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...er, Mauritania, Senegal and Chad) should prepare for a possible Ebola outbreak.
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Rappart sur les populations clés.
Carried out by humanitarian and human rights actors in armed conflict and other situations of violence
This guideline (third edition) constitutes a set of minimum but essential standards aimed at ensuring that protection work is safe and effective. The standards reflect shared thinking and common ...agreement among humanitarian and human rights practitioners
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Lessons learnt from the ADCAP programme | This guide shares good practices and challenges that have emerged through the experience of the Age and Disability Capacity Programme (ADCAP) implementing partners, in embedding inclusion of older people and people with disabilities within their humanitaria...n policies and practices. All mainstream and specialist organisations engaged in humanitarian responses can learn and benefit from this experience. This guide complements the ‘Humanitarian inclusion standards for older people and people with disabilities’ (see Appendix 4), by documenting practices that will help humanitarian organisations to systematically include older people and people with disabilities.
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National Child Traumatic Stress Network National Center for PTSD | The field of school safety and emergency management has evolved significantly over the past decade. Tragically, acts of violence, natural disasters, and terrorist attacks have taught us many lessons. We also know that other types of ...emergencies can impact schools, including medical emergencies, transportation accidents, sports injuries, peer victimization, public health emergencies, and the sudden death of a member of the school community. We now recognize the need for school emergency management plans that are up-to-date and take an “all-hazards” approach with clear communication channels and procedures that effectively reunite parents and caregivers with students. We have also learned that preparing school administrators, teachers, and school partnering agencies before a critical event is crucial for effective response, the value of ongoing training and emergency exercises, and that having intervention models that address the public health, mental health, and psychosocial needs of students and staff is essential to a safe school environment and the resumption of learning.
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Using data from two surveys and 164 countries, this research brief describes the educational strategies countries are putting into place, or plan to, in order to mitigate learning impacts of extended school closures, particularly for the most vulnerable children. In addition, it highlights emerging ...good practices.
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A Guidance and Resource Package for Country Offices for Coordination, Planning, Key Messages and Actions
Road safety is an issue that does not receive anywhere near the attention it deserves – and it really is one
of our great opportunities to save lives around the world
This updated step by step guide aims to assist the ministries of health (MoHs) in developing the national action plans for noma prevention and control, with a view to sustainably reducing the incidence of noma as a public health problem through programmes that are fully integrated with national heal...th planning, strengthening of primary health care (PHC) and attainment of universal health coverage (UHC).
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The guidance document provides a set of indicators for assessing the status of development, implementation and monitoring of key policy interventions for prevention and control of NCDs and injuries. It promotes city-level evidence based decision-making processes to identify gaps and take appropriate...s actions to strengthen responses. Additionally, using the standardized indicators can facilitate cross-city learning, sharing best practices and lessons learnt in implementing various policy interventions.
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Since the Fourth World Conference on Women in Beijing in 1995, gender mainstreaming has become a widespread strategy for changing unequal social and institutional structures which discriminate against women and girls, with the goal of achieving gender equality. Much has changed for women since 1995:... they have become more visible as actors in society, economy and politics. Public awareness regarding their discrimination has increased. However, most societies remain based on patriarchy and male hegemony. Patriarchal structures and institutions cannot easily be changed and the struggle for gender equality is still far from being won.
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Tome medidas para asegurarse de que la
infección de TB no avance a la enfermedad
de TB. Lea este folleto para aprender a controlar
su salud.
his practical Guide serves as a companion to the “WHO guideline: recommendations on digital interventions for health system strengthening” and provides a systematic process for countries to develop a costed implementation plan for digital health within one or more health programme areas, drawing... guidance from the WHO guideline–recommended digital health interventions, providing direction to ensure investments are needs-based and contribute effective and interoperable systems aligned with national digital architecture, country readiness, health system and policy goals.
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