The INEE Minimum Standards Handbook is the only global tool that articulates the minimum level of educational quality and access in emergencies through to recovery. The Minimum Standards express a commitment that all individuals—children, youth and adults—have a right to education.
There are... different languages available: Arabic, Azerbajan, Bahsa Indonesia, Bengali, Bosnian, Coratian, Serbian, Chinese, English, French, Japanese, Krygyz, Nepali, Pashto, Portuguese, Russian, Spanish, Urdu, Turkish, Vietnamese
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Health Systems for Outcomes Publication | Using qualitative data from Rwanda, this study focuses on four institutional factors that affect health worker performance and career choice: incentives, monitoring arrangements, professional norms and health workers’ intrinsic motivation. It also provides... illustrations of three institutional innovations that work, at least in the context of Rwanda: performance pay, the establishment of community health workers and increased attention to the training of health workers.
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2006-07 Swaziland Demographic and Health Survey
Resource Kit for Field workers
The coastal regions of Bangladesh are hit by cyclones regularly. The country has evolved, in the face of repetitious calamities, a disaster preparedness programme. The major response to cyclones has been the building of cyclone shelters, which also double as community centers and schools. While thes...e cyclone shelters have proved to be useful, they are more in the nature of disaster management, that is, they are measures that come in useful particularly in the event of a cyclone. The approach of this study has been to look at existing houses and the process of building and maintaining these houses in the face of frequent cyclonic storms and storm surges, and gather information on shared knowledge and collective experiences of the people in all aspects of house building. The aim of this study is to find ways to make traditional structures more cyclone resistant and less prone to wind damage.
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Section One
summarizes UNHCR’s mandate of international protecdtion and the aim and principles of emergency
response;
Section Two
deals with emergency management;
Section Three
covers the vital sectors and problem areas in refugee emergencies, including health, food, sanitation
and water, a...s well as key field activities underpinning the operations such as logistics, community
services and registration. The chapters in this section start with a summary so that readers, who
might not need the full level of detail in each of these chapters, can understand the basic principles of
the subject quickly;
Section Four
gives guidance on the support to field operations, primarily administration and staffing;
The Appendices
include a “Toolbox” which gathers, in one location, the standards, indicators and useful references
used throughout the handbook;
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An output of a series of workshops on psychosocial support held in 2004-2005 by the Bernard van Leer Foundation and the Coalition on Children Affected by AIDS. Authors Linda Richter, Geoff Foster and Lorraine Sherr discuss the issues surrounding psychosocial care and support for children made vulner...able by the HIV/AIDS pandemic and make recommendations for future priorities and programming directions. Includes the ""Call To Action"" for Toronto 2006.
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This document provides information for WHO Member States, particularly low-income and middle-income countries, to strengthen preparedness and response plans with regard to the social and mental health consequences of biological and chemical attacks.
This expansive facilitator's guide deals with psychosocial interventions concerning multiple causes of trauma such as HIV and AIDS and post-conflict situations. The guide offers technical advice to the implementor which is usefully augmented by diagrams, ideas for games and other useful intervention...s
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War Child put forward a specific request for comparative study, addressing the following questions: •What are the key types of intervention for psychosocial assistance that are being applied to children in war-affected areas? •What are the results of (scientific) research into the effects of th...e most relevant programmes? •Which NGOs operate in this sector and what is their practical experience with specific methods? •How does the War Child methodology relate to developments in the sector; what is known about the effects of War Child’s programme and how can these be measured? How will War Child work towards the development of additional evidence?
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1. What do we mean by ‘psychosocial support (PSS)? | 2. What are the basic principles of psychosocial support for UNICEF? | 3. In what types of situations does UNICEF address psychosocial support? | 4. Are there certain psychosocial interventions in which UNICEF should not normally seek to inves...t? | 5. Are there any types of interventions we should discourage? | 6. Should UNICEF support one-to-one counselling? In what situations might this be appropriate? | 7. When should children be referred for professional mental health support? | 8. Should we avoid using the term “traumatised” when referring to children? | 9. How do we assess the type or response needed a) for quick, short term action? b) for medium-long term interventions? | 10. How can caregivers and professionals who have themselves experienced the same crises or exposures provide psychosocial support to children? | 11. What materials and tools are recommended to support and monitor PSS interventions? Where can these be obtained?
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