The module is currently available in English, French, Nepali, Portuguese, Russian, and Spanish
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 revised considering their input.
This study explores the knowledge of primary school teachers in
identifying children with learning disabilities.
Journal of Social Aspects of HIV/AIDS VOL. 14 NO. 1 2017
SAHARA J. 2017; 14(1): 77–84.
Published online 2017 Sep 21. doi: 10.1080/17290376.2017.1374878
PMCID: PMC5639614
PMID: 28934916
The toolkit comprises ready-to-use material designed expressly for World Bank task managers working in the water and sanitation sector. It presents a range of tools for gender analysis and practical “how-to” strategies collected from program and project experience around the world. It is one of ...a series of toolkits being designed to assist task managers in improving project performance by incorporating gender into their work.
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Regional Network for Equity in Health in east and southern Africa (EQUINET): Disussion Paper 113
This report synthesises the learning across the full programme of work. It presents the methods used, the context and policy motivations for developing EHBs; how they are being defined, costed, di...sseminated and used in health systems, including for service provision and quality, resourcing and purchasing services and monitoring and accountability on service delivery and performance, and for learning, useful practice and challenges faced.
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Our previous articles, Coronavirus: Why You Must Act Now, The Hammer and the Dance, and Out of Many, One have gathered over 60 million views together and have been translated into over 40 languages. This installment is part 3 (part 1 and part 2) of our 4th article, Learning How to Dance, a series th...at focuses on the specific steps required to open up the economy. Translations below, more welcome. To receive the next installments and articles, sign up here.
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Many children will not be ‘safe to learn at home’: As of April 2020, 91 percent of the world’s students have been affected by school closures due to COVID-19. While schools are often places where violence occurs, they also offer a comparatively protective and nurturing space for many children.... Especially for the most vulnerable learners -the poorest and most left behind- that rely on school not only for learning and development, but also for food, trusted and accurate information on important issues such as hygiene, and their overall physical and mental health.
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The education sector forms an important part of the child protection response in refugee settings, and UNHCR’s Education Strategy (2012-16) reflects a focus on refugee education as a core component of UNHCR’s protection mandate. The right to education for all children also forms part of the Unit...ed Nations Convention on the Rights of the Child. UNHCR’s Education Strategy promotes the importance of schools as safe learning environments, emphasises improving access to quality education for refugee children and maximises the protective benefits of participation in school. It advocates for the integration of refugee children into national education systems.
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LEARNING ELEMENTS of this unit: What is community transmission? Why washing hands and wearing a mask is necessary? How can we lower the reproductive number? How to create awareness in the community?
Jesuit Worldwide Learning invites you to learn facts and test your knowledge on the ongoing pandem...ic caused by Coronavirus (COVID 19) through a fun-interactive crash course! Access is free! You have only to sign up
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LEARNING ELEMENTS of this unit: How has the pandemic affected children? What barriers do children face in accessing education during COVID-19? How considering child rights can better the situation for children? What can be done for keeping children safe?
Jesuit Worldwide Learning invites you to l...earn facts and test your knowledge on the ongoing pandemic caused by Coronavirus (COVID 19) through a fun-interactive crash course! Access is free! You have only to sign up
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January 2021. Save the Children urges governments and donors to take five urgent steps to ensure that children who were in school prior to COVID-19 closures can safely return:
Financial support for the world’s poorest families, so they can send their children to school and keep them healthy;
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Catch-up classes for students who re-enter the formal education system;
Water, sanitation and hygiene facilities in schools, to make them COVID-19 safe for students, teachers and their families;
National back to school communications campaigns to inform communities that it is safe for children to return;
Effective training for teachers to keep everyone safe during the COVID-19 pandemic.
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The United Nations Secretary-General, António Guterres, echoed the concerns of people and organisations around the world when he recently referred to the impact of the COVID-19 pandemic on schooling as a
‘generational catastrophe’.
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Since the launch of the Global Programme to Eliminate Lymphatic Filariasis (GPELF) in 2000, more than 910 million people have received preventive chemotherapy for lymphatic filariasis (LF) and many thousands have received care for chronic manifestations of the disease. To achieve this, millions of c...ommunity drug distributors (CDDs), community members and health personnel have worked together each year to ensure that at-risk communities receive preventive chemotherapy through mass drug administration (MDA). The successes of 20 y of partnership with communities is celebrated, including the application of community-directed treatment, the use of CDDs and integration with other platforms to improve community access to healthcare. Important challenges facing the GPELF moving forward towards 2030 relate to global demographic, financing and programmatic changes. New innovations in research and practice present opportunities to encourage further community partnership to achieve the elimination of LF as a public health problem. We stress the critical need for community ownership in the current Covid-19 pandemic, to counter concerns in relaunching MDA programmes for LF.
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Despite the increasing uptake of information and communication technologies (ICT) within healthcare services across developing countries, community healthcare workers (CHWs) have limited knowledge to fully utilise computerised clinical systems and mobile apps. The ‘Introduction to Information and ...Communication Technology and eHealth’ course was developed with the aim to provide CHWs in Malawi, Africa, with basic knowledge and computer skills to use digital solutions in healthcare delivery. The course was delivered using a traditional and a blended learning approach.
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The Community-based Health System Model Series briefs identify and discuss critical health system inputs and processes that have contributed to the implementation and expansion of community-based service delivery in different countries.
Countries were selected for their geographic diversity, type o...f service delivery model, and programmatic scale-up.
This brief reviews Malawi’s community health model to inform future policy, program design, and implementation in other countries.
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