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 recovery; to increase access to safe and relevant le
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arning 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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Religion and Development 01/2019. Discussion Paper Series of the Research Programme on Religious Communities and Sustainable Development
Resource Guide for Advanced Learning
District Level M & E Training and Reference Material for Primary Health Care Programmes
Second Edition
Good Policy and Practice in HIV & AIDS and Education
The Quadripartite Organizations – the Food and Agriculture Organization of the United Nations (FAO), the United Nations Environment Programme (UNEP), the World Organisation for Animal Health (WOAH, founded as OIE), and the World Health Organizatio
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n (WHO) – collaborate to drive the change and transformation required to mitigate the impact of current and future health challenges at the human–animal– plant–environment interface at global, regional and country level.
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Disaster Recovery Toolkit
Thesis presented in partial fulfilment of the requirements for the degree of Master of Nursing Science in the Faculty of Health Sciences at Stellenbosch University.
The mobile clinic health care services fulfil an essential role in delivering primary health care to the dwellers in the rural commun
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ities of the Western Cape. However, occupational health and safety, as well as quality assurance are issues that need to be addressed urgently. It is thus recommended that policy makers take cognizance of the specific needs of every individual mobile clinic team.
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An information package for school staff
The Active Learning Package is designed to provide methodology, substantive support and practical instruction for the training of health personnel in Health as Bridge for Peace issues. https://www.who.int/hac/techguidance/hbp/active_traini
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ng_package/en/index5.html
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This new publication presents the continuing and emerging challenges to children’s environmental health.
You can also register into a free online course
https://www.open.edu/openlearncreate/course/view.php?id=13
Children in Kabwe are especially at risk because they are more likely to ingest lead dust when playing in the soil, their brains and bodies are still developing, and they absorb four to five times as much lead as adults. The consequences for children who are exposed to high levels of lead and are no
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t treated include reading and learning barriers or disabilities; behavioral problems; impaired growth; anemia; brain, liver, kidney, nerve, and stomach damage; coma and convulsions; and death. After prolonged exposure, the effects are irreversible. Lead also increases the risk of miscarriage and can be transmitted through both the placenta and breastmilk.
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These Blended Learning Modules cover the full range of health promotion, disease prevention, basic management and essential treatment protocols to improve and protect the health of rural communities in Ethiopia. A strong focus is on enabling Ethiopi
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a to meet the Millennium Development Goals to reduce maternal mortality by three-quarters and under-5 child mortality by two-thirds by the year 2015. The Modules cover antenatal care, labour and delivery, postnatal care, the integrated management of newborn and childhood illness, communicable diseases (including HIV/AIDS, malaria, TB, leprosy and other common infectious diseases), family planning, adolescent and youth reproductive health, nutrition and food safety, hygiene and environmental health, non-communicable diseases, health education and community mobilisation, and health planning and professional ethics.
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Regional Network for Equity in Health in east and southern Africa (EQUINET): Disussion Paper 113
This report synthesises the learning across the full programme of work. It presents the methods used, the context and policy motivations for deve
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loping EHBs; how they are being defined, costed, disseminated and used in health systems, including for service provision and quality, resourcing and purchasing services and monitoring and accountability on service delivery and performance, and for learning, useful practice and challenges faced.
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The document emphasizes integrating environmental considerations into nutrition programs. It introduces a screening tool piloted across ten projects to identify environmental risks and opportunities, fostering sustainable practices in food systems. The tool promotes collaboration, co-
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learning, and actionable steps to align nutrition goals with environmental sustainability, ensuring long-term benefits for health and ecosystems.
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The module is currently available in English, French, Nepali, Portuguese, Russian, and Spanish
Lessons from the IRC’s Early Emergency Response in the Urban Areas of Lesbos between September 2015 and March 2016
The United Nations Environment Programme (UNEP) is stepping up its work on mapping zoonotic threat and protecting the environment to reduce the risk of future pandemics, such as the COVID-19 crisis
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currently sweeping the globe.
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