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Publication Years
1
1315
2109
236
8
1
Category
1185
314
239
217
194
107
37
4
Toolboxes
309
296
219
198
181
164
161
110
105
97
89
86
73
69
67
65
61
58
52
52
25
17
16
16
14
3
1
14–22 April 2015
DHS Analytical Studies No. 39
2006-2008 programme report
Submitted to The Lesotho National Federation of Disabled (LNFOD)
Communication Risk in Public Health Emergencies
recommended
A WHO Guideline for Emergency Risk Communication (ERC) policy and practice.
Recent public health emergencies, such as the Ebola virus disease outbreak in West Africa (2014–2015), the emergence of the Zika virus syndrome in 2015–2016 and multi-country yellow fever outbreaks in Africa in 2016, h
...
ave highlighted major challenges and gaps in how risk is communicated during epidemics and other health emergencies. The challenges include the rapid transformation in communications technology, including the near-universal penetration of mobile telephones, the widespread use and increasingly powerful influence of digital media which has had an impact on ‘traditional’ media (newspapers, radio and television), and major changes in how people access and trust health information. Important gaps include considerations of context – the social, economic, political and cultural factors influencing people’s perception of risk and their risk-reduction behaviours.
more
SITUATION ANALYSIS AND RECOMMENDATIONS
Multidimensional Child Deprivation Trend Analysis in Ethiopia
Plavgo, Ilze, Martha Kibur, Mahider Bitew, Tesfayi Gebreselassie, Yumi Matsuda, and Roger Pearson
ICF International
(2013)
C1
Further Analysis of the 2000, 2005, and 2011 Demographic and Health Surveys. DHS Further Analysis Reports No. 83
Trends and determinants of neonatal mortality in Nepal
Paudel, D., A. Thapa, P. R. Shedain, and B. Paudel
Nepal Ministry of Health and Population, New ERA, and ICF International
(2013)
C2
Further analysis of the Nepal Demographic and Health Surveys, 2001-2011
Impact of Male Migration on Contraceptive Use, Unmet Need and Fertility in Nepal
Khanal M. N., Shrestha D.R., Panta P.D., and Mehata S.
Nepal Ministry of Health and Population, New ERA, and ICF International
(2013)
C2
Further analysis of the 2011 Nepal Demographic and Health Survey
DHS Further Analysis Reports No. 103
DHS Further Analysis Reports No 102
The United Nations Development Assistance Framework (UNDAF) 2018-2022 sets out the UN partnership aiming to support Nepal as it carves out its development agenda over the next five years. At the core of this new UNDAF are the SDGs, the Government of Nepal’s Fourteenth Plan, and international commi
...
tments and norms to which Nepal is a party. Leaping off from the lessons learned from the previous UNDAF (2013-2017), this new framework builds upon successes, incorporates emerging issues and agreements, and serves to address Nepal’s larger economic, social, and environmental objectives.
more
Special Issue: Special Education in Sub-Saharan Africa | This special issue of our Communication*Support*World*Network*Newsletter attempts to share practical ideas and information about special education for children with disabilities in sub-Saharan Africa. Our intent is to begin a dialogue among th
...
ose interested in this important topic, and to promote an increased exchange of ideas, approaches, information, resources, and promising practices.
more
Experience from Save the Children and partners globally
demonstrates that improvements in education quality go hand-in-hand
with inclusion and access, Flexible, quality, responsive learning
environments will benefit all children and are fundamental to including
marginalised groups like disabled
...
children in education.
These guidelines are primarily aimed at education staff trying to
develop inclusive education practices, focussing on including disabled
children in schools.While this book focuses on disabled children, we
hope it will be useful for developing general inclusive education
practices. Community groups and non-governmental organisations, as
well as people working in community-based rehabilitation(CBR) and
the wider disability context, could also use these guidelines to provide
input into inclusive education work.
While the guidelines focus primarily on schools, much of the
information is still relevant to readers working in out-of-school
situations.
more