you can find all 14 Technical Booklets on Inclusive Education, produced by UNICEF, in ENGLISH. Other versions can be found on the website https://www.ded4inclusion.com/inclusive-education-resources-free/unicef-inclusive-education-booklets-and-webina
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rs-english-version. Each Technical Booklet (and companion webinar) introduces a sub-theme of particular interest within Inclusive Education, and each was written by an expert, and peer-reviewed widely
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In many contexts, the safe delivery of health care services is challenged by the lack of respect for health care personnel who face insults, threats and violence. Consequences include the disruption of health services, high staff turnover in health
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facilities, high levels of stress impacting the quality of the services and health care personnel being forced to flee. This manual intends to complement the existing training materials and is aimed at supporting staff in health care facilities to cope with stress and violent experiences, including how they can protect themselves by de-escalating potentially violent situations.
No publication year indicated
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The Capacity Project worked to strengthen HRIS in several low-resource countries to assist decision-makers and human resources managers in identifying and responding to critical gaps in HRH. The fin
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dings and recommendations in this report cover the Capacity Project’s implementation of HRIS in Swaziland, Rwanda and Uganda.
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Policy Guidance Brief 2
• The potential health risks from climate change include: increase of waterborne and vector-borne diseases, heat-related illnesses, injuries and deaths, food insecurit
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y and increased malnutrition. The poor, women, children and the elderly, as well as communities living in remote high-risk areas are most vulnerable.
• The expected results to achieve this outcome are: (i) climate risk management system is well-established, robust and nationally integrated to respond efectively to increased intensity and impact of risks and hazards on people’s health and wellbeing; (ii) improved social protection, gender consideration and risk finance capacity to prepare for and recover from potential loss and damage resulting from climate change; (iii) Myanmar’s health system is improved and can deal with climate-induced health hazards and support climate-vulnerable communities to respond effectively to disaster and health hazards from climate change.
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Formularies are lists of antibiotics that are suggested for certain healthcare settings. In developing a recommended formulary, countries should consider the needs of patients and facilities where they receive care. For example, clinicians in rural
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or primary health centers may need wide access to first-line antibiotics (e.g., penicillin, ampicillin, TMP-SMX), but last resort antibiotics such as carbapenems or colistin might be limited to tertiary care hospitals. Efforts to create antibiotic formularies may be linked to efforts within countries to create or update essential medicine lists (EML).
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World J Meta-Anal. Aug 26, 2017; 5(4): 103-123
Published online Aug 26, 2017. doi: 10.13105/wjma.v5.i4.103
Guide for community-based management and care of people with dementia
Version 1.0
Mental Health and Substance Abuse
Division of NCD and Health
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through the Life-Course
World Health Organization Regional Office for the Western Pacific
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Growing evidence indicates that large proportions of children around the world experience physical, sexual and emotional violence every year, with enormous implications for human rights, public health and
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economic and social development.1 Over the last five years, national governments and Together for Girls – a global public-private partnership comprising UNICEF,
other United Nations (UN) agencies, the United States (US) Government and various private sector agencies – have worked to mobilize and sustain a global movement to end violence against children, with a focus on sexual violence against girls.
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Responses to epidemics, emergencies and disasters raise many ethical issues for the people involved, including public health specialists and policy makers. This training manual provides material on
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ethical issues in research, surveillance and patient care in these difficult contexts.
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This is an update of a seven-year TB and Leprosy national strategic plan (TBL-NSP), which extends from 2013 to 2020. The update focuses on the plan covering from 2017-20 and is based on the 2017 ext
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ernal mid-term programme review key findings and recommendations; the global and national End TB strate-gies and targets; stakeholders consultation and recent revision of the national TB guidelines.
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This paper was commissioned by the German Federal Ministry for Economic Cooperation and Development (BMZ) in 2015, and produced by the Deutsche Gesellschaft für Internationale Zusammenarbeit (GIZ)
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GmbH, in cooperation with German civil society actors and freelance psychologists working in the field of Mental Health and Psychosocial Support (MHPSS) with refugees and internally displaced people (IDP) in both the Middle Eastern region and Germany. The commission arose from BMZ’s wish for guidance on the characteristics of good working practices in MHPSS and the desire expressed by GIZ’s civil society partners in the regional programme Psychosocial Support for Syrian and Iraqi Refugees and Internally Displaced People for more intensive dialogue to promote MHPSS in the context of the Syria and Iraq crises.
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Vision 2030
Accessed: 17.11.2019
The education sector forms an important part of the child protection response in refugee settings, and UNHCR’s Education Strategy (2012-16) reflects a focus on refugee education as a core component of UNHCR’s protection mandate. The right to edu
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cation for all children also forms part of the United Nations Convention on the Rights of the Child. UNHCR’s Education Strategy promotes the importance of schools as safe learning environments, emphasises improving access to quality education for refugee children and maximises the protective benefits of participation in school. It advocates for the integration of refugee children into national education systems.
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Child friendly spaces (CFS) are safe spaces where
communities create nurturing environments in which
children can access free and structured play and
learning activities. CFS, also commonly refer
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red to
as Child Centred Spaces or Safe Spaces for Children,
may provide educational and psychosocial support
and other activities that restore a sense of normality
and continuity for children whose lives have been
disrupted by war, natural disaster or other emergency
situations.
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