Series on Disability-Inclusive Development. This publication introduces the key concepts for disability-inclusive development and highlights practical examples by CBM, to contribute to the dialogue on disability-inclusive development
دفتر الصحة لالجئين األطفال والشباب
دفترچه سالمت برای کودکان و جوانان پناهنده
Health booklet for displaced children and juveniles
Медицинская книга для детей и подростков из числа бежен
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Mülteci çocuklar ve gençler için sağlık defteri
Erhältlich in den Sprachen deutsch - /englisch/arabisch/farsi/russisch/türkisch auf:
https://www.berlin.de/laf/leistungen/gesundheit/gesundheitsheft-für-kinder-jugendliche/
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The United Nations Development Assistance Framework (UNDAF) 2018-2022 sets out the UN partnership aiming to support Nepal as it carves out its development agenda over the next five years. At the core of this new UNDAF are the SDGs, the Government of Nepal’s Fourteenth Plan, and international commi
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tments and norms to which Nepal is a party. Leaping off from the lessons learned from the previous UNDAF (2013-2017), this new framework builds upon successes, incorporates emerging issues and agreements, and serves to address Nepal’s larger economic, social, and environmental objectives.
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The 2017 Global Nutrition Report focuses on 5 key areas and finds that improving nutrition can have a powerful multiplier effect across the SDGs. Indeed, it indicates that it will be a challenge to achieve any SDG without addressing nutrition. The report shows that there is an exciting opportunity t
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o achieving global nutrition targets while catalysing other development goals through ‘double duty’ and ‘triple duty’ actions, which tackle malnutrition and other development challenges could yield multiple benefits across the SDGs.
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The Education 2030 Incheon Declaration and Framework for Action specifies that the mandate of the Global Education Monitoring Report is to be ‘the mechanism for monitoring and reporting on SDG 4 and on education in the other SDGs’ with the responsibility to ‘report on the implementation of nat
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ional and international strategies to help hold all relevant partners to account for their commitments as part of the overall SDG follow-up and review.’ It is prepared by an independent team hosted by UNESCO.
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Globally, in low-income countries, the average newborn mortality rate is 27 deaths per 1,000 births, the report says. In high-income countries, that rate is 3 deaths per 1,000. Newborns from the riskiest places to give birth are up to 50 times more likely to die than those from the safest places.
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The report also notes that 8 of the 10 most dangerous places to be born are in sub-Saharan Africa, where pregnant women are much less likely to receive assistance during delivery due to poverty, conflict and weak institutions. If every country brought its newborn mortality rate down to the high-income average by 2030, 16 million lives could be saved.
More than 80 per cent of newborn deaths are due to prematurity, complications during birth or infections such as pneumonia and sepsis, the report says. These deaths can be prevented with access to well-trained midwives, along with proven solutions like clean water, disinfectants, breastfeeding within the first hour, skin-to-skin contact and good nutrition.
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The Panorama Perspectives: Conversations on Planetary Health report series aims to inspire new thinking, conversations, and engagement with planetary health and other integrated concepts. Collaboration and open knowledge sharing across sectors are necessary to solve the complex global health and dev
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elopment problems of today. These reports are intended as practical tools, presenting actionable opportunities to advance planetary health.Each report expands on knowledge gathered from many sources, including analysis of publicly available reports and data; forums and events; group discussions; and individual conversations
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Practically, planetary health presents a new way to approach and solve problems. For example, there is
alignment at the highest levels with global policy frameworks – primarily the Convention on Biological
Diversity Aichi Biodiversity Targets, the Paris Climate Agreement, and the Sustainable Dev
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elopment
Goals – which will require collaboration across sectors to make progress. While this alignment validates
integrated concepts like planetary health, it also highlights the need for these concepts to be much
more actionable, so that they can be easily taken up by government decision makers as a way to
achieve goals.
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Report V of Conversations on Planetary Health
For the purposes of this review, we are not setting out what exactly implementing the concept of
planetary health at a national level should or could look like. This is a complicated and nuanced aspect
of moving the concept of planetary health to action that will be highly dependent on the unique
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needs
of each country. We are, however, trying to encourage progress in this regard by identifying openings
that could be leveraged to speed the uptake of the concept of planetary health.
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With eleven years left to achieve the ambitious goals of the 2030 Agenda, how close are OECD countries to reaching the SDGs? And how is our understanding constrained by targets and indicators that still cannot be measured? The OECD Measuring Distance to the SDG Targets Study aims to help member coun
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tries assess where they stand now and to identify the areas where additional effort is required in order to achieve the goals. It also sets out the statistical agenda – showing how much we do not yet know, and how this might impact both the achievement of the SDGs, and decisions about what to prioritise across this vast agenda. The methodology underlying the Study also provides a way for OECD countries to understand their SDG achievements and challenges in a comparative context.
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This toolkit consists of eight modules which have been prepared as stand-alone documents that can be read by themselves, but they have also been prepared to complement one another. It has been designed as a tool for health professionals and students in the health care and public health sectors who
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want to engage more directly on the issue of climate change as educators with their patients, peers and communities, and/or as advocates for the policies, programs and practices needed to mitigate climate change and/or prepare for climate change in their workplaces and communities
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Teaching the Sustainable Development Goals” provides information about the SDGs, their background, the global reality and offers assistance and suggestions on how to teach and support learning for sustainable development.
Trainer Manual Introduction (Section 1-3)
The “United Nations Framework for the immediate socio-economic response to COVID-19: Shared responsibility, global solidarity and urgent action for people in need” calls for protecting jobs, businesses and livelihoods to set in motion a safe recovery of societies and economies as soon as possibl
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e for a more sustainable, gender-equal, and carbon-neutral path—better than the “old normal”.
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