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Publication Years
1456
3113
457
25
2
1
Category
2142
437
332
262
217
110
17
3
Toolboxes
448
412
294
275
268
200
163
148
114
105
100
85
61
51
45
42
40
34
32
32
29
29
25
15
14
4
2
Making education more inclusive requires schools and education authorities to remove the barriers to education experienced by the most excluded children - often the poorest, children with disabilities, children without family care, girls, or children from minority groups. Also included in the text a
...
re examples of children from very remote areas, girls excluded from school, children from ethnic groups, children with language barriers, and children in countries affected by conflict.
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Accessed: 26.10.2019
Antiretroviral treatment in the spotlight: The HIV epidemic and continuum of care in children in Latin America and the Caribbean
L. Guillermo Castañeda; M. Alonso González; G. Ravasi; et al.
Pan American Health Organization; World Health Organization (Americas)
(2016)
C_WHO
Accessed on 03.03.2020
The standards for the care of small and sick newborns in health facilities define, standardize and mainstream inpatient care of small and sick newborns, building on essential newborn care and ensuring consistency with the WHO quality of care framework. The standards will guide countries in caring fo
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r this vulnerable population and support the quality of care of newborns in the context of universal health coverage. They will provide a resource for policy-makers, health care professionals, health service planners, programme managers, regulators, professional bodies and technical partners involved in care
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This topic brief highlights how nutrition and healthy diets support the achievement of education and learning objectives, and explains how intervention benefits can be amplified with a whole-school and systems approach. The recommended actions are informed by the Global Standards for health-promotin
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g schools. This evidence-informed resource is intended for national education, health and associated sectors to support the strengthening of national school health programmes.
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This real-time learning process was carried out in order to identify the gaps and needs within World Vision’s current Ebola Virus Disease (EVD) response in Sierra Leone and to inform World Vision on how other surrounding countries (specifically those with national offices such as Mali, Ghana, Nig
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er, Mauritania, Senegal and Chad) should prepare for a possible Ebola outbreak.
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From response to recovery: Supporting children and communities in Ebola-affected countries
Plan International
(2015)
This policy brief is targeted at national governments, donors and regional and international actors to support Ebola-affected countries to transition from emergency response to recovery.
Available in Englisch, French, Spanis, Portuguese and Arabic from http://principlesforcom.jimdo.com/
The “Principles” are intended to influence policy makers and other stakeholders responsible for implementing measures that affect the rights and needs of these children.
Psychosocial Support and Social and Emotional Learning for Children and Youth in Emergency Settings
recommended
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.
