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WCEA is a social impact technology company that provides sustainable & innovative e-health & m-health technology solutions for CPD and lifelong learning, enabling capacity building. This is achieved by partnering with NGOs, local and international providers.
Our stakeholders include Ministries of...
In response to the global crisis the WCEA is now distributing Coronavirus courses from some of the worl...’s leading education providers . The content is being provided free of charge to all registered healthcare professionals.
To access the courses please register for an account. This will be emailed to you.
The report showed commitments made three decades ago to protect the rights of children remain unfulfilled for millions. Violence still affects countless children. Discrimination based on age, gender...
This document, Programme and curriculum development guide, presents a systematic approach to developing programmes and curricula for implementation of the family planning (FP) and comprehensive abortion care (CAC) competencies,and ... theory behind the approach. Specifically, the aim is for effective implementation of these competencies in the context of pre-service education and training, post-graduate studies and continuing professional development (CPD). This guide is designed for programme and curriculum developers who are preparing or revising formal education and training programmes and curricula for the FP and CAC workforce.
This guide proposes a new FP and CAC Educational Design Model for programme and curriculum development. This model can support competency-based education (CBE) for current and future FP and CAC services, with a pre-service training pathway of at least 12 months, and can also support in-service training. CBE provides the most effective means to orient educational programmes and curricula towards effective health services that meet population health needs, and this Educational Design Model provides a guide for linking the competencies required to provide a range of health services
The project was developed by the International Federation of Medical Students’ Associations (IFMSA), in line with the Federation’s ...
Trachoma, caused by particular serovars of Chlamydia trachomatis, is the leading
infectious cause of blindness. Infection is transmitted within ocular and nasal secretions that are passed from person to person on fingers, fomites (such as clothing)...
This new publication presents the continuing and emerging challenges to children’s environmental health.
What school closures under COVID-19 mean for children and young people in
crisis-affected contexts
The results of the report clearly show that in 2020, a year dominated by the emergence of COVID-19 and its associated health and economic crises, g...
Community health nurses have the potential to make significant contributions to meet the health care needs of various population groups in a variety of community settings. In order to assess ... extent to which CHNs are achieving this potential, WHO conducted a study between 2010 and 2014 that examined the status of community health nursing in 22 countries, 13 of which were experiencing a critical shortage of health care workers. The study revealed that the countries surveyed had the basic and operational framework for optimizing CHN in their health systems as evidenced by the availability of PHC structures to guide interventions. However, challenges were identified related to the education, practice and management of CHNs in these countries. The major challenges identified were: Limited availability of career opportunities; poor worker retention; low recognition for CHNs; inadequate and unsupportive working conditions and environments; absence of educational standards; varying educational entry-level requirements for CHN programmes; and a lack of consensus on the scope of practice for CHNs.
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...
This document outlines why and how nurses and midwives are important, not only for individual health optimization but also to achieve the thematic priorities of For the Future. More specifically, it...
The world is not on track to end the AIDS pandemic. New infections are rising and AIDS deaths are conti... in too many communities. This report reveals why: inequalities are holding us back. In frank terms, the report calls the world’s attention to the painful reality that dangerous inequalities are undermining the AIDS response and jeopardising the health security of everyone. The report highlights three specific areas of inequality for which concrete action is immediately possible—gender
inequalities and harmful masculinities driving HIV; marginalisation and criminalisation of key populations, which our data show is resulting in starkly little progress for those populations and undermining the overall response; and
inequalities for children whose lives must matter more than their market share. But this is not a counsel of despair, it is a call to action. Through bold action to confront these inequalities, we can end AIDS.
A Guide to Inclusive Education 2023
recommended
Refugee children with disabilities experience a reality of exclusion and marginalisation that makes them among the most vulnerable displaced persons in the .... Excluded from participation in social activities and access to school, not only because of their disability, but especially because of social, cultural, and political barriers that prevent them from enjoying the same opportunities as their peers.
Daniela Bruni, a specialist in education in emergency contexts, who has overseen JRS’s related projects for the past two years, has developed a guide on inclusive education.
The report and an accompanying series of studies show the global uptake of the World Health Orga...
The Global Action Plan for Healthy Lives and Well-being for All (SDG3 GAP) is a set of commitments by 13 multilateral agencies to strengthen their collaboration. For this purpose several accelerators were created and an invitation for public comment...
Contact No 175 - October December 2001
GHWA Task Force on Scaling Up Education and Training for Health Workers
