Mapping Report - Ireland.
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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In the aftermath of the April 2015 earthquake in Nepal, this paper looks at lessons drawn from previous comparable disasters and seeks to provide invaluable information and assistance to the operational agencies responding to the crisis.
Human Resources for Health201816:49; https://doi.org/10.1186/s12960-018-0315-7
Disaster Preparedness Training Programme
Dziva Chikwari et al. Implementation Science (2018) 13:70 https://doi.org/10.1186/s13012-018-0762-5
Technical brief by the H4+ (UNAIDS, UNFPA, UNICEF, UN Women, WHO and the World Bank)
This report presents examples from different agencies on how they approached community engagement in their Covid-19 responses, the tools and methodologies used, as well as the challenges they encountered and how they attempted to overcome these. It discusses what community engagement means to the va...rious agencies interviewed and in the literature consulted. And it puts forward some reflections on how CCCM and other sector agencies can take steps to ensure community participation in this and future pandemic responses.
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This paper reviews the effects of vertical responses to COVID-19 on health systems, services, and people’s access to and use of them in LMICs, where historic and ongoing under-investments heighten vulnerability to a multiplicity of health threats. We use the term ‘vertical response’ to describ...e decisions, measures and actions taken solely with the purpose of preventing and containing COVID-19, often without adequate consideration of how this affects the wider health system and pre-existing resource constraints.
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This manual describes methods for investigating clusters or outbreaks that may be of chemical origin and describes the importance of a structured, coordinated, collaborative multidisciplinary, multi-agency approach at local, regional, national and international levels.
This guide assumes the reader already has a general understanding of the Care Group methodology. It is highly recommended that all Care Group implementers familiarize themselves with the contents of theCare Groups: A Training Manual for Program Design and Implementation,and, ideally,to participate i...n an in-person training on Care Groups, before commencing Care Group activities. This guide is meant to serve as a companion to the Care Group Training Manual; and additional details on all topics covered in this guide are provided in the Training Manual. This guide may also be used by program evaluators, as a means to assess the extent to which Care Groups were implemented in accordance with theevidence-based model and their potential contribution to program outcomes.
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It provides guidance on care for use in resource-limited settings or in settings where families with sick young infants do not accept or cannot access referral care, but can be managed in outpatient settings by an appropriately trained health worker. The guideline seeks to provide programmatic guida...nce on the role of CHWs and home visits in identifying signs of serious infections in neonates and young infants.
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To support countries in adapting their response to different COVID-19 scenarios, the World Health
Organization (WHO) Department of Maternal, Newborn, Child and Adolescent Health and Ageing commissioned this scoping review of published and grey literature. The objective was to identify interventions... implemented to maintain the provision and use of essential services for MNCAAH during disruptive events and to summarize lessons learned during these interventions. The review included outbreaks of Ebola virus disease (EVD), severe acute respiratory syndrome (SARS), Zika virus disease (ZVD), the ongoing COVID-19 pandemic, and natural disasters and humanitarian emergencies that caused disruption to services, transport and other activities.
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Discussions about climate change often focus on the future, but millions of children are experiencing its devastating impacts now. The scale of the crisis is huge, and growing fast. It is children that will bear the brunt of climate change, yet its impact on them is understudied, their voices are no...t being heard, and current solutions are woefully inadequate. It is a perfect storm that we must stop in its path – before it is too late.
Available in English, French, Spanish, Portuguese, Arabic
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The COVID-19 pandemic is having a major impact on the mental health of populations in the Americas. Studies
show high rates of depression and anxiety, among other psychological symptoms, particularly among women, young
people, those with pre-existing mental health conditions, health workers, and p...ersons living in vulnerable condi-
tions. Mental health systems and services have also been severely disrupted. A lack of financial and human resource
investments in mental health services, limited implementation of the decentralized community-based care approach
and policies to address the mental health gap prior to the pandemic, have all contributed to the current crisis. Coun-
tries must urgently strengthen their mental health responses to COVID-19 by taking actions to scale up mental
health and psychosocial support services for all, reach marginalized and at-risk populations, and build back better
mental health systems and services for the future.
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