This Guide responds to requests from practitioners and country teams who have learned about the Nurturing care framework and want to understand how to adapt health and nutrition services to be supportive of nurturing care and strengthen caregivers
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capacity.
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UNAIDS and the World Health Organization have published this updated guidance on ethical considerations in HIV prevention trials. The new guidance is the result of a year-long process that saw more than 80 experts and members
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of the public give inputs and is published 21 years after the first edition appeared.
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This fourth WHO report on neglected tropical diseases (NTDs) reviews the progress made towards achieving the Roadmap targets for 2020, noting the remaining challenges, then looks beyond 2020 to evaluate the changing global health and development landscape, considering the implications
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of integrating these diseases into the broader 2030 Agenda for Sustainable Development.
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At the World Humanitarian Summit in Istanbul in May 2016, leaders made over 3,700 commitments to advance the Agenda for Humanity. In their first self-reports against these commitments, 142 stakeholders described the efforts they made from June to December 2016 to realize this ambitious vision.
The
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2017 annual synthesis report on progress provides a summary of their collective achievements around the 5 Core Responsibilities and 24 Transformations of the Agenda for Humanity.
Executive summary in
English: https://www.agendaforhumanity.org/sites/default/files/asr/2017/Nov/No%20time%20to%20retreat%20Executive%20Summary_NEW_web_nov27.pdf;
French: https://www.agendaforhumanity.org/sites/default/files/asr/2018/Jan/No%20time%20to%20retreat_Executive%20summary_FRENCH_Final_web.pdf
Spanish: https://www.agendaforhumanity.org/sites/default/files/asr/2018/Jan/No%20time%20to%20retreat_Executive%20summary_Spanish_final_web.pdf
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The Advancing Climate-Resilient Education Technical Guidance builds on the USAID 2022–2030 Climate Strategy and the 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-r
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esilient 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
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Assessing and improving quality and human rights in mental health and social care facilites