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  • 1
    Online Resource
    Online Resource
    Geneva :World Health Organization,
    UID:
    (DE-602)almahu_9949858487502882
    Format: 1 online resource (96 pages)
    Edition: 1st ed.
    ISBN: 9789240067110
    Note: Intro -- Foreword -- Acknowledgements -- Abbreviations and acronyms -- Introduction -- Background -- Aim of this report -- Target audience -- Methodology -- Examples from around the world -- Priority 1 Promote the health of refugees and migrants through a mix of short-term and long-term public health interventions -- Case study 1 -- Country: Switzerland -- Title: COVID-19 vaccination programme for undocumented migrants in a regional centre of general medicine and public health, Canton of Vaud -- Case study 2 -- Country: Greece -- Title: COVID-19 vaccinations for refugees and migrants, including undocumented migrants -- Case study 3 -- Country: Costa Rica -- Title: vaccination against COVID-19 for refugees, asylum seekers and migrant populations in regular and irregular situations in the health establishments of the Costa Rican Social Security Fund -- Case study 4 -- Country: Kenya -- Title: COVID-19 vaccine administration for refugees and migrants in Nairobi -- Case study 5 -- Country: Pakistan -- Title: enhancing COVID-19 coverage through mobile vaccination services for Afghan refugees, nomads and marginalized populations -- Case study 6 -- Country: Thailand -- Title: supporting case finding, community engagement and border health responses to COVID-19 among migrant communities -- Case study 7 -- Country: Jordan -- Title: enhancing cholera readiness through the Jordan Humanitarian Health Sector Working Group -- Case study 8 -- Country: United Kingdom -- Title: initial accommodation contingency site health and operational partnerships for asylum seekers -- Case study 9 -- Country: United Kingdom -- Title: development of a refugee health assessment toolkit for specific populations to support primary care -- Case study 10 -- Country: United Kingdom -- Title: new to country service for unaccompanied asylum-seeking children in Birmingham. , Priority 2 Promote continuity and quality of essential health care, while developing, reinforcing and implementing occupational health and safety measures -- Case study 11 -- Country: Sudan -- Title: mobile clinics for Sudanese refugee crises in Al Gadarif State -- Case study 12 -- Country: Bangladesh -- Title: fighting NCDs in Cox's Bazar -- Case study 13 -- Country: Chile -- Title: Safe Corridors for Inclusion strategy to promote access to health care for migrants from point of entry to point of destination -- Case study 14 -- Country: Switzerland -- Title: care management for Ukrainian refugees in the Cantons of Vaud and Geneva -- Case study 15 -- Country: Türkiye -- Title: prioritizing mental health of Syrian refugees in Türkiye -- Case study 16 -- Country: United Kingdom -- Title: focus on supporting oral health for asylum-seeking people and refugees in England -- Case study 17 -- Country: Poland -- Title: a pathway to access psychotropic medication for refugees from Ukraine -- Case study 18 -- Country: Qatar -- Title: the health assessment programme response to the Afghanistan crisis -- Case study 19 -- Country: Belgium -- Title: video-remote intercultural mediation in health care -- Case study 20 -- Country: Australia -- Title: group pregnancy care for women with a refugee background and their families -- Case study 21 -- Country: India -- Title: strengthening post-COVID-19 support for migrant workers affected by the COVID-19 pandemic -- Case study 22 -- Countries: Japan and the Republic of Korea -- Title: migrant-friendly handbooks for promoting the health of Vietnamese migrant workers overseas -- Case study 23 -- Country: Italy -- Title: mobile clinic providing health care for migrant labourers in Foggia, Apulia. , Priority 3 Advocate the mainstreaming of refugee and migrant health into global, regional and country agendas and the promotion of: refugee-sensitive and migrant-sensitive health policies and legal and social protection -- the health and well-being of ref -- Case study 24 -- Country: Türkiye -- Title: digital learning platform for Syrian health workers in Türkiye -- Case study 25 -- Country: Uganda -- Title: migration governance and health with online courses on health and migration -- Case study 26 -- Country: Portugal -- Title: fostering integration by addressing health equity (Phase II) -- Case study 27 -- Country: Thailand -- Title: supporting migrant health volunteers as an integral mechanism to promote the health of migrants -- Case study 28 -- Country: Italy -- Title: Project Footprints - training the public health workforce on the development of regional coordination plans for migrants' health and the implementation of a CoP -- Case study 29 -- Country: New Zealand -- Title: training for health professionals working with migrants and former refugees in the Waitematā CALD service -- Case study 30 -- Country: Multinational -- Title: inclusion of refugees and other people of concern in national COVID-19 vaccine rollout -- Case study 31 -- Country: Viet Nam -- Title: promoting the health of migrants through the establishment of the interministerial Migrant Health Working Group -- Case study 32 -- Country: United Kingdom -- Title: a cross-government forum, the National Asylum Seekers Health Steering Group, to provide system leadership for addressing the health and well-being of asylum seekers -- Case study 33 -- Country: Mozambique -- Title: integrated health response to the humanitarian crisis in Cabo Delgado Province, addressing primary health, GBV and MHPSS for both IDPs and host communities -- Case study 34 -- Country: Colombia. , Title: support for government institutions to approach women, adolescents and girls in contexts of vulnerability to prevent GBV and protect women -- Case study 35 -- Country: Jordan -- Title: supporting the needs of displaced children while strengthening existing health and nutrition services -- Case study 36 -- Country: Western Balkan route -- Title: implementation of the Refugee and Migrant Child-Health Initiative (Bosnia and Herzegovina, Bulgaria, Greece, Italy and Serbia) to safeguard the health of refugee and migrant children -- Priority 4 Enhance capacity to tackle the social determinants of health and to accelerate progress towards achieving the Sustainable Development Goals, including universal health coverage -- Case study 37 -- Country: United Kingdom -- Title: multiagency network and associated portal created to support the health and well-being of migrants -- Case study 38 -- Country: United Kingdom -- Title: Migrant Health Guide, giving evidence-informed advice and guidance on the health needs of migrant patients for health care practitioners -- Case study 39 -- Countries: Egypt, Libya, Morocco, Sudan, Tunisia and Yemen -- Title: fostering health and protection of migrants in vulnerable situations in the Middle East and north Africa -- Case study 40 -- Country: Nepal -- Title: advancing the global health security agenda through strengthening capacity for rapid response to humanitarian and public health issues -- Case study 41 -- Country: Thailand -- Title: making progress towards UHC for migrants through participatory public policy focusing on creation of policy coherence for justice of health systems -- Case study 42 -- Country: Sri Lanka -- Title: Inbound Health Assessment Programme and inclusion of migrants in the National Health Protection Plan -- Case study 43 -- Country: Costa Rica. , Title: collective health insurance under the temporary voluntary insurance modality for asylum seekers and refugees -- Priority 5 Strengthen health monitoring and health information systems -- Case study 44 -- Country: Peru -- Title: towards integration of the migrant population in health policies through creation of the Functional Unit of Health of Migrant and Border Populations in the Ministry of Health -- Case study 45 -- Country: United Kingdom -- Title: the Million Migrant Study, a linked population-based cohort study of health care and mortality outcomes in non-EU refugees and migrants to England -- Case study 46 -- Country: United Kingdom -- Title: a retrospective, population-based cross-sectional study of the immunization status of incoming refugees -- Priority 6 Support measures to improve evidence-based health communication and to counter misperceptions about migrant and refugee health -- Case study 47 -- Country: Republic of Moldova -- Title: marking World TB Day through a gender lens to address TB among migrants -- Case study 48 -- Country: Thailand -- Title: increasing vaccine and health literacy among migrant workers -- Case study 49 -- Countries: Eswatini, Lesotho, Malawi, Mozambique, South Africa and Zambia -- Title: the Sexual Reproductive Health Rights and HIV Knows No Borders project -- Findings and policy considerations -- Findings -- Policy considerations -- Conclusions -- Annex 1. Development of a coding framework to operationalize WHO GAP priorities -- Annex 2. Selecting and charting projects by WHO GAP priority and region.
    Additional Edition: Print version: Promoting the Health of Refugees and Migrants: Experiences from Around the World Geneva : World Health Organization,c2023
    Language: English
    Keywords: Electronic books. ; Electronic books.
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  • 2
    UID:
    (DE-101)1288207921
    Format: Online-Ressource
    Content: Teaching young refugees at schools - A challenge for teachers. Specifics and characteristics of refugee education, required skills and possible education opportunities for teachers The number of (un)accompanied refugee minors in Germany has reached an unrivaled level as has the number of them in the German education and school system. Neither the current state of research nor the education of teachers meet this constantly growing target audience. The present study attempts to characterize the process of teaching young refugees as pupils in German schools and to discover the skills which teachers are required to have for the purpose of teaching refugee minors in the German education system. The intention of the study is to reduce the academic void in the research field of educational science and to set the scientifical foundation for future education opportunities for teachers who work with young refugees in Germany. To answer the research questions 16 guided interviews have been conducted with 8 teachers of minor refugees and 8 experts who are associated with the research topic. The analysis of the interviews was implemented by the use of qualitative content analysis. The results of the analysis are five specific characteristics of school teaching for refugee minors in Germany: (1) highly motivated students, (2) conflicts in the classroom, which are often a result of the precarious circumstances of the students’ backgrounds, (3) impacts of the students‘ experiences and their current situation (traumatization, asylum procedure, housing situation, etc.), (4) the students’ language skills and the focus on acquisition of German as a erudite language as well as (5) strong heterogeneity in the classroom concerning various aspects. The explored teacher skills like frustration tolerance, flexibility, conflict management, handling of heterogeneity and intercultural competence already exist in general models concerning teachers’ skills or recommondations for required teachers’ skills and knowledge. There is one field of competence which can be described as exclusively important for teachers who educate refugee minors: the knowledge of and the consideration for the current situation and the former experiences of the young refugees. This field of competence can be split up into three category groups: (1) escape, traumatization and possible results of experiences, (2) migration experience and process as well as integration in Germany together with (3) living conditions and circumstances in Germany as a young refugee (housing situation, asylum procedure, legal situation, youth welfare services, right of education). The results indicate that the skills teachers should be required to have for educating students – no matter if they are natives, migrants or refugees – are not considered in the academic training for teachers. Especially the lack of practical relevance and orientation has become evident. Furthermore it became clear that the fields of competences which are exlusively confined to the target group of young refugees are not very wide. Against this background of the idea of inclusion those previously mentioned competences should be integrated into regular teacher education in order to root inclusion in the German school system. For following studies it is suggested to also include the perspectives of the students themselves by interviews and scientific participant observations of school teaching for refugee minors. Furthermore long-term studies could contribute to minimalize the blind spot in educational science concerning young refugees in the German educational and school system. ; Schulunterricht mit Flüchtlingen - eine Herausforderung für Lehrerinnen und Lehrer Spezifika des Schulunterrichts mit Flüchtlingen, benötigte Lehrerkompetenzen und mögliche Bildungsangebote Die Zahl der minderjährigen unbegleiteten und begleiteten Flüchtlinge in Deutschland ist so hoch wie nie zuvor, auch die Zahl der Schülerinnen und Schüler mit Fluchterfahrung im deutschen Schul- und Bildungssystem wird immer größer. Weder der aktuelle Forschungsstand in der Bildungs- und Erziehungswissenschaft noch die derzeitige Lehrerbildung werden dieser Zielgruppe gerecht. Die vorliegende qualitative Untersuchung versucht zu klären welche Spezifika den Schulunterricht mit Flüchtlingen definieren und welche Kompetenzen Lehrkräfte hierfür benötigen, um diese Forschungslücke in der Bildungswissenschaft zu schließen und erste wissenschaftliche Grundlagen für die Konzeption eines Lehrerbildungsangebotes zu bilden. Um die Forschungsfragen zu beantworten, wurden 16 leitfadengestützte Experteninterviews durchgeführt. Acht der Befragten unterrichten junge Flüchtlinge als Lehrkräfte an Schulen, acht weitere Befragte sind Experten aus verwandten Fachgebieten. Die Auswertung erfolgte mit der Methode der qualitativen Inhaltsanalyse. Als Spezifika des Schulunterrichts mit Flüchtlingen können die folgenden fünf Bereiche ausgemacht werden: (1) ausgesprochen hohe Motivation der Schüler und Schülerinnen, (2) Konflikte, die sich unter anderem durch die prekäre Situation der Schülerinnen und Schüler ergeben, (3) Auswirkungen der Erfahrungen der Jugendlichen und ihrer Lebensbedingungen in der Gegenwart (Traumatisierung, Asylverfahren, Wohnsituation, etc.), (4) Sprachstand der Jugendlichen und Fokus des Unterrichts auf den Erwerb von Deutsch als Bildungssprache sowie (5) starke Heterogenität in den Schulklassen. Die erhobenen Lehrerkompetenzen wie beispielsweise Frustrationstoleranz, Flexibilität, Konfliktmanagement, Umgang mit Heterogenität und interkulturelle Kompetenz befinden sich bereits in Modellen der Lehrerkompetenz oder Empfehlungen zu Lehrerfähigkeiten und -wissen wieder. Genuiner Kompetenzbereich für Lehrkräfte die Flüchtlinge unterrichten ist Wissen um und Rücksichtnahme auf Lebenswelt und Erfahrungen der jungen Flüchtlinge. Dies beinhaltet drei Themenbereiche: (1) Flucht, Traumatisierung und mögliche Folgen des Erlebten, (2) Migrations- und Integrationserfahrung in Deutschland und (3) Lebenswelt der jungen Flüchtlinge (Unterbringung, Asylverfahren, Bildungsrechte, rechtliche Grundlagen). Die Ergebnisse deuten darauf hin, dass in der momentanen Lehrerbildung benötigte Lehrerkompetenzen nicht vermittelt werden, die mangelnde Praxisorientierung wurde in der Untersuchung deutlich. Des Weiteren sind die Kompetenzbereiche, die sich ausschließlich auf die Zielgruppe der jungen Flüchtlinge beschränken, überschaubar. Vor dem Hintergrund des Inklusionsgedankens sollten diese in der regulären Lehrerausbildung verankert werden. Für zukünftige Forschungsvorhaben sind sowohl teilnehmende Beobachtungen, als auch die Befragung der Schüler und Schülerinnen selbst anzustreben. Auch Langzeituntersuchungen über den Bildungsverlauf junger Flüchtlinge können helfen diesen blinden Fleck in der Bildungswissenschaft weiter zu verkleinern.
    Note: Datenlieferant: Open Access LMU (Ludwig-Maximilians-University Munich)
    Language: German
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