This handbook presents basic content and tips for implementing a school-based risk reduction programme. It is organised into five modules: its importance; approach and process; activities to benefit
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                                         children up to five years old; activities for students aged 5–17; and activities for young people and volunteers aged 17–24.
A generic framework for school-based risk reduction initiatives is illustrated in a diagram on p.10. The Comprehensive School Safety framework suggests a series of continuing activities that include: identifying the hazards in and around a school; conducting drills; preparing contingency and disaster management plans by involving parents, teachers and students; and building on the capacities of an institution and individuals to cope with the challenges during an unforeseen event. It also consists of three pillars: safe learning facilities; school disaster management; and risk reduction and resilience education.
                                    
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                                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
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                                         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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                                This  strategy  takes  into  account  the  policies  formulated  by  sectors  with  cross-cutting  interests  in  school meals, such as education, health, social protection and agriculture.The  strategy  further  complements  the  provisions  of  th
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                                        e  National  School  Health  Policy  and  the  associated National School Health Guidelines (2009) into a school meals framework with six strategic objectives. Above all, the strategy encourages inter-ministerial coordination, multi-sectoral planning, stable funding and monitoring and evaluation for home-grown school meals to all children in Kenya.
                                    
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                                23 Dec 2020. The aim of this document is to provide an update on the knowledge surrounding the role of children in the transmission of SARS-CoV-2 and the role of schools in the COVID-19 pandemic, based on the experience in the EU from August–Decem
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                                        ber, 2020. This document also addresses transmission to and from staff in school settings, school-related mitigation measures including risk communication, testing, contact tracing and the efficacy of partial and full school closures. This document draws upon and updates evidence presented in the previous report from ECDC on this topic, which was published on August 6, 2020
                                    
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                                The global COVID-19 pandemic has led to unprecedented levels of disruption to education, impacting over 90% of the world’s student population: 1.54 billion children, including 743 million girls. School closures and the wider socio-economic impacts
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                                         of COVID-19 on communities and society also disrupt children’s and young people’s normal support systems, leaving them more vulnerable to illnesses and child protection risks such as physical and humiliating punishment, sexual and gender-based violence, child marriage, child labour, child trafficking and recruitment and use in armed conflict. Girls and other marginalised groups, particularly those in displaced settings, are particularly affected.
                                    
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                                Guidance for School-Based Psychosocial
Programmes for Teachers, Parents and Children
in Conflict and Postconflict Areas
                                                            
                         
                     
                                                        
                        
                        
                            
                            
                                
                                Information for policy-makers and planners on conducting deworming as part of an integrated
school health program
                                                            
                         
                     
                                                        
                        
                        
                            
                            
                                
                                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-
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                                        school settings, especially in low- and middle-income countries. This includes 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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                                Despite the increasing population of refugees stuck in protracted situations and our awareness of the vulnerability of children and adolescents growing in up these contexts, relatively little is known about community based child protection mechanism
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                                        s (CBCPMs) in refugee communities. CBCPMs, defined broadly, include all groups or networks that respond to and prevent problems of child protection and vulnerable children. These mechanisms may include family supports, peer group supports, and community groups such as primary and secondary schools, non-formal education and vocational training structures, women’s groups, religious groups, and youth groups, as well as traditional community processes, government mechanisms, and mechanisms initiated by international or domestic non-governmental organisations (NGOs). In diverse contexts, CBCPMs represent front-line, day-to-day efforts to protect children from exploitation, abuse, violence, and neglect and to promote children’s well being. This study, together with a parallel study conducted among the urban refugee population in Uganda, is the first study of CBCPMs undertaken in refugee settings.
                                    
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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-
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                                        based deworming exercise. The areas targeted included Coast, 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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                                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 education for all children also forms part of the Unit
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                                        ed 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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                                A national faecal examination of 27 729 schoolchildren from 395 schools carried out in
2008 indicated that intestinal parasitic worms affected an estimated five million (56.8%)
children in Kenya. Existing evidence shows that worm infections lead to reduced literacy
levels due to impaired growth a
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                                        nd physical fitness.
                                    
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                                School health programmes are the most cost-effective way to influence health behaviours in  young  people.  The  purpose  of  this  two-part  handbook  is  to  support  schools  as  they  seek to implement interventions in order to reduce the main m
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                                        odifiable risk behaviours for noncommunicable diseases. This Practical application handbook provides advice to schools on  providing  young  people  with  the  knowledge,  attitudes,  beliefs  and  life  skills  necessary  for  making informed decisions, and creating a healthy school environment that can reduce the risk of NCDs
                                    
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                                School  health  programmes  have  been  demonstrated  to  be  the  most  cost-effective  way  to  influence health behaviours in young people. The purpose of this two-part handbook is to support schools as they seek to implement interventions aimed 
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                                        at reducing the main modifiable risk  behaviours  for  noncommunicable  diseases  (NCDs) .  The  background  provided  in  this  Introduction  handbook  and  the  approaches  and  advice  outlined  in  the  Practical  application  handbook  focuses  on  providing  young  people  with  the  knowledge,  attitudes,  beliefs  and  life  skills necessary for making informed decisions, and creating a healthy school environment that can reduce the risk of NCDs
                                    
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                                The CBDRR Step-by-Step Methodology aims to guide the effective implementation of new community-based as well as school-based interventions implemen
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                                        ted by MRCS as well as other DRR actors in Myanmar identifying key steps that need to be followed under each program as well as minimum activities for each of the steps.
                                    
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                                Teachers' Exercise Book for HIV Prevention
Document 6.1
This booklet contains all the participatory learning experiences that are included in the Training and Resource Manual on School Health and HIV and AIDS Prevention. It is to be given to all
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                                         teachers who receive training as part of the EI/WHO School Health and HIV Prevention Project. Other groups may wish to copy and use the materials in this document to help adults and students prevent HIV infection and related discrimination.
                                    
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