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1
This Curriculum Guide accompanies the Refugee and Migrant Health: Global Competency Standards for Health Workers and the Knowledge Guide to support the operationalization of the Standards. The Curriculum Guide provides guidance for institutions, hea
...
lth organizations and individuals engaged in the education and training of health practitioners and health administrators to support incorporation of the knowledge, skills and attitudes set out in the Knowledge Guide into curricula and for assessment of the achievement of the relevant learning outcomes and Competency Standards.
more
As a new chapter in the response to the world drug problem begins, UNAIDS calls on countries to adopt the recommendations contained within this report, and
...
to rapidly transform those commitments into laws, policies, services and support that allow people who use drugs to live healthy and dignified lives.
more
Evidence supports the need for a shift in the global approach to drug use. In this report, Do no harm: health, human rights and people who use drugs, UNAIDS shows what works
...
to reduce the impact of HIV and other harms related to drug use. Countries that have moved away from laws and policies that are harmful to people who use drugs and that have increased investment in harm reduction have reduced new HIV infections and improved health outcomes. These policies also deliver broader social benefits, such as lower levels of drug-related crime and reduced pressure on health-care and criminal justice systems.
more
This handbook is intended primarily for front-line health care providers who are likely to see children (among other clients) in their day-to-day practice. These may include general practitioners, n
...
urses, midwives, gynaecologists,
paediatricians, mental health professionals, first responders and staff in emergency care.
Other professionals who may find it useful include social workers, those working in social welfare institutions, providers of psychosocial support, and those working in child care facilities and the education system.
Further, the content will benefit the work of policy-makers and managers to enable and support provision of clinical care to children experiencing, or who have experienced, child maltreatment.
more
The aim of the Technical Brief is to offer guidance to education professionals on how to integra
...
te Mental Health and Psychosocial Support into Education in Emergencies programming. An overview of Mental Health and Psychosocial Support activities that can be implemented in Education in Emergencies contexts is detailed, in line with the MHPSS Minimum Service Package. Country examples and case studies are featured.
more
This report brings attention to achieving gender equality in the context of women, girls, and the HIV response. This six-month consultation in 2016 with adolescent women and young girls found that #WhatWomenWant is: collaboration and joint action by
...
all to invest in women's HIV and Sexual and Reproductive Health and Rights (SRHR), to be leaders and articulate the priorities of women and girls in all their diversity, and to speak to the new Political Declaration on AIDS and the SDG framework as a tool for civil society to meet their agenda to achieve gender equality in the HIV and SRHR response.
more
he Guidelines are an example of the support that UNDP provides to practically integrate international human rights commitments into national, regional and global policy and programmes.
The EiE Competency Framework builds on the INEE Minimum Standards to articulate a set of required, valued and recognized competencies for the humanitarian and education in the emergencies sectors. I
...
t broadly describes expected standards of performance across a number of competencies that can be applied to different roles within an organization or sector. The framework provides a common lexicon for core humanitarian and technical competencies and defines expected knowledge, skills and attributes for each.
The framework is intended to inform staff recruitment, learning and professional development, performance management, planning, and organizational design. It is a sector-wide guidance to advance the accountability, effectiveness, and predictability of educational preparedness, response and recovery for affected populations.
The framework is primarily intended for use by EiE practitioners in humanitarian contexts. However, it is also relevant at the global level or in development settings in support of planning and emergency preparedness. It is best used in conjunction with the Core Humanitarian Competency Framework (CHCF) and where applicable, the Child Protection in Humanitarian Action (CPHA) Competency Framework. It is transferable across people, countries, and cultures and can be a valuable tool for entry-, mid-, and senior level professional development.
Available in English, Arabic, French, Portuguese and Spanish
more
Based on Human Rights Watch (HRW)'s reporting on the human rights dimensions of the COVID-19 pandemic (see Related Summary, and the video, below), this document presents 40 questions
...
to provoke thinking about a rights-respecting response to the crisis. The questions address the needs - including around issues of information and communication - of groups most at risk, such as people living in poverty, ethnic and religious minorities, women, people with disabilities, older people, migrants, refugees, children, and lesbian, gay, bisexual, and transgender (LGBT) people. The resource also identifies a variety of responses to the crisis, some of which are positive and others problematic - with many links to related stories and resources online.
more
While the COVID-19 pandemic threatens all members of society, persons with disabilities are disproportionately impacted due to attitudinal, environmental and institutional barriers that are reproduced in the COVID-19 response.
An evidence-informed approach for non-formal, out-of-school CSE programmes that aims to reach young people from left-behind populations
This guidance is intended to assist anyone designing and/or i
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mplementing CSE in out-of-school settings, especially in low- and middle-income countries. This includes international and national civil-society organizations, community-based organizations, government departments, UN agencies, health authorities, non-formal education authorities and youth development authorities. It is also intended for anyone else involved in the design, delivery and evaluation of sexuality education programmes out of school, especially those working with the specific groups of young people addressed in the guidance.
more
The State of the world’s nursing 2020 report provides the latest, most up-to-date evidence on and policy options for the global nursing workforce.
This Making It Work multi-stakeholder initiative documents good practice for inclusive employment of people with disabilities, in order to promote effective implementation Article 27 of the Convention on the
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Rights of Persons with Disabilities in seven West African countries. “The objective was to make recommendations for public and private employers, microfinance institutions, governments and their partners in order that they become agents of change and commit themselves to inclusive policies promoting access to decent jobs for people with disabilities in West Africa” - See more at: http://www.asksource.info/node/70240#sthash.yBjlgAds.dpuf
more
Engaging Men and Boys for Gender Equality and Sexual and Reproductive Health and Rights. A tool for Action.
Promundo, UNFPA
(2016)
This tool is a living document that provides guidance on good partnership practices that promote strong relationships between civil society organizations and government representatives on engaging men and boys in gender equality and sexual and reproductive health and
...
rights
(SRHR). Its goal is to strengthen these partnerships in order to enable the scale up and/or institutionalization of evidence-based approaches to engaging men and boys.
more
Key Messages and Recommendations.
The Report, Todos y todas sin excepción, produced by the Global Education Monitoring (GEM) Report and the Regional Bureau for Education in Latin America and the C
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aribbean (OREALC /UNESCO Santiago), along with the Laboratory of Education, Research and Innovation in Latin America and the Caribbean (SUMMA) shows that, prior to the pandemic, in 21 countries, children from the richest households were five times as likely as the poorest to complete upper secondary school.
Learning outcomes were low before COVID-19. Only half of 15-year-olds achieved minimum proficiency in reading. In Guatemala and Panama, barely 10 disadvantaged 15-year-old students master basic mathematics skills for every 100 of their better-off peers. Indigenous people and Afro-descendants also have lower attainment and literacy rates.
The report includes a set of key recommendations for the next decade, which will help countries achieve the objectives of the 2030 Agenda and calls for schools to be more inclusive, which many still are not.
more
The Advancing Climate-Resilient Education Technical Guidance builds on the USAID 2022–2030 Climate Strategy and the 2018 USAID Education Policy to
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support USAID Missions and partners who seek to integrate climate action and awareness into education programs and are committed to achieving climate-resilient education systems and fostering climate-resilient learners. It outlines how to identify opportunities for climate action that respond to known climate hazards through mitigative, adaptive, and transformative actions.
The guidance is designed for use at the activity design and monitoring and evaluation stages of the USAID Program Cycle. It does not prescribe new processes, but rather serves to aid Missions and partners in integrating climate considerations into existing processes
more
WHO-OHCHR launch new guidance to improve laws addressing human rights abuses in mental health care
Ahead of World Mental Health Day, the World Health Organization (WHO) and the Office of the High
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Commissioner on Human Rights (OHCHR) are jointly launching a new guidance, entitled "Mental health, human rights and legislation: guidance and practice", to support countries to reform legislation in order to end human rights abuses and increase access to quality mental health care.
Human rights abuses and coercive practices in mental health care, supported by existing legislation and policies, are still far too common. Involuntary hospitalization and treatment, unsanitary living conditions and physical, psychological, and emotional abuse characterize many mental health services across the world.
more
This resource is a practical, user-friendly tools that aid in the application of gender-transformative approaches for everyday work at the frontlines within the social, health, education, or legal sectors, among others.
Gender-transformative appr
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oaches intentionally challenge harmful gender norms, roles, and relations towards a more equal redistribution of power and resources. This includes engaging diverse stakeholders, such as men, boys, and traditional leaders, in redefining gender roles and increasing the agency of women and girls.
more
The African Regional Convening of the Global Initiative to Support Parents (GISP) stimulated the interest or engagement of almost 1500 individuals from 742 unique organizations in the fields of health, edu
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cation, social welfare, women’s affairs, early childhood, water and sanitation, mental health, violence prevention, innovative finance, climate, and many others. The convening united representatives across governments, civil society organizations, programme implementers, philanthropies, multilateral organizations, bilateral funders, private companies, universities, schools and day care centres, and hospitals around the common cause of supporting parents and caregivers.
more
This tool enables a rapid, systematic review of pharmacy curricula at the national or institutional level to evaluate their robustness in delivering the expected content and competencies. It can also assist institutions in designing strategies
...
to strengthen AMR curricular content, and to facilitate structured, periodic dialogue on AMR and infection-related competencies among pharmacy faculty and other relevant stakeholders. A pharmacy curriculum that comprehensively integrates AMR content will help ensure that future pharmacists have the knowledge, skills, and attitudes needed to address AMR effectively in both clinical practice and public health.
more
