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Global Health Education Competencies Tool-Kit

Astle. B.; C.A.Faerron-Guzman; A. Landry, et al. Consortium for Universities for Global Health (2018) CC

2nd edition. The tool kit provides learning objects and curricular content to support the competencies for those proficiency/trainee levels

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Technical guide for debris management - The Haitian experience 2010 - 2012

UN Development Programme (2013) CC

The building damage assessment, conducted between March 2010 and February 2011 by the Government of Haiti and the United Nations system, showed that more than 400,000 buildings were damaged or destroyed, of which approximately 218,000 could be occupied without repairs (green category), 105,000 were ... more

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Community dialogues for healthy children: encouraging communities to talk

Malaria Consortium (2014)

Integrated community case management (ICCM) – an approach where community-based health workers are trained to identify, treat and refer children under-five with pneumonia, diarrhoea and malaria – is increasingly being used across sub-Saharan Africa to supplement the gaps in basic healthcare prov... more

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Better Parenting Curriculum Nigeria: Community Discussion Guide

Catholic Relief Services CRS; 4Children; InHealth, et al. (2018) C1

ts goals are to ensure that: Children and parents experience fewer conflicts; Parents make better decisions about the care of their children and are better able to solve problems; and Children feel more supported by their families to further their education and make good decisions a... more

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The Middle East Program for Youth in Crisis at the Harvard Humanitarian Initiative

Brett D. Nelson, Maya Fehling, Margaret E. Tierna, Zina Maan Jarrah Harvard Humanitarian Initiative (2015)

Examining the needs of at‐risk youth in the Middle East and North Africa: A multi‐method landscape analysis and systematic literature review

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A Handbook for AIDS Awareness Activities - For Clubs

J. Lentfer UNIFEC (2001)

This manual was designed to support the GRN-UNICEF Youth Health and Development Programme with the aim of sustaining My Future is My Choice graduates and other young people’s peer education activities. It was written and reviewed in a three-day workshop in November 1999 and in the following weeks ... more

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The BRAC Manoshi Approach

Tapash Roy, Lucy Marci, Rashed H. Chowdhury, Kaosar Afsana, Henry Perry (2014)

To Initiating a Maternal, Neonatal and Child Health Project in Urban Slums with Social Mapping, Census Taking, and Community Engagement

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Where there is no psychiatrist : a mental health care manual

Patel, Vikram Royal College of Psychiatrists (2003) C2

This book is a practical manual of mental health care for community health workers, primary care nurses, social workers and primary care doctors, particularly in developing countries.Helpful features include: over 50 illustrations and case studies, jargon-free explanations and descriptions, flow-cha... more

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The Adolescent Brain: A second window of opportunity

United Nations Children’s Fund (UNICEF) (2017)

The articles in this compendium elaborate on some of the ideas shared at the symposium. Together, they provide a broad view of the dynamic interactions among physical, sexual and brain development that take place during adolescence. They highlight some of the risks to optimal development – includi... more

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Removing Barriers: The Path towards Inclusive Access. Jordan Report, July 2018

Australian Agency for International Development, Handicap International - Humanity & Inclusion, iMMAP (2018) C1

22.9% of surveyed Syrian refugees aged 2 years and above had disabilities (1,374 persons out of 6,003 persons): 13.8% in Azraq camp, 23.5% in Irbid and 30.5% in Zaatari camp. Understanding disability as the level of difficulties a person is facing when performing basic activities that could put him/... more

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The role of community health workers in COVID-19 vaccination: Implementation support guide

World Health Organization WHO (2021) C_WHO

This guide is intended to support national governments developing their national deployment and vaccination plans (NDVPs) for COVID-19 vaccines by outlining the roles, needs and opportunities for community health workers (CHWs) to contribute. This note builds on and is structured to align with the G... more

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Operational principles for good pharmaceutical procurement

WHO (1999) C_WHO

This document introduces four strategic objectives and twelve operational principles for good pharmaceutical procurement. These objectives and principles have been developed and endorsed by the Interagency Pharmaceutical Coordination Group (IPC), involving the pharmaceutical advisers of the United ... more

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The Status of the Wheelchair in Uganda

Mary Florence Mukisa Uganda National Action on Physical Disability (UNAPD); Uganda Ministry of Health; et al. (2010) C1

A Report of A survey study conducted to determine the demand, availability, quality of production, usage, and affordability of wheelchairs in Uganda. Accessed Febr. 12,2015

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Pandemic Influenza Risk Management
recommended

World Health Organization WHO (2017) C1

A WHO guide to inform & harmonize national & international pandemic preparedness and response The main updates from the 2013 interim guidance are: Alignment with other relevant United Nations policies for crisis and emergency management, and Inclusion of the significant development in re... more

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Sudan - Country Refugee Response Plan (CRP) - (January - December 2021)

UN High Commissioner for Refugees UNHCR (2021) CC

Sudan has a long history of hosting refugees and asylum seekers with 991,787 individuals, 51 per cent female and 53 per cent children, expected to live in Sudan by the end of 2020.

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Policy Brief: The impact of COVID-19 on older persons

United Nations (2020) C2

The COVID-19 pandemic is causing untold fear and suffering for older people across the world. As of 26 April, the virus itself has already taken the lives of some 193,710 people, and fatality rates for those over 80 years of age is five times the global average. As the virus spreads rapidly to devel... more

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Safe return to work: Guide for employers on COVID-19 prevention

International Labour Organisation (2020) CC

This guide contains recommendations for health and safety practices and approaches to COVID-19 prevention, based on materials developed by many organisations.

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Using indicators to measure country pharmaceutical situations

WHO World Health Organization (WHO) (2006) C_WHO

Fact Book on WHO Level I and Level II monitoring indicators - To monitor the progress of efforts to improve the global medicines situation, WHO has developed a system of indicators that measure important aspects of a country’s pharmaceutical situation. Level 1 indicators measure the existence and ... more

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How to support survivors of gender-based violence when a GBV actor is not available in your area

Inter-Agency Standing Committee (2023) CC

KEY MESSAGES Always talk to a GBV specialist first to understand what GBV services are available in your area. Some services may take the form of hotlines, a mobile app or other remote support. Be aware of any other available services in your area. Identify services provided by humanitarian pa...rtners such as health, psychosocial support, shelter and non-food items. Consider services provided by communities such as mosques/ churches, women’s groups and Disability Service Organizations. Remember your role. Provide a listening ear, free of judgment. Provide accurate, up-to-date information on available services. Let the survivor make their own choices. Know what you can and cannot manage. Even without a GBV actor in your area, there may be other partners, such as a child protection or mental health specialist, who can support survivors that require additional attention and support. Ask the survivor for permission before connecting them to anyone else. Do not force the survivor if s/he says no. Do not proactively identify or seek out GBV survivors. Be available in case someone asks for support. Remember your mandate. All humanitarian practitioners are mandated to provide non-judgmental and non-discriminatory support to people in need regardless of: gender, sexual orientation, gender identity, marital status, disability status, age, ethnicity/tribe/race/religion, who perpetrated/committed violence, and the situation in which violence was committed. Use a survivor-centered approach by practicing: Respect: all actions you take are guided by respect for the survivor’s choices, wishes, rights and dignity. Safety: the safety of the survivor is the number one priority. Confidentiality: people have the right to choose to whom they will or will not tell their story. Maintaining confidentiality means not sharing any information to anyone. Non-discrimination: providing equal and fair treatment to anyone in need of support. If health services exist, always provide information on what is available. Share what you know, and most importantly explain what you do not. Let the survivor decide if s/he wants to access them. Receiving quality medical care within 72 hours can prevent transmission of sexually transmitted infections (STIs), and within 120 hours can prevent unwanted pregnancy. Provide the opportunity for people with disabilities to communicate to you without the presence of their caregiver, if wished and does not endanger or create tension in that relationship. If a man or boy is raped it does not mean he is gay or bisexual. Gender-based violence is based on power, not someone’s sexuality. Sexual and gender minorities are often at increased risk of harm and violence due to their sexual orientation and/or gender identity. Actively listen and seek to support all survivors. Anyone can commit an act of gender-based violence including a spouse, intimate partner, family member, caregiver, in-law, stranger, parent or someone who is exchanging money or goods for a sexual act. Anyone can be a survivor of gender-based violence – this includes, but isn’t limited to, people who are married, elderly individuals or people who engage in sex work. Protect the identity and safety of a survivor. Do not write down, take pictures or verbally share any personal/identifying information about a survivor or their experience, including with your supervisor. Put phones and computers away to avoid concern that a survivor’s voice is being recorded. Personal/identifying information includes the survivor’s name, perpetrator(s) name, date of birth, registration number, home address, work address, location where their children go to school, the exact time and place the incident took place etc. Share general, non-identifying information To your team or sector partners in an effort to make your program safer. To your support network when seeking self-care and encouragement. more

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WASH in Schools: Monitoring Package

United Nations Children’s Fund (UNICEF) (2011)

The package is designed to help address the WASH in Schools monitoring deficit at the national level.
The package consists of three modules:
The EMIS module: a set of basic monitoring questions on WASH in Schools to be incorporated into national Education Monitoring Information Syst... more

Pandemic Influenza Risk Management recommended

Pandemic Influenza Risk Management
recommended