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Publication Years
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1896
3881
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24
3
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Category
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329
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Toolboxes
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521
355
332
283
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126
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1
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
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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.
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Indicators and questions to monitor progress towards the Global AIDS Strategy 2026-2031 targets
This report developed by UNAIDS and the United for Global Mental Health reviews and maps Global Fund investments in priority HIV and TB comorbidities in Grant Cycle 7 (GC7), including key non-communicable diseases (NCDs), cervical, anorectal and other cancers, and mental health and substance use co
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nditions. It highlights how countries prioritize and are integrating health services and other interventions with HIV and TB programmes to advance person-centered approaches and to sustain HIV and TB responses. Analyzing approved grants from 103 countries, the report finds strong demand for integrated approaches, with 97% of countries prioritizing at least one comorbidity.
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This document suggests mechanisms that countries can use to respond to emergencies and disasters taking a whole of society and whole of government approach ensuring multisectoral engagement for health actions. It helps to run a participatory process of developing the national health response operati
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ons plan that brings together all relevant sectors, public health experts, civil society and the international community under government leadership and facilitate ownership, adoption, testing through simulation and finally successful implementation in responding to emergencies and disasters from multiple hazards.
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Between April 2018 and November 2020, the Democratic Republic of Congo (DRC) experienced its 11th Ebola virus disease (EVD) outbreak. Tanzania’s cross-border interactions with DRC through regular visitors, traders, and refugees are of concern, given the potential for further spread to neighboring
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countries. This study aimed to estimate the risk of introducing EVD to Tanzania from DRC. National data for flights, boats, and car transport schedules from DRC to Tanzania covering the period of May 2018 to June 2019 were analyzed to describe population movement via land, port, and air travel and coupled with available surveillance data to model the risk of EVD entry. The land border crossing was considered the most frequently used means of travel and the most likely pathway of introducing EVD from DRC to Tanzania. High probabilities of introducing EVD from DRC to Tanzania through the assessed pathways were associated with the viability of the pathogen and low detection capacity at the ports of entry. This study provides important information regarding the elements contributing to the risk associated with the introduction of EBV in Tanzania. It also indicates that infected humans arriving via land are the most likely pathway of EBV entry, and therefore, mitigation strategies including land border surveillance should be strengthened.
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The booklet includes a number of child protection case management forms to be used in tandem with the Training Manual and Framework.
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
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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.
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This case description elaborates on the pilot implementation of the innovative, participatory PM&E tools of War Child Holland’s psychosocial life skills intervention ‘ I DEAL’. The action research aimed to identify ways that work best for I DEAL facilitators to learn and act on basis of their
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PM&E.
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The Minimum Standards and Indicators for Community Engagement were developed through an inter‑agency consultation process that engaged a large number of experts from around the world. UNICEF wishes to acknowledge the contribution of all those that participated, and who share a passion for placing
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communities at the centre of development and humanitarian action. The consultation process consisted of a series of interviews, meetings and workshops over an 18‑month period. Representatives from countries in Africa, Asia, the Middle East, Europe and North America contributed input and feedback based on their experiences of designing, implementing and measuring community engagement approaches
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