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1
1588
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Submission by the WHO Collaborating Centre on training and policy on opioid availability and WHO collaborating Centre for community participation in palliative care and long term care To the Indian Nursing Council for consideration
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to be included in the Undergraduate Nursing education curriculum
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This document provides a guidance on the importance of consulting with children with disabilities. It provides practical suggestions for consulting with children and young people with disabilities in a variety of situations. It aims to equip indivi
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duals working on child rights with the knowledge and skills necessary to communicate with children with a variety of disabilities.
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Special Issue: Special Education in Sub-Saharan Africa | This special issue of our Communication*Support*World*Network*Newsletter attempts to share practical ideas and information about special education for children with disabilities in sub-Saharan
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Africa. Our intent is to begin a dialogue among those interested in this important topic, and to promote an increased exchange of ideas, approaches, information, resources, and promising practices.
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WHO published and launched the third part of the Wheelchair Service Training Package (WSTP) series consisting of two sub-packages: the Wheelchair Service Training Package for Managers (WSTPm) and the Wheelchair Service Training Package for Stakeholders (WSTPs). WHO recognises that in order
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to develop an effective and sustainable wheelchair service provision; managers and stakeholders need to be informed about the importance and benefit of a proper wheelchair service provision. The training manuals and introductory folder comes with 8 GB PenDrive, which contains A to Z of the wheelchair provision.
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WHO published and launched the third part of the Wheelchair Service Training Package (WSTP) series consisting of two sub-packages: the Wheelchair Service Training Package for Managers (WSTPm) and the Wheelchair Service Training Package for Stakeholders (WSTPs). WHO recognises that in order
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to develop an effective and sustainable wheelchair service provision; managers and stakeholders need to be informed about the importance and benefit of a proper wheelchair service provision. The training manuals and introductory folder comes with 8 GB PenDrive, which contains A to Z of the wheelchair provision.
more
WHO published and launched the third part of the Wheelchair Service Training Package (WSTP) series consisting of two sub-packages: the Wheelchair Service Training Package for Managers (WSTPm) and the Wheelchair Service Training Package for Stakeholders (WSTPs). WHO recognises that in order
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to develop an effective and sustainable wheelchair service provision; managers and stakeholders need to be informed about the importance and benefit of a proper wheelchair service provision. The training manuals and introductory folder comes with 8 GB PenDrive, which contains A to Z of the wheelchair provision.
more
The Education 2030 Incheon Declaration and Framework for Action specifies that the mandate of the Global Education Monitoring Report is to be ‘the mechanism for monitoring and reporting on SDG 4 and on education in the other SDGs’ with the respo
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nsibility 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.
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The 2012 NDRMP lays out the Disaster Risk Management (DRM) architecture of the country and provides guidance for DRM intervention at all levels. However, implementation has been slow and resource challenges exist throughout the government.
The PNG government’s policy and institutional framework ... for DRM still faces numerous obstacles. The main challenges in moving towards a more proactive and systematic approach to manage risks and build resilience include 1.) the limited coordination between DRM and Climate Change Adaptation agencies; 2.) the slow migration from emphasis on response to risk reduction and management; 3.) the limited institutional capacity for planning and design of risk informed investments; and 4.) the lack of available historic natural hazard data, which hinders the assessment of risks. more
The PNG government’s policy and institutional framework ... for DRM still faces numerous obstacles. The main challenges in moving towards a more proactive and systematic approach to manage risks and build resilience include 1.) the limited coordination between DRM and Climate Change Adaptation agencies; 2.) the slow migration from emphasis on response to risk reduction and management; 3.) the limited institutional capacity for planning and design of risk informed investments; and 4.) the lack of available historic natural hazard data, which hinders the assessment of risks. more
Zambia Refugees Economies: Livelihoods and Challenges
M. Nyamazana, G. Koyi, P. Funjika and E. Chibwili
UNHCR; Institute of Economic and Social Research (INESOR), University of Zambia; Refugee Studies Centre, UK
(2017)
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The study on refugee economies shows that refugees and former refugees are contributing positively to Zambia’s economy in various ways and have the potential to contribute even further if legal an
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d other obstacles are removed.
The study targeted mainly Congolese, Burundian, Somali, and Rwandan refugees as well as former refugees from Rwanda and Angola in urban areas and the two rural refugee settlements, Mayukwayukwa (Kaoma District/Western Province) and Meheba (Kaulumbila District/North-Western Province).
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Background paper prepared for theEducation for All Global Monitoring Report 2012 Youth and skills: Putting education to work
2012/ED/EFA/MRT/PI/15
Relevance and effectiveness of World Bank support for public sector capacity building in Sub-Saharan Africa from 1995 to 2004. Benin is part of a six country case study.
As part of the new strategy preparation, USAID/Senegal requested assistance with a gender assessment. This study was conducted from March 20 to April 11, 2010. It was supported jointly by the Women in Development Indefinite Quantity Contract (WID IQ
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C) Task Order 1 ShortTerm Technical Assistance and Training (STTA&T) and the USAID/Senegal mission. In addition to conducting a literature review, the team made site visits in the cities and towns of Dakar, Thiès, Kaolack, and Tambacounda and villages near each of them. These offered examples of key gender issues in Senegal, including gender disparities in access to education, unequal allocation of land and other productive resources, and gender-based violence (such as domestic violence, female genital cutting [FGC], and rape), as well as examples of USAID/Senegal‟s programming to address these problems.
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In humanitarian settings, tailoring community engagement interventions for gender, language, and local culture improves communities’ uptake with interventions. Measures taken to prevent and respond to
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COVID-19 pandemic such as confinement may increase GBV, especially domestic violence and Intimate Partner Violence (IPV). This document is meant as a starting point for the field colleagues to support them in ensuring communication to communities around COVID-19 includes gender-based violence (GBV).
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Refugee protection in the country is provided within the framework of these international and national refugee laws as well as the core international human rights treaties that have been ratified by the country. Continued insecurity within neighbouring states has resulted in sustained refugee moveme
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nts, either directly as a result of internal conflict and human rights abuses or as a result of conflict related to competition for scare natural resources and drought related food insecurity.
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The Kenya Climate Smart Agriculture Implementation Framework 2018-2027 (KCSAIF) has been developed to provide a guide to various innovative and transformative initiatives and best practices that wil
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l strive to address challenges brought about by climate change. It is envisioned to ensure increased agricultural productivity and sustainably build resilience of the national agricultural systems.
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The Global Appeal provides updated information for government, private donors, partners and other readers interested in UNHCR's priorities and budgeted activities for 2021 to protect and improve the lives of tens of millions of people of concern (re
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fugees, internally displaced people, stateless persons and others)
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Asthma is the commonest chronic childhood disease and encompasses a spectrum of airway diseases with similar symptoms. Inaccurate diagnosis remains common, especially in younger children, with failure to characterize the different “asthmas.” Chi
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ldren worldwide repeatedly suffer symptoms which severely affect their everyday lives. Children die from asthma, especially in low and middle-income countries (LMICs). In many countries, asthma prevalence is rising. Access to effective care and changing environments are hugely variable and may explain the higher morbidity in inner-city children, in LMICs, and in deprived populations in high-income countries. Despite the disease being eminently controllable, morbidity and mortality persist.
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This handbook presents basic content and tips for implementing a school-based risk reduction programme. It is organised into five modules: its importance; approach and process; activities to benefit children up
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to five years old; activities for students aged 5–17; and activities for young people and volunteers aged 17–24.
A generic framework for school-based risk reduction initiatives is illustrated in a diagram on p.10. The Comprehensive School Safety framework suggests a series of continuing activities that include: identifying the hazards in and around a school; conducting drills; preparing contingency and disaster management plans by involving parents, teachers and students; and building on the capacities of an institution and individuals to cope with the challenges during an unforeseen event. It also consists of three pillars: safe learning facilities; school disaster management; and risk reduction and resilience education. more
A generic framework for school-based risk reduction initiatives is illustrated in a diagram on p.10. The Comprehensive School Safety framework suggests a series of continuing activities that include: identifying the hazards in and around a school; conducting drills; preparing contingency and disaster management plans by involving parents, teachers and students; and building on the capacities of an institution and individuals to cope with the challenges during an unforeseen event. It also consists of three pillars: safe learning facilities; school disaster management; and risk reduction and resilience education. more
UNICEF’s 2013 flagship report, The State of the World’s Children, focuses on Children with Disabilities. The report covers a range of thematic areas and attempts to contribute to the global disc
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ussion on and draw greater attention to disability rights for children. This thematic note presents excerpts from the report related to Nutrition. All references and original sources can be found in the full report.
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Network HPN Paper: The role of education in protecting children in conflict
Susan Nicolai and Carl Triplehorn
Humanitarian Practice Network (HPN); Overseas Development Institute (ODI)
(2003)
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Education in emergencies is a young area; the evidence of its impact is often anecdotal, and although its status as a humanitarian concern has gained legitimacy in recent years, it has yet to be accepted across the humanitarian community. Much more
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needs to be done to enhance our understanding of the links between education and child protection in emergency situations.
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