The WHO Academy’s mobile learning app was developed specifically for health workers and is designed to enable them to expand their life-saving skills to battle COVID-19. It delivers mobile access to a wealth of COVID-19 knowledge resources developed by WHO, including up-to-the-minute guidance, to...ols, training, and virtual workshops to support health workers in caring for patients infected by COVID-19 and in protecting themselves as they do their critical work.
With content in seven languages – Arabic, Chinese, English, French, Portuguese, Russian and Spanish – the app focuses on providing health workers with critical, evidence-based information and tools to respond to the pandemic.
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Stories of how people in Georgia, Laos, Sri Lanka, Tajikistan and Vietnam made inclusive development happen in their societies. It contains significant experiences andlessons learnt about the practice of inclusive development for a wide range of excluded or marginalised groups, useful for policy-mak...ers, programme designers, local authorities, development practitioners and community leaders alike.
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Cornerstone of our society
Gender-based violence, including rape is a problem throughout the world, occurring in every society, country and region. Refugees and internally displaced people are particularly at risk of this violation during every phase of an emergency situation. The systematic use of sexual violence as a method... of warfare is well documented and constitutes a grave breach of international humanitarian law.
The Arabic Version can be downloaded here: http://reliefweb.int/report/syrian-arab-republic/guidelines-health-staff-caring-gender-based-violence-survivors-including
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These guidance notes on stress, grief and loss have been compiled by IMC’s Mental Health Advisor, Dr. Lynne Jones, for organizations working with Hurricane Katrina-affected populations. They represent lessons learned regarding mental health activities from IMC’s international experiences in disa...ster response, including the recent tsunami, as well as summarize best-practices identified by international agency consensus
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National HIV Strategic Plan 2016-2021
Collection of country-level good practices
International Journal of Special Education. Vol.29 (3) 2014, 69-81
Educating students with disabilities in an inclusive general education setting has been shown to increase academic achievement, increase peer acceptance, increase self esteem, create a richer friendship network, and have positive li...fetime benefits (higher salaried jobs, independent living). In addition, inclusion can have benefits for students without disabilities. The West African nation of Senegal has pledged to increase inclusive education for students with disabilities by 2015. Issues that affect inclusive education for all in Senegal are access to schooling, community and societal perceptions of individuals with disabilities, poverty, and teacher training and pedagogy. To increase inclusive education for all in Senegal the country must increase access to schooling through physical accessibility and decentralization, create community awareness campaigns that increase knowledge of disabilities, and develop teacher training that fosters a student-centered pedagogy.
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Newsletter No. 15 | Highlighting the gender dimensions of education for children with disabilities