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Publication Years
1499
2888
435
17
1
Category
2067
374
352
337
270
129
39
1
Toolboxes
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305
234
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5
1
A Global Access Framework for Country-Led.
ResponsesThis 2030 Prevention access framework focuses on one of those top-line targets, which covers primary prevention and requires that 90% of people in need of HIV prevention are using effective prevention options by 2030. This target is disaggregated
...
into 15 second-line prevention targets for specific populations and programmes.
The 2030 Prevention Access Framework presents in greater detail the milestones and actions for achieving these targets––all of which are grounded in the three priorities of the Global AIDS Strategy: country-led, resilient and sustainable HIV responses; people-focused services, and community leadership
more
The Gender Assessment Tool for National HIV Responses (Gender Assessment Tool) is intended to assist countries in assessing their HIV epidemic, context and response through an intersectional gender lens, with the aim of strengthening gender-transformative, equitable and rights-based HIV responses. T
...
he 2025 tool places greater emphasis on cost-effectiveness, alignment with national plans, integration and sustainability. Together with a new costing tool and monitoring and evaluation plan template, it is designed to inform the development of country investment cases, funding requests to the Global Fund to Fight AIDS, Tuberculosis and Malaria, and other key national opportunities.
more
Indicators and questions to monitor progress towards the Global AIDS Strategy 2026-2031 targets
Acting Ahead of Epidemics
recommended
New
Designed for OCHA and partners at country, regional and headquarters-level, this guidance was developed in 2025 with the objective of giving an idea of suitable triggers and assistance packages for anticipatory action. It will be regularly updated with learning and good practices from implementation
...
, in an effort to support continuous improvement of coordinated anticipatory action.
more
The 2026 appeal seeks nearly US$ 1 billion to respond to 36 emergencies worldwide, including 14 Grade 3 emergencies requiring the highest level of organizational response. These emergencies span sudden-onset and protracted humanitarian crises where health needs are critical.
The COVID-19 pandemic is the most severe health crisis in a century, exposing deep gaps in the world’s defences against epidemics and pandemics, and teaching us painful
lessons. One of them is that in our intimately connected world, pathogens can spread around the world very quickly, demanding sy
...
stems that can respond equally quickly. That
includes systems to facilitate the rapid exchange of biological materials and related data, to support the development of guidance and medical countermeasures including vaccines,
tests and treatments.
Based on the lessons that COVID-19 was teaching us, World Health Organization announced the
establishment of the WHO BioHub System at the height of the pandemic, in January 2021. Developed collaboratively and iteratiely with the active engagement of Member States and other partners, the BioHub System has now been through a pilot-testing phase that has demonstrated its value as a multilateral model and a tangible asset that Member States can harness to bolster their preparedness against emergent viral threats.
more
Training material and online courses
Emergency Medical Teams 2030 strategy
recommended
The Emergency Medical Teams (EMT) initiative plays a vital role in building this stronger and
more resilient global health emergency architecture, both by driving its formation and by
contributing to a rapidly deployable global health emergency corps. The Initiative and EMTs
bring something uniqu
...
e to health emergency preparedness and response – they bring
standards, professionalism, reliability, scalability, coordination, and the ability and willingness to
rapidly deploy wherever and whenever they are most needed. Most importantly, EMTs save lives.
more
ASEAN ERAT Guidelines
Guidelines for Antenatal Care and Skilled Attendance at Birth by ANMs/LHVs/SNs
Maternal Health Division Ministry of Health and Family Welfare Government of India
Maternal Health Division Ministry of Health and Family Welfare Government of India
(2010)
C1
For the full document see : http://nrhm.gov.in/images/pdf/programmes/maternal-health/guidelines/sba_guidelines_for_skilled_attendance_at_birth.pdf
Standard Treatment Guidelines
A treatment literacy guide for pregnant women and mothers living with HIV
Positive Health, Dignity and Prevention for Women and their Babies is intended for use by networks of women living with HIV, women’s groups, peer educators and others wishing to help guide women living with HIV t ... hrough the decisions they will need to take before, during and after their pregnancy. It is not intended as a substitute for going to a health facility and seeking information from a healthcare worker.
The facilitator’s manual and flipchart are intended to be used by leaders of support groups, peer educators or lay counsellors to facilitate small groups or community sessions with women living with HIV. Together, they provide accurate and comprehensive information to enable pregnant women and mothers living with HIV to know their rights and make informed decisions about their health, and the health of their baby. more
Positive Health, Dignity and Prevention for Women and their Babies is intended for use by networks of women living with HIV, women’s groups, peer educators and others wishing to help guide women living with HIV t ... hrough the decisions they will need to take before, during and after their pregnancy. It is not intended as a substitute for going to a health facility and seeking information from a healthcare worker.
The facilitator’s manual and flipchart are intended to be used by leaders of support groups, peer educators or lay counsellors to facilitate small groups or community sessions with women living with HIV. Together, they provide accurate and comprehensive information to enable pregnant women and mothers living with HIV to know their rights and make informed decisions about their health, and the health of their baby. more
Допомога при інсульті є пріоритетом в Україні. Рівень смертності від інсульту є
вищим, ніж у більшості Європейських країн. За підрахунками в Україні щороку
перено
...
сить інсульт близько 130 000 людей; у 2020 році показник
внутрішньолікарняної смертності становив 19,76% усіх госпіталізованих з
інсультом пацієнтів; 30–40% усіх пацієнтів помирали протягом першого місяця
після перенесення інсульту; в цілому інсульт був причиною 13% усіх смертей в
Україні.
more
This document is intended for a wide audience including national and local policymakers, implementers and managers of national and local maternal and child health programmes, non-governmental and other organizations and professional societies involved in the planning and management of maternal and c
...
hild health services, health professionals including obstetricians, midwives, nurses, general medical practitioners, academic staff involved in training health professionals, managers of maternal and child health programmes and public health policymakers in all settings.
more
La prévention de l’hémorragie du post-partum : La gestion active de la troisième période de l’accouchement - Formation d’accoucheurs qualifiés : Manuel de Référence
Initiative pour la Prévention de l’Hémorragie du Post-partum (POPPHI)
Program for Appropriate Technology in Health (PATH)
(2008)
C1
Manuel de référence pour les accoucheurs qualifiés
International Journal of Special Education. Vol.29 (3) 2014, 69-81
Educating students with disabilities in an inclusive general education setting has been shown to increase academic achievement, increase peer acceptance, increase self esteem, create a richer friendship network, and have positive li
...
fetime benefits (higher salaried jobs, independent living). In addition, inclusion can have benefits for students without disabilities. The West African nation of Senegal has pledged to increase inclusive education for students with disabilities by 2015. Issues that affect inclusive education for all in Senegal are access to schooling, community and societal perceptions of individuals with disabilities, poverty, and teacher training and pedagogy. To increase inclusive education for all in Senegal the country must increase access to schooling through physical accessibility and decentralization, create community awareness campaigns that increase knowledge of disabilities, and develop teacher training that fosters a student-centered pedagogy.
more
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