Lignes Directrices De L Oms Pour La Production L Attraction Le Recrutement Et La Fid Lisation Des Agents De Sant Dans Les Zones Rurales Et Recul Es

À l'échelle mondiale, environ deux milliards de personnes vivant dans des zones rurales ou reculées ont un accès limité aux services de santé essentiels. Cette carence a des conséquences négatives sur les résultats escomptés en matière de santé, met en péril la sécurité sanitaire mondiale et renforce les obstacles socioéconomiques auxquels sont confrontées certaines des populations les plus vulnérables du monde. Les recommandations pratiques figurant dans ces lignes directrices visent à mettre en valeur, attirer, recruter et fidéliser des agents de santé dans les régions rurales ou reculées en agissant sur le large éventail de facteurs qui contribuent aux inégalités en matière de répartition, ainsi qu'à la pénurie d'agents de santé en milieu rural. L’objectif principal de ces lignes directrices est d’aider les autorités nationales à améliorer les résultats escomptés en matière de santé en renforçant la disponibilité du personnel de santé dans les zones rurales ou reculées grâce à une approche axée sur les soins de santé primaires. Ces lignes directrices sont principalement destinées aux autorités nationales et aux décideurs intersectoriels de tous les niveaux, ainsi qu'aux parties prenantes qui participeront aux concertations et aux mesures visant à investir dans les agents de santé des zones rurales.

The internal destabilization of many poor countries that accompanied the end of the Cold War and the general failure of structural adjustment programs have changed the nature and allotment of foreign aid around the world. Major donors of foreign aid such as the United States, Japan, and the European Union have been shifting their geographical priorities in allocating aid, as well as their project emphasis, since the end of the Cold War. In addition, multilateral aid agencies—the World Bank, the United Nations, and the Interna­tional Monetary Fund—are attempting to redress past failures of aid and revamp policies and priorities. Moreover, aid recipients in Africa, the Middle East, Asia, Eastern Europe, the former Soviet republics, and Central America are establishing priorities of their own and evaluating the success and failure of past aid programs. This volume stands out in the literature on foreign aid because it includes contributions from eight policy representatives from a range of important donor and recipient countries—the United States, Japan, the Netherlands, Bolivia, Egypt, Bangladesh, El Salvador, and Poland. Timely in its assessment of the crisis and the transition in the foreign aid regime, the book pro­vides a view from inside the policy process and im­parts a researcher's perspective on the changing pri­orities for donors and recipients. The wide-ranging essay—most previously unpublished—aim to shed light on the changing political, economic, and regional geographies of aid at the end of the twentieth century.

This is the first book of peer-reviewed, edited papers that examines the minerals industry in relation to sustainable development. The book takes a proactive, positivist, and solution-oriented approach, while not shying away from the fundamental problems.

Foreword and Acknowledgments -- Executive summary -- Key findings -- Analytical framework of health labour markets -- Trends in health labour markets and policy priorities to address workforce issues -- Education and training for doctors and nurses: What's happening with numerus clausus policies? -- Trends and policies affecting the international migration of doctors and nurses to OECD countries -- Geographic imbalances in the distribution of doctors and health care services in OECD countries -- Skills use and skills mismatch in the health sector: What do we know and what can be done

In contemporary philosophy, substantive moral theories are typically classified as either consequentialist or deontological. Standard consequentialist theories insist, roughly, that agents must always act so as to produce the best available outcomes overall. Standard deontological theories, by contrast, maintain that there are some circumstances where one is permitted but not required to produce the best overall results, and still other circumstances in which one is positively forbidden to do so. Classical utilitarianism is the most familiar consequentialist view, but it is widely regarded as an inadequate account of morality. Although Professor Scheffler agrees with this assessment, he also believes that consequentialism seems initially plausible, and that there is a persistent air of paradox surrounding typical deontological views. In this book, therefore, he undertakes to reconsider the rejection of consequentialism. He argues that it is possible to provide a rationale for the view that agents need not always produce the best possible overall outcomes, and this motivates one departure from consequentialism; but he shows that it is surprisingly difficult to provide a satisfactory rationale for the view that there are times when agents must not produce the best possible overall outcomes. He goes on to argue for a hitherto neglected type of moral conception, according to which agents are always permitted, but not always required, to produce the best outcomes.

This book analyses how the current regulatory processes and practices related to key aspects of the management of the health professions may facilitate or inhibit the development of effective responses to challenges facing health care systems in Europe. The authors document how health care systems in Europe are confronting existing challenges in relation to the health workforce and identify the strategies that are likely to be most effective in optimizing the management of health professionals in the future.

The history of education in the modern world is a history of transnational and cross-cultural influence. This collection explores those influences in (post) colonial and indigenous education across different geographical contexts. The authors emphasize how local actors constructed their own adaptation of colonialism, identity, and autonomy, creating a multi-centric and entangled history of modern education. In both formal as well as informal aspects, they demonstrate that transnational and cross-cultural exchanges in education have been characterized by appropriation, re-contextualization, and hybridization, thereby rejecting traditional notions of colonial education as an export of pre-existing metropolitan educational systems.