This learning report attempts to understand the drivers for, and barriers to, effective implementation as well as review the experiences of Start F
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und members in responding to these outbreaks to support evidence-based decision-making within the Start Network at project, crisis, and system level. Specifically, it analyses the effectiveness, efficiency, and relevance of Start Fund disease outbreak responses by reviewing and analysing funding, decision-making and response activities before ultimately exploring implications and recommendations.
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A group-based stress managment course for adults.
Self-Help Plus (SH+) is WHO’s 5-session stress management course for large groups of up to 30 people. It is delivered by supervised, non-specialist facilitators who complete a short training course and
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use pre-recorded audio and an illustrated guide (Doing What Matters in Times of Stress) to teach stress management skills. The course is suitable for adults who experiences stress, wherever they live and whatever their circumstances. It has been shown to reduce psychological distress and prevent the onset of mental disorders. The format of SH+ makes it well-suited for use alongside other mental health interventions, as a first step in a stepped care programme, or as a community intervention delivered alongside broader community programming.
Download the audio files in English directly from the WHO Website https://www.who.int/publications/i/item/9789240035119
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UNFPA supports the Youth Health Line (YHL), launched in 2012, as a nationwide, youth friendly health service to provide information and counseling for adolescents and youth on issues related to thei
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r health and reproductive health. The YHL is providing a vital service to young people around the country who are dialing the toll-free number ‘120’ from any phone to speak to a professionally trained youth health counselor. These conversations are confidential, free of judgment, and do not require parental consent. The average reach of the YHL per year is 120,000 adolescents and youth served by full-time male and female counselors.
This Standard Operating Procedure for YHL provides a critical resource for the administration and day-to-day management. The SOP is designed to provide direction to all staff responsible for carrying out the administrative and managerial functions of the YHL. The SOP is intended to guide UNFPA Implementing Partners in running the YHL with a consistent approach to ensure improved access and quality of services provided to adolescents and youth in Afghanistan.
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UNHCR invested significantly in risk mitigation, prevention and response to sexual exploitation and abuse (SEA) in the Europe region in 2022-2023, in particular in connection with the Ukraine emerge
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ncy, where the risks were considered high due to the unprecedented scale and speed of displacement, mostly women and children, combined with high turnover of humanitarian staff and the range of new and untraditional actors involved in the response. PSEA also remains a priority for UNHCR’s work for other refugees, internally displaced and stateless persons across the region.
This compilation highlights the 10 most promising practices that were initiated by UNHCR and its partners in the Europe region in 2022-2023. These practices are shared with the aim to inspire further work on PSEA in the region and elsewhere and encourage continuous learning and exchange.
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We are IntechOpen, the world’s leading publisher of Open Access books Built by scientists, for scientists
Selection of our books indexed in the Book Citation Index in Web of ScienceTM Core Collection (BKCI)
http://dx.doi.org/10.5772/intechopen.68759
Key Messages and Recommendations.
The Report, Todos y todas sin excepción, produced by the Global Education Monitoring (GEM) Report and the Regional Bureau for Education in Latin America
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and the Caribbean (OREALC /UNESCO Santiago), along with the Laboratory of Education, Research and Innovation in Latin America and the Caribbean (SUMMA) shows that, prior to the pandemic, in 21 countries, children from the richest households were five times as likely as the poorest to complete upper secondary school.
Learning outcomes were low before COVID-19. Only half of 15-year-olds achieved minimum proficiency in reading. In Guatemala and Panama, barely 10 disadvantaged 15-year-old students master basic mathematics skills for every 100 of their better-off peers. Indigenous people and Afro-descendants also have lower attainment and literacy rates.
The report includes a set of key recommendations for the next decade, which will help countries achieve the objectives of the 2030 Agenda and calls for schools to be more inclusive, which many still are not.
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PLOS ONE | https://doi.org/10.1371/journal.pone.0192765 February 23, 2018
Mem Inst Oswaldo Cruz, Rio de Janeiro, Vol. 117: e200460, 2022
Integrating the multiple dimensions of the problem into a coherent approach adapted to field realities and needs represents an immense challenge, but the payoff is more effective
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and sustainable experiences, with higher social awareness, increased case detection and follow-up, improved adherence to care, and integrated participation of various actors from multiple action levels. Information, Education, and Communication (IEC) initiatives have great potential for impact in the implementation of multidimensional programs of prevention and control successfully customised to the diverse and complex contexts where Chagas disease persists.
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This case study takes a closer look at experiences in three countries and one sub-region, each with a unique profile, a specific set of challenges and
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opportunities, and differing levels of WASH competencies. Through the lens of the participating National Societies and the communities they serve, this study captures rich layers of learning from multi-country implementation between 2016 to 2020.
The unfolding of the COVID-19 pandemic gives a glimpse of the resulting global restrictions that are testing aspects of National Society capacity and preparedness on the ground. It is an opportunity to take stock of progress and the outlook ahead - to celebrate achievements and share experiences with National Societies and partners contemplating capacity development in emergency WASH in the Asia Pacific region.
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This report presents the main characteristics of Ebola emergency preparedness in three EU Member States. Findings are organised in five sections: preparedness planning, organisational structures, recourses and capacities, intersectoral
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and cross-border collaboration, and country-specific findings
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Kangaroo mother care (KMC) is a critical strategy to care for preterm and low birth weight infants in resource-limited settings. Despite evidence of its effectiveness and low cost, coverage has rema
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ined low, largely due to sociocultural barriers. We aimed to better understand social norms and community perceptions of preterm infants and KMC (facility-initiated and community-continued) in Malawi, a country with a high preterm birth rate, to inform a pilot social and behavior change program.
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Technical lessons learnt report UNDP GEF Project
The WHO Guidance for Conducting a Country COVID-19 Intra-Action Review (IAR) was developed to guide countries to conduct periodic review(s) of their national and subnational COVID-19 response, so co
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untries do not miss critical opportunities for learning and improvement to better respond to the COVID-19 outbreak in their countries, especially as the possibility of a protracted pandemic becomes increasingly probable. The IAR is a country-led facilitated process conducted during the COVID-19 outbreak in-country, bringing together a small group of COVID-19 responders with knowledge of the public health response pillars under review. Although IARs can be conducted online or face-to-face, the online format is recommended, especially if community transmission remains high in the country. The IAR will identify practical areas for immediate remediation and sustained improvement of the ongoing response.
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Although the COVID-19 crisis is, in the first instance, a physical health crisis, it has the seeds of a major mental health crisis as well, if action is not taken. Good mental health is critical to the functioning of society at the best of times. It must be front
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and centre of every country’s response to and recovery from the COVID-19 pandemic. The mental health and wellbeing of whole societies have been severely impacted by this crisis and are a priority to be addressed urgently.
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The Pandemic Influenza Preparedness (PIP) Framework is a World Health Assembly resolution adopted unanimously by all Member States in 2011. It brings together Member States, industry, other stakeholders and WHO to implement a global approach to pand
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emic influenza preparedness and response. The Framework includes a benefit-sharing mechanism called the Partnership Contribution (PC). The PC is collected as an annual cash contribution from influenza vaccine, diagnostic, and pharmaceutical manufacturers that use the WHO Global Influenza Surveillance and Response System (GISRS). Funds are allocated for: (a) pandemic preparedness capacity building; (b) response activities during the time of an influenza pandemic; and (c) PIP Secretariat for the management and implementation of the Framework.
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Over the past few decades and throughout the world, the landscape of adolescent health has been altered dramatically. Currently, the total population of adolescents between the ages of 10 and 19 yea
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rs is 1.2 billion – the largest generation of young people in history. The vast majority of adolescents (85%) live in developing countries where, in many areas, they make up more than a third of the population. They face a variety of different experiences given the diverse political, economic, social and cultural realities within their communities. Although, for many, adolescence is a period of learning and building confidence in a nurturing environment, for others it is a period of heightened risk and complex challenges.
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Using data from two surveys and 164 countries, this research brief describes the educational strategies countries are putting into place, or plan to, in order to mitigate
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learning impacts of extended school closures, particularly for the most vulnerable children. In addition, it highlights emerging good practices.
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The WHO Global Learning Laboratory (GLL) for Quality UHC links the experiences, expertise, and wisdom of people across the world on important issue
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s relating to quality in the context of UHC. The GLL is a safe space to share knowledge, experiences and ideas; to challenge ideas and approaches; and to spark new thinking for quality UHC
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