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Pre-service education sets the foundation for preparing health professionals to provide services within health systems. Educating medical and nursing students to provide mental health, neurological and substance use care: A practical guide for pre-s
...
ervice education provides a practical framework for enhancing first-degree medical and nursing education in mental, neurological and substance use (MNS) care. It outlines how to integrate 12 core competencies into curricula, offering guidance for universities, educators, and workforce planners. The guide emphasizes competency-based education that equips future doctors and nurses with the attitudes, knowledge, and skills needed to provide quality care for people with MNS conditions.
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The MalariaCare Toolkit. Tools for maintaining high-quality malaria
case management services.
Developed by MalariaCare, this module supports health supervisors in improving the management of severe malaria by providing focused, case-based learning and mentorship. It provides clinical supervisors w
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ith the necessary tools to guide healthcare providers during outreach training and supportive supervision (OTSS) visits. The module is designed to strengthen diagnostic and treatment skills, particularly in areas that are often overlooked, such as severe malaria. It uses real-life case studies and guided discussions to assess and enhance clinical understanding. Its flexible structure can be adapted based on the knowledge level of the provider, promoting effective, practical learning in healthcare settings.
Accessed on 03/07/2025.
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Swahili version of Focused Antenatal Care (FANC) Community Education.
Translation and voice over thanks to Alex Mureithi and Zawadi Machibya and their colleagues at the BBC Swahili Service.
Women and husbands need to understand not only the impor
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tance of antenatal care and how it may help prevent potentially fatal problems in both mother and child, but also need to understand what it entails and what to expect, so as to encourage them to attend and make provision for this.
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This case study explores how the Talent Youth Association, supported by Link Up, promotes the integration of comprehensive sexuality education in school curricula in Ethiopia in order to enable young people to understand and claim their sexual and r
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eproductive health and rights
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A Paper submitted to the 56th session of the UN Committee to CEDOW, July 2014, Geneva
International technical guidance on sexuality education. An evidence-informed approach.
UNESCO
(2018)
CC
This revised and fully updated edition of the
International technical guidance on sexuality education
benefits from a new review of the current evidence, and reaffirms the position of sexuality educatio
...
n within a framework of human rights and gender equality. It promotes structured learning about sex and relationships in a manner that is positive, affirming, and centered on the best interest of the young person. By outlining the essential components of effective sexuality education programmes, the Guidance enables national authorities to design comprehensive curricula that will have a positive impact on young people’s health and well-being.
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This monograph presents 12 reports of successful programs serving children with special needs in various nations. The program locations and the program report titles and authors are as follows: (1) Austria: "Integration Models for Elementary and Secondary Schools in Austria" (Volker Rutte)
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; (2) China: "Integrated Education Project, Anhui Province" (Janet C. Holdsworth); (3) Ghana: "The Community-Based Rehabilitation Programme in Ghana" (Lawrence Ofori-Addo); (4) Guyana: "Involvement of Volunteers, Parents and Community Members with Children with Special Needs" (Brian O'Toole); (5) India: "Teacher Development Initiative To Meet Special Needs in the Classroom" (N. K. Jangira and Anupam Ahuja); (6) Jamaica: "Early Intervention and Education Initiatives in Rural Areas" (M. J. Thorburn); (7) Jordan: "The Role of Institutions in Community-based Rehabilitation and in Community-based Special Education" (Andrew L. de Carpentier); (8) Jordan: "The Resource Room at the Amman National School" (Hala T. Ibrahim); (9) Netherlands: "Individual Integration of Children with Down's Syndrome in Ordinary Schools" (Trijntje de Wit-Gosker); (10) Norway: "In Harmony We Learn" (Marna Moe); (11) International: "INITIATIVES for Deaf Education in the Third World" (Andrew L. de Carpentier); and (12) Sri Lanka: "The Integrated Education of Visually Impaired Children in Sri Lanka" (B. L. Rajapakse).
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The report surveyed 9 leading bilateral and multilateral education donors in respect of their approach to disability-inclusive education.
The framework is to be used as a reference guide, applied according to local priorities and needs, and targeted at academic institutions, educators, accreditation bodies, regulatory agencies and other users. The ultimate aim is to ensure that all health workers are equipped with the requisite compet
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encies at pre-service education and in-service training levels to address AMR in policy and practice settings.
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“Our children have the right to an education too”: Strategies Employed by Orange Farm Caregivers of Children with Disabilities in Pursuit of the Right to a Basic Education
Elphick, J., De SasKropiwnicki, Z. &Elphick, R.
Disability, CBR & Inclusive Development Journal (DCIDJ)
(2015)
CC
This paper aims to understand the agency that caregivers who participated in a CBR empowerment component programme exercised, in order to promote the rights of their children with disabilities to a basic education.
