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Training in Assistive Products (TAP)

WORLD HEALTH ORGANISATION (WHO)
November 2022

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WHO’s online Training in Assistive Products (TAP) is designed to prepare primary health and other personnel to fulfil an assistive technology role. This may include identifying people who may benefit from assistive technology; providing simple assistive products such as magnifiers and dressing aids; or referral for more complex products and other services. Appropriate to a broad range of contexts, TAP is targeted at primary health care and community workforce, as well as those providing services to people who need assistive products within other sectors. 

TAP is a practical tool to support countries to respond to the recommendations in the Global Report on Assistive Technology.

TAP includes a range of assistive products to support cognition, communication, vision, hearing, self-care, and mobility from WHO’s Priority Assistive Products List. TAP has a modular structure; personnel may select the modules that match their role and the needs of the local population. For each assistive product, an introductory and product-specific module will together cover key learning content to support the acquisition of skills to safely and effectively provide that product, through a four-step process: select, fit, use and follow up.

A Massive Open Online Course (MOOC) of the first TAP module, Introduction to Assistive Products, will run for a two-week period until 10 - 24 November 2022

 

Coronavirus (COVID-19) - Cochrane resources and news

2020

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Cochrane provides high-quality, relevant, and up-to-date synthesized research evidence to inform health decisions. This page highlights content relating to the coronavirus (COVID-19) pandemic and the various related activities that Cochrane is undertaking in response.

We will be continually adding updates and additions to this page. Sections include information and resources for:

 

  • Public, patients, and carers
  • Healthcare workers
  • Researchers
  • Policy and guideline developers
  • The Cochrane Community

4th global report on adult learning and education: leave no one behind: participation, equity and inclusion

UNESCO INSTITUTE FOR LIFELONG LEARNING
2019

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This report explores participation in adult learning and education from the perspective of equity and inclusion. The first part tracks progress in adult learning and education against the Belém Framework for Action, adopted in 2009, on the basis of the GRALE (Global Report on Adult Learning and Education) survey; the second offers a detailed thematic analysis of participation, drawing on the survey findings, but also a wide range of other relevant sources. The findings of GRALE 4 are based on survey responses supplied by 159 countries.

Global education monitoring report, 2019: migration, displacement and education: building bridges, not walls

UNITED NATIONS EDUCATIONAL, SCIENTIFIC AND CULTURAL ORGANIZATION (UNESCO)
et al
2018

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“The 2019 GEM Report continues its assessment of progress towards Sustainable Development Goal 4 (SDG 4) on education and its ten targets, as well as other related education targets in the SDG agenda.


Its main focus is on the theme of migration and displacement. It presents evidence on the implications of different types of migration and displacement for education systems but also the impact that reforming education curricula and approaches to pedagogy and teacher preparation can have on addressing the challenges and opportunities posed by migration and displacement. It gives voice to experiences in host and home communities.


With the help of case studies, it illustrates approaches which work and could be scaled up. In this way, it aims to be a tool for practitioners. It will make the case for investing in education of good quality in rural areas suffering from depopulation and in slum areas suffering from large population inflows; in countries with high rates of emigration and those with high rates of immigration; in short-term refugee emergencies and in protracted crises. Its analysis, conclusions and recommendations advance the aims of SDG 4 and its call to leave no one behind.”

The Convention on Cluster Munitions: A treaty to end decades of civilian suffering

INTERNATIONAL COMMITTEE OF THE RED CROSS
October 2017

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In May 2008, more than 100 States adopted the Convention on Cluster Munitions, which prohibits the use, development, production, stockpiling and transfer of such munitions. It also requires States Parties to destroy their stockpiles, clear remnants, and assist victims.

This brochure provides an overview of the cluster munitions problem, the main provisions of the Convention and the steps required to meet its commitments.

Priority assistive products list

WORLD HEALTH ORGANISATION (WHO)
May 2016

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The Priority Assistive Products List (APL) aspires to follow in the footsteps of the WHO Model List of Essential Medicines, which creates awareness among the public, mobilises resources and stimulates competition. The Priority Assistive Products List is similarly intended to be a catalyst in promoting access to assistive technology. It is not a restrictive list but aims to provide each Member State with a model from which to develop a National priority assistive products list. 

The List includes hearing aids, wheelchairs, communication aids, spectacles, artificial limbs, pill organizers, memory aids and other essential items for many older people and people with disabilities to be able to live a healthy, productive and dignified life.

The APL is part of the Global Cooperation on Assistive Technology (GATE)

Nairobi declaration : inclusive post-2015 development agenda for persons with disabilities in Africa

INTERNATIONAL DISABILITY ALLIANCE (IDA)
et al
March 2014

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The Nairobi declaration calls for a more inclusive post-2015 agenda with a specific demand that development agenda targets and indicators explicitly include persons with disabilities. This document succinctly summarises the issues faced by persons with disabilities in Africa and their specific demands to enable greater inclusion in the post-2015 development agenda. It was adopted by persons with disabilities from Africa, representatives of national, sub-regional and Pan-African disabled people’s organisations, on the 8th of March during the Nairobi conference “Inclusive post 2015 development agenda and UN CRPD in Africa”, organised by the International Disability Alliance in partnership with the International Disability and Development Consortium, UNICEF and the UN Partnership to promote the Rights of Persons with Disabilities

“Inclusive post 2015 development agenda and UN CRPD in Africa”

8 March 2014

Nairobi, Kenya

Information and communications for development 2012 : maximizing mobile

THE WORLD BANK
2012

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"This report analyzes the growth and evolution of applications for mobile phones, focusing on their use in agriculture, health and financial services, as well as their impact on employment and government. It also explores the consequences for development of the emerging "app economy", summarizing current thinking and seeking to inform the debate on the use of mobile phones for development. It’s no longer about the phone itself, but about how it is used, and the content and applications that mobile phones open"

Accessible ICTs and personalized learning for students with disabilities : a dialogue among educators, industry, government and civil society

UNITED NATIONS EDUCATIONAL, SCIENTIFIC AND CULTURAL ORGANIZATION (UNESCO)
2011

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"The use of technology in education plays a particularly vital role by enabling flexible curriculum development and assisting students with disabilities to participate as equals in the learning experience. The recommendations contained in this report target teachers, policy makers and administrators. The main recommendations centre on a number of core themes that include maximising the use of the myriad of accessibility features in mainstream ICTs such as personal computers, tablet PCs, mobile phones etc. already in use in classrooms; empowering students to learn their own preferences and settings when using technology for learning and removing attitudinal barriers to the use of technology for inclusive education, in particular those of teachers who may struggle with modern ICTs"
Collaborative Expert Meeting Report
UNESCO Headquarters, Paris
17 -18 November 2011

Gender and climate change : three things you should know

THE WORLD BANK GROUP
2011

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Through gender analysis, this report presents ways to mitigate possible risks that may exacerbate gender inequality, and highlights opportunities to enhance positive outcomes in the context of climate change. It features three key implications: women are disproportionately vulnerable to the effects of natural disasters and climate change where their rights and socio-economic status are not equal to those of men; empowerment of women is an important ingredient in building climate resilience; low-emissions development pathways can be more effective and more equitable where they are designed using a gender-informed approach. This report is useful to anyone interested in gender and climate change

INEE minimum standards for education : preparedness, response, recovery

INEE COORDINATION FOR MINIMUM STANDARDS
2010

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This resource presents "the minimum level of educational quality and access in emergencies through to recovery. The aim of the handbook is to enhance the quality of educational preparedness, response and recovery; to increase access to safe and relevant learning opportunities for all learners, regardless of their age, gender or abilities; and to ensure accountability and strong coordination in the provision of education in emergencies through to recovery...The INEE Minimum Standards are organised in five domains: Foundation standards; Access and learning environment; Teaching and learning; Teachers and other education; personnel; Education policy"

Community-based rehabilitation : CBR guidelines|Livelihood component

WORLD HEALTH ORGANIZATION (WHO)
et al
2010

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This component of the CBR Guidelines focuses on inclusive livelihoods. It describes "the role of CBR is to facilitate access for people with disabilities and their families to acquiring skills, livelihood opportunities, enhanced participation in community life and self-fulfilment." The guideline outlines key concepts, and then presents the core concepts, examples and areas of suggested activities in each of the following five elements: Skills development; Self-employment; Wage employment; Financial services; Social protection. This guideline is useful for anyone interested in livelihood component of CBR

Community-based rehabilitation : CBR Guidelines|Social component

WORLD HEALTH ORGANIZATION (WHO)
et al
2010

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This component of the CBR Guidelines focuses on social component. It describes "the role of the CBR is to work with all relevant stakeholders to ensure the full participation of people with disabilities in the social life of their families and communities. CBR programmes can provide support and assistance to people with disabilities to enable them to access social opportunities, and can challenge stigma and discrimination to bring about positive social change." The guideline outlines key concepts, and then presents the core concepts, examples and areas of suggested activities in each of the following five elements: Personal Assistance; Relationships, marriage and family; Culture and arts; Recreation, leisure and sport; Justice. This guideline is useful for anyone interested in social component of CBR

Poverty and corruption

Transparency International
2008

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"Across different country contexts, corruption has been a cause and consequence of poverty. Yet donors and governments still treat poverty and corruption as separate - rather than integral - components of the same strategy, which has undermined the fight against both these obstacles to development"

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

Convention on the rights of persons with disabilities and optional protocol

AD-HOC COMMITTEE ON A COMPREHENSIVE AND INTEGRAL INTERNATIONAL CONVENTION ON PROTECTION AND PROMOTION OF THE RIGHTS AND DIGNITY OF PERSONS WITH DISABILITIES
December 2006

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The UN Convention on the Rights of Persons with Disabilities acknowledges their rights to education, health, work and more. It provides a platform for action and activitism on inclusion and equity in countries which ratify and strive to implement it

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