A module from the suite of health service capacity assessments in the context of the COVID-19 pandemicINTERIM GUIDANCE5 February2021
The Community needs, perceptions and demand: community assessment toolcan be used by countries to conduct a rapid pulse survey of community health needs and perceptio...ns around effective use of essential health services during the COVID-19 outbreak. The assessment helps to establish an early warning system on the need to implement coping strategies to continue to respond to communities’ health needs throughout the course of the pandemic. This assessment tool is informed by WHO and partner tools and guidance on community health needs, continuity of essential health services and readiness planning for COVID-19
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The Kenyan Health Sector has been playing a critical role in
providing health care services in response to the population
needs in line with the Kenya Health Policy, 2014-2030’s goal
of attaining the highest possible health standards in a manner
responsive to the population needs.
Regular physical activity is proven to help prevent and treat noncommunicable diseases (NCDs) such as heart disease, stroke, diabetes and breast and colon cancer. It also helps to prevent hypertension, overweight and obesity and can improve mental health, quality of life
and well-being.
A view of global supply chains, pressure points, and implications for antimicrobial resistance response
Standard Operating Procedures for Implementation of TB Activities at HIV/AIDS Service Delivery Sites
The revised package of BFHI materials includes five sections: 1. Background and Implementation, 2. Strengthening and Sustaining the BFHI: A course for decision-makers, 3. Breastfeeding Promotion and Support in a Baby-friendly Hospital: a 20-hour course for maternity staff, 4. Hospital Self-Appraisal... and Monitoring, and 5. External Assessment and Reassessment. Sections 1 to 4 are widely available while section 5 is for limited distribution.
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Rapid review and case studies from Member States
Experience from Save the Children and partners globally
demonstrates that improvements in education quality go hand-in-hand
with inclusion and access, Flexible, quality, responsive learning
environments will benefit all children and are fundamental to including
marginalised groups like disabled ...children in education.
These guidelines are primarily aimed at education staff trying to
develop inclusive education practices, focussing on including disabled
children in schools.While this book focuses on disabled children, we
hope it will be useful for developing general inclusive education
practices. Community groups and non-governmental organisations, as
well as people working in community-based rehabilitation(CBR) and
the wider disability context, could also use these guidelines to provide
input into inclusive education work.
While the guidelines focus primarily on schools, much of the
information is still relevant to readers working in out-of-school
situations.
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This report provides an overview of the operations and activities of the WHO Country Office in Ukraine in 2023. Despite the acute health impacts of the war in Ukraine, the Country Office continued its work according to its core mandate. WHO supported the Government of Ukraine in managing the health ...emergency and pursued existing priorities set out in WHO’s Thirteenth General Programme of Work 2019–2023, the European Programme of Work 2020–2025, and the Biennial Collaborative Agreement 2022–2023 signed with the Government of Ukraine. The report presents the achievements of the WHO Country Office in Ukraine in 2023 in the context of the war’s impact on the lives, health, and well-being of Ukrainians.
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School health programmes have been demonstrated to be the most cost-effective way to influence health behaviours in young people. The purpose of this two-part handbook is to support schools as they seek to implement interventions aimed at reducing the main modifiable risk behaviours f...or noncommunicable diseases (NCDs) . The background provided in this Introduction handbook and the approaches and advice outlined in the Practical application handbook focuses on providing young people with the knowledge, attitudes, beliefs and life skills necessary for making informed decisions, and creating a healthy school environment that can reduce the risk of NCDs
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Stigma and discrimination related to mental health conditions are widespread and harmful. Reducing stigma and discrimination can benefit families, societies and economies – it can save lives. The toolkit offers practical guidance on how to achieve this, based on three core evidence-based principle...s: leadership or co-leadership by people with lived experience, social contact, and inclusive partnerships. These 3 principles can be realized using a four-step process: identify and define aims, plan and prepare, launch and learn and reflect and proceed. Twelve case studies from all across the world are provided to demystify the process. Stigma and discrimination can be ended if each of us acts as one using the principles in this toolkit.
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