Guidance Note A DFID practice paper
Accessed online January 2018
Below you can find a sampleoutline of a training that you couldadapt to your time frameand audience on Social Accountability in Medical Schools.The completesample trainingwould last around3hours. The suggested number of participants is 20.The accompanying slides are in a separate Powerpoint document....This handout is part of the IFMSA/THEnet Students' Toolkit on Social Accountability in Medical Schools. Find the full toolkit and list of tools, including the slidesat www.ifmsa.org/social-accountability.
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This toolkit aims to provide you with a brief introduction of what SA and its core principles are, and how you as a student can apply several of the existing tools for your own school to really make a difference.
French, Spanish and Arabic Version available: https://ifmsa.org/social-acc...ountability/
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A quick assessment sheet, which would allow to know the Social Accountability score of your medical school or medical students’ association. This assessment tool is part of the IFMSA/THEnet Students’ Toolkit on Social Accountability in Medical Schools. Find the full toolkit, the explanatory tabl...es, and a list of tools at www.ifmsa.org/social-accountability.
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This 4 week course will cover Climate Change and Emerging Clinical Challenges, Health Equity and Social Justice, Climate Solutions for the Healthcare Sector, and Communicating about Climate Change. Students will learn about recognizing, managing, and mitigating the many-faceted consequences of clima...te change for health and healthcare delivery that they will face in their practice. Core lectures by climate and health experts from around the country anchor the elective. Readings, supplemental activities and virtual small group exercises are suggested and can be tailored to place and geography.
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The Faster We Go, the Health We'll Be.
The report outlines five climate solutions that research shows will deliver immediate, often localized, health and equity benefits. Our focus is on the solutions that proactively advance both health and health equity, recognizing that some of us face greater h...ealth risks than others.
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У цьому короткому огляді представлені перспективи збереження рівня охоплення українських учнів і студентів освітніми послугами та вирішення проблеми накопиченн...я прогалин у навчанні.
Переміщення учнів й студентів та викладачів. Внаслідок війни в Україні понад 6 мільйонів українців були змушені тікати до сусідніх країн. Серед них майже 665 000 студентів (16% від загального числа
зареєстрованих учнів і студентів) і більше 25 000 викладачів (6% від загального числа викладачів в країні).
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Materialien der entwicklungspolitischen Bildungsarbeit reproduzieren teils Vorurteile und Stereotypen. Doch wie und in welchem Umfang tun sie das genau? Bisher fehlten systematische Untersuchungen. glokal hat über einhundert Materialien für eine Dokumentation ausgewertet.
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 flagship Maternal and Child Survival Program (MCSP) focu...ses on 25 high-priority countries with the ultimate goal of preventing child and maternal deaths.
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The report surveyed 9 leading bilateral and multilateral education donors in respect of their approach to disability-inclusive education.
Education is UNESCO’s top priority because
it is a basic human right and the foundation
on which to build peace and drive sustainable
development. UNESCO is the United Nations’
specialized agency for education and the
Education Sector provides global and
regional leadership in education, s...trengthens
national education systems and responds
to contemporary global challenges through
education with a special focus on gender
equality and Africa.
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Education of children with disabilities in India and Pakistan: An analysis of developments since 2000 | Background paper prepared for the Education for All Global Monitoring Report 2015 | Education for All 2000-2015: achievements and challenges
The Education 2030 Incheon Declaration and Framework for Action specifies that the mandate of the Global Education Monitoring Report is to be ‘the mechanism for monitoring and reporting on SDG 4 and on education in the other SDGs’ with the responsibility to ‘report on the implementation of nat...ional and international strategies to help hold all relevant partners to account for their commitments as part of the overall SDG follow-up and review.’ It is prepared by an independent team hosted by UNESCO.
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The current global crises, including climate, COVID-19, and environmental change, requires global collective action at all scales. These broad socio-ecological challenges require the engagement of diverse perspectives and ways of knowing and the meaningful engagement of all generations and stages of... personal and professional development. The combination of systems thinking, change management, quality improvement approaches and models, appreciative/strength-based approaches, narratives, storytelling and the strengths of Indigenous knowledges, offer synergies and potential that can set the stage for transformative, strengths-based education for sustainable healthcare (ESH).
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