D’un format facilement accessible, simple à utiliser, le présent document décrit succinctement
les problèmes liés à la santé et aux droits en matière de sexualité et de reproduction qui peuvent
affecter les droits fondamentaux, la santé et le bien-être ...ght medbox">des adolescents (âgés de 10 à 19 ans)
et il présente les lignes directrices pertinentes de l’Organisation mondiale de la Santé (OMS). Ce
document donne accès aux nombreuses lignes directrices formulées par l’OMS, et il constitue
une source d’informations utile pour les activités de sensibilisation, la conception des politiques
et des programmes ou projets et la recherche. Son objectif est de soutenir la mise en oeuvre
de la stratégie mondiale pour la santé des femmes, des enfants et des adolescents 2016–2030 (1), en conformité avec le cadre pour une action mondiale accélérée en faveur de la santé des
adolescents et avec le cadre opérationnel de l’OMS sur la santé sexuelle et ses liens avec la
santé reproductive (2,3).
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Annual and medium-term budget preparation processes are the platforms through which specific plans are transformed into actual resource allocation decisions. The aim of this Process Guide is to support key stakeholders involved in these processes (s...uch as the Cabinet, Ministries of Finance and Health, the Parliament, citizens, media, and civil society organizations) to reorient budgetary arrangements in order to facilitate the ability of national governments to respond to the COVID-19 pandemic by delivering, therapeutics, diagnostics, and vaccine services to their populations. Reorienting budgetary arrangements positions governments to sustain the capacity to mitigate and respond to COVID-19 while concurrently delivering other essential health services and working towards Universal Health Coverage (UHC). The reorientation process is an opportunity to better align budgetary arrangements to sustain systemic capacity to prevent emerging health threats over the short, medium, and long terms.
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In the area of nutrition and HIV, children deserve special attention because of their additional needs to ensure growth and development and their dependency on adults for adequate care. It was therefore proposed to first develop guidelines for children and thereafter consider a similar approach for... other specific groups.
The content of these guidelines acknowledges that wasting and undernutrition in HIV-infected children reflect a series of failures within the health system, the home and community and not just a biological process related to virus and host interactions. In trying to protect the nutritional well-being or reverse the undernutrition experienced by infected children, issues of food insecurity, food quantity and quality as well as absorption and digestion of nutrients are considered. Interventions are proposed that are practical and feasible in resource-poor settings and offer a prospect for clinical improvement.
The guidelines do not cover the feeding of infants 0 to 6 months old, because the specialised care in this age group is already addressed in other WHO guidelines and documents.
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Health care-associated infection (HCAI) places a serious disease burden and has a significant economic impact on patients and health-care systems throughout the world. Yet good hand hygiene, the simple task of cleaning hands at the right times and in the right way, can save lives. World Health O...rganization (WHO) has developed evidence-based WHO Guidelines on Hand Hygiene in Health Care to support health-care facilities to improve hand hygiene and thus reduce HCAI.
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A set of basic guidelines on how to be accountable to local people and measure program impact in emergency situations. The "good enough" approach emphasizes simple and practical solutions and encourages the user to choose tools that are safe, quick, and easy to implement
Emergency Capacitiy Building Project agencies, led by CARE, have developed the Shelter Accountability Resources for project managers and decision-makers in humanitarian shelter programs.
As a guide it is also intended to be useful for Shelter Clu...ster coordinators, and other staff who would like to monitor the accountability of particular projects and programs. The tools and examples included here should help humanitarians to plan, implement and monitor shelter projects and programs in a way that is accountable to disaster-affected populations.
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A guide to Primary Health Care Facility Supervision
The Facilitator’s Guide for the basic-needs based Response Options Analysis and Planning (ROAP) is a step-by-step guide comprising tools and templates to carry out a multi-sectoral response analys...is and planning of response options, in a sudden-onset or chronic crisis.
Being that so, the Guide is conceived to be applied hand in hand with the BNA Guidance and Toolbox, and other assessments methodologies. It is expected to assist in analysing data from different sources - including humanitarian staff’ own
knowledge and experience on the sector, cash, protection matters - to come up with response decisions
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This Teacher’s Guide accompanies the WHO publication Management of wastes from health-care activities . It provides teaching materials and recommendations for a three day training course, designed mainly for managers of health-care establishments,... public health professionals and policy makers
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The purpose of this ‘Facilitator Guidebook’ is to help the Course Coordinator deliver and document consistently high-quality CBDRR training courses.
- Module 1: Understanding the Basics: introduces the participants to the basics of CBDRR implementation of MRCS, general aspects of CBDRR in ...the context of Myanmar.
- Module 2: Implementing the Program: introduces the participants to the 9 CBDRR steps that are followed by MRCS when implementing community- and school-based programs and key points.
- Module 3: Ensuring Sustainability: introduces the participants to two aspects that are often forgotten when it comes to program implementation.
- Module 4: Being a Facilitator:introduces the participants to facilitation skills and some exercises are carried out that willhelp the participants to be a facilitator of the course themselves in the end.
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