Good primary care may lead to fewer avoidable hospitalizations, but unsafe primary care can cause avoidable illness and injury, leading to unnecessary hospitalizations, and in some cases, disability and even death.Implementing system changes and practices are crucial to improve safety at all levels
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of health care. Recognizing the paucity of accessible information on primary care, World Health Organization (WHO) set up a Safer Primary Care Expert Working Group. The Working Group reviewed the literature, prioritized areas in need of further research and compiled a set of nine monographs which cover selected priority technical topics. WHO is publishing this technical series to make the work of these distinguished experts available to everyone with an interest in Safer Primary Care.The aim of this technical series is to provide a compendium of information on key issues that can impact safety in the provision of primary health care.
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The education sector forms an important part of the child protection response in refugee settings, and UNHCR’s Education Strategy (2012-16) reflects a focus on refugee
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education as a core component of UNHCR’s protection mandate. The right to education for all children also forms part of the United Nations Convention on the Rights of the Child. UNHCR’s Education Strategy promotes the importance of schools as safe learning environments, emphasises improving access to quality education for refugee children and maximises the protective benefits of participation in school. It advocates for the integration of refugee children into national education systems.
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Data from the 2011 Ethiopia Demographic and Health Survey
La République Démocratique du Congo connait une fragilité sociale issue de divers conflits communautaires qui ont déstabilisés le tissu économique du pays sans épargner le secteur éducatif depuis plusieurs années. Les sources de fragilité sont aussi liées à la pauvreté de la population
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et à l’insécurité alimentaire (15,5 millions de personnes en 2019). De plus, le pays fait face à d’autres crises comme les catastrophes naturelles et différentes épidémies y compris le Cholera, la maladie a virus d’Ébola et COVID19.
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The EiE Competency Framework builds on the INEE Minimum Standards to articulate a set of required, valued and recognized competencies for the humanitarian and education in the emergencies sectors. It broadly describes expected standards of performan
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ce across a number of competencies that can be applied to different roles within an organization or sector. The framework provides a common lexicon for core humanitarian and technical competencies and defines expected knowledge, skills and attributes for each.
The framework is intended to inform staff recruitment, learning and professional development, performance management, planning, and organizational design. It is a sector-wide guidance to advance the accountability, effectiveness, and predictability of educational preparedness, response and recovery for affected populations.
The framework is primarily intended for use by EiE practitioners in humanitarian contexts. However, it is also relevant at the global level or in development settings in support of planning and emergency preparedness. It is best used in conjunction with the Core Humanitarian Competency Framework (CHCF) and where applicable, the Child Protection in Humanitarian Action (CPHA) Competency Framework. It is transferable across people, countries, and cultures and can be a valuable tool for entry-, mid-, and senior level professional development.
Available in English, Arabic, French, Portuguese and Spanish
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Practices, challenges and the future implications for all stakeholders
School health programmes are the most cost-effective way to influence health behaviours in young people. The purpose of this two-part handbook is to support schools as they seek to implement interventions in order to reduce the main modifiable risk behaviours for noncommunicable disea
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ses. This Practical application handbook provides advice to schools on providing young people with the knowledge, attitudes, beliefs and life skills necessary for making informed decisions, and creating a healthy school environment that can reduce the risk of NCDs
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COVID-19 pandemic has become one of the biggest hindering threats to education service delivery worldwide which requires innovative solutions to overcome this situation and deliver education service
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s to children. This pandemic has put the country in an emergency state compiled with the ongoing conflicts and return of refugees from neighboring countries such as Pakistan and Iran whom are suffering from this pandemic in great numbers and its estimated that many returning Afghan refugees will be affected by this virus that requires immediate attention.
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An evidence-informed approach for non-formal, out-of-school CSE programmes that aims to reach young people from left-behind populations
This guidance is intended to assist anyone designing and/or implementing CSE in out-of-school settings, especially in low- and middle-income countries. This includ
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es international and national civil-society organizations, community-based organizations, government departments, UN agencies, health authorities, non-formal education authorities and youth development authorities. It is also intended for anyone else involved in the design, delivery and evaluation of sexuality education programmes out of school, especially those working with the specific groups of young people addressed in the guidance.
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To promote greater understanding of emergency preparedness, response and recovery, the UNESCO office in Kathmandu and Nepal’s Non Formal Education (NFE) Center of the Ministry of Education, have p
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roduced, “Education in Emergencies: Self-learning Materials for Non-Formal Education”. The textbooks intersperse interesting graphics with stories and poems to convey potentially life-saving lessons in education in emergenciesemer
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School health programmes have been demonstrated to be the most cost-effective way to influence health behaviours in young people. The purpose of this two-part handbook is to support schools as they seek to implement interventions aimed at reducing the main modifiable risk behaviours f
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or noncommunicable diseases (NCDs) . The background provided in this Introduction handbook and the approaches and advice outlined in the Practical application handbook focuses on providing young people with the knowledge, attitudes, beliefs and life skills necessary for making informed decisions, and creating a healthy school environment that can reduce the risk of NCDs
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Case report from The fYR MACEDONIA
NGO Social Contracting
Sustainable Financing of National HIV Responses