In 2015, the National Institute of Statistics of Rwanda published the Rwanda Poverty Profile Report 2013/2014,which provided a detailed portrait of the extent and nature of poverty in the country, based on information collected by an integrated household living conditions survey (EICV4) undertaken b...etween October 2013 and September 2014.
This report complements the study by looking at the trends in poverty between 2010/11 and 2013/14.It is essential to examine changes in poverty over time, because one of the most important goals of economic Sustainable Development Goals is to eliminate severe poverty by 2030.
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MODULE 5 RESOURCE GUIDE | This guide is part of a series of manuals that focuses on six topics in Early Childhood Development (ECD): different programming approaches, basic concepts, assessments, early childhood environments, children with special needs and child protection, and the health, safety a...nd nutrition of young children. The series was prepared within a three-year CRS-led project called “Strengthening the Capacity of Women Religious in Early Childhood Development,” or “SCORE ECD.” Funded by the Conrad N. Hilton Foundation, the project helps Catholic sisters in Kenya, Malawi, and Zambia in their work with children aged 0-5 years and their families. The project is being implemented from January 2014 to December 2016
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Hum Resour Health 20, 37 (2022). https://doi.org/10.1186/s12960-022-00735-y.
For countries to achieve universal health coverage, they need to have well-functioning and resilient health systems. Achieving this requires a sufficient number of qualified health workers and this necessitates the importa...nce of investments in producing and regulating health workers. It is projected that by 2030, Africa would need additional 6.1 million doctors, nurses, and midwives. However, based on the current trajectory, only 3.1 million would be trained and ready for service delivery. To reduce current shortages of the health workforce, Africa needs to educate and train 3.0 million additional health workers by 2030. This study was conducted to describe the distribution and ownership of the health training institutions, production of health workers, and the availability of accreditation mechanisms for training programmes in the WHO African Region.
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The EiE Competency Framework builds on the INEE Minimum Standards to articulate a set of required, valued and recognized competencies for the humanitarian and education in the emergencies sectors. It broadly describes expected standards of performance across a number of competencies that can be appl...ied to different roles within an organization or sector. The framework provides a common lexicon for core humanitarian and technical competencies and defines expected knowledge, skills and attributes for each.
The framework is intended to inform staff recruitment, learning and professional development, performance management, planning, and organizational design. It is a sector-wide guidance to advance the accountability, effectiveness, and predictability of educational preparedness, response and recovery for affected populations.
The framework is primarily intended for use by EiE practitioners in humanitarian contexts. However, it is also relevant at the global level or in development settings in support of planning and emergency preparedness. It is best used in conjunction with the Core Humanitarian Competency Framework (CHCF) and where applicable, the Child Protection in Humanitarian Action (CPHA) Competency Framework. It is transferable across people, countries, and cultures and can be a valuable tool for entry-, mid-, and senior level professional development.
Available in English, Arabic, French, Portuguese and Spanish
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