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Background paper prepared for the Education for All Global Monitoring Report 2012
Reports from Kenya, Sierra Leone, China and Sri Lanka
Education material for teachers of midwifery
Midwifery education modules - second edition
Education material for teachers of midwifery
Midwifery education modules - second edition
Education material for teachers of midwifery
Midwifery education modules - second edition
WORKSHOP ON INTERVENTIONS FOR EBOLA PREVENTION FOR PARISH PRIESTS AND RELIGIOUS,
PPC CHAIRPERSONS AND LEADERS OF DIOCESAN ORGANIZATIONS at Diocesan Pastoral and Social Center August 19-20th and 22nd-23th 2014, Caritas Sierra Leone
Making education more inclusive requires schools and education authorities to remove the barriers to education experienced by the most excluded chi
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ldren - often the poorest, children with disabilities, children without family care, girls, or children from minority groups. Also included in the text are examples of children from very remote areas, girls excluded from school, children from ethnic groups, children with language barriers, and children in countries affected by conflict.
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For education to be competency-based and effective, appropriate training methodologies have to be used to support the learner to have the appropriate knowledge and to translate this knowledge into skills and competencies. Such
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education and training should lead to a change in attitudes, beliefs and values, thus making the palliative care graduate able to do their job very effectively. To that end, APCA has developed this new resource, which is a guide to effective teaching methodologies in palliative care, targeting educators and trainers across Africa. This guide has been developed to enable educators and trainers to acquire knowledge and skills for using effective, practical, participatory and experiential teaching methods, and to use these in extending learning to all health care providers in Africa. The methods presented in this guide are based on existing practical and documented evidence of effective palliative care 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 sch
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ool 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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GHWA Task Force on Scaling Up Education and Training for Health Workers
Global Education Review, 3(3).4-27
Implementing Comprehensive HIV and HCV Programmes with People Who Inject Drugs
UNAIDS, UNODC (United Nations Office on Drugs and Crime); World Health Organization; et al.
(2017)
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Practical Guidance for collaborative interventions
This brief provides a snapshot of child protection interventions by UNHCR and its partners during the pandemic, covering community engagement, case management, alternative care and capacity building. In addition to working with children and communit
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ies, UNHCR also engages with authorities through policy advocacy in the context of COVID-19, such as to end immigration detention of children.
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The purpose of this guide is to offer recommendations for improving the implementation of non‑pharmacological public health measures during the COVID-19 response and compliance with these measures by population groups in situations of vulnerability. This requires determining the main barriers to i
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mplementing these measures so that we can identify the groups and territories most affected during the different phases of the pandemic. With this objective in mind––and within the framework of an equity, human rights, and diversity approach––, policies, strategies, and interventions to accompany the implementation and flexibilization of the measures are recommended to ensure that no one is left behind.
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Risk assessment and priority interventions
Integrating WASH and MHCP interventions will always require imagination and creativity to adapt the approach to specific conditions, opportunities and constraints in each context. The book is designed to stimulate reflection and encourage initiative
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s to seek opportunities for closer integration of these two sectors. It provides examples and tools for integration, highlights possible obstacles and proposes strategies for overcoming them. It provides ideas, examples and resources that can be used at all stages of the project cycle. It is intended for readers at strategic and operational levels, in ACF country missions and at headquarters.
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This profile presents an overview of the current equity in the coverage of key reproductive, maternal, and child health interventions in Namibia. | The United States Agency for International Development’s (USAID) Bureau for Global Health’s flags
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hip Maternal and Child Survival Program (MCSP) focuses on 25 high-priority countries with the ultimate goal of preventing child and maternal deaths.
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Public Health Situation Analysis and Interventions 10 October 2017
Special Issue: Special Education in Sub-Saharan Africa | This special issue of our Communication*Support*World*Network*Newsletter attempts to share practical ideas and information about special education
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for children with disabilities in sub-Saharan Africa. Our intent is to begin a dialogue among those interested in this important topic, and to promote an increased exchange of ideas, approaches, information, resources, and promising practices.
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Case Formulation in Young People with Post-Traumatic Stress Disorder and First-Episode Psychosis
Halpin, E., Kugathasan, V., Hulbert, C., Alvarez-Jimenez, M. & Bendall, S
Journal of Clinical Medicine
(2016)
CC
Background: Evidence based treatment interventions for young people with first-episode psychosis (FEP) and trauma histories is lacking. Although case formulation (CF) has been widely regarded in cognitive behavioural therapy manuals as beneficial, t
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here is limited empirical research examining how clients and therapists experience the process. Aim: This study aimed to explore young people’s reactions to CF in treatment for PTSD (post-traumatic stress disorder) and FEP
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Despite growing evidence on the impact of psychosocial support interventions, there is an urgent need for a stronger evidence base on approaches that effectively support children affected by armed conflict. To contribute to this evidence base, and b
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uilding on a pilot study conducted in Uganda in 2009, War Child conducted an exploratory outcome evaluation of its psychosocial support intervention ‘I DEAL’ in South Sudan and Colombia in 2012. The objective of the evaluation was to explore the outcomes that I DEAL achieves for children and the factors that influence the achievement of those outcomes to further inform and strengthen the intervention
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