The INEE Minimum Standards Handbook is the only global tool that articulates the minimum level of educational quality and access in emergencies through to recovery. The Minimum Standards express a commitment that all individuals—children, youth and adults—have a right to education.
There are... different languages available: Arabic, Azerbajan, Bahsa Indonesia, Bengali, Bosnian, Coratian, Serbian, Chinese, English, French, Japanese, Krygyz, Nepali, Pashto, Portuguese, Russian, Spanish, Urdu, Turkish, Vietnamese
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The INEE Minimum Standards Handbook is the only global tool that articulates the minimum level of educational quality and access in emergencies through to recovery. The Minimum Standards express a commitment that all individuals—children, youth and adults—have a right to education.
There are... different languages available: Arabic, Azerbajan, Bahsa Indonesia, Bengali, Bosnian, Coratian, Serbian, Chinese, English, French, Japanese, Krygyz, Nepali, Pashto, Portuguese, Russian, Spanish, Urdu, Turkish, Vietnamese
more
Humanity & Inclusion has published a report on November 20, on the difficulties children with disabilities face in accessing education in the world’s poorest countries.
Report of the Office of the United Nations High Commissioner for Human Rights | The present study focuses on inclusive education as a means to realize the universal right to education, including for persons with disabilities. It analyses the relevant provisions of the Convention on the Rights of Per...sons with Disabilities, highlights good practices and discusses challenges and strategies for the establishment of inclusive education systems.
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GMS Journalfor MedicalEducation2018, Vol. 35(3),ISSN 2366-5017
The Global Action Plan on Antimicrobial Resistance (AMR) calls for making AMR a core component of professional education and training. In 2018, the World Health Organization (WHO) published Competency framework for health workers’ education and training on AMR to ensure that academic institutions ...and regulatory agencies provided pre-service and in-service training to equip health workers with the adequate competencies to address AMR. This was followed by Health workers’ training and education on AMR: curricula guide, which outlines the learning objectives and expected outcomes of pre-service training of health workers to improve curricula. These tools were designed to strengthen the capacity of health workers in various settings to address the growing challenge of AMR.
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Nurses are critical to deliver on the promise of “leaving no one behind” and the global effort to achieve the Sustainable Development Goals (SDGs). They make a central contribution to national and global targets related to a range of health priorities, including universal health coverage, mental... health and noncommunicable diseases, emergency preparedness and
response, patient safety, and the delivery of integrated, people-centred care.
No global health agenda can be realized without concerted and sustained efforts to maximize the contributions of the nursing workforce and their roles within interprofessional health teams. To do so requires policy interventions that enable them to have maximum impact and effectiveness by optimizing nurses’ scope and leadership, alongside accelerated investment
in their education, skills and jobs. Such investments will also contribute to the SDG targets related to education, gender, decent work and inclusive economic growth.
This State of the world’s nursing 2020 report, developed by the World Health Organization (WHO) in partnership with the International Council of Nurses and the global Nursing Now campaign, and with the support of governments and wider partners, provides a compelling case on the value of the nursing workforce globally.
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Data for Action March 2022, Issue 5
The State of the world’s nursing 2020 report provides the latest, most up-to-date evidence on and policy options for the global nursing workforce.
The framework is to be used as a reference guide, applied according to local priorities and needs, and targeted at academic institutions, educators, accreditation bodies, regulatory agencies and other users. The ultimate aim is to ensure that all health workers are equipped with the requisite compet...encies at pre-service education and in-service training levels to address AMR in policy and practice settings.
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This report has been prepared in response to informal requests by SIDS Member States and territories for WHO assistance in confronting the stark and dire situation which climate change has created in their countries and the impact it is having on their peoples
The scope of the Guidance is primarily the education in rural settings in Myanmar, but it covers some of the issues which have pan Myanmar implication and relevance. Considering the importance, complexity and vastness of the subject, similar type of initiatives on urban school and education system a...nd other issues needs to be taken up in future.
The Guidance has four sections namely Introduction to this Guidance, Rationale for Mainstreaming DRR in the Education Sector, How to Mainstream Disaster Risk Reduction in Reconstruction Process of Education Sector in Myanmar and Creating an Enabling Environment for Safer Education. The Guidance also includes good practices of various agencies involved in Cyclone Nargis education sector recovery as example.
No publication year indicated.
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Guide de réadaptation à base communautaire (RBC)
En 2003, une Consultation internationale consacrée à l’examen de la réadaptation à base communautaire organisée à Helsinki a émis un certain nombre de recommandations essentielles. Par la suite, la RBC a été redéfinie, dans un document ...d’orientation conjoint de l’OIT, l’UNESCO et l’OMS, comme une stratégie faisant partie intégrante du développement communautaire général qui vise à assurer la réadaptation, l’égalité des chances et l’intégration sociale des personnes handicapées.
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