Building capacity to develop an African teaching platform on health workforce development: a collaborative initiative of universities from four sub Saharan countries

Human Resources for Health

Uta Lehmann¹  David Sanders¹  Woldekidan Kifle Amde¹ 

[1] School of Public Health, University of the Western Cape, Robert Sobukwe Road, Bellville 7535, South Africa

关键词: South-South cooperation;    Flexible delivery;    Sustainability;    Partnership;    Health workforce development;    Institutional capacity development;    African teaching platform;   

Others  :  821642
DOI  :  10.1186/1478-4491-12-31

 received in 2013-10-17, accepted in 2014-05-13,  发布年份 2014

【 摘 要 】

Introduction

Health systems in many low-income countries remain fragile, and the record of human resource planning and management in Ministries of Health very uneven. Public health training institutions face the dual challenge of building human resources capacity in ministries and health services while alleviating and improving their own capacity constraints. This paper reports on an initiative aimed at addressing this dual challenge through the development and implementation of a joint Masters in Public Health (MPH) programme with a focus on health workforce development by four academic institutions from East and Southern Africa and the building of a joint teaching platform.

Methods

Data were obtained through interviews and group discussions with stakeholders, direct and participant observations, and reviews of publications and project documents. Data were analysed using thematic analysis.

Case description

The institutions developed and collaboratively implemented a ‘Masters Degree programme with a focus on health workforce development’. It was geared towards strengthening the leadership capacity of Health ministries to develop expertise in health human resources (HRH) planning and management, and simultaneously build capacity of faculty in curriculum development and innovative educational practices to teach health workforce development. The initiative was configured to facilitate sharing of experience and resources.

Discussion

The implementation of this initiative has been complex, straddling multiple and changing contexts, actors and agendas. Some of these are common to postgraduate programmes with working learners, while others are unique to this particular partnership, such as weak institutional capacity to champion and embed new programmes and approaches to teaching.

Conclusions

The partnership, despite significant inherent challenges, has potential for providing real opportunities for building the field and community of practice, and strengthening the staff and organizational capacity of participant institutions. Key learning points of the paper are:

• the need for long-term strategies and engagement;

• the need for more investment and attention to developing the capacity of academic institutions;

• the need to invest specifically in educational/teaching expertise for innovative approaches to teaching and capacity development more broadly; and

• the importance of increasing access and support for students who are working adults in public health institutions throughout Africa.

【 授权许可】

   
2014 Amde et al.; licensee BioMed Central Ltd.

【 图 表 】

Figure 1.

Figure 2.

Figure 3.

【 参考文献 】

• [1]Joint Learning Initiative: Human Resources for Health. Overcoming the Crisis. Boston, MA; 2004.
• [2]Alliance GHW: Reviewing Progress. Geneva: Renewing Commitment. Progress Report on the Kampala Declaration and Agenda for Global Action; 2011.
• [3]World Health Organization: Working Together for Health. The World Health Report 2006. Geneva; 2006.
• [4]Lehmann U, Van Damme W, Barten F, Sanders D: Task shifting: the answer to the human resources crisis in Africa? Hum Resour Health 2009, 4:1-4.
• [5]Dieleman M, Shaw DM, Zwanikken P: Improving the implementation of health workforce policies through governance: a review of case studies. Hum Resour Health 2011, 9:10. BioMed Central Full Text
• [6]Lehmann U, Dieleman M, Martineau T: Staffing remote rural areas in middle- and low-income countries: a literature review of attraction and retention. BMC Health Serv Res 2008, 8:19. BioMed Central Full Text
• [7]Zachariah R, Ford N, Philips M, Lynch S, Massaquoi M, Janssens V, Harries AD: Task shifting in HIV/AIDS: opportunities, challenges and proposed actions for sub-Saharan Africa. Trans R Soc Trop Med Hyg 2009, 103:549-558.
• [8]Nyoni J, Gedik G: Health Workforce Governance and Leadership Capacity in the African Region Review of Human Resources for Health. Geneva: World Health Organization; 2012.
• [9]Awases M, Nyoni J, Bessaoud K, Diarra-nama AJ, Ngenda CM, Awases M: Development of Human Resources for Health in the WHO African Region: current situation and way forward. African Heal Monit 2010, 12:22-29.
• [10]Commission for Africa: Our Common Interest: Report of the Commission for Africa. Addis Ababa; 2005:1-464.
• [11]Ijsselmuiden CB, Nchinda TC, Duale S, Tumwesigye NM, Serwadda D: Mapping Africa’s advanced public health education capacity: the AfriHealth project. Bull World Health Organ 2007, 85:914-922.
• [12]Harle J: Strengthening research in African universities: reflections on policy, partnerships and politics. Policy Pract A Dev Educ Rev 2013, 16:80-100.
• [13]Macq J, Ferrinho P, De Brouwere V, Van Lerberghe W: Managing health services in developing countries: between the ethics of the civil servant and the need for moonlighting: managing and moonlighting. Hum Resourcs Heal Dev 2001, 5:17-24.
• [14]Cailhol J, Craveiro I, Madede T, Makoa E, Mathole T, Parsons AN, Van Leemput L, Biesma R, Brugha R, Chilundo B, Lehmann U, Dussault G, Van Damme W, Sanders D: Analysis of human resources for health strategies and policies in 5 countries in Sub-Saharan Africa, in response to GFATM and PEPFAR-funded HIV-activities. Global Health 2013, 9:52. BioMed Central Full Text
• [15]Tettey WJ: Challenges of Developing and Retaining the Next Generation of Academics: Deficits in Academic Staff Capacity at African Universities. New York: Partnership for Higher Education in Africa; 2010:1-114.
• [16]Tache S, Kaaya E, Omer S, Mkony CA, Lyamuya E, Pallangyo K, Debas HT, Macfarlane SB: University partnership to address the shortage of healthcare professionals in Africa. Glob Public Health 2008, 3:137-148.
• [17]World Health Organization: Call for Expressions of Interest from Academic Institutions Interested in Running a Masters Degree with a Focus on Health Workforce Development. 2008.
• [18]Buss P: How Brazil turned one public health school into 40. Bull World Health Organ 2007, 85:912-913.
• [19]Buchan J, Fronteira I, Dussault G: Continuity and change in human resources policies for health: lessons from Brazil. Hum Resour Health 2011, 9:17. BioMed Central Full Text
• [20]Magaña-Valladares L, Nigenda-López G, Sosa-Delgado N, Ruiz-Larios JA: Public health workforce in Latin America and the Caribbean: assessment of education and labor in 17 countries. Salud Publica Mex 2009, 51:62-75.
• [21]OECD DAC Working Partnership on Aid Effectiveness: Unlocking the potential of south-south co-operation: policy recommendations from the task team on south-south co-operation. In Fourth High-Level Forum Aid Eff. Busan: OECD; 2011.
• [22]Mirzoev T, Lê G, Green A, Orgill M, Komba A, Esena RK, Nyapada L, Uzochukwu B, Amde WK, Nxumalo N, Gilson L: Assessment of capacity for health policy and systems research and analysis in seven African universities: results from the CHEPSAA project. Health Policy Planin press
• [23]Orgill M, Nxumalo N, Amde W, Erasmus E, Lehmann U, Goudge J, Gilson L: Health policy and systems research: needs, challenges and opportunities in South Africa – a university perspective. In South African Heal Rev 2012/13. Edited by Padarath A, English R. Durban: Health Systems Trust; 2013:151-160.
• [24]Alexander L, Igumbor EU, Sanders D: Building capacity without disrupting health services: public health education for Africa through distance learning. Hum Resour Health 2009, 7:28:1-8.
• [25]Sanders D, Chopra M, Lehmann U: Meeting the challege of health for all through public health education: a respose from the University of the Western Cape. S Afr Med J 2001, 9:823-829.
• [26]Dickovick JT, Riedl RB: Comparative Assessment of Decentralization in Africa: Final Report and Summary of Findings. Washington DC: USAID; 2011.
• [27]Morgan P: The Idea and Practice of Systems Thinking and Their Relevance for Capacity Development. Maastricht: European Centre for Development Policy Management; 2005.
• [28]Croft N, Dalton A, Grant M: Overcoming Isolation in Distance Learning: Building a Learning Community through Time and Space. Bristol: Centre for Education in the Built Environment (CEBE); 2011.
• [29]Warburton S: Developing effective peer-to-peer support mechanisms for large scale distance learning. In Proceedings of the 1st workshop on awareness and reflection in personal learning environments in conjunction with the PLE conference Southampton 10–12 July 2011. Southampton: Open University; 2012:46-48.
• [30]McLoughlin : Learner support in distance and networked learning environments: ten dimensions for successful design. Distance Educ 2002, 23:149-162.
• [31]Simpson O: Supporting Students in Online, Open & Distance Learning: Third Edition. New York & London: Routledge; 2013:296.
• [32]Morgan M: Supporting Student Diversity in Higher Education: A Practical Guide. New York: Routledge; 2013:288.
• [33]Hinton-Smith T, Hinton-Smith T: Widening Participation in Higher Education: Casting the Net Wide?. Basingstoke, UK: Palgrave Macmillan; 2012:352.
• [34]Welch T, Reed Y: Designing and Delivering Distance Education: Quality Criteria and Case Studies from South Africa. Johannesburg, South Africa: NADEOSA; 2005.
• [35]SAIDE: A Distance Education Evaluation of the Postgraduate Programme Offered by the School of Public Health, UWC. Pretoria: South African Institute for Distance Education; 2006.
• [36]Rwanda becomes a member of the Commonwealth http://news.bbc.co.uk/2/hi/africa/8384930.stm webcite
• [37]Murigande C: Highlights of Rwanda’s educational achievements, challenges and future direction. http://www.independent.co.ug/component/content/article/117-supplement/3767-highlights-of-rwandas-educational-achievements-challenges-and-future-direction webcite
• [38]Ethiopia bans distance education, cracks down on private universities http://www.voanews.com/content/ethiopia-bans-distance-education-cracks-down-on-private-universities-101882818/159961.html webcite
• [39]Barber M, Donnelly K, Rizvi S: An Avalanche Is Coming: Higher Education and the Revolution Ahead. London: Institute for Public Policy Research; 2013:78.
• [40]Mullan F, Frehywot S, Omaswa F, Buch E, Chen C, Greysen SR, Wassermann T, Abubakr DE, Awases M, Boelen C, Diomande MJ, Dovlo D, Ferro J, Haileamlak A, Iputo J, Jacobs M, Koumaré AK, Mipando M, Monekosso GL, Olapade-Olaopa EO, Rugarabamu P, Sewankambo NK, Ross H, Ayas H, Chale SB, Cyprien S, Cohen J, Haile-Mariam T, Hamburger E, Jolley L, et al.: Medical schools in sub-Saharan Africa. Lancet 2011, 377:1113-1121.
• [41]World Health Organization: Transforming and Scaling up Health Professionals’ Education and Training: World Health Organization Guidelines 2013. Geneva; 2013.
• [42]Mouton J: The state of social science in sub-Saharan Africa. In World Soc Sci Rep Knowl Divid. Edited by UNESCO/ISSC. Paris: UNESCO & International Social Science Council; 2010:63-67.
• [43]Tettey WJ: Staff Retention in African Universities: Elements of a Sustainable Strategy. Washington: World Bank; 2006:90.
• [44]Commission for Africa: Still Our Common Interest: Commission for Africa Report 2010. Addis Ababa; 2010:1-72.
• [45]Neufeld V, Johnson N: Training and Development of Health Leaders. New York: Paper Commissioned for the Joint Learning Initiative. Rockefeller Foundation; 2004:1-25.