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2nd revised edition. Accessed Apri. 17, 2019
Prevention strategies based on scientific evidence working with families, schools, and communities can ensure that children and youth, especially ... most marginalized and poor, grow and stay healthy and safe into adulthood and old age. For every dollar spent on prevention, at least ten can be saved in future health, social and crime costs.
Every year, around 830 000 children die from unintentional or "accidental" injuries. The vast majority of these injuries occur in low-income and middle-income countries. However, dozens of preventio...
Who suffers Most from Extreme Weather Events? Weather-related Loss Events in 2019 and 2000 to 2019
The Global Climate Risk Index 2021 analyses and...
Indian markets caused a stir across the country.1
According to the Centre for Science and the E...
Global and Regional Data 1 December 2021; The 90–90–90 targets were missed, but not by much. At the end of 2020, 84% of people living with HIV ...
The purpose of this ‘Facilitator Guidebook’ is to help the Course Coordinator deliver and document consistently high-quality CBDRR training cou...
UNAIDS 2019, Reference
This edition of UNAIDS data shows the results of some of those successes, but also the challenges that remain. It contains the...
This global status report on prevention and control of NCDs (2014), is framed around the nine voluntary global targets. The report provides data on...
The package is designed to help address the WASH in Schools monitoring deficit at the national level.
... package consists of three modules:
The EMIS module: a set of basic monitoring questions on WASH in Schools to be incorporated into national Education Monitoring Information Systems (EMIS), usually administered annually;
The survey module: a more comprehensive set of questions, observations and focus group discussion guidelines for use in national WASH in Schools surveys as well as for sub-national, project level or thematic surveys;
The children’s monitoring module: a teacher’s guide and tool set for the monitoring of WASH in Schools by students, including observation checklists, survey questions and special monitoring exercises.
... package consists of three modules:
The EMIS module: a set of basic monitoring questions on WASH in Schools to be incorporated into national Education Monitoring Information Systems (EMIS), usually administered annually;
The survey module: a more comprehensive set of questions, observations and focus group discussion guidelines for use in national WASH in Schools surveys as well as for sub-national, project level or thematic surveys;
The children’s monitoring module: a teacher’s guide and tool set for the monitoring of WASH in Schools by students, including observation checklists, survey questions and special monitoring exercises.
The Republic of the Union of Myanmar is at a historic moment, with a new civilian government assuming power in 2016. The country graduated to lower...
The CBDRR Training Course is based on the CBDRR Step-by-Step Methodology and its main goal is to teach MRCS Field Staff ... MRCS RCVs to use the CBDRR Manual document which acts as a support document for the implementation of CBDRR programs in Myanmar.
- In Part A, the course curriculum is presented and the participants can find a detailed schedule of their training. Furthermore, any additional information that is required by the participants such as accommodation during the training, the exact location of the training etc. will be included in Part A.
- In Part B, each of the sessions will be discussed separately. Key questions that participants should be able to answer after each session are posed and the participants are invited to note down their answer to each of the questions during or after each session to increase the learning effect.
- In Part C, the supporting training documents will be presented.
- In Part A, the course curriculum is presented and the participants can find a detailed schedule of their training. Furthermore, any additional information that is required by the participants such as accommodation during the training, the exact location of the training etc. will be included in Part A.
- In Part B, each of the sessions will be discussed separately. Key questions that participants should be able to answer after each session are posed and the participants are invited to note down their answer to each of the questions during or after each session to increase the learning effect.
- In Part C, the supporting training documents will be presented.
Overview:
- Part A is an introductory part which will give you background information about CBDRR in Myanmar. It has a small section about the importance of CBDRR in Myanmar, the stakeholders o...
- Part A is an introductory part which will give you background information about CBDRR in Myanmar. It has a small section about the importance of CBDRR in Myanmar, the stakeholders o...
UNICEF's global work on statistics and monitoring the situation of children & women
This is the 19th annual Landmine Monitor report. It is the sister publication to the Cluster Munition Monitor report, first published in November 2...
The CBDRR Training Course is based on the CBDRR Step-by-Step Methodology and its main goal is to teach MRCS Field Staff ... MRCS RCVs to use the CBDRR Manual document which acts as a support document for the implementation of CBDRR programs in Myanmar.
- In Part A, the course curriculum is presented and the participants can find a detailed schedule of their training. Furthermore, any additional information that is required by the participants such as accommodation during the training, the exact location of the training etc. will be included in Part A.
- In Part B, each of the sessions will be discussed separately. Key questions that participants should be able to answer after each session are posed and the participants are invited to note down their answer to each of the questions during or after each session to increase the learning effect.
- In Part C, the supporting training documents will be presented.
- In Part A, the course curriculum is presented and the participants can find a detailed schedule of their training. Furthermore, any additional information that is required by the participants such as accommodation during the training, the exact location of the training etc. will be included in Part A.
- In Part B, each of the sessions will be discussed separately. Key questions that participants should be able to answer after each session are posed and the participants are invited to note down their answer to each of the questions during or after each session to increase the learning effect.
- In Part C, the supporting training documents will be presented.
The purpose of this ‘Facilitator Guidebook’ is to help the Course Coordinator deliver and document consistently high-quality CBDRR training cou...
Adaptation and roll-out of Epidemic Control for Volunteers’ (ECV) Toolkit and Training Manual in Myanmar
The ECV Toolkit ensures that volunt...
The ECV Toolkit ensures that volunt...
Curricular Modules for Lecturers and Teachers.
The 2nd edition of the Global Public Health Curriculum has been published in ... South Eastern European Journal of Public Health, end of 2016 as a special volume . The curriculum targets the postgraduate education and training of public health professionals including their continued professional development (CPD). However, specific competences for the curricular modules remained to be identified in a more systematic approach
The Advancing Climate-Resilient Education Technical Guidance builds on the USAID 2022–2030 Climate Strategy and ... 2018 USAID Education Policy to support USAID Missions and partners who seek to integrate climate action and awareness into education programs and are committed to achieving climate-resilient education systems and fostering climate-resilient learners. It outlines how to identify opportunities for climate action that respond to known climate hazards through mitigative, adaptive, and transformative actions.
The guidance is designed for use at the activity design and monitoring and evaluation stages of the USAID Program Cycle. It does not prescribe new processes, but rather serves to aid Missions and partners in integrating climate considerations into existing processes
The framework responds to the demand from Member States and partners for guidance on how the hea...
