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CBR Advisory Working Group | Co-ordinator: Karen Heinicke-Motsch
Disability, CBR & Inclusive Development, Vol.25 (2014) pp.72-81
This article highlights some lessons about the strategy of community-based inclusive education, drawn from different programmes in Latin America.
Budget Advocacy - A Guide for community activists
ehra (eurasian harm reduction association)
(2018)
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Interim guidance2 November 2020
This interim guidance, originally entitled “Harmonized health service capacity assessments in the context of the COVID-19 pandemic”, is an update to the earlier version published on 31
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May 2020 as “Harmonized modules for health facility assessment modules in the context of the COVID-19 pandemic”. In this update, module content has been further refined and developed
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This National Health Policy has 5 objectives, namely
i. To strengthen the healthcare delivery system to be resilient
ii. To encourage the adoption of healthy lifestyles
iii. To improve the physical environment
iv. To improve the socio-economic s
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tatus of the population
v. To ensure sustainable financing for health
These objectives shall collectively ensure that there will be improved alignment, complementarity and synergies within and across all public sector ministries as well as with other stakeholders, towards achieving the national health goal.
The policy shall therefore ensure that MDAs and other identifiable organizations work within the principles of the Health-in-All Policy and the One-Health Policy frameworks (WHO), to achieve the desired healthy life status of people living in Ghana.
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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
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expansion of medical 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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Combined questionnaire Core
WHO Guideline on self-care interventions for health and well-being, 2022 revision: executive summary
recommended
A global shortage of an estimated 18 million health workers is anticipated by 2030, a record 130 million people are in need of humanitarian assistance, and there is the global threat of pandemics such as COVID-19. At least 400 million people worldwi
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de lack access to the most essential health services, and every year 100 million people are plunged into poverty because they have to pay for healthcare out of their own pockets. There is, therefore, an urgent need to find innovative strategies that go beyond the conventional health-sector response.
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This topic brief highlights how nutrition and healthy diets support the achievement of education and learning objectives, and explains how intervention benefits can be amplified with a whole-school and systems approach. The recommended actions are informed by the Global Standards for
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health-promoting schools. This evidence-informed resource is intended for national education, health and associated sectors to support the strengthening of national school health programmes.
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The knowledge guide is the second publication in the Self-care competency framework to support health and care workers.
This describes how health and care workers can apply each of the 10 compete
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ncy standards in their work, detailing the necessary knowledge, skills and attitudes that underpin the required behaviours.
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SuperBetter Children is a health and wellbeing curriculum designed to be integrated into school programmes or offered as an extracurricular activity.
Intended for use primarily by those responsible for developing policies and directing the working practices of nurses, midwives and other frontline health-care providers, these guidelines aim to promote and strengthen the case against the medicaliza
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tion of female genital mutilation and support and protect nurses, midwives and other health personnel in adhering to WHO guidelines not to close an opened-up infibulation.
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This fourth WHO report on neglected tropical diseases (NTDs) reviews the progress made towards achieving the Roadmap targets for 2020, noting the remaining challenges, then looks beyond 2020 to evaluate the changing global health and development lan
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dscape, considering the implications of integrating these diseases into the broader 2030 Agenda for Sustainable Development.
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This guide provides practical, step-by-step guidance on how to organize, implement, and monitor community-based care for DR TB. It is equally useful for program planning or supervision. The target audience for this guide is TB Program Managers, gove
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rnments, policy makers, nongovernmental organizations (NGOs), donors and TB advocates.
This guide does not replace other guidelines and documents that contain important medical information, such as Guidelines for the Programmatic Management of Drug-resistant TB (WHO, 2008 and 2011 updates), and Management of MDR-TB: A Field Guide (WHO, 2009).
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Accessed 25th March 2015
