This toolkit is designed as a resource for CBM that can be used in a variety of ways: to support staff induction, team meetings, refresher days and training workshops. It can also be used as a tool for personal reflection and self-study. Tips for those intending to use it as a training resource are ...shaded differently.
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The Minimum Standards for Age and Disability Inclusion in Humanitarian Action inform the design, implementation, monitoring and evaluation of humanitarian programmes across all sectors and phases of response, and in all emergency contexts, ensuring older people and people with disabilities are not e...xcluded.
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This brief gives an overview of disability rights in the Sub-Saharan region, with focus on Sida partner countries; DRC, Ethiopia, Kenya, Liberia, Mali, Mozambique, Rwanda, Somalia, Sudan and South Sudan, Tanzania, Uganda, Zambia and Zimbabwe
UNFPA launches Journalist’s Handbook: Reporting on Gender-Based Violence in Syria Crisis
Amman, 9 March 2015 – Under the patronage of Her Royal Highness Princess Rym Ali, UNFPA launched a handbook on Reporting on Gender-Based Violence in the Syria Crisis to help journalists better understand ...issues surrounding gender-based violence (GBV) and to write about it more effectively and sensitively.
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Who suffers Most from Extreme Weather Events? Weather-related Loss Events in 2019 and 2000 to 2019
The Global Climate Risk Index 2021 analyses and ranks to what extent countries and regions have been affected by impacts of climate related extreme weather events (storms, floods, heatwaves etc.). The... most recent data available for 2019 and from 2000 to 2019 was taken into account.
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While the ratification of the Convention and its Optional Protocol has proceeded rapidly, knowledge on how to implement and monitor them has not kept pace. Conscious of this challenge, my Office has developed this Training Guide on the Convention and its Optional Protocol. It is complemented by eigh...t training modules, designed to inform and empower those who are involved in ratifying, implementing and monitoring the two instruments. While the Training Guide is mainly targeted at facilitators of training courses on the Convention and its Optional Protocol, it acknowledges that each and every one of us has a role to play. I recommend wide dissemination of the training package, and its use by all those who want to embark upon the essential journey towards greater awareness and effective implementation of the rights of persons with disabilities and, ultimately, the building of an inclusive society for all.
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This handbook reflects and updates the work that ECLAC has done in recent decades to establish a methodology for estimating the economic consequences of a disaster, and thus determine the financing required to rebuild and return the affected area to normal. The handbook's third edition strengthens p...rocedures for estimating the effects of disasters, for distinguishing between losses and additional costs and systematizing the links that exist between different sectors of the economy
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This report situates disability and inclusion within the broader context of sustainable development, with a particular focus on the Sustainable Development Goals (SDGs). The paper provides background on the historical role of the UN in promoting inclusion and outlines the current trends and challeng...es facing people with disabilities globally. The following section presents these challenges within the context of the SDGs, showing that disability needs to be tackled if the SDGs are to be achieved. It concludes with a number of recommendations for a disability-inclusive 2030 agenda for sustainable development
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The report provides lessons and recommendations for other organizations and the wider humanitarian community on engaging persons with disabilities at all levels of humanitarian work. It draws on consultations with over 700 displaced persons—including persons with disabilities, their families, and ...humanitarian staff—in eight countries.
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Final Report: Women in War
tep 1 Competencies have been designed to provide staff with the core skills required to care for a critically ill patient safely, whilst under supervision. It is expected that Step 1 competencies will be completed prior to commencing an academic critical care programme.
Steps 2 & 3 Competencies hav...e been designed to further develop your essential critical care skills and will require enhanced theoretical knowledge to underpin your practice. It is anticipated that Steps 2 & 3 competencies will be undertaken whilst undertaking an academic critical care programme.
Step 4 Competencies have been designed to provide staff with the core skills required to take charge in a critical care unit; building management and leadership capability into your professional development, to demonstrate safe and effective coordination and prioritisation of unit workload, workforce and resources.
You can downlaod any of the Steps Competency Documents from this link
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