We live in a world in which global warming, pollution, social
injustice, inequity and population health fundamentally influence each other. As a result, health and health care can no longer be thought of and practiced in an isolated manner.
Climate change presents the single biggest threat to human development, and its widespread impacts disproportionately burden the poorest and most vulnerable households in fragile and rural developing contexts – particularly women and children.
According to the Intergovernmental Panel on Climate C...hange’s (IPCC) latest report, ‘between 2010 and 2020, droughts, floods and storms killed 15 times as many people in highly vulnerable countries, particularly in Africa — which is responsible for less than 3 percent of global emissions – than in the wealthiest countries’.
Recognising environmental degradation and climate change are key accelerators of extreme child vulnerability, World Vision (WV) approved the Environmental Stewardship Management Policy (‘the Policy’) and Guidelines (‘the Guidelines’) in 2021.
To support the implementation of the Policy and Guidelines, WV has developed this Environmental Stewardship and Climate Action Handbook (‘the Handbook’) to help offices across the WV Partnership implement best practice environmental management strategies both in the field and in our operations and facilities.
Integrating environmental stewardship and climate action into all our work – whether that be in our Area Programmes, grant projects, responses to disasters or advocacy – is critical to achieving WV’s strategy.
As a Christian organisation we are compelled to follow the ways of Jesus Christ, calling us to care for the ‘least of these’ (Matthew 25:40) – the vulnerable children who are disproportionately impacted by climate change. Our response to the degradation of the environment is not motivated by political expediency or funding – but because we are called to steward God’s creation (Genesis 1:28).
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This report outlines the coordination and partnership between two key ministries (Education and Public Health) in Kenya, other line ministries, the private sector, NGOs and the community in implementing the first phase of a sub-national school-based deworming exercise. The areas targeted included Co...ast, Central, Western, Nyanza
and parts of Eastern provinces, covering over 45 districts in this first phase. The SBD programme is guided by the National School Health Policy and Guidelines launched in 2009.
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Those who clean are the first line of defense against health care-associated infections (HAIs), and support efforts to reduce antimicrobial resistance (AMR).
Strengthening the training of this important group can contribute to resolving many of today’s public health challenges. This is importan...t given that cleaning both surfaces and hands is vital to control the transmission of a number of HAIs.
This two-part training package targets those who clean heath care facilities.
The Trainer’s Guide takes the user through how to prepare, deliver and sustain an effective training for those who clean. The Modules and Resources provides instructions, definitions, photographs, posters and specific illustrations of recommended practices
The package can be used by those who deliver environmental cleaning training programmes and/or those with a background in IPC including ministries of health, nongovernmental organizations, academic institutions, experts working in Quality of care, IPC and environmental cleaning/ Water, sanitation and Hygiene (WASH) and Health facility IPC focal points and onsite cleaning supervisors
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WASH in schools during a cholera response is important due to the strong correlation between WASH and IPC. Not only can it impact the health and well-being of students and staff but also facilitate the potential spread of the disease via the congregation of children and adults from multiple househol...ds. Hygiene can often be more difficult to control with young children and therefore efforts to put in place systems to encourage good practices are essential.
To prevent the spread of cholera in schools, it is important to have clean and safe water sources, proper sanitation facilities, and good hygiene practices in place. This includes providing clean drinking water, hand-washing stations with soap, and education on hygiene and sanitation practices and implement Risk Communication and Community Engagement (RCCE) including dissemination of Information, Education and Communication materials (IEC).
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This purpose of this guide is to inform robust evaluations of the WHO training package – a package aimed at personnel whose primary role in health-care facilities is environmental cleaning, hereafter referred to as cleaners.
The WHO training package – Environmental cleaning and infection prev...ention and control in health-care facilities in low- and middle-income countries – was designed to improve the competencies of cleaners through a practical, educational approach for adult learners in low- and middle-income countries and comprises two volumes: trainer’s guide and modules and resources (1,2). An associated OpenWHO online course describes the essential preparations for trainers to deliver the WHO training package.
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Natural disasters often increase morbidity and mortality rates. Taking appropriate measures to maintain environmental health helps to reduce or eliminate the risks of preventable disease and death. Such measures contribute not only to the health of individuals in and near disaster-stricken areas, bu...t they also contribute to decreasing the high costs of providing emergency health services in the aftermath of disaster.
This document is divided into several parts. The first section primarily addresses the effects of natural disasters on environmental health conditions and services. In the second section, environmental health measures are described that should be undertaken in each of three time frames: the predisaster, disaster, and postdisaster periods.
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A framework to implement the Agenda for the Americas on Health, Environment, and Climate Change 2021–2030
Health is routinely considered in strategic environmental assessment (SEA) and environmental impact assessment (EIA), following requirements of European Union directives and the Protocol on Strategic Environmental Assessment to the Convention on Environmental Impact Assessment in a Trans...boundary Context (Espoo Convention). Policy-makers and other sources report that these assessments mostly adopt a biophysical perspective and that few cases consider or define health in a manner which is consistent with the WHO Constitution, by considering the wider social, economic, behavioural and institutional aspects of health. This systematically conducted review of over 333 SEA and EIA cases in the WHO European Region shows that while about 80% of assessments pursue a narrow, biophysical interpretation of health, around 10% consider wider determinants when defining health, and another 10% consider wider determinants of health in the actual assessment. Twelve case studies are presented, literature is reviewed and implications for practice are considered.
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These guidelines deal specifically with water, sanitation and hygiene, and are designed to be used in schools in low-cost settings in low- and medium-resource countries to:
• assess prevailing situations and plan for required improvements;
• develop and reach essential safety standards as a f...irst goal; and
• support the development and application of national policies.
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Draft Working Discussion Paper
Water, sanitation and hygiene education in schools – WASH in Schools – provides safe drinking water, improves sanitation facilities and promotes lifelong health. WASH in Schools enhances the well-being of children and their families, and paves the way for new generations of healthy children.
f...rom Schools offers a snapshot of WASH in Schools experiences across the globe. These stories have been gathered through a retrospective search of UNICEF’s global and country office websites. They represent a myriad of activities undertaken by UNICEF and partners in 2010 and 2011.
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The package is designed to help address the WASH in Schools monitoring deficit at the national level.
The 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 Syst...ems (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.
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In response to COVID-19, countries around the world have implemented several public health and social measures (PHSM), such as movement restrictions, closure of schools and businesses, and international travel restrictions.1 As the local epidemiology of the disease changes, countries will adjust (i....e. loosen or reinstate) these measures according to the intensity of transmission.
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This Guidance Note aims to provide an overview of entry points and means for monitoring the attendance and re-enrolment of students in the context of COVID-19 related school closures and re-openings. It is intended for UNICEF education staff, and education policy makers, planners and practitioners.
No education system is effective unless it promotes the health and well-being of its students, staff and community. These strong links have never been more visible and compelling than in the context of the COVID-19 pandemic. Towards making every school a health-promoting school: Let’s start with a... shared vision based on the standards and indicators presented in this publication.
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