Specific action sheets offer useful guidance on mental health and psychosocial support and cover the following areas coordination assessment monitoring and evaluation protection and human rights standards human resources community mobilisation and support health services education dissemination of i...nformation food security and nutrition shelter and site planning and water and sanitationthe guidelines include a matrix with guidance for emergency planning actions to be taken in the early stages of an emergency and comprehensive responses needed in the recovery and rehabilitation phases
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The project was developed by the International Federation of Medical Students’ Associations (IFMSA), in line with the Federation’s statement “a world in which students are equipped with knowledge, skills and value to take on health leadership roles locally and globally so to... shape a sustainable future”. This was supported by an ongoing and vital engagement from the World Health Organization (WHO) and their work the United Nations Alliance on Climate Change Education, Training and Public Awareness. The overall objective was to create a “all in one” type of resource to bring together climate change, health and youth advocacy.
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The Information Management Unit of the Assistance Coordination Unit issued a Panoramic Report on Busra Esh-Sham City located in Dar’a Governorate. The report reflects the living conditions in the city during November and December 2017. The report covers in analysis several sections: Active Civilia...n actors, Demography, Health, Food Security, Education, and the Infrastructure, which incorporates Water sector, Sewage System, Solid Waste, Electricity, and Public Roads Network. This report aims at drawing the attention of the decision-makers to the civil actors in the city of Busra Esh-Sham and to enable them to manage the community and provide necessary infrastructure needs and services to the community people.
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This operational guidance on MHPSS provides a practical orientation and tools for UNHCR country operations. It covers specific points of good practice to consider when developing MHPSS programming and offers advice on priority issues and practical difficulties, while also providing some background i...nformation and definitions. Since MHPSS is a cross cutting concept this operational guidance is relevant for programming in various sectors, including health, community based protection, education, shelter, nutrition, food security and livelihoods.
The focus of this operational guidance is on refugees and asylum seekers, but it may apply to other persons of concern within UNHCR operations such as stateless persons, internally displaced persons and returnees. The guidance is meant for operations in both camp and non-camp settings, and in both rural and urban settings in low and middle-income countries with a UNHCR presence.
The guidance should be adapted according to different contexts. A standardized format for programme implementation cannot be offered because this depends to a large extent on existing national capacities and local opportunities.
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ts goals are to ensure that:
Children and parents experience fewer conflicts;
Parents make better decisions about the care of their children and are better able to solve problems; and
Children feel more supported by their families to further their education and make good decisions a...nd healthy life choices.
This discussion guide is intended to facilitate discussion and peer learning, during which participants can learn from each other’s experiences and support each other. It is designed for group session discussions, as well as for one-on-one guidance in the home. It should be used with the "Better Parenting Nigeria" Facilitator’s Manual
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The National Strategic Plan is based on the following guiding principles:
1) Life-course approach: adolescence is a key decade in the course of life that influences the health outcomes later in life.
2) Comprehensive approach: It recognizes the cross cutting health and development needs o...f young people such as intentional and unintentional injuries and violence, SRH, HIV/AIDS, mental health, substance use, violence, substance use and substance use disorders, infectious diseases and common conditions.
3) Equity and rights-based approach: focusing on equitable access to services to all adolescents including vulnerable groups and the recognizing the need to move from aspirations to obligations in fulflling young people rights for the highest attainable standard of health.
4) Multisectoral approach: recognizing cognizant of the fact that holistic development of young people requires multisectoral approach involving education, social welfare.
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- Twenty-two joint integrated rapid response mechanism (IRRM) missions were conducted in 11 counties and reached 305,887 people including 65,432 children under 5 years of age.
- UNICEF’s Integrated Community Mobilization Network reached 345,219 households (total population 2.1 million) advoca...ting for child rights focused on child survival, birth notification, education and protection. Three million people have been reached with advocacy and life-saving messages through radio and community engagement activities, including activities focused on youth and faith leaders.
- On 27 June, discussions between President Salva Kiir and former First Vice President Riek Machar in Khartoum culminated in agreement to a permanent ceasefire and the opening of humanitarian corridors, effective 30 June.
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NUDOR’s first strategic plan (2010-2016) focused on establishing NUDOR as a viable, well-run organisation. Significant progress has been made towards these aims and therefore the strategy and has been reviewed by NUDOR board, secretariat and member organisations. The updated strategic plan now cov...ers the period 2015 – 2020 for which three strategic aims have been agreed.
1. Representation and accountability: NUDOR will be accountable to and effectively represent members’ interests through the delivery of projects and priorities agreed by member organisations, and by facilitating joint working amongst members.
2. Capacity building and resource mobilization: NUDOR and its member organisations are strengthened to fulfil its mandates by developing its technical skills, research and insight, sustainability and outreach.
3. Advocacy and influencing: NUDOR will work to ensure that the needs and rights of all persons with disabilities are recognised by all, mainstreamed in laws and policies at all levels of government, and in programmes of other institutions focusing on areas of education, health and poverty reduction.
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The Capacity Project used the Learning for Performance (LFP) approach to develop the family planning (FP), HIV/AIDS and gender components included in the competency-based A1 nursing and midwifery pre-service curricula. LFP was also used to adapt the Rwanda national FP curriculum to an on-the-job tra...ining approach. This study documents the implementation of the and the lessons learned from its application in preservice education and in-service training in Rwanda.
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This WHO Guidance Note advocates for a comprehensive approach to cervical cancer prevention and control and is aimed at senior policy makers and programme managers. It describes the need to deliver effective interventions across the female life course from childhood through to adulthood. These inclu...de community education, social mobilization, HPV vaccination, screening, treatment and palliative care. It outlines the complementary strategies for comprehensive cervical cancer prevention and control, and highlights collaboration across national health programmes (particularly immunization, reproductive health, cancer control and adolescent health), organizations and partners.
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This predominantly qualitative research on disability and development in Myanmar was conducted between August 2011 and February 2012, in three commercial centres of Yangon, Mandalay and Taunggyi. Stakeholders of service providers, persons with disabilities (PWDs) and families of disabled people were... interviewed in order to discover the needs and challenges that they face. Discoveries were made concerning independent living and adaptive education, vocational training and livelihoods challenges, community-based rehabilitation, organisational and human resource capacity, and information channels, networking and cooperation between organisations.
The study found that PWDS, especially those with intellectually disabilities, need training for independent living, adaptive special education, motor development programs and behaviour modification programs in special institutions. Effective services and programs are necessary in all of these areas of need.
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This field workbook supports the implementation of the interagency (FAO, UNICEF, WHO) “Communication for Behavioural Impact (COMBI): A toolkit for behavioural and social communication in outbreak response”. It is a handheld guide and notebook for applying the WHO COMBI methodology in 7-steps, du...ring an outbreak. It is primarily intended for risk communication, developmental communication and health promotion/education personnel working in multidisciplinary teams to investigate and respond to disease outbreaks. It contains essential tools, checklists, and information needed to design effective behavioural and communication interventions in support of outbreak prevention and control objectives - to limit loss of life and minimize disruption to families, communities and societies
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[Preface]. For more than forty years Primary Health Care (PHC) has been recognized as the cornerstone of an effective and responsive health system. The Alma-Ata Declaration of 1978 reaffirmed the right to the highest attainable level of health, with equity, solidarity and the right to health as its ...core values. It stressed the need for comprehensive health services, not only curative but services that addressed needs in terms of health promotion, prevention, rehabilitation and treatment of common conditions. A strong resolutive first level of care is the basis for health system development [...] The Pan American Health Organization/World Health Organization (PAHO/WHO) has supported the countries in the establishment of interprofessional PHC teams, in the transformation of health education and in building capacity in the strategic planning, and management of human resources for health. Nursing can play a critical role in advancing PHC. New profiles such as the advanced practice nurses, as discussed in this document, can be fundamental in this effort, and in particular, in health promotion, disease prevention and care, especially in rural and underserved areas.
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It is the policy of the GoR to ensure that children’s rights are met through the provision of basic needs and services for all children in the country, and protect them from abuse and exploitation. Children are defined as persons below the age of 18 years and the ICRP covers children from the time... before their birth until they complete the age of 18 years. The Integrated Child Rights Policy of Rwanda is based on seven key themes: Identity and Nationality; Family and Alternative Care; Survival, Health and Standards of Living; Education; Protection; Justice; and Child Participation.
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Despite the increasing population of refugees stuck in protracted situations and our awareness of the vulnerability of children and adolescents growing in up these contexts, relatively little is known about community based child protection mechanisms (CBCPMs) in refugee communities. CBCPMs, defined ...broadly, include all groups or networks that respond to and prevent problems of child protection and vulnerable children. These mechanisms may include family supports, peer group supports, and community groups such as primary and secondary schools, non-formal education and vocational training structures, women’s groups, religious groups, and youth groups, as well as traditional community processes, government mechanisms, and mechanisms initiated by international or domestic non-governmental organisations (NGOs). In diverse contexts, CBCPMs represent front-line, day-to-day efforts to protect children from exploitation, abuse, violence, and neglect and to promote children’s well being. This study, together with a parallel study conducted among the urban refugee population in Uganda, is the first study of CBCPMs undertaken in refugee settings.
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Across Zimbabwe, 7 million people in urban and rural areas are in urgent need of humanitarian assistance, compared to 5.5 million in August 2019. Since the launch of the Revised Humanitarian Appeal in August 2019, circumstances for millions of Zimbabweans have worsened. Drought and crop failure, exa...cerbated by macro-economic challenges and austerity measures, have directly affected vulnerable households in both rural and urban communities. Inflation continues to erode purchasing power and affordability of food and other essential goods is a daily challenge. The delivery of health care, clean water and sanitation, and education has been constrained and millions of people are facing challenges to access vital services.
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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; selecting health workers; education and training; workin...g 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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The COVID-19 pandemic led to school closures around the world, affecting almost 1.6 billion students. The effects of even short disruptions in a child’s schooling on their learning and well-being have been shown to be acute and long lasting. The capacities of education systems to respond to the cr...isis by delivering remote learning and support to children and families have been diverse yet uneven.
This report reviews the emerging evidence on remote learning throughout the global school closures during the COVID-19 pandemic to help guide decision-makers to build more effective, sustainable, and resilient education systems for current and future crises.
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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 documento recentemente atualizado Considerations fo...r school-related public health measures in the context of COVID-19 [Considerações para medidas de saúde pública relacionadas a escolas no contexto da COVID-19], considerando-se principalmente as crianças menores de 18 anos em contextos educacionais e em escolas com recursos limitados. A lista de verificação foi elaborada de acordo com os princípios e as abordagens das escolas promotoras de saúde.7,8 Este documento destaca a importância da coordenação multinível (ou seja, nos níveis escolar, subnacional e nacional) e de abordagens participativas e cocriadas pelas várias partes interessadas (por exemplo, trabalhadores das escolas, professores, alunos e pais). Esta abordagem visa a otimizar o cumprimento das medidas sociais e de saúde pública baseadas nos contextos sociais e culturais, conforme descrito no documento Considerations for implementing and adjusting public health and social measures in the context of COVID-19 [Considerações para a implementação e ajuste de medidas sociais e de saúde pública no contexto da COVID-19].
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This document, Programme and curriculum development guide, presents a systematic approach to developing programmes and curricula for implementation of the family planning (FP) and comprehensive abortion care (CAC) competencies,and the theory behind the approach. Specifically, the aim is for effectiv...e implementation of these competencies in the context of pre-service education and training, post-graduate studies and continuing professional development (CPD). This guide is designed for programme and curriculum developers who are preparing or revising formal education and training programmes and curricula for the FP and CAC workforce.
This guide proposes a new FP and CAC Educational Design Model for programme and curriculum development. This model can support competency-based education (CBE) for current and future FP and CAC services, with a pre-service training pathway of at least 12 months, and can also support in-service training. CBE provides the most effective means to orient educational programmes and curricula towards effective health services that meet population health needs, and this Educational Design Model provides a guide for linking the competencies required to provide a range of health services
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