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1
Prevention of drug use in schools
Ranaweera, S.; and D. Samarashinghe
World Health Organization (WHO), Regional Office for South-East Asia
(2022)
C_WHO
Schools are generally the most popular setting for drug-use-
prevention programmes, and are used both by governmental and
non-governmental agencies. This may be for many reasons: ease of
obtaining funding for school drug-use-prevention programmes
...
, the
captive audience, and the popular perception that drug prevention
should start from schools, or the need to show that action is being
taken to control a serious social problem.
more
National Policy on HIV, STIs and TB for Learners, Educators, School Support Staff and Officials in all Primary and Secondary Schools in the basic Education Sector
Department of Basic Education; NDP; Read to Lead (A reading Nation is a leading Nation)
(2019)
C2
Accessed: 13.10.2019
Meeting the rehabilitation needs of people affected by leprosy and promoting quality of life.
This report is about education for children with disabilities in South Africa.
The aim of this pamphlet is to inform parents and guardians of supports and services available for children and young people with a physical disability and their families.
The guidance provides critical considerations and practical checklists to keep schools safe. It also advises national and local authorities on how to adapt and implement emergency plans for educational facilities.
In the event of school closures
...
, the guidance includes recommendations to mitigate against the possible negative impacts on children’s learning and wellbeing. This means having solid plans in place to ensure the continuity of learning, including remote learning options such as online education strategies and radio broadcasts of academic content, and access to essential services for all children. These plans should also include necessary steps for the eventual safe reopening of schools.
Where schools remain open, and to make sure that children and their families remain protected and informed.
more
As a result of Russia’s invasion of Ukraine, the people of Ukraine, especially the most vulnerable, are paying an enormous price. Lives and livelihoods are being lost, with more than ten million people forced from their homes— and their country—in search of safety. The war has unleashed catast
...
rophic damage to the country’s economy and threatens lasting increases in poverty and societal upheaval. The scale of the war and the devastation it has caused have jeopardized Ukraine’s hard-fought development gains, through destruction of production and property, disruption of trade, diminished investment due to amplified uncertainty, and erosion of human capita
more
Much remains unknown about displaced communities in out-of-camp areas as identification constraints hinder knowledge on the overall situation and preeminent needs of an area. When compared to regularly monitored in-camp populations, less is known ab
...
out the health, sanitation, livelihoods, food security, nutritional status, protection situation, and school attainment of out-of-camp populations.
more
CBDRR Practice. Case Studies 1
No publication year indicated.
No publication year indicated.
The aim of this pamphlet is to inform parents and guardians of supports and services available for children and young people who are blind or have a visual impairment.
A lack of knowledge about the threat of vaccine-preventable diseases, risks and benefits of vaccines, mistrust of government and health workers, poor service delivery and alternative health or religious beliefs play a role in lower uptake of some vaccines. These challenges underscore the importance
...
of early integration and investment in a thoughtful communication plan for immunization programmes. This World Health Organization (WHO) report presents communication guidance and specific considerations for countries that plan to introduce human papillomavirus (HPV) vaccine into their national immunisation programme as part of an effort to prevent cervical cancer.
more
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 m
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odifiable risk behaviours for noncommunicable diseases. 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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GMS Zeitschrift für MedizinischeAusbildung 2015, Vol. 32(5),ISSN 1860-3572
Internationalizing higher education is considered to be a major goal for universities in Germany and many medical students aspire to include international experiences into their academic training. However, the exact meani
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ng of “internationalizing” medical education is still poorly defined, just as is the possible pedagogic impact and effects. Against this background, this article presents the special track curriculum on global health (in German: Schwerpunktcurriculum Global Health, short: SPC) at Justus Liebig University Giessen, which was established in 2011 as a comprehensive teaching program to integrate international perspectives and activities systematically into the clinical years of the medical curriculum
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The protection of children and educational facilities is particularly important. Precautions are necessary to prevent the potential spread of COVID-19 in school settings; however, care must also be taken to avoid stigmatizing students and staff who may have been exposed to the virus. It is important
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to remember that COVID-19 does not differentiate between borders, ethnicities, disability status, age or gender. Education settings should continue to be welcoming, respectful, inclusive, and supportive environments to all. Measures taken by schools can prevent the entry and spread of COVID-19 by students and staff who may have been exposed to the virus, while minimizing disruption and protecting students and staff from discrimination.
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A Guidebook for Medical and Professional Schools, Second Edition.
This book represents a significant step to engage health professions schools in addressing global health challenges
All young people, including those with special needs and from the most vulnerable groups, have the right to quality health care services. Unfortunately, this right is not a reality, particularly in
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the case of sexual and reproductive health services. Many youth in need of sexual and reproductive health care may either decline or be denied access to health services for a variety of reasons: Providers are often biased and do not feel comfortable serving youth who are sexually active; youth do not feel comfortable accessing existing services because they are not "youth-friendly" and may not meet their needs; and, often, community members do not feel that youth should have access to sexual and reproductive health services.
To address provider and site bias toward serving youth, EngenderHealth created a training curriculum intended to sensitize all staff at a health care facility on the provision of youth-friendly services. The curriculum was created as a result of the participatory work that we have been doing with youth in Nepal to address the needs of all levels of providers at different service-delivery settings. The curriculum has been field-tested and used in Nepal, Russia, Mongolia, and the United States.
Youth-Friendly Services allows staff to reflect upon and assess their own beliefs about adolescent sexuality while ensuring that those values and attitudes do not compromise the basic sexual and reproductive health rights to which youth are entitled. The curriculum also helps providers understand cross-cultural principles of adolescent development and health needs specific to youth. Once participant knowledge, attitudes, and skills are improved, sites conduct a self-assessment on the youth-friendliness of their services and create an action plan for specific improvements.
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