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HRH SA 2030 | Draft HR Strategy for the Health Sector: 2012/13 – 2016/17 Consultation Document
Manual for the professional in Adapted Physical Activity
Lucile Peynot; Thomas Chantereault and Ezzedine Bouzid
Handicap International; Tunesian Federation of sport for persons with disabilities
(2011)
C1
Detailed adapted physical activities are provided with practical guides, group sport guides and assessment tools in order to promote a more inclusive society through sports
Updated to Reflect the 2009 Medical Eligibility Criteria of the World Health Organization
The report surveyed 9 leading bilateral and multilateral education donors in respect of their approach to disability-inclusive education.
Social determinants approaches to public health: from concept to practice
Erik Blas, Johannes Sommerfeld and Anand Sivasankara Kurup
World Health Organization WHO
(2011)
C_WHO
The Kenya Climate Smart Agriculture Implementation Framework 2018-2027 (KCSAIF) has been developed to provide a guide to various innovative and transformative initiatives and best practices that wil
...
l strive to address challenges brought about by climate change. It is envisioned to ensure increased agricultural productivity and sustainably build resilience of the national agricultural systems.
more
In 2008 the Ministry of Health and Social Services (MOHSS) commissioned a national health and social service system review which found that although some progress has been made in primary health car
...
e, provision of health services did not go beyond the health facilities, irrespective of the fast distances between the Health facilities and community. The review then recommended that health services should be extended in a structured manner to communities through the establishment of paid health workers.
more
African countries, like many regions of the world, are affected by the legacy of atrocity crimes. Genocide, the transatlantic slave trade and slavery, colonialism and post-independence violence comm
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itted during dictatorships, not to mention civil war and violent extremism, have severely violated human rights and left devastating marks on societies across the continent. The way in which societies deal with violent pasts has profound implications for the present and the future, as well as their chances of building sustainable peace.
Strengthening education about atrocity crimes, including genocide, crimes against humanity and war crimes, is an essential part of addressing violent pasts and preventing future atrocity crimes. Echoing a series of United Nations resolutions on the importance of educational measures for genocide prevention,1 in 2013, the Secretary-General’s annual report Responsibility to protect: State responsibility and prevention included the recommendation: “Education curriculums should include instruction on past violations and on the causes, dynamics and consequences of atrocity crimes” as an important means to promote societal resilience to atrocity crimes.
This recognition is in line with the Education 2030 Agenda and, more specifically, target 4.7 of Sustainable Development Goal (SDG) 4 on Education. This target calls on countries to promote education that fosters sustainable development, human rights, gender equality, a culture of peace, global citizenship and an appreciation of cultural diversity.
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Strengthening global health security to protect the world against future epidemics and pandemics requires well-tested and decentralized capacities for the local detection
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and rapid containment of outbreaks of infectious disease. For such capacities to translate into effective response actions, individuals and teams must be well connected and coordinated, despite differences in the size, geography, technical focus or constituency of their parent institution.
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