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Guidelines for Quarantine facilities COVID-19

National Centre for Disease Control (formerly National Institute of Communicable Diseases) National Centre for Disease Control (formerly National Institute of Communicable Diseases) (2020) C2

The purpose of this document is to provide interim guidance for setting up of quarantine facilities Accessed: 16.04.2020

Coronavirus: Healthcare and human rights of people in prison

Penal Reform International (PRI) (2020) C2

Briefing note | 16 March 2020 Do no harm, equality, transparency, humanity: values should guide the criminal justice sector’s response to coronavirus At the time of publishing there were more than 164,000* confirmed cases of COVID- 19, the novel form of Coronavirus, affecting 110 countries wit... more

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Free Online Learning Due to Coronavirus (Updated Continuously)

R.Ma; M.Cortes Mendez Class Central (2020) C2

Apr 18th, 2020 In response to the pandemic and isolation measures put in place in most countries, course providers are offering learning content for free or at a heavily discounted price. On this page, Class Central keeps track of these offers. We’ll be updating the list as new ones appear. If... more

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COVID-19: reminder of risk of serious side effects with chloroquine and hydroxychloroquine

European Medicine Agency (2020) CC

23 April 2020EMA/202483/2020 Rev Chloroquine and hydroxychloroquine are known to potentially cause heart rhythm problems, and these could be exacerbated if treatment is combined with other medicines, such as the antibiotic azithromycin, that have similar effects on the heart.

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CAWST Soap Making Fact Sheet

Center for Affordable Water and Sanitation Technology CAWST (2014) CC

This fact sheet developed by CAWST describes the history of soap, how it’s made, and the two processes for making soap. This fact sheet is available in English, Spanish, and French.

Guidance for the prevention of COVID-19 infections among high-risk individuals in urban settings

Caroline Favas London School of Hygiene and Tropical Medicine (2020) C2

This document provides guidance on the implementation of the shielding approach in urban areas in LICs and crisis-affected regions. It is intended for the community itself, national and local governance institutions, and humanitarian and development actors operating in the country.

COVID-19 and the risk to food supply chains: How to respond ?

Cullen M. Food and Agriculture Organization of the United Nations (2020) CC

Countries have shut down the economy to slow the spread of the coronavirus. Supermarket shelves remain stocked for now. But a protracted pandemic crisi s could quickly put a strai n on the f ood supply chains, a complex web of interactions involving farmers, agricultu... more

Not just hotlines and mobile phones: GBV Service provision during COVID-19

Erskine D. UNICEF (2020) CC

This note provides a few ideas to a challenging problem of reaching survivors who cannot easily access phone-based GBV support. It is very much a living document given the evolving nature of the pandemic and may be adapted as more evidence, insights and lessons become available. It is intended to sp... more

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Getting started with: Hotline in a Box

Hotline in a Box (2020) C2

Accessed on 21.05.2020 Considering a hotline? This set of tools will help you assess, set up and manage different types of channels to communicate with communities during humanitarian crises.

Malawi Emergency Appeal (May - October 2020)

OCHA; UN RC Malawi; UNCT Malawi (2020) C2

Coronavirus Disease-19 (COVID-19) was declared a global pandemic on 11 March 2020, and Malawi declared its first case on 2 April. As of 30 April, there were 36 confirmed positive cases of COVID-19 and 3 deaths. A State of Disaster was declared by President Arthur Peter Mutharika on 20 March and a 21... more

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COVID-19! How Can I Protect Myself and Others?
recommended

Smithsonian Science Education Center (2020) C1

This curriculum will help you, and your community, understand the science of the virus that causes COVID-19 and other viruses like it. It will help you to figure out how this virus is impacting or affecting you or may impact you in the future. It will help you to understand the actions that you can ... more

COVID-19! ¿Cómo puedo protegerme a mí mismo y a los demás?

Smithsonian Science Education Center, et al. (2020) C1

El plan de estudios le ayudará a usted, y a su comunidad, a entender la ciencia del virus que causa el COVID-19 y otros virus similares. Le ayudará a descubrir cómo este virus le afecta o puede afectarle en el futuro. Le ayudará a comprender las medidas que puede tomar para mantenerse a salvo y ... more

The Impact of Guinea’s Souapiti Dam on Displaced Communities

Human Rights Watch (2020) C2

Guinea’s 450 megawatt Souapiti dam, scheduled to begin operating in September 2020, is the most advanced of several new hydropower projects planned by the government of President Alpha Condé. Guinea’s government believes that hydropower can significantly increase access to electricity in a cou... more

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Conflict in the time of coronavirus

Oxfam (2020) C2

The equation is simple: we cannot effectively respond to a global pandemic when millions of people are still caught in warzones. We cannot treat sick people when hospitals are being bombed, or prevent the spread of coronavirus when tens of millions are forced to flee from violence. We must have a gl... more

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COVID-19 guidance for educational settings

African Union; Africa CDC Centres for Disease Control and Prevention (2020) C_CDC

This guidance will assist staff, students and caregivers in schools (including day care centres, pre-school, primary and secondary schools), higher educational institutions (including universities, research institutes) and other educational institutions with how to address coronavirus disease 2019 (... more

Technical Note on Education During the COVID-19 Pandemic

Inter-agency Network for Education in Emergencies (2020) CC

This is the first version of the INEE technical guideline to support education during the Covid-19 pandemic. It is a living document that will be regularly updated to meet the learning and well-being needs of children, adolescents, youth, teachers, caregivers and other education personnel affected b... more