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Multi-Professional Patient Safety Curriculum Guide

World Health Organization WHO (2011) C_WHO

The Multi-professional Patient Safety Curriculum Guide (2011) was developed to assist in the teaching of patient safety in universities and schools in the fields of dentistry, medicine, midwifery, nursing and pharmacy. It also supports the on-going training of all health care professionals. The C ... more

Antimicrobial Stewardship Program Guideline (India)
recommended

Balaji, V., P. Rupali, K. Walia, et al. Indian Council of Medical Research (2018) C2

Antimicrobial resistance (AMR) is a major public health challenge, which is recognized as high priority area by the Government of India. The increasing consumption of antibiotics is one of the key drivers of antimicrobial resistance seen in bugs of public health importance. Irrational prescription o ... more

Reopening schools in Latin America and the Caribbean: key points, challenges, and dilemmas to plan a safe return to in-person classes

Inter-American Development Bank IDB, UN Educational, Scientific and Cultural Organization UNESCO (2021) C1

The document presents an assessment developed by both institutions as a contribution to the prioritization of education in national response plans to the health emergency and future recovery strategies. "Countries have deployed various response and ... more

Interim Guidance for COVID-19 prevention and control in schools
recommended

Bender L. Unicef, WHO, IASC (Inter-Agency Standing Commitee) (2020) C_UNICEF

The protection of children and educational facilities is particularly important. Precautions are necessary to prevent the potential spread of COVID-19 in school settings; however, care must also be taken to avoid stigmatizing students and staff who may have been exposed to the virus. It is important ... more

Guidance on mainstreaming biodiversity for nutrition and health

World Health Organization WHO (2020) C_WHO

This report aims to support countries in the necessary transition toward healthier, more sustainable diets by integrating biodiversity in food-based interventions to support nutrition and health. It is intended to help guide decision-makers in the health, nutrition and other sectors, to: Consider ... the important role of biodiversity in food systems for the development of integrated interventions to support healthy, diverse and sustainable diets; To focus investments and country support for more comprehensive, coordinated and cross-cutting public health and nutrition projects and policies; and To strengthen the resilience of food systems, health systems, and societies, each of which are each increasingly compromised by widespread ecological degradation, biodiversity loss and climate change. Biodiversity at every level (genetic, species and ecosystem level) is a foundational pillar for food security, nutrition, and dietary quality. It is the basic source of variety in essential foods, nutrients, vitamins and minerals, and medicines, and underpins life-sustaining ecosystem services. It is a core environmental determinant of health, often a vital ingredient of healthy nutritional outcomes and livelihoods, gender equality, social equity, and other health determinants. Biodiversity can play a more prominent role in planning for nutritional outcomes in various ways, e.g. by facilitating the production of nutritious fruits and plant products, sustaining livelihoods through more efficient production and increasing the diversity of products available in markets. This Guidance presents and expands on six core building blocks for mainstreaming biodiversity for nutrition and health: Cross-sectoral knowledge development and knowledge co-production; Enabling environments; Integration; Conservation and the wider use of biodiversity; Education and awareness-raising; Monitoring and evaluation; This WHO report builds on an unprecedented opportunity to mainstream biodiversity in order to support healthy and sustainable diets, and offers the necessary technical guidance to catalyze and support a transformation of the global food system and transition to healthier, more sustainable diets. more

Teachers, Inclusive, Child-Centred Teaching and Pedagogy. Webinar 12. Companion Technical Booklet

Grimes, P. (2014)

Towards Inclusive Edcuation for Children with Disabilities: a guideline

United Nations Educational, Scientific and Cultural Organizations (UNESCO), Bangkok (2009) CC

East Asia and Pacific Regional UNGEI: Achieving Gender Equality in Education for Children with Disabilities

United Nations Girls' Education Initiative (UNGAI) (2013) C2

Newsletter No. 15 | Highlighting the gender dimensions of education for children with disabilities

International technical guidance on sexuality education. An evidence-informed approach.

UNESCO (2018) CC

This revised and fully updated edition of the International technical guidance on sexuality education benefits from a new review of the current evidence, and reaffirms the position of sexuality educatio ... more

Kenya: Education Sector Policy on HIV and AIDS

Ministry of Education, Science and Technology, Republic of Kenya (2013) C2

Second Edition

The Inclusion Imperative: Towards Disability-inclusive and Accessible Urban Development

Disability Inclusive and Accessible Urban Development (DIAUD) (2016) C2

Key Recommendations for an Inclusive Urban Agenda

The State of Access to Education by Women and Girls with Disabilities. The case of Uganda

Guzu Beatrice (Executive Secretary of NCD) (2014) C1

A Paper submitted to the 56th session of the UN Committee to CEDOW, July 2014, Geneva

Accountability in education: MEETING OUR COMMITMENTS

United Nations Educational, Scientific and Cultural Organization (UNESCO) (2017) CC

GLOBAL EDUCATION MONITORING REPORT 2017/8

Disability Inclusive Development Toolkit - CRPD influencing everything we do

Kathy Al Ju’beh Christoffel-Blindenmission (CBM) (2017)

Disability-inclusive development policy and practice is constantly changing and evolving. It is a foundational part of our work in CBM, underpinning all that we do. It requires us to be constantly reflecting, learning and improving our practice. In ... more

Technical Note on Education During the COVID-19 Pandemic

Inter-agency Network for Education in Emergencies (2020) CC

This is the first version of the INEE technical guideline to support education during the Covid-19 pandemic. It is a living document that will be regularly updated to meet the learning and well-being needs of children, adolescents, youth, teachers, ... more

Quality of care for children with severe disease in the Democratic Republic of the Congo

Clarke-Deelder, E., G. Shapira, H. Samaha, et al. (2019) CC

BMC Public Health (2019) 19:1608 https://doi.org/10.1186/s12889-019-7853-3

Nigeria Quality of Care: Technical Report June 2015

National Agency for the Control of AIDS (NACA), Abuja Nigeria (2015) C1

Disability inclusive Disaster risk Management - Voices from the field & good practices

Christian Blind Mission (CBM) (2013)

Brochure: Ear and Hearing Care & Education of persons who are deaf, hard of hearing or deafblind

Christoffel Blinden Mission (CBM) Christoffel Blinden Mission (CBM) (2015)

Disability and Education. Summary of Results

Jacob R.S. Malungo, D. Nabuzoka, R. Paul, et al. UNICEF; Ministry of Community Development and Social Services Zambia, et al. (2018)

Qualitative study from Zambia on barriers to and facilitators of life-long learning