The Call to Action on Protection from GBV in Emergencies, formally launched in 2013 by the United Kingdom and Sweden, aims to fundamentally transform the way GBV is addressed in humanitarian operations via the collective action of numerous partners, each bringing our various strengths and capacities... to the table. Our goal is to drive change and foster accountability within the humanitarian sphere. The commitment to act and to hold ourselves accountable for action is what binds us together under the Call to Action.
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This handbook presents basic content and tips for implementing a school-based risk reduction programme. It is organised into five modules: its importance; approach and process; activities to benefit children up to five years old; activities for students aged 5–17; and activities for young people a...nd volunteers aged 17–24.
A generic framework for school-based risk reduction initiatives is illustrated in a diagram on p.10. The Comprehensive School Safety framework suggests a series of continuing activities that include: identifying the hazards in and around a school; conducting drills; preparing contingency and disaster management plans by involving parents, teachers and students; and building on the capacities of an institution and individuals to cope with the challenges during an unforeseen event. It also consists of three pillars: safe learning facilities; school disaster management; and risk reduction and resilience education.
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Guidelines for the Vaccination Plan against COVID-19 in children 5 to 11 years, 11 months, 29 days with COVID-19 Vaccine Coronovac / Sinovac
Joint United Nations Programme on HIV/AIDS
The purpose of this ‘Facilitator Guidebook’ is to help the Course Coordinator deliver and document consistently high-quality CBDRR training courses.
- Module 1: Understanding the Basics: introduces the participants to the basics of CBDRR implementation of MRCS, general aspects of CBDRR in ...the context of Myanmar.
- Module 2: Implementing the Program: introduces the participants to the 9 CBDRR steps that are followed by MRCS when implementing community- and school-based programs and key points.
- Module 3: Ensuring Sustainability: introduces the participants to two aspects that are often forgotten when it comes to program implementation.
- Module 4: Being a Facilitator:introduces the participants to facilitation skills and some exercises are carried out that willhelp the participants to be a facilitator of the course themselves in the end.
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This is the Technical Annex for the BRACED report: Measuring changes in household resilience as a result of BRACED activities in Myanmar.
Effective risk communication requires the alignment of complex factors including trust between the communicator and the audience(s), audience involvement, and emotional responses to risk. Risk communication is especially challenging now as new media changes the landscape for both
communicators and... their audiences. Viewed as a discussion of the most important findings for risk communicators and managers, this report delves into research-driven recommendations for effective risk communication practices.
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ObjetivoEl objetivodel documento es servir de guía de actuación para el manejo casos de COVID-19 en atención primaria.3.Recomendaciones generalesSe recomienda la colocación de información visual (carteles, folletos, etc.) en lugares estratégicosde los centros de atenció...n primaria (de ahora en adelante CAP)para proporcionar a la poblaciónlas instrucciones sobre higiene de manosehigiene respiratoria.Se ofrecerá una mascarilla quirúrgica a aquellos pacientes que acudan al centro sanitario con síntomas de infección respiratoria aguda.Se debedisponer de dispensadores con solución hidroalcohólica al alcance de la poblacióny el personal. Se deberá disponer de contenedores de residuos, con tapa de apertura con pedal, para la eliminación de los residuos generados.
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Guidelines for the development and implementation of institution-specific protection concepts
manual de aplicación de la OMS
Experience from Save the Children and partners globally
demonstrates that improvements in education quality go hand-in-hand
with inclusion and access, Flexible, quality, responsive learning
environments will benefit all children and are fundamental to including
marginalised groups like disabled ...children in education.
These guidelines are primarily aimed at education staff trying to
develop inclusive education practices, focussing on including disabled
children in schools.While this book focuses on disabled children, we
hope it will be useful for developing general inclusive education
practices. Community groups and non-governmental organisations, as
well as people working in community-based rehabilitation(CBR) and
the wider disability context, could also use these guidelines to provide
input into inclusive education work.
While the guidelines focus primarily on schools, much of the
information is still relevant to readers working in out-of-school
situations.
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Regional Operational Plan 2016 FY17 Strategic Direction Summary
2 May 2016