This study, although not generalizable, builds up the literature on worker training needs in developing countries, and would be of benefit for speech-language pathologists and worker trainers. This paper aimed to investigate the training needs of Malaysian workers in relation to people with communic...ation disability. The primary aim was to investigate common self-perceived training needs in relation to communication disability and to find how important these needs are to workers. A secondary aim was to explore the relationship between selected worker variables and training needs.
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The development of water, sanitation and hygiene (WASH) in schools guidelines for TimorLeste is a landmark moment in our quest to make every school child-friendly – a place where every child can learn, play and grow with pride and dignity. The overarching goal is to improve health, boost education... achievement and promote gender equity in our schools.
The guidelines set clear levels of acceptable standards for water supply, provision of sanitation facilities and hygiene promotion in schools and provide a common framework and policy direction for all sub-sector actors. Therefore, all implementing agencies, managers, planners, architects, water and sanitation technicians, teaching staff, school directors, school boards, district WASH committees, local authorities and other relevant bodies should consult these guidelines, when making implementation plans.
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An evaluation of WFP’s operation. Evaluation Report
The Protracted Relief and Recovery Operation (PRRO) main components include: relief assistance; food assistance for assets (FFA); nutrition support to women, children and HIV/TB patients; school feeding (SF) and capacity building. The evalua...tion scope covers the design phase and all activities up to this evaluation (January 2013-September 2016). Since the PRRO was extended through December 2017, the purpose is not as a final evaluation, but to provide results on achievements that can inform current and future operations
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Prevention, Assessment and Management
A practical and reflective guide for teachers .
This guide is packed with practical tools and advice for teachers wanting to embed global citizenship in their classrooms. Learn how to effectively bring a global lens into your teaching with our handy planning framework, participation methods, and to...ols to assess learning.
Develop your teaching practice with both innovative and tried-and-tested approaches. Help your learners ask questions, make connections, and take action as active global citizens
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Observations from the Health Behaviour in School-aged Children (HBSC) WHO collaborative cross-national study
Куріння, вживання алкоголю та наркотичних речовин серед підлітків, які навчаються: поширення й тенденції в Україні : За результатами дослідження 2015 року в рамках м...жнародного проекту «Європейське опитування учнів щодо вживання алкоголю та інших наркотичних речовин – ESPAD»
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This manual is a resource for Health Counselors working in Family Physician Clinics (FPC) as part of the MANAS program. This program is for common mental disorders like depression and anxiety seen in primary health care facilitieslike the FPC; since depression is the common...est disorder within this group of stress related mental health problems, in the manual we refer to these problems simply as ‘Depression’. The aim of the MANAS program is to integrate the recognition and treatment of Depression into routine primary health care.In the MANAS program, a range of effective treatments will be provided for patients with Depression. These treatments are matched to the individual requirements of patients to both improve the effectiveness of the treatments and to use the limited resources efficiently.
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This Poster is available in English, French, Spanish, Russian, Chinese, Portuguese, Hausa and Arabic
Teachers' Exercise Book for HIV Prevention
Document 6.1
This booklet contains all the participatory learning experiences that are included in the Training and Resource Manual on School Health and HIV and AIDS Prevention. It is to be given to all teachers who receive training as part of the EI/WH...O School Health and HIV Prevention Project. Other groups may wish to copy and use the materials in this document to help adults and students prevent HIV infection and related discrimination.
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Risk Communication and Community Engagement (RCCE) is an essential component of your health emergency preparedness and response action plan. This tool is designed to support risk communication, community engagement staff and responders working with national health authorities, and other partners to ...develop, implement and monitor an effective action plan for communicating effectively with the public, engaging with communities, local partners and other stakeholders to help prepare and protect individuals, families and the public’s health during early response to COVID-19.
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Novel coronavirus will disproportionately impact world’s 70 million displaced people
Report recommends stopping asylum seeker deportations, prioritising hygiene and refugee camp decongestion, better communication
Displaced people must be included in prevention, mitigation efforts - for s...ake of everyone’s health
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Kenya reported its first case of COVID-19 on 12 March 2020 and, as at 7 April 2020, 172 cases had been confirmed and 6 deaths reported. The Government of Kenya has taken a number of measures to curb the spread of the virus, including implementing a curfew, restricting movement out and into four coun...ties, including Nairobi Metropolitan, and closing most of the urban and rural markets to enforce social distancing. However, these measures, along with the global economic shock caused by the pandemic, are expected to generate new needs, requiring an immediate and urgent response.
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This technical brief was developed by the UNFPA Global Ageing Network to complement the UN Department of Economic and Social Affairs' (UN DESA) Issue Brief: Older Persons and COVID-19, which emphasized the humanitarian imperative of addressing older persons' specific needs within preparedness and re...sponse to the COVID-19 pandemic.
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Afghanistan has one of the largest populations per capita of persons with disabilities in the world. At least one in five Afghan households includes an adult or child with a serious physical, sensory, intellectual, or psychosocial disability. More than 40 years of war have left more than one million... Afghans with amputated limbs and other mobility, visual, or hearing disabilities. Many Afghans have psychosocial disabilities (mental health conditions) such as depression, anxiety, and post-traumatic stress, which are often a direct result of the protracted conflict. Other Afghans have pre-existing disabilities not directly related to the conflict, such as those caused by polio.
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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 Interim Guidance outlines how key public health and social measures needed to reduce the risk of COVID-19 spread and the impact of the disease can be adapted for use in low capacity and humanitarian settings. The recommendations outlined here need to be adjusted to the scale of transmission, co...ntext and resources, in order to achieve the objective of managing COVID-19, namely to reduce transmission and facilitate the detection and management of infected and exposed individuals within the population. The Guidance is intended for humanitarian and development actors of all operational levels working with communities ocal authorities involved in COVID-19 preparedness and response operations in these settings, in support of national and local governments and plans. Additional considerations for support to residents of urban informal settlements and slums are available in Annex 1.
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