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Publication Years
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Toolboxes
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5
This document outlines the evaluation process that WHO undertakes to assess novel tools and strategies targeted at VBDs. Its aim is to articulate the linkage between the generation of evidence that demonstrates public health impact of novel interventions, and the development of policy recommendation
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s based on the generated data. The document defines standards for the evaluation process, as well as the steps that an applicant needs to undertake, along with some guiding principles that aim to support applicants in the development of submissions with WHO.
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In an effort to improve the capabilities and accountability of humanitarian and economic practitioners, the SEEP (Small Enterprise Education and Promotion) Network's Minimum Economic Recovery Standards focus on minimum industry
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standards for facilitating economic recovery in crisis situations.
The handbook sets out strategies and interventions designed to improve income, cash flow, asset management, and growth among crisis-affected households and enterprises. These include financial services, productive assets, employment, and enterprise development. It emphasizes encouraging the re-start of enterprises and livelihoods strategies, and improving market productivity and governance
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International health regulations (2005): state party self-assessment annual reporting tool, 2nd ed
Second edition.
AVailable in English, French, Spanish, Russian, Chinese and Portuguese
Third edition.
The main changes within the third edition of the JEE tool include the split of the technical area National legislation, policy, and financing into two technical areas (Legal instruments and Financing); the drop of the technical area previously titled Reporting and the move of indicat
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ors to the technical area IHR coordination, National IHR Focal Point and advocacy; and the merging of two previous technical areas (Emergency preparedness and Emergency operations centre) into a single one named Health emergency management.
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Expert Consensus Report for Emergency Centres in
Western Cape
An evidence-informed approach for non-formal, out-of-school CSE programmes that aims to reach young people from left-behind populations
This guidance is intended to assist anyone designing and/or implementing CSE in out-of-school settings, especially in low- and middle-income countries. This includ
...
es international and national civil-society organizations, community-based organizations, government departments, UN agencies, health authorities, non-formal education authorities and youth development authorities. It is also intended for anyone else involved in the design, delivery and evaluation of sexuality education programmes out of school, especially those working with the specific groups of young people addressed in the guidance.
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Burns are a global public health problem, accounting for close to 200,000 deaths annually. The majority of these occur in low- and middle-income countries, where a number of constraints complicate the public health task of addressing burns. While the primary prevention of burns in low- and middle-in
...
come countries is a pressing need, the World Health Organization (WHO) also actively encourages further development of burn-care systems, including the training of health-care providers in the appropriate triage and management of people with burns.
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This Global Competency Standards sets the benchmark for the health workforce in providing equality of care to refugees and migrants. Refugee and migrant populations are highly diverse, with significant variation in life experiences, health needs and
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access to health care. The standards described outline expected behaviours of health workers in delivering quality care to refugees and migrants and can be used to inform the outcomes of education programmes aligned with standards for care. The Competency Standards is designed to provide a foundation to support the development of competency-based curricula tailored to the local context and for health workers to achieve a minimum level of competence. The importance of person-centred, culturally responsive care is emphasized in the nine competency standards, which recognize the need for health workers to be trained, supported and empowered within strong health systems
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This Curriculum Guide accompanies the Refugee and Migrant Health: Global Competency Standards for Health Workers and the Knowledge Guide to support the operationalization of the Standards. The Curri
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culum Guide provides guidance for institutions, health organizations and individuals engaged in the education and training of health practitioners and health administrators to support incorporation of the knowledge, skills and attitudes set out in the Knowledge Guide into curricula and for assessment of the achievement of the relevant learning outcomes and Competency Standards.
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World Health Organization. (2021). Minimum technical standards and recommendations for reproductive, maternal, newborn and child health care for emergency medical teams. World Health Organization.
The standards define 10 key competencies for health and care workers to support self-care in their clinical practice as well as the specific, measurable behaviours that demonstrate those competencies, focusing on people-centredness; decision-making;
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effective communication; collaboration; evidence-informed practice, and personal conduct.
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