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Disability inclusion : translating policy into practice in humanitarian action

PEARCE, Emma
March 2014

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This report “documents positive practices and ongoing challenges to promote disability inclusion across UNHCR’s and its partners’ work in multiple countries and multiple displacement contexts. The report provides lessons and recommendations for other organizations and the wider humanitarian community on engaging persons with disabilities at all levels of humanitarian work. It draws on consultations with over 700 displaced persons, including persons with disabilities, their families, and humanitarian staff, in eight countries”

Note: This report is also offered in plain text format

Enabling equality : furthering disability equality for staff in higher education

EWENS, David
et al
2011

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Informed by in-depth interviews and a widely distributed survey of disabled staff in higher education institutions, this research identifies ten areas that are influential in shaping the experiences of disabled staff in the workplace, and offers recommendations for best practice
Note: This report is available in both pdf and word format

How-to-guide : preparing teachers for inclusive education

NGUYET, Dinh Thi
HA, Le Thu
2010

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"This guide aims to help CRS and partner education programs prepare teachers to implement successful models of inclusive education at the school level. It builds upon the previous publication while focusing more specifically on issues relating to teacher training and human resource development. Though the Vietnamese experience may not be universally applicable in all country contexts, it is hoped that the examples provided will serve as a reference of core themes that can be tailored to suit individual country needs"

Mental health and psychosocial support in humanitarian emergencies : what should humanitarian health actors know

IASC REFERENCE GROUP FOR MENTAL HEALTH AND PSYCHOSOCIAL SUPPORT IN EMERGENCY SETTINGS
2010

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"This document is for humanitarian health actors working at national and sub-national level in countries facing emergencies and crises. It applies to Health Cluster partners, including governmental and non-governmental health service providers. Based on the IASC Guidelines on Mental Health and Psychosocial Support in Emergency Settings (IASC, 2007), this document gives an overview of essential knowledge that humanitarian health actors should have about mental health and psychosocial support (MHPSS) in humanitarian emergencies"

Quest for quality : interventions to improve human resources for health among faith-based organisations

ADJEI, George A
et al
February 2009

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"Traditionally, faith-based health organisations have been important health care providers in many remote and other under-serviced areas. Currently, these facilities bear the brunt of the competition for scarce human resources. It is important for faith-based organisations to learn from recent experiences and from the creative ways in which colleagues seek to retain their health workers and improve quality of human resource management. [As part of a]"...linking and learning programme, some faith-based umbrella organisations in Tanzania, Ghana, Uganda, and Malawi have joined forces to share their experiences in confronting the human resources crisis: by developing retention schemes, offering in-service training, task shifting, developing the planning and management skills of their staff, better coordination of salary and incentive structures with the public systems, and the development of lobbying instruments for national and international use"

Annual review of HRH situation in Asia-Pacific region 2006-2007

DING Yang
TIAN Jiang
August 2008

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"This report reviews the Human Resources for Health (HRH) status in the targeted countries by mainly focusing on health education and training, distribution and retention of health workers, community health workers. Eighteen countries have been included in the report: Bangladesh; Cambodia; China; Fiji; India; Indonesia; Lao PDR; Myanmar; Nepal; Philippines; Papua New Guinea; Samoa; Sri Lanka; Thailand; Vietnam; Australia; New Zealand and Mongolia"

Task shifting : rational redistribution of tasks among health workforce teams : global recommendations and guidelines

WORLD HEALTH ORGANIZATION (WHO)
2008

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These guidelines and 22 recommendations are designed to support for countries that face a high HIV burden and acute shortages within the health workforce. Task shifting involves the rational redistribution of tasks among health workforce teams. Specific tasks are moved, where appropriate, from highly qualified health workers to health workers with shorter training and fewer qualifications in order to make more efficient use of the available human resources for health. The key elements that must be in place if the approach is to prove safe, efficient, effective, equitable and sustainable, cover the need for consultation, situation analysis and national endorsement, and for an enabling regulatory framework. They specify the quality assurance mechanisms, including standardised training, supportive supervision, and certification and assessment, that will be important to ensure quality of care

Human resources development planning guide : orphans and other vulnerable children (OVC) service delivery in Uganda

MINISTRY OF GENDER, LABOUR AND SOCIAL DEVELOPMENT
2008

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"This guide has been developed to support human resources development planning of staff managing and implementing the Uganda OVC programme at national and local government levels. The guide is applicable to all staff and partners managing various OVC interventions. The guide accompanies ongoing efforts to enhance the Ugandan Ministry for Gender, Labour and Social Development’s capacity to manage and ensure that all children in Uganda, regardless of their vulnerability, are assisted to reach their full potential as equal citizens of Uganda"

Integrating mental health into primary care : a global perspective

WORLD HEALTH ORGANIZATION (WHO)
WORLD ORGANIZATION OF FAMILY DOCTORS (WONCA)
2008

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This report provides the rationale and know-how on integrating mental health into primary health care. It outlines primary care for mental health in context and then presents primary care for mental health in practice, highlighting 12 case studies and key lessons learnt from specific countries. A detailed annex on the core functions of primary care workers is provided, as well as 10 core principles of mental health integration. This resource is useful to anyone interested in integrating mental health into primary care

IASC guidelines for mental health and psychosocial support in emergency settings

INTER-AGENCY STANDING COMMITTEE (IASC)
2007

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These guidelines provide information to organisations and individuals on how to respond during humanitarian emergencies by highlighting eleven specific action sheets that offer practical guidance on mental health and psychosocial support. The guidelines include a matrix of interventions with guidance for emergency planning, actions to be taken in the early stages of an emergency, and comprehensive responses needed in the recovery and rehabilitation phases. This resource is gives humanitarian actors useful inter-agency, inter-sectoral guidance and tools for responding effectively in the midst of emergencies

Human resources and training in mental health : mental health policy and service guidance package

FUNK, Michelle
et al
2005

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"This module aims to provide practical guidance...in order to assist countries to develop their human resources. Because of variations between countries, the module cannot provide specific norms (such as number of staff required per population unit). Instead, a set of planning and training tools is provided to assist countries to calculate their own staffing requirements and to train health workers and mental health workers according to their specific needs"
Note: This module is part of a guidance package that consists of a series of inter-related, user-friendly modules that are designed to address the wide variety of needs and priorities in mental health policy development and service planning. The modules should be of interest to policy-makers and health planners; government departments, advocacy organizations and NGOs, families and carers of people with mental health disorders

Adherence to antiretroviral therapy in adults : a guide for trainers

HORIZONS. Population Council
2004

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Successful HIV therapy requires 95% adherence. As antiretrovirals are becoming more widely available and an increasing number of ARV programmes are launched in developing countries, HIV patients need to be helped to strictly follow a treatment plan. This manual, one of the first adherence training tools developed in Africa, has been designed for health professionals in the province of Mombasa, but can be adapted to other contexts. It consists of four modules, each including Power Point presentations, suggested activities and additional informative material. Module 1 provides basic information on adherence, highlighting the consequences of non-adherence. Module 2 deals with all aspects of patient preparation for adherence and module 3 aims to provide trainees with specific skills in preparatory counseling for patients prior initiating ARV treatment. Finally, module 4 is designed to help health care providers assist patients during treatment

Training of CBR personnel : current issues future trends

THORBURN, M J
2000

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This paper reviews the main trends that have taken place in training persons for CBR work in the last twenty years. It stresses the relevance of the Canadian manpower model to CBR and the logical approach to training generated. New trends for the near future are outlined and a need for more research is seen as crucial to future developments

Action-learning : building on experience

ESPEJO, Norah
1994

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This publication aims to make more water sector aware of the value of using learning in a systematic and analytical way. It presents the basic concepts of action learning as the main tool for capacity building. Action learning procedures are presented and explained with examples and illustrations. It also provides some guidelines for implementing action learning in water and sanitation projects

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