HIV & AIDS Treatment in Practice No. 188
Time for recognition of lay counsellors
Accessed November 2017
Guidance Document and supporting Resources
Expanded IMPACT Program in Zimbabwe
Lea Toto and APHIAplus Nuru ya Bonde programs in Kenya Yekokeb Berhan Program for Highly Vulnerable Children in Ethiopia
PLOS ONE 10(12): e0144040. doi:10.1371/journal.pone.0144040
THE SYRIAN ARAB REPUBLIC, IRAQ, JORDAN, LEBANON, TURKEY, WEST BANK AND GAZA STRIP, EGYPT
Today there are Community-based Rehabilitation (CBR) programmes in a large number of countries. In many countries, the CBR approach is a part of the national rehabilitation services. However, there is a lack of reliable data about persons with disabilities who benefit from CBR and the kind of benefi...ts they receive. This article reviews the disability data collection systems and presents some case studies to understand the influence of operational factors on data collection in the CBR programmes. The review shows that most CBR programmes use a variable number of broad functional categories to collect information about persons with disabilities, combined occasionally with more specific diagnostic categories. This categorisation is influenced by local contexts and operational factors, including the limitations of human and material resources available for its implementation, making it difficult to have comparable CBR data. Therefore, any strategies to strengthen the data collection in CBR programmes must take these operational factors into account.
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Zero new HIV infections
Zero Discrimination
Zero AIDS related deaths
Accessed: 04.10.2019
Advance Copy
Accessed: 08.03.2020
While the COVID-19 pandemic threatens all members of society, persons with disabilities are disproportionately impacted due to attitudinal, environmental and institutional barriers that are reproduced in the COVID-19 response.
The package provides practical, concise yet crucial information about the impact of COVID-19 on daily teaching practices as well as tips and suggestions to improve safety, well-being and learning, with students in face-to-face or remote settings.
The package speaks directly to the teachers. It ca...n be adapted to their context and can be completed at the teachers’ own pace. It includes quizzes and a self-evaluation and planning tool to help teachers reflect on what they learned and what they still need to learn, encouraging them to keep learning!
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The Minimum Standards and Indicators for Community Engagement were developed through an inter‑agency consultation process that engaged a large number of experts from around the world. UNICEF wishes to acknowledge the contribution of all those that participated, and who share a passion for placing ...communities at the centre of development and humanitarian action. The consultation process consisted of a series of interviews, meetings and workshops over an 18‑month period. Representatives from countries in Africa, Asia, the Middle East, Europe and North America contributed input and feedback based on their experiences of designing, implementing and measuring community engagement approaches
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