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Over 3500 teachers and school psychologists has joined in a month an online course "I understand" on psychological and emotional support that is aimed at helping teachers to stabilize their emotional state in times of war and constant stress and pro
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viding practical tools to support schoolchildren and their parents. Course is launched by NGO “Osvitoria” in partnership with the Ministry of Education and Science of Ukraine and supported by UNICEF Ukraine.
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A Guide to Inclusive Education 2023
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Refugee children with disabilities experience a reality of exclusion and marginalisation that makes them among the most vulnerable displaced persons in the world. Excluded from participation in social activities and access to school, not only becaus
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e of their disability, but especially because of social, cultural, and political barriers that prevent them from enjoying the same opportunities as their peers.
Daniela Bruni, a specialist in education in emergency contexts, who has overseen JRS’s related projects for the past two years, has developed a guide on inclusive education.
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Educational materials include resources for children and adolescents, such as children's books, textbooks, lesson plans, activities, games, and online resources on disaster prevention and school safety.
Background paper for the Oslo Summit on Education for Development.
This paper covers the four topics of the Oslo Summit: investment in education, quality of learning,
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education in emergencies and girls’ education. Disability continues to be one of the primary causes of educational disadvantage and exclusion,
creating the largest single group of girls and boys who remain out of school. Even in those countries
close to achieving universal primary enrolment, children with disabilities are still not in school,accessing opportunities to meaningful employment and on sustainable routes out of poverty
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This case study explores how the Talent Youth Association, supported by Link Up, promotes the integration of comprehensive sexuality education in school curricula in Ethiopia in order to enable youn
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g people to understand and claim their sexual and reproductive health and rights
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Every day, schools engage in numerous activities that help promote the health and well-being of students, families, and communities. There is clear evidence of the benefits of the health-promoting schools (HPS) approach, not only for improving overall health outcomes (physical, mental, and social) i
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n the educational community but also for achieving better learning outcomes. The closure of schools during the COVID-19 pandemic highlighted these benefits, as well as the close links between health, wellness, and education.
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Cogent Medicine, 7:1, 1794272,
PUBLIC HEALTH & PRIMARY CARE | RESEARCH ARTICLE
Edutainment and infographics for
schistosomiasis health education in Ndumo area,
Kwazulu-Natal, South Africa
Tafadzwa Mindu1*, Muhubiri Kabuyaya1 and Moses J. Chimb
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ari1
Educational interventions targeting communities which are at risk of contracting
schistosomiasis infection may empower them to develop capacity to minimize the
spread of the disease. We compared the effectiveness of health education inter-
ventions for schistosomiasis knowledge uptake among school-going children in
Ndumo area, KwaZulu-Natal using a quasi-experimental trial.
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This monograph presents 12 reports of successful programs serving children with special needs in various nations. The program locations and the program report titles and authors are as follows: (1) Austria: "Integration Models for Elementary and Secondary Schools in Austria" (Volker Rutte)
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; (2) China: "Integrated Education Project, Anhui Province" (Janet C. Holdsworth); (3) Ghana: "The Community-Based Rehabilitation Programme in Ghana" (Lawrence Ofori-Addo); (4) Guyana: "Involvement of Volunteers, Parents and Community Members with Children with Special Needs" (Brian O'Toole); (5) India: "Teacher Development Initiative To Meet Special Needs in the Classroom" (N. K. Jangira and Anupam Ahuja); (6) Jamaica: "Early Intervention and Education Initiatives in Rural Areas" (M. J. Thorburn); (7) Jordan: "The Role of Institutions in Community-based Rehabilitation and in Community-based Special Education" (Andrew L. de Carpentier); (8) Jordan: "The Resource Room at the Amman National School" (Hala T. Ibrahim); (9) Netherlands: "Individual Integration of Children with Down's Syndrome in Ordinary Schools" (Trijntje de Wit-Gosker); (10) Norway: "In Harmony We Learn" (Marna Moe); (11) International: "INITIATIVES for Deaf Education in the Third World" (Andrew L. de Carpentier); and (12) Sri Lanka: "The Integrated Education of Visually Impaired Children in Sri Lanka" (B. L. Rajapakse).
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The Ministry of Education, Arts and Culture (MoEAC) has been implementing the Integrated School Health Programme in various forms since before the country attained political independence in 1990.
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School health goes beyond the physical health of the learner, in that it includes the holistic wellbeing of the individual learner, meaning that the school environment should be safe and conducive to learning. The National Safe Schools Framework (NSSF) is an exciting dimension of the Integrated School Health Programme. The Programme focuses on promoting the health, safety and wellbeing of learners and other school stakeholders in Namibia, and the NSSF was developed to provide practical guidance to the schools and school stakeholders on how to systematically improve the standards of school safety, and how to develop a culture of care in any school.
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Volunteer community health workers (CHWs) are a major strategy for increasing access to and coverage of basic health interventions. Our village health worker training course reviews the process of training and continuing education of CHWs as an impo
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rtant component of involving communities in their own health service delivery. Participants will be guided through the steps of planning training and continuing education activities for village volunteers.
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The Planetary Health Report Card is a student-driven, metric-based initiative to inspire planetary health and sustainable healthcare education engagement in medical schools. In addition to inspiring expansion of medical
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school curricula, we hope to inspire medical schools to expand research efforts, engage with communities most affected by climate change and environmental injustice, support passionate medical students who are trying to organize around planetary health at the institutional level, and implement sustainable practices. A set of metrics in these five category areas allows students and faculty to conduct a needs assessment at their medical school.
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School Nutrition Education Material for Teachers, Parents, and School-Aged Children is a set of nutrition
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education materials developed by the World Food Programme with the Ministry of Education, Culture, Research, and Technology and UNICEF
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School Nutrition Education Material for Teachers, Parents, and School-Aged Children is a set of nutrition
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education materials developed by the World Food Programme with the Ministry of Education, Culture, Research, and Technology and UNICEF
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School Nutrition Education Material for Teachers, Parents, and School-Aged Children is a set of nutrition
...
education materials developed by the World Food Programme with the Ministry of Education, Culture, Research, and Technology and UNICEF
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School Nutrition Education Material for Teachers, Parents, and School-Aged Children is a set of nutrition
...
education materials developed by the World Food Programme with the Ministry of Education, Culture, Research, and Technology and UNICEF
more
School Nutrition Education Material for Teachers, Parents, and School-Aged Children is a set of nutrition
...
education materials developed by the World Food Programme with the Ministry of Education, Culture, Research, and Technology and UNICEF
more
School Nutrition Education Material for Teachers, Parents, and School-Aged Children is a set of nutrition
...
education materials developed by the World Food Programme with the Ministry of Education, Culture, Research, and Technology and UNICEF
more
School Nutrition Education Material for Teachers, Parents, and School-Aged Children is a set of nutrition
...
education materials developed by the World Food Programme with the Ministry of Education, Culture, Research, and Technology and UNICEF
more
This guideline consists of two main parts:
i.) Guidelines for Red Cross and Red Crescent national societies on how to start up and engage with other stakeholders in country in rolling out disaster risk reduction (DRR) education and awareness act ... ivities for children - not only in school, but also in the community;
ii.) Games and activities to engage children with key lessons and messages to carry away. With a focus on Southeast Asia, cases from Viet Nam and Indonesia are highlighted. more
i.) Guidelines for Red Cross and Red Crescent national societies on how to start up and engage with other stakeholders in country in rolling out disaster risk reduction (DRR) education and awareness act ... ivities for children - not only in school, but also in the community;
ii.) Games and activities to engage children with key lessons and messages to carry away. With a focus on Southeast Asia, cases from Viet Nam and Indonesia are highlighted. more
Guide to the use of educational materials
Basic School Education 1st and 2nd cycle
La Guía didáctica está dirigida a los docentes del 1° y 2° Ciclo de la Educación escolar Básica, del cont
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exto indígena y tiene el propósito de brindar orientaciones metodológicas para el uso efectivo de materiales didácticos que contribuyan al desarrollo de las capacidades establecidas para este nivel.
Esta guía surge de la necesidad de contar con propuestas y orientaciones sencillas a fin de facilitar al docente la implementación de los materiales de manera flexible de manera que pueda adecuarse a cada pueblo indígena según su realidad cultural y lingüística.
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