Criteria for 'WASH in Schools' activity prioritization and school selection, adopted by the Sudan Education Sector as part of broader COVID19 mitigation measures to enable children to return to school and continue their learning in a safe and protective environment.
This research was conducted in March and April 2020 to explore children and young people’s reflections and perceptions on the COVID-19 outbreak.
Putting well-being at the heart of planning, policy making, and resource allocation is emerging as critical to the development of thriving communities and nations. The authors examined the academic and grey literature to identify theoretical frameworks that integrate health and education.
This report is an attempt to provide a bird’s eye view on the situation of legislative tools and frameworks in selected Arab countries with regard to key issues related to reproductive health.
The Joint Action for Results: UNAIDS Outcome Framework, 2009-2011 represents a new and more focused commitment to the HIV response and serves as a platform to move towards UNAIDS' vision of zero new HIV-infections, zero discrimination, and zero AIDS-related deaths.
This Study Guide contains a structured framework for group learning sessions, designed to help and resource group leaders who intend to undertake HIV/AIDS awareness building.
This document was produced as an input to the Policy Dialogue on “Bullying and Learning Nationally, Regionally and internationally”, organized by the Regional Centre for Educational Planning (RECP) and the Government of the United Arab Emirates (UAE) on 29-30 April 2019 in Sharjah, UAE.
HIV in the Middle East is a short article written by C. Makhlouf Obermeyer from the Department of HIV/AIDS of the WHO in Geneva, Switzerland, in 2006.
Faith based communities (FBCs) provide 40% to 50% of healthcare in developing countries (African Religious Health Assets Programme, 2006). One in five organisations working on HIV programmes are faith-based (World Health, 2004).
