Taking a Multi-Sectoral One Health Approach – A Tripartite Guide to Addressing Zoonotic Diseases in Countries

The Tripartite Zoonoses Guide was jointly developed by the Food and Agriculture Organization of the United Nations (FAO), World Organization for Animal Health (OIE), and the World Health Organization to support countries in taking a multisectoral One Health approach to address zoonotic diseases.

It outlines principles and best practices to aid countries in achieving sustainable and functional collaboration at the human-animal-environment interface. The Tripartite Zoonoses Guide advocates for effective multisectoral, multidisciplinary, and transnational collaboration at the local, national, regional and global levels.

Last modified: March 31, 2022

Language: Arabic, Chinese, English, Portuguese

Communicating risk in public health emergencies: a WHO guideline for emergency risk communication (‎ERC)‎ policy and practice

These guidelines provide evidence-based guidance on how risk communication should be practiced in an emergency, including guidance to countries on building capacity for communicating risk during health emergencies. This includes guidance on: building trust and engaging with communities and affected populations; integrating risk communication into existing national and local emergency preparedness and response structures; and emergency risk communication practice—from strategizing, planning, coordinating, messaging, channeling, and different methods and approaches of communication and engagement, to monitoring and evaluation—based on a systematic assessment of the evidence on what worked and what did not work during recent emergencies.

This includes guidance on: building trust and engaging with communities and affected populations; integrating risk communication into existing national and local emergency preparedness and response structures; · ERC practice – It covers strategizing, planning, coordinating, messaging, channelling and different methods and approaches of communication and engagement. It also touches on monitoring and evaluation – based on a systematic assessment of the evidence on what worked and what did not work during recent emergencies.

Last modified: March 31, 2022

Language: Arabic, Chinese, English, Portuguese

Major Epidemic and Pandemic Diseases

This document provides key messages for individuals and communities on how to prepare for and stay safe during pandemics and epidemics.

Last modified: March 31, 2022

Language: Arabic, Chinese, English, Portuguese

Managing epidemics: key facts about major deadly diseases

The purpose of this manual is to provide expert guidance on the planning and preparation needed for epidemic prevention and control. The manual focuses on practical and essential knowledge about infectious diseases for national political and operational decision makers.

It also provides key information on 15 diseases; Ebola Virus Disease, Lassa Fever, Crimean-Congo haemorrhagic fever,Yellow Fever, Zika, Chikungunya, Avian and other Zoonotic Influenza, Seasonal Influenza, Pandemic Influenza, Middle East Respiratory Syndrome, Cholera, Monkeypox, Plague, Leptospirosis and Meningococcal Meningitis.

Last modified: March 31, 2022

Language: Arabic, Chinese, English, Portuguese

WHO Simulation Exercise Manual

A simulation exercise is a form of practice, training, monitoring or evaluation of capabilities involving the description or simulation of an emergency, to which a described or simulated response is made.

Simulation exercises enable people to practice their roles and functions and can help to develop, assess and test functional capabilities of emergency systems, procedures and mechanisms to respond to outbreak and public health emergencies. They are used to identify gaps and enhance preparedness capacity for response before an actual emergency occurs.

This manual provides an overview of the different simulation exercise tools and guidelines developed and used by WHO.

Last modified: October 28, 2021

Language: Arabic, Chinese, English, French, Russian

My Hero is You, How Kids can Fight COVID-19!

This is a new story book that aims to help children understand and come to terms with COVID-19 has been produced by a collaboration of more than 50 organizations working in the humanitarian sector, including the World Health Organization, the United Nations Children’s Fund, the United Nations High Commissioner for Refugees, the International Federation of Red Cross and Red Crescent Societies and Save the Children.

With the help of a fantasy creature, Ario, “My Hero is You, How kids can fight COVID-19!” explains how children can protect themselves, their families and friends from coronavirus and how to manage difficult emotions when confronted with a new and rapidly changing reality.

The book – aimed primarily at children aged 6-11 years old – is a project of the Inter-Agency Standing Committee Reference Group on Mental Health and Psychosocial Support in Emergency Settings, a unique collaboration of United Nations agencies, national and international nongovernmental organizations and international agencies providing mental health and psychosocial support in emergency settings.

During the early stages of the project, more than 1700 children, parents, caregivers and teachers from around the world shared how they were coping with the COVID-19 pandemic. The input was invaluable to script writer and illustrator Helen Patuck and the project team in making sure that the story and its messages resonated with children from different backgrounds and continents.

In order to reach as many children as possible, the book will be widely translated, with six language versions released today and more than 30 others in the pipeline. It is being released as both an online product and audio book.

Source: WHO, UNICEF, IFRC, UNHCR

Date of Publication: September 30, 2021

Framework for Reopening Schools

These guidelines aim to inform the decision-making process regarding school reopening, support national preparations and guide the implementation process, as part of overall public health and education planning processes. It is designed to be a flexible tool that can be adapted to each context and updated as the situation changes. The guidelines outline six key priorities to assess the readiness of those schools and inform planning.

Last modified: September 30, 2021

Language: Arabic, Chinese, English, French, Portuguese, Spanish

RESOURCES

Tools

Examples

    WHO Global Strategy on Digital Health 2020-2025

    The purpose of this global strategy is to strengthen health systems through the application of digital health technologies for consumers, health professionals, health care providers and industry towards empowering patients and achieving the vision of health for all.

    The strategy is designed to be fit for purpose and for use by all Member States including those with limited access to digital technologies, goods and services. In the context of this global strategy, digital health is understood to mean “the field of knowledge and practice associated with the development and use of digital technologies to improve health”

    Last modified: August 12, 2021

    Language: Arabic, English, French, Russian, Spanish

    Community Counselor Training Manual: Doorways II

    A set of communication and training materials were developed for an intervention to prevent and mitigate school-related, gender-based violence (SRGBV). The materials included codes of conduct, a life skills curriculum for students, and a training curriculum for teachers, comic books for SRGBV youth clubs, findings from qualitative and quantitative research that provided the evidence for the intervention, and translated and adapted versions of USAID’s Doorways I and III Safe Schools curricula. The intervention was implemented in 31 schools in the DRC.

    The materials are aimed at equipping girls and boys ages 10–14 to resist, avoid, and report incidences of SRGBV and receive supportive services. At the same time, the intervention builds the ability of administrators, teachers, SRGBV focal persons in schools, and parents to identify and discourage SRGBV and intervene, if incidences occur. Healthy gender norms are also promoted.

    The overall objective of the training program is to help students learn how to prevent violence and increase their own effectiveness through better knowledge, attitudes and skills required in the field of healthy relationships, reproductive health, HIV prevention and the rights and duties of children.

    • Doorways I aims to improve interpersonal communication among students, help them with conflict management, and teach critical and creative thinking skills and decision-making to help prevent and fight against GBV.
    • Doorways II was designed to train community members to help prevent and respond to SRGBV by instructing them in basic listening skills and response procedures. The booklet is also a resource community counselors can refer back to as they seek to put into practice the new information and skills gained from the Doorways training program
    • Doorways III was designed for teachers of primary schools and those of the terminal degree general secondary education.

    At the end of the program, students are expected to be able to protect themselves against gender-based violence and have healthy relationships with peers and adults.

    Last modified: July 23, 2021

    Language: Arabic, English, French

    Student Training Manual on School-Related Gender-Based Violence Prevention and Response- Doorways I

    A set of communication and training materials were developed for an intervention to prevent and mitigate school-related, gender-based violence (SRGBV). The materials included codes of conduct, a life skills curriculum for students, and a training curriculum for teachers, comic books for SRGBV youth clubs, findings from qualitative and quantitative research that provided the evidence for the intervention, and translated and adapted versions of USAID’s Doorways I and III Safe Schools curricula. The intervention was implemented in 31 schools in the DRC.

    The materials are aimed at equipping girls and boys ages 10–14 to resist, avoid, and report incidences of SRGBV and receive supportive services. At the same time, the intervention builds the ability of administrators, teachers, SRGBV focal persons in schools, and parents to identify and discourage SRGBV and intervene, if incidences occur. Healthy gender norms are also promoted.

    The overall objective of the training program is to help students learn how to prevent violence and increase their own effectiveness through better knowledge, attitudes and skills required in the field of healthy relationships, reproductive health, HIV prevention and the rights and duties of children.

    • Doorways I aims to improve interpersonal communication among students, help them with conflict management, and teach critical and creative thinking skills and decision-making to help prevent and fight against GBV. Planned activities in the manual give students the opportunity to participate in learning activities through hands-on experience which allows them to practice their new skills.
    • Doorways II was designed to train community members to help prevent and respond to SRGBV by instructing them in basic listening skills and response procedures. The booklet is also a resource community counselors can refer back to as they seek to put into practice the new information and skills gained from the Doorways training program.
    • Doorways III was designed for teachers of primary schools and those of the terminal degree general secondary education. Teachers can play an important role in the prevention of violence and also help encourage non-violence in families and in the community. This manual includes reference material on the prevention and response on gender-based violence in schools. It contains information and materials that participants can use.

    At the end of the program, students are expected to be able to protect themselves against gender-based violence and have healthy relationships with peers and adults.

    Last modified: July 23, 2021

    Language: Arabic, English, French