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Teachers’ Guide: Conflict and Disaster Risk Management

The Ministry of Education, Science, Technology and Sports (MoESTS), Uganda; UNICEF (2016)

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COVID-19 responses around the world: A teaching resource for ages 9-14

Oxfam (2021) C1

This resource will help learners to: discuss their thoughts and feelings about COVID-19 investigate some of the incredible ways in which people have been responding to this crisis understand the difference between information, disinformation and misinformation consider their own ... more

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Psychosocial Support and Social and Emotional Learning for Children and Youth in Emergency Settings
recommended

Inter-Agency Network for Education in Emergencies (2016) C2

The purpose of this paper is to clarify relevant terminologies and approaches relating to psychosocial well-being and social and emotional learning (SEL) in education in crisis affected contexts, and to explore how psychosocial support (PSS) and social and emotional learning relate to one another.

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Burden of disease attributable to unsafe drinking-water, sanitation and hygiene: 2019 update

World Health Organisation (WHO) (2023) C_WHO

The report summarizes the estimates of the burden of disease attributable to unsafe drinking water, sanitation, and hygiene for the year 2019 for four health outcomes - diarrhoea, acute respiratory infections, soil-transmitted helminthiases, and undernutrition - which are included in the reporting o... more

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State of the Climate in Africa 2020

World Meteorological Organization (2021) C2

Climate change triggers mounting food insecurity, poverty and displacement in Africa

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“We Have to Be Worried”. The Impact of Lead Contamination on Children’s Rights in Kabwe, Zambia

Human Rights Watch (2019) C1

Children in Kabwe are especially at risk because they are more likely to ingest lead dust when playing in the soil, their brains and bodies are still developing, and they absorb four to five times as much lead as adults. The consequences for children who are exposed to high levels of lead and are no... more

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"We like being taught" - a study on teacher absenteeism in Papua and West Papua

UNCEN, UNIPA, SMERU, BPS, UNICEF (2012)

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WHO Guidance: Ethics and vector-borne diseases

World Health Organization WHO (2020) C_WHO

The primary audience for this guidance is persons working directly in vector-borne disease prevention and control, including programme managers, researchers and field workers. A brief technical background is provided for the benefit of persons without expertise in vector-borne diseases; readers... more

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Samburu County: 2017 Long Rains Food Security Assessment Report (July 2017)

Government of Kenya (2017) C1

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Learning About Meaningful Engagement with Organizations of Persons with Disabilities in Public Health Emergencies, Including COVID-19

UN Children's Fund UNICEF (2022) C_UNICEF

This report presents the findings from a ‘deep dive’ undertaken by UNICEF East Asia and the Pacific Regional Office to consider the experiences in Cambodia, Indonesia, the Lao People’s Democratic Republic, Malaysia, Myanmar, the Philippines and the Pacific. The target audience for this report ... more

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Health in the green economy : transport sector

World Health Organization WHO (2012) C_WHO

WHO's Health in the Green Economy sector briefings examine the health impacts of climate change mitigation strategies considered by the Intergovernmental Panel on Climate Change in their Fourth Assessment Report (Climate Change, 2007). Large, immediate health benefits from some climate change strate... more

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Let’s break silos now! Achieving disability-inclusive education in a post-COVID world

Handicap International; Humanity & Inclusion (2020) CC

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.

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Infrastructure, policy and regulatory interventions to increase physical activity to prevent cardiovascular diseases and diabetes: a systematic review

Durão, S.; Burns, J.; Schmidt, B. et al. BMC Public Health (2023) CC

Background Noncommunicable diseases are major contributors to morbidity and mortality worldwide. Modifying the risk factors for these conditions, such as physical inactivity, is thus essential. Addressing the context or circumstances in which physical activity occurs may promote physical activity a...t a population level. We assessed the effects of infrastructure, policy or regulatory interventions for increasing physical activity. Methods We searched PubMed, Embase and clinicaltrials.gov to identify randomised controlled trials (RCTs), controlled before-after (CBAs) studies, and interrupted time series (ITS) studies assessing population-level infrastructure or policy and regulatory interventions to increase physical activity. We were interested in the effects of these interventions on physical activity, body weight and related measures, blood pressure, and CVD and type 2 diabetes morbidity and mortality, and on other secondary outcomes. Screening and data extraction was done in duplicate, with risk of bias was using an adapted Cochrane risk of bias tool. Due to high levels of heterogeneity, we synthesised the evidence based on effect direction. Results We included 33 studies, mostly conducted in high-income countries. Of these, 13 assessed infrastructure changes to green or other spaces to promote physical activity and 18 infrastructure changes to promote active transport. The effects of identified interventions on physical activity, body weight and blood pressure varied across studies (very low certainty evidence); thus, we remain very uncertain about the effects of these interventions. Two studies assessed the effects of policy and regulatory interventions; one provided free access to physical activity facilities and showed that it may have beneficial effects on physical activity (low certainty evidence). The other provided free bus travel for youth, with intervention effects varying across studies (very low certainty evidence). Conclusions Evidence from 33 studies assessing infrastructure, policy and regulatory interventions for increasing physical activity showed varying results. The certainty of the evidence was mostly very low, due to study designs included and inconsistent findings between studies. Despite this drawback, the evidence indicates that providing access to physical activity facilities may be beneficial; however this finding is based on only one study. Implementation of these interventions requires full consideration of contextual factors, especially in low resource settings. more

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Orientierungsrahmen für den Lernbereich Globale Entwicklung

Engagement Global (2016)

Es handelt sich um ein gemeinsames Projekt der Kultusministerkonferenz (KMK) und des Bundesministeriums für wirtschaftliche Zusammenarbeit und Entwicklung (BMZ). Der Orientierungsrahmen für den Lernbereich Globale Entwicklung ist ein Beitrag zur natio-nalen Strategie „vom Projekt zur Struktu... more