Following an overview of maternal and neonatal child health in Nepal and in the districts covered by the project, the briefing outlines the background to the Strengthening Approaches for Maximizing Maternal, Neonatal and Reproductive Health (SAMMAN) project. It then describes the key aspects of the ...two main project approaches: one focused on the community level, and the other on health systems
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GMS Zeitschrift für MedizinischeAusbildung 2015, Vol. 32(5),ISSN 1860-3572
Internationalizing higher education is considered to be a major goal for universities in Germany and many medical students aspire to include international experiences into their academic training. However, the exact meani...ng of “internationalizing” medical education is still poorly defined, just as is the possible pedagogic impact and effects. Against this background, this article presents the special track curriculum on global health (in German: Schwerpunktcurriculum Global Health, short: SPC) at Justus Liebig University Giessen, which was established in 2011 as a comprehensive teaching program to integrate international perspectives and activities systematically into the clinical years of the medical curriculum
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Education of children with disabilities in India and Pakistan: An analysis of developments since 2000 | Background paper prepared for the Education for All Global Monitoring Report 2015 | Education for All 2000-2015: achievements and challenges
Nigeria is Africa’s most populous nation and accounts for nearly one quarter of the continent’s maternal, newborn and child deaths. In the spirit of the global Countdown to 2015 for Maternal, Newborn and Child Health and the Nigerian Saving One Million Lives Initiative, these state data profiles... have been designed to prompt and inform policy and programme action.
Without data there can be no accountability. Without accountability we risk making no progress for Nigeria’s women and children. The data included in these profiles come mainly from large-scale, periodic household surveys. Continued efforts are needed to strengthen civil registration, vital statistics and health management information systems, as well as the institutional capacity to gather and use these data.
Updated from 2011, these data profiles can be used to compare progress in different areas, identify opportunities to address specific coverage gaps, and monitor implementation.
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Received: 16/11/2013 - Accepted: 23/03/2014 - Published: 27/07/2014
DHS Working Papers No. 93
Towards a policy of inclusion
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...esilient 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
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Guide to the use of educational materials
Basic School Education 1st and 2nd cycle
La Guía didáctica está dirigida a los docentes del 1° y 2° Ciclo de la Educación escolar Básica, del contexto indígena y tiene el propósito de brindar orientaciones metodológicas para el uso efectivo de m...ateriales didácticos que contribuyan al desarrollo de las capacidades establecidas para este nivel.
Esta guía surge de la necesidad de contar con propuestas y orientaciones sencillas a fin de facilitar al docente la implementación de los materiales de manera flexible de manera que pueda adecuarse a cada pueblo indígena según su realidad cultural y lingüística.
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This tool provides guidance on how to adapt and use information, education and communication (IEC) materials so that they can be understood by people with disabilities. People with disabilities have a right to access all information relating to gender-based violence (GBV...) programs on an equal basis with others.
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Qualitative study from Zambia on barriers to and facilitators of life-long learning