This is the first version of the INEE technical guideline to support education during the Covid-19 pandemic. It is a living document that will be regularly updated to meet the learning and well-being needs of children, adolescents, youth, teachers, caregivers and other education personnel affected b...y Covid-19.
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This curricula guide builds on several existing products of WHO and partners, aimed at supporting countries in their effort to address the first objective of the GAP-AMR (to improve awareness and understanding of AMR). It is targeted specifically at health educators and policy planners, and applies ...a systematic modular and submodular collection of learning objectives and outcomes that are organized according to the key occupational groups involved in the use of antimicrobials in human health. It is hoped that educators, faculties of heath personnel training institutions, health regulatory institutions and other users will find it a useful resource in meeting their respective needs for strengthening health workers’ contributions to containing AMR.
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The five thematic discussion papers in this collection were prepared by members of the Global Prevention Coalition Steering Group and other experts from various institutions and countries. Contributors are listed in alphabetical order. The five papers are meant to inform country consultations and th...e development of a Global HIV Prevention Roadmap. They do not reflect the views of UNAIDS or any other agency or organization.
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BMC Family Practice (2017) 18:56 DOI 10.1186/s12875-017-0628
Standard Treatment Guideline
This comprehensive book has established itself as the most useful text for the medical practitioner in poor-resource settings who is obliged to manage surgical cases. It is particularly adapted for those whose surgical experience is basic or minimal. Importantly, it has extensive advice about pitfal...ls to avoid, and what to do if things go wrong. It is written in simple style, particularly for those whose mother tongue is not English. It is not a text which discusses the latest up-to-date technology, but it is not out-of-date being a synthesis of the best advice from a myriad of surgeons practicing for many years in low- and middle-income countries.
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Curriculum reform efforts to enhance training on rational medicine use (RMU) and AMR should pay particular attention to ensuring that the right topics are integrated and the right teaching-learning methodologies are adopted.
Paying for performance (P4P) provides financial incentives for providers to increase the use and quality of care. P4P can affect health care by providing incentives for providers to put more effort into specific activities, and by increasing the amount of resources available to finance the delivery ...of services. This paper evaluates the impact of P4P on the use and quality of prenatal, institutional delivery, and child preventive care using data produced from a prospective quasi-experimental evaluation nested into the national rollout of P4P in Rwanda. Treatment facilities were enrolled in the P4P scheme in 2006 and comparison facilities were enrolled two years later. The incentive effect is isolated from the resource effect by increasing comparison facilities’ input-based budgets by the average P4P payments to the treatment facilities. The data were collected from 166 facilities and a random sample of 2158 households. P4P had a large and significant positive impact on institutional deliveries and preventive care visits by young children, and improved quality of prenatal care. The authors find no effect on the number of prenatal care visits or on immunization rates. P4P had the greatest effect on those services that had the highest payment rates and needed the lowest provider effort. P4P financial performance incentives can improve both the use of and the quality of health services. Because the analysis isolates the incentive effect from the resource effect in P4P, the results indicate that an equal amount of financial resources without the incentives would not have achieved the same gain in outcomes.
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A Global Campaign Against Epilepsy Demonstration Project
These guidelines are designed for ICRC and other health professionals – nurses, midwifes, doctors – who either lack experience in antenatal care or are not used to working in countries where medical infrastructure is underdeveloped or non-existent
Draft Working Discussion Paper
Application for Program Design in the Europe and Eurasia Region
Education is UNESCO’s top priority because
it is a basic human right and the foundation
on which to build peace and drive sustainable
development. UNESCO is the United Nations’
specialized agency for education and the
Education Sector provides global and
regional leadership in education, s...trengthens
national education systems and responds
to contemporary global challenges through
education with a special focus on gender
equality and Africa.
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