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The webpage “Health emergency preparedness, response and resilience” on the OpenWHO platform presents an online learning channel developed by the World Health Organization (WHO). It provides educational resources and training materials aimed at
...
strengthening knowledge and skills related to preparing for, responding to and recovering from health emergencies. The content introduces key concepts such as risk assessment, emergency coordination, surveillance systems, community engagement and resilient health systems. The courses are designed to help public-health professionals, responders and policymakers better understand how to prevent, detect and manage health threats and build stronger systems that can withstand future crises. Overall, the webpage serves as a global training resource to improve preparedness and resilience in public-health emergency management.
more
This selected material from Hesperian's Community Guide to Environmental Health offers 48 pages of information on basic sanitation and hygiene, including instructions on building safe, affordable, environmentally-friendly sanitation systems, as well as lea
...
rning activities to help communities understand and prevent sanitation-related health problems. Also available in Spanish and French.
more
The emergency Water, Sanitation and Hygiene Promotion (WASH) gap analysis project was funded by The Humanitarian Innovation Fund (HIF), a program managed by Enhancing Learning and Research for Humanitarian Assistance (ELRHA) in partnership with the
...
Active Learning Network for Accountability and Performance in Humanitarian Action (ALNAP), and is a component of a larger initiative to identify and support innovations in emergency WASH. This paper gives an explanation of the background, methodology, and findings of the program.
more
Since December 2010, Malaria Consortium has been implementing an innovative approach to community management of severe acute malnutrition, together with an existing integrated community case management (ICCM) programme in South Sudan. This learning
...
paper considers Malaria Consortiums experience of this combined approach in a highly complex context and shows whether the management of severe acute malnutrition is an effective, acceptable and feasible component of ICCM programming
more
A book of methods, aids, and ideas for instructors at the village level
An indispensable resource for health educators, this book provides hundreds of methods, aids, and learning strategies to make health education engaging and effective, encourag
...
ing community involvement through participatory education.
You can download chapter by chapter free of charge
The previous version (2005) is freely available here
more
The VOCAL project (Vocationally Oriented Culture And Language) is a Leonardo da Vinci Transfer of Innovation project funded with the support of the EU Lifelong Learning Programme 2007- 2013. VOCAL consists of web-based language materials designed to
...
assist learners before and during their mobility programme in a vocational setting.
Project Aim
To generate web-based language materials as a practical and innovative pedagogic response to the need for language and cultural preparation in advance of work placement abroad.
more
The Building a Better Response (BBR) project aims to enhance the capacity of national and international NGO workers and other humanitarian actors to engage with the international humanitarian coordination system in a manner that improves overall coordination and responds to the needs of crisis-affec
...
ted populations. Through a consultative approach, the program produces capacity strengthening tools including e-learning and in-person workshops. Access the self-paced, e-certificate course by logging in.
more
Connecting Frontline Health Workers to resources and each other to expand their knowledge, organize content into courses, and share their learning with the community.
ORB offers frontline health workers and trainers access to quality assured openly
...
licensed content that can be used on mobile devices and shared virally amongst communities.ORB has three unique features:
Brings into one space quality-assured, multimedia materials from multiple content developers, with a focus on maternal and child health.
Adaptation of existing content: ORB aims to reduce the practice of new content being developed unnecessarily.
A global collaborative network of organizations to share and review content, integrate content into programs and share user-experience.
By improving access to health content and mobile learning, ORB helps health workers access the vital content they need to do their work effectively and confidently.
more
Curriculum reform efforts to enhance training on rational medicine use (RMU) and AMR should pay particular attention to ensuring that the right topics are integrated and the right teaching-learning methodologies are adopted.
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 education 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.
more
Experience from Save the Children and partners globally
demonstrates that improvements in education quality go hand-in-hand
with inclusion and access, Flexible, quality, responsive learning
environments will benefit all children and are fundament
...
al to including
marginalised groups like disabled children in education.
These guidelines are primarily aimed at education staff trying to
develop inclusive education practices, focussing on including disabled
children in schools.While this book focuses on disabled children, we
hope it will be useful for developing general inclusive education
practices. Community groups and non-governmental organisations, as
well as people working in community-based rehabilitation(CBR) and
the wider disability context, could also use these guidelines to provide
input into inclusive education work.
While the guidelines focus primarily on schools, much of the
information is still relevant to readers working in out-of-school
situations.
more
Education for Students with Intellectual Disabilities in Kenya: Challenges and Prospects
M.J. Chomba, S.G. Mukuria, P.W. Kariuki, S. Tumuti, B.A. Bunyasi
Disability Studies Quarterly
(2015)
C2
Kenya has great potential for enhancing education for individuals with intellectual disabilities. The fact that it has recognized the need to care for learners with special needs is commendable. In comparison to many African countries, Kenya and Nigeria are ahead in developing programs for special e
...
ducation in institutions of higher learning, and in starting schools and units for special education. However, a legal mandate is still required as it would seal many loopholes that currently exist. Without it, the assessment of individual with intellectual disabilities cannot be administered correctly and professionally. In this article, the authors present a coherent account on various aspects related to learners with intellectual disabilities in Kenya. No doubt, the issues and challenges identified call for attention by not only the government of Kenya but also those interested in improving the status of learners with intellectual disabilities.
more
Disability-inclusive development policy and practice is constantly changing and evolving. It is a foundational part of our work in CBM, underpinning all that we do. It requires us to be constantly reflecting, learning and improving our practice. In
...
particular looking to the deeper questions: of the relationships and
representation of people with disabilities within our work; and how we partner with Disabled Peoples Organisations (DPOs) to achieve transformative, systemic change in the countries where we work.
more
This resource presents "the minimum level of educational quality and access in emergencies through to recovery. The aim of the handbook is to enhance the quality of educational preparedness, response and recovery; to increase access to safe and relevant le
...
arning opportunities for all learners, regardless of their age, gender or abilities; and to ensure accountability and strong coordination in the provision of education in emergencies through to recovery...The INEE Minimum Standards are organised in five domains: Foundation standards; Access and learning environment; Teaching and learning; Teachers and other education; personnel; Education policy". Available in different languages: English, French, Arabic, Azerbajani, Bangla, Indonesia, Bosnian, Coratian, Serbian, Burmese, Chinese, Dari, Japanese, Nepali, Pashto, Portugese, Russian, Spanish, Turkish, Urdu, Vietnamese
more
Chapter 13 in Stone, E. (ed.) 1999: Disability and Development: Learning from action and research on disability in the majority world, Leeds: The Disability Press pp. 210-227
Background paper for the Oslo Summit on Education for Development.
This paper covers the four topics of the Oslo Summit: investment in education, quality of learning, education in emergencies and girls’ education. Disability continues to be one
...
of the primary causes of educational disadvantage and exclusion,
creating the largest single group of girls and boys who remain out of school. Even in those countries
close to achieving universal primary enrolment, children with disabilities are still not in school,accessing opportunities to meaningful employment and on sustainable routes out of poverty
more
The strategic plan reflects shared commitments to enhance collaboration between environmental, animal (wildlife and domestic) and human health, and building new One Health workforce capacity through higher institutions of learning. The strategy also
...
outlines interventions to be undertaken by government institutions and other partners to enhance existing structures and pool together additional resources to prevent and control zoonotic diseases and other events of public health importance. Successful implementation of the strategy will contribute to the realization of vision 2020 by improving public health, food safety and security, and hence significantly improve the socioeconomic status of the people of Rwanda. It is in this regard that we call upon implementing institutions, bilateral and multilateral partners, civil society and the private sector to join us in implementing the One Health strategy in Rwanda.
more
This CPD Policy relates to all health professionals in the four Health Professional Councils in Rwanda namely; RMDC, NCNM, RAHPC, and RPC. The policy requires all health professionals to participate in the CPD Programs. The purpose of this CPD Policy is to support the professionals in the respective
...
councils to develop a culture of continuing learning, acquire new knowledge and skills, and ensure efficient regulation and appropriate delivery of healthcare services to the community.
more
All personnel responding to Ebola outbreaks need to have basic knowledge and skills in order to mount an effective response. The GO training package was developed for WHO deployees so they can work safely and effectively as part of the teams bringing outbreaks under control. The
...
learning package consists of 7 modules, which include video lectures and downloadable presentations that have been updated with the latest information and developments. It begins with an introduction to Ebola virus disease before moving to the response strategy and essential information related to working for WHO. The GO materials are designed to complement the ePROTECT training, which is available here: https://openwho.org/courses/e-protect.
more
The training is targeted at all professionals involved in the management of drinking-water safety. The handbook is divided into three parts:
• Part 1 – Overview of the training approach, training structure and mode of training assessment
• Part 2 – Module ... learning material, which includes module objectives, delivery information, key points and exercises
• Part 3 – How the material can be adapted to different utility contexts more
• Part 1 – Overview of the training approach, training structure and mode of training assessment
• Part 2 – Module ... learning material, which includes module objectives, delivery information, key points and exercises
• Part 3 – How the material can be adapted to different utility contexts more
