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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-r
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The COVID-19 pandemic has created challenges for forcibly displaced persons and the humanitarian organizations working to support them. With restrictions on movement and limited access to refugees, asylum-seekers, internally displaced persons (IDPs) and stateless persons across the globe, UNHCR is s
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The training is based on ensuring that the competencies to care for newborn are acquired.
A range of adult learning methods are used, these include reading and self-study,
discussion, and case based learning in written exercises and group discussi
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This article identifies the three core defining characteristics of healing environments for children and young people who have been exposed to chronic adversity and trauma. A large body of evidence
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Despite the increasing uptake of information and communication technologies (ICT) within healthcare services across developing countries, community healthcare workers (CHWs) have limited knowledge to fully utilise computerised clinical systems and m
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This report outlines and analyses the implementation of the Bridge Builder Model. This is a two-way, capacity-sharing model aimed at bringing together local faith actors (LFAs) and international humanitarian actors to increase understanding, trust,
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Disaster Preparedness Training Programme
BAB training in prevention and management of postpartum hemorrhage increased knowledge and confidence among skilled and semiskilled birth attendants. Further studies are needed to determine the impact of
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This guide supports the low-dose, high-frequency practice of scenerios needed to maintain competency in prevention and management of postpartum hemorrhage. The document is learner centered and is di
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A Guide to Inclusive Education 2023
recommended
Refugee children with disabilities experience a reality of exclusion and marginalisation that makes them among the most vulnerable displaced persons in the world. Excluded from participation in social activities and access to school, not only becaus
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CBM’s approach is based on the principles of the UN Convention on the Rights of Persons with Disabilities (CRPD) and on CBM’s responsibility to promote accessibility and the principles
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For applying the new operational guidance on CB-MHPSS in the field, UNICEF country offices and partners will need ready access to tools and resources that can be used to implement the programs. By bringing together resources from different contexts, the compendium makes options available to country
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Resource Guide for Advanced Learning
