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Ecosan Training Handout - Yemen (Arabic) part 2

Ministry of Public Health and Population, Yemen; USAID (2017) C1

This manual is a good example of the successful outcomes of the productive mutual cooperation between the United States Agency for International Development (USAID) through the Basic Education Support and Training (BEST – Yemen) Project; funded by the USAID, and the Government of Yemen (GY) throug ... more

Ecosan Training Handout - Yemen (Arabic) part 1

Ministry of Public Health and Population, Yemen; USAID (2017) C1

This manual is a good example of the successful outcomes of the productive mutual cooperation between the United States Agency for International Development (USAID) through the Basic Education Support and Training (BEST – Yemen) Project; funded by the USAID, and the Government of Yemen (GY) throug ... more

Students’ Toolkit on Social Accountability in Medical Schools - assessment form

International Federation of Medical Students’ Associations (IFMSA); Training for Health Equity Network (THEnet) (2017) C1

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 S ... more

National surgical, obstetric and anesthesia planning

Program in Global Surgery and Social Change, Harvard Medical School (2022) CC

To achieve our vision of providing Universal access to safe, affordable surgical and anesthesia care when needed, the PGSSC is working with several Ministries of Health to develop National Surgical, Obstetric and Anesthesia Plans (NSOAP). This is a ... more

Students' Toolkit: Social accountability in medical schools

The International Federation of Medical Students’ Associations (IFMSA); Training for Health Equity Network (THEnet) (2017) C2

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 Ara ... more

My future its my choice

UNICEF; Namibian Ministry of Basic Education; Culture and the Namibian Ministry of Youth and Sports; United Nations Children Fund (UNICEF-Namibia); University of Maryland School of Medicine; et al. (1999)

Extra Curricular Life Skills Training Manual For Adolescents 13 to 18 Years of Age “Protecting Our Peers From HIV Infection” The Youth Health and Development Programme Government of the Republic of Namibia and UNICEF Programme of Cooperation 1 ... more

Empowering young people to strengthen sexuality education in Ethiopia

Julie Mellin, Aklilu Guulay, Eyerusalem Lemma et al. International HIVAIDS Alliance (2016) C1

This case study explores how the Talent Youth Association, supported by Link Up, promotes the integration of comprehensive sexuality education in school curricula in Ethiopia in order to enable young people to understand and claim their sexual and r ... more

Zika, Dengue and Chikungunya Toolkit: Adaptation for Latin America and the Caribbean. Community Module

International Federation of Red Cross And Red Crescent Societies (2017) C1

The school and a community teaching modules are aimed at preventing vector-borne diseases through community participation. Meanwhile, the interactive toolkit is meant to be help raise awareness on health ... more

Influencing food environments for healthy diets

Food and Agriculture Organization of the United Nations FAO (2016) C2

Food environments are usually defined as the settings with all the different types of food made available and accessible to people as they go about their daily lives. That is, the range of food in supermarkets, small retail outlets, wet markets, street food stalls, coffee shops, tea houses, ... school canteens, restaurants, and all the other venues where people buy and eat food. These environments differ enormously depending on the context. They can be extensive and diverse, with a seemingly endless array of options and price ranges, or they can be sparse, with very few options on offer. Because they determine what food consumers can access at a given moment in time, at what price, and with what degree of convenience, food environments both constrain and prompt the consumer’s choice.Food environments are influenced by the food systems which supply them, and vice versa. Food systems encompass the entire range of activities, people and institutions involved in the production, processing, marketing, consumption and disposal of food (FAO, 2013). They include but are not limited to food supply chains. Making food systems nutrition-sensitive can contribute to addressing all forms of malnutrition, as food systems determine whether the food needed for good nutrition are available, affordable, acceptable and of adequate quantity and quality. How closely food systems and food environments are interrelated and interdependent, and the degree to which external factors affect nutrition outcomes, varies from setting to setting.Many of today’s food systems and food environments are challenged in supporting consumer choices that are consistent with healthy diets and good nutrition. Consumers are not making choices based on nutrition and health, and poor diet is now the number one risk factor for death and disability worldwide (GBD, 2015). Food systems that do not enable healthy diets are increasingly recognized as an underlying cause of malnutrition (GLOPAN, 2016), and malnutrition, irrespective of form, has a huge cost. Economic costs associated with undernutrition are estimated at $1-2 trillion per year, about 2-3% of global GDP (FAO, 2013); the global economic cost of obesity and associated diet-related non-communicable diseases is estimated at $2 trillion per year, about 2.8% of global GDP (McKinsey, 2014). Influencing food environments for promoting healthy diets is an emerging strategy to address today’s nutrition challenges. more

Psychosocial Issues for Children and Adolescents in Disasters

Speier, A.H. DHHS Publication (2005) CC

This manual provides information and guidance for individuals concerned with the mental health needs of children who experience major disasters. This background, training, and experience will vary and may include ... more

Helping Traumatized Children Learn: A Report and Policy Agenda
recommended

Massachusetts Advocates for Children Sixth printing (2009) C1

"Helping Traumatized Children Learn is the result of an extraordinary collaboration among educators, parents, mental health professionals, community groups, and attorneys determined to help children experiencing the traumatic effects of exposure to ... more

Namibia’s National Safe Schools Framework

Ministry of Education, Arts and Culture, Republic of Namibia and United Nations Children's Fund Republic of Namibia UNICEF (2018) C_UNICEF

The Ministry of Education, Arts and Culture (MoEAC) has been implementing the Integrated School Health Programme in various forms since before the country attained political independence in 1990. ... more

Psychological first aid for schools: Field operations guide, 2nd Edition

Brymer M., Taylor M., Escudero P., Jacobs A., Kronenberg M., Macy R., Mock L., Payne L., Pynoos R., & Vogel J. National Child Traumatic Stress Network (NCTSN) & National Center for PTSD (2012) C2

National Child Traumatic Stress Network National Center for PTSD | The field of school safety and emergency management has evolved significantly over the past decade. Tragically, acts of violence, natural disasters, and terrorist attacks have taught ... more

A Handbook for AIDS Awareness Activities - For Clubs

J. Lentfer UNIFEC (2001)

This manual was designed to support the GRN-UNICEF Youth Health and Development Programme with the aim of sustaining My Future is My Choice graduates and other young people’s peer education activities. It was written and reviewed in a three-day wo ... more

Lista de verificação para apoiar a reabertura das escolas e a preparação para ressurgimentos da COVID-19 ou crises de saúde pública semelhantes.

Organização Pan-Americana da Saúde OPAS (2021) CC

Checklist to support the reopening of schools and preparation for resurgences of COVID-19 or similar public health crises. O objetivo desta lista de verificação é reforçar a conformidade e a adesão às medidas de saúde pública delineadas no ... more

Always included: Uninterpreted education for children with disabilities before, during, and after a crisis

Handicap International (2023) CC

Globally, some 72 million children are out of school due to emergencies and protracted crises. Of these, at least 17% are children with disabilities.1 Yet, education in a crisis context can be a lifeline for children, providing psychosocial suppor ... more

Save to learn during COVID-19: Recommendations to prevent and respond to violence against children in all learning environments

UNICEF (2020) C_UNICEF

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 comparativel ... more

How COVID-19 is changing the world. Vol.II

UN Children's Fund UNICEF (2020) C_UNICEF

The pandemic presents tough choices for governments, local communities, health and school systems, as well as families and businesses: How to re-open safely? How to safeguard people’s lives and pr ... more

Understanding refugee trauma: for primary care providers

The National Child Traumatic Stress Network (2007) C1

Primary care visits may be a time that refugee families express concerns about their child’s functioning at home or school and/or providers may identify concerns about emotional or behavioral health ... more