marriage to reduce household costs. A report from the United Nations Population Fund (UNFPA) estimates 2 million additional cases of FGM by 2030 due to the pandemic.
more
Children in every country are struggling with the impact of COVID-19. An entire generation has had its education disrupted, from nurseries and pre-primaries to universities and apprenticeships
The Advancing Climate-Resilient Education Technical Guidance builds on the USAID 2022–2030 Climate Strategy and the 2018 USAID Education Policy to
...
support USAID Missions and partners who seek to integrate climate action and awareness into education programs and are committed to achieving climate-resilient education systems and fostering climate-resilient learners. It outlines how to identify opportunities for climate action that respond to known climate hazards through mitigative, adaptive, and transformative actions.
The guidance is designed for use at the activity design and monitoring and evaluation stages of the USAID Program Cycle. It does not prescribe new processes, but rather serves to aid Missions and partners in integrating climate considerations into existing processes
more
