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Publication Years
1
1200
2506
392
19
2
Category
1521
300
270
254
206
88
46
Toolboxes
362
326
222
194
173
171
135
93
92
84
80
73
69
68
67
67
65
63
48
40
32
26
20
20
14
3
2006-07 Swaziland Demographic and Health Survey
World Migration Report 2022
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Application for Program Design in the Europe and Eurasia Region
Experience from Save the Children and partners globally
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with inclusion and access, Flexible, quality, responsive learning
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children in education.
These guidelines are primarily aimed at education staff trying to
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practices. Community groups and non-governmental organisations, as
well as people working in community-based rehabilitation(CBR) and
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information is still relevant to readers working in out-of-school
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This assessment seeks to better understand what types of legal migration pathways and other protection services Iraqi refugees and other migrants are aware of and attempt to access at different points during their migration journey. Furthermore, it highlights when, where and why Iraqi refugees and o
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n 2015, Member States of the United Nations adopted the 2030 Agenda for Sustainable Development and its accompanying Sustainable Development Goals (SDGs), with the third goal of the agenda focusing on health – good health and well-being. This has the attainment of universal health coverage (UHC) a
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s its umbrella target. Since then, the WHO Regional Office for Africa has been supporting countries plan, and monitor progress towards this goal. This report represents an analysis of the evidence so far countries are making towards this goal, and includes the effect COVID-19 has had on its attainment so far. It also makes recommendations on how countries can prioritize their health actions post COVID-19, in a manner that allows acceleration of progress towards UHC.
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Prevention, early identification, assessment and intervention in low- and middle-income countries | A Review | CHILD AND ADOLESCENT HEALTH AND DEVELOPMENT
As the Convention of the Rights of Children recognizes, children are human beings with a distinct set of rights, and not the passive objects of care and charity. They deserve to be full participants in society, and to live lives free of poverty. But for children, living in poverty is particularly im
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pactful. The foundations for life are built in childhood. In the early part of our lives, our bodies and brains develop their capacities to function and interact with the world. We learn the social skills we need to fit into society, and acquire the human capital necessary to earn a living, support a family, and to fully take part in the life of our community Poverty can stunt this development. So can the onset of a disability. As the World Report on Disability (WHO/World Bank 2011) points out, people with disabilities are all too often excluded from the economic and social lives of their community. And the interaction between disability and poverty has the potential to develop a vicious circle that can greatly limit life opportunities.
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