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This handbook presents basic content and tips for implementing a school-based risk reduction programme. It is organised into five modules: its importance; approach and process; activities to benefit children up to five years old; activities
...
for students aged 5–17; and activities for young people and volunteers aged 17–24.
A generic framework for school-based risk reduction initiatives is illustrated in a diagram on p.10. The Comprehensive School Safety framework suggests a series of continuing activities that include: identifying the hazards in and around a school; conducting drills; preparing contingency and disaster management plans by involving parents, teachers and students; and building on the capacities of an institution and individuals to cope with the challenges during an unforeseen event. It also consists of three pillars: safe learning facilities; school disaster management; and risk reduction and resilience education. more
A generic framework for school-based risk reduction initiatives is illustrated in a diagram on p.10. The Comprehensive School Safety framework suggests a series of continuing activities that include: identifying the hazards in and around a school; conducting drills; preparing contingency and disaster management plans by involving parents, teachers and students; and building on the capacities of an institution and individuals to cope with the challenges during an unforeseen event. It also consists of three pillars: safe learning facilities; school disaster management; and risk reduction and resilience education. more
The WHO and UNICEF-led Hand Hygiene for All Initiative aims at ensuring implementation for WHO's global recommendations on hand hygiene to prevent and control COVID-19 pandemic, and hand hygiene imp
...
rovement sustainability in countries as a mainstay of wider infection prevention and control (IPC) and water, sanitation and hygiene (WASH) efforts.
But how can hand hygiene implementation be successful? By implementing strategies and approaches proven through the successes of the WHO Save Lives: Clean Your Hands campaign and fostering integration between hand hygiene and WASH improvements. This brief draws on learning from legacy work and the current evidence based and summarizes how joint action and collaboration are essential for successful strategies, in the context of the COVID-19 response and beyond
more
This document synthesizes key elements of the World Health Organization (WHO) normative guidance on health policy and system support for community health worker (CHW) programmes and their application for
...
HIV programmes. Building on relevant elements of HIV guidelines, tools and evidence identified by experts, it provides recommendations on tasks and roles that can be performed by CHWs (including for HIV), identifies the policy and system supports to optimize CHW performance, and gives examples of best practice. Its purpose is to inform the optimal design and delivery of CHW programmes targeting – either specifically or as part of a broader approach – the scale-up and sustainability of HIV services.
more
The Food and Agriculture Organization of the United Nations (FAO) launched a new Framework for Environmental and Social Management (FESM) to ensure that both people and the environment are protected from any potential impacts of FAO programmes and p
...
rojects.
“This Framework ensures that our projects do both “no harm” and support the transformation to more efficient, more inclusive, more resilient and more sustainable agrifood systems by upholding the highest international standards for risk management,” FAO Director-General QU Dongyu explained during a virtual event.
The Framework, which includes key elements of a people-centered approach and establishes environmental and social performance requirements for FAO programming, is also intended to ensure that all stakeholders, including local and indigenous communities, have ample opportunities to actively participate in projects’ activities and to voice their concerns about them.
more
The ICF Practical Manual provides information on how to use ICF. Anyone interested in learning more about use of the International Classification of Functioning, Disability and Health (ICF, WHO 2001) may benefit from reading this Practical Manual. T
...
he ICF is presently used in many different contexts and for many different purposes around the world. It can be used as a tool for statistical, research, clinical, social policy, or educational purposes and applied, not only in the health sector, but also in sectors such as insurance, social security, labour, education, economics, policy or legislation development, and the environment. People interested in functioning and disability and seeking ways to apply the ICF should find the contents of this Practical Manual helpful. The Practical Manual provides a range of information on how to apply ICF in various situations. It is built on the acquired expertise, knowledge and judgement of users in their respective areas of work, and is designed to be used alongside the ICF itself, which remains the primary reference.
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Front. Med., 27 November 2020 | https://doi.org/10.3389/fmed.2020.594728. The Checklist included eight actions for implementing rural pathways in LMICs: establishing community needs; policies and partners; exploring existing workers and scope; selec
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ting health workers; education and training; working conditions for recruitment and retention; accreditation and recognition of workers; professional support/up-skilling and; monitoring and evaluation. For each action, a summary of LMICs-specific evidence and prompts was developed to stimulate reflection and learning. To support implementation, rural pathways exemplars from different WHO regions were also compiled. Field-testing showed the Checklist is fit for purpose to guide holistic planning and benchmarking of rural pathways, irrespective of LMICs, stakeholder, or health worker type.
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This article identifies the three core defining characteristics of healing environments for children and young people who have been exposed to chronic adversity and trauma. A large body of evidence highlights the pervasive and devastating developmen
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tal impacts of such exposure but there is also emerging evidence about the elements of living and learning environments that foster recovery and resilience. The Three Pillars framework has been developed to inform and empower those who live with or work with these young people but who are not necessarily engaged in formal therapy.
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Developed under the USAID-supported HRH2030 Capacity Building for Malaria (CBM) initiative, this guide offers a comprehensive framework for advising National Malaria Control Programmes (NMCPs) throu
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gh the use of long-term technical advisors (LTTAs). It sets out key practices for implementing partners and advisors, covering advisor selection, onboarding, contextual analysis and capacity-building strategies at individual and organisational levels. It emphasises collaborative work planning, continuous performance monitoring, stakeholder engagement and the use of assessment tools such as the Capability Maturity Model (CMM) and the Organisational Development Assessment (ODA). The guide is designed to strengthen the leadership and operational effectiveness of NMCPs, promoting sustainable improvements in malaria control through structured mentorship, knowledge transfer and strategic partnerships.
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Social Determinants of Health Discussion Paper 1 (Debates). This paper was prepared for the launch of the Commission on Social Determinants of Health (CSDH) by its secretariat based at WHO in Geneva. It was discussed by the Commissioners and then r
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evised considering their input.
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Child friendly spaces (CFS) are safe spaces where
communities create nurturing environments in which
children can access free and structured play and
learning activities. CFS, also commonly referred to
as Child Centred Spaces or Safe Spaces
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for Children,
may provide educational and psychosocial support
and other activities that restore a sense of normality
and continuity for children whose lives have been
disrupted by war, natural disaster or other emergency
situations.
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The Global Action Plan on Antimicrobial Resistance (AMR) calls for making AMR a core component of professional education and training. In 2018, the World Health Organization (WHO) published Competency framework
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for health workers’ education and training on AMR to ensure that academic institutions and regulatory agencies provided pre-service and in-service training to equip health workers with the adequate competencies to address AMR. This was followed by Health workers’ training and education on AMR: curricula guide, which outlines the learning objectives and expected outcomes of pre-service training of health workers to improve curricula. These tools were designed to strengthen the capacity of health workers in various settings to address the growing challenge of AMR.
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Procurement and supply management activities are fundamental to consistent and reliable access to essential medicines and health products. To reduce the impact of CVD, action needs to be taken to improve prevention, diagnosis, care and management of CVD diseases. Affordable essential medicines and t
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echnologies to manage CVD disease must be available where and when they are required. Medicines and technologies need to be managed appropriately to ensure that the correct medicines are selected, procured in the right quantities, distributed to facilities in a timely manner, and handled and stored in a way that maintains their quality. This needs to be backed up by policies that enable sufficient quantities to be procured in order to reduce cost inefficiencies, ensure the reliability and security of the distribution system, and encourage the appropriate use of these health products. In order to avoid stock-outs and the disruption of treatment, all related activities need to be conducted in a timely manner, with performance continually monitored, and prompt action taken in response to problems that may arise. Additionally, medication must be dispensed correctly and used rationally by the healthcare provider and patient alike. The purpose of this guide is to explain the necessary steps.
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An Advocate’s Guide: Strategic Indicators for Universal Access to Sexual and Reproductive Health and Rights
recommended
This guide was prepared to enable advocates to use data
when advocating for universal access to SRHR at the national,
regional and global levels. It is a direct outcome of the Strategic
SRHR Indicators workshop held in Kuala Lumpur, Malaysia on
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21-22 August for the project “Strengthening the Networking,
Knowledge Management and Advocacy Capacities of an AsiaPacific
Network for SRHR” supported by the EU.
One of the major objectives of the project is to develop
a comprehensive monitoring framework of indicators for
measuring government performance to fulfil their international
commitments, particularly to the ICPD and the MDGs, both in
the Asia-Pacific region and globally.
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This guide provides strategic direction for host countries, event organizers, health authorities, and key stakeholders to effectively plan and conduct Simulation Exercises (SimEx) and After Action Reviews (AARs)
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for mass gathering events. Packed with practical tools, it empowers users to seamlessly integrate these activities into ongoing learning and emergency risk management processes. Aligned with the International Health Regulations (IHR, 2005), the guide serves as a critical resource for strengthening global and national health resilience, ensuring safer and more prepared mass gatherings.
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This publication provides guidance to governments, civil society organizations (nongovernmental organizations and community-based organizations) and other partners implementing HIV prevention, care and treatment programs with key populations. This guide is designed to assist these programs in the de
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velopment of monitoring systems for frontline workers (such as peer outreach workers, staff outreach supervisors and program managers) to understand performance. It includes comprehensive tools and forms that various levels of staff can use to collect and analyze data to manage and improve a program.
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The Perinatal Mental Health Project (PMHP) provides training to health
workers and community-based workers involved in caring for mothers. This
handbook is intended as a supplement to this training programme and as a
resource to anyone involved w
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ith mothers and mothers-to-be.
The handbook should be used in an active way: use it and add to it as best
suits your local setting. The intended outcome of this handbook is to improve
the quality of service offered to women in emotional distress and to
meet the needs of maternal health workers, like you, who want to be better
equipped in this task.
The handbook covers a range of topics. Each chapter has a clear set of
learning objectives and a summary. Some chapters include practical activities
which should help with linking the theory with your practice.
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Stronger collaboration, better health: global action plan for healthy lives and well-being for all
recommended
The overall objective of the Global Action Plan is to enhance collaboration among 12 global organizations engaged in health, development and humanitarian responses to accelerate country progress on the health-related SDG targets. The Plan presents a new approach to strengthening collaboration among
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and joint action by the organizations, building on an initial joint commitment made in October 2018. The Plan is primarily intended to be strategic but provides some operational detail to guide implementation while also allowing flexibility for adjustment based on regular reviews of progress and learning from experience. Although the purpose of the Global Action Plan is not to provide or seek additional resources, the Plan will enable better use of existing resources as a result of improved collaboration, recognizing that each agency has its own unique mandate and area of expertise.
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Over the past few decades and throughout the world, the landscape of adolescent health has been altered dramatically. Currently, the total population of adolescents between the ages of 10 and 19 years is 1.2 billion – the largest generation of young people in history. The vast majority of adolesce
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nts (85%) live in developing countries where, in many areas, they make up more than a third of the population. They face a variety of different experiences given the diverse political, economic, social and cultural realities within their communities. Although, for many, adolescence is a period of learning and building confidence in a nurturing environment, for others it is a period of heightened risk and complex challenges.
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What are the FP and CAC competencies?
Through the clear articulation of the family planning and comprehensive abortion care (FP and CAC) competencies for the primary health care workforce, the aim is to advance improvements in FP and CAC service de
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livery by aligning health worker education approaches with population health needs and health system demands.
This document, which describes these competencies in detail, is intended to:
be a foundational tool to be adopted and adapted by educators and regulators for FP and CAC providers (students) with a pre-service training pathway of at least 12 months;
describe competencies that are relevant to current and future health practice;
enable widespread use of the competencies not only for curriculum development for pre-service education, but also for in-service education, regulation, qualifications, quality assurance, personal development, performance evaluation, recruitment, management and career progression;
focus on the core functions of FP and CAC providers within broader efforts towards achieving universal health coverage
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Introduction Community health workers (CHWs) are increasingly being tasked to prevent and manage cardiovascular disease (CVD) and its risk factors in underserved populations in low-income and middle-income countries (LMICs); however, little is known about the required training necessary
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for them to accomplish their role. This review aimed to evaluate the training of CHWs for the prevention and management of CVD and its risk factors in LMICs.
Methods A search strategy was developed in line with Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines, and five electronic databases (Medline, Global Health, ERIC, EMBASE and CINAHL) were searched to identify peer-reviewed studies published until December 2016 on the training of CHWs for prevention or control of CVD and its risk factors in LMICs. Study characteristics were extracted using a Microsoft Excel spreadsheet and quality assessed using Effective Public Health Practice Project’s Quality Assessment Tool. The search, data extraction and quality assessment were performed independently by two researchers.
Results The search generated 928 articles of which 8 were included in the review. One study was a randomised controlled trial, while the remaining were before–after intervention studies. The training methods included classroom lectures, interactive lessons, e-learning and online support and group discussions or a mix of two or more. All the studies showed improved knowledge level post-training, and two studies demonstrated knowledge retention 6 months after the intervention.
Conclusion The results of the eight included studies suggest that CHWs can be trained effectively for CVD prevention and management. However, the effectiveness of CHW trainings would likely vary depending on context given the differences between studies (eg, CHW demographics, settings and training programmes) and the weak quality of six of the eight studies. Well-conducted mixed-methods studies are needed to provide reliable evidence about the effectiveness and cost-effectiveness of training programmes for CHWs.
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