Briefing paper 'On the European workforce for health'

A critique of the EC report 'On the European Workforce for Health', together with workshop conclusions

Literature review labour migration

Attracting and retaining migrants can have many benefits for the host country and its economy, for example to mitigate skills shortages. Regulating immigration may prevent several negative consequences of a shrinking and ageing population. However, research and policy often focus on the highly skilled or so-called knowledge migrants (kennismigranten) as a source of human capital, which can increase innovation and a country’s competitiveness. A group of labour migrants that receives significantly less attention from research and policy, are the medium-skilled migrant workers. Although it makes up a significant share of the migrant population, this group is rarely supported by specific migration policies

The nexus between digital skills/competences and work: A bibliometric study

The widespread use of computers and other new information and communication technologies (ICT) in every realm of society has increased the demand for specific skills and competences for people at any age and stage of life to use and work with ICT effectively. Summarised under the terms "digital skills" and "digital competences" by the European Commission in 2018, these concepts still lack clarity and are characterised by some ambiguity though much research has been devoted to them. Given that these two concepts are of high topicality with regard to current labour market developments, like skills mismatch, the digital divide or the design and implementation of occupational retraining programmes, the main purpose of this paper is to contribute to a more clear-cut understanding of the nexus between digital skills/competences and work. To accomplish this goal, we carry out a bibliometric study consisting of both quantitative and qualitative analysis. Our main findings are that research on the nexus between digital skills/competences and work is evolving and this research field is anchored in many different scientific disciplines and shares thematic overlaps with various other areas such as higher education research. The qualitative part of our analysis reveals that this research field is defined by six building blocks with one motor theme on "digital literacy". Furthermore, employment or employability as well as the effects of changing technologies at the workplace are the most crucial topics addressed in this research field, reflecting the high value attributed to digital skills/competences in determining the employability of the current and future workforce

Reconceptualising Health Professions Education in South Africa

Cite: Academy of Science of South Africa (ASSAf), (2018). Reconceptualising Health Professions Education in South Africa. [Online] Available at: DOI http://dx.doi.org/10.17159/assaf.2018/0021This consensus study was initiated by ASSAf as a response to the ongoing challenge of shortages of healthcare professionals. The study was conceptualised following an ASSAf workshop on the Lancet report titled Health professionals for a new century: transforming education to strengthen health systems in an interdependent world. The study aims to address the full value chain in health sciences education from student selection, through pedagogical developments, unpacking of the current bottlenecks in the system and looking at how the future health sciences education system can be financed and regulated. Objectives of the study are to provide evidence-based information and recommendations to policymakers and relevant stakeholders on how health professional education might be transformed to improve the health of the nation. This includes the various professions in health. Some of the key findings of the study include: barriers in student section; inadequate production and retention of skilled health professionals; urban-rural maldistribution of graduates; core competencies’ challenges; internship and community-service obligations and transition; and shortcomings in financing of health sciences education. Recommendations on how to address the challenges are very practical. It is envisaged that policymakers and relevant stakeholders will implement these for the revitalisation of health professions education in order to improve health of South Africans.Stellenbosch University Rural Medical Education Partnership Initiative (SURMEPI

Situating Open Data

Open data and its effects on society are always woven into infrastructural legacies, social relations, and the political economy. This raises questions about how our understanding and engagement with open data shifts when we focus on its situated use. To shed a light on these questions, Situating Open Data provides several empirical accounts of open data practices, the local implementation of global initiatives, and the development of new open data ecosystems. Drawing on case studies in different countries and contexts, the chapters demonstrate the practices and actors involved in open government data initiatives unfolding within different socio-political settings. The book proposes three recommendations for researchers, policy-makers and practitioners. First, beyond upskilling through data literacy programmes, open data initiatives should be specified through the kinds of data practices and effects they generate. Second, global visions of open data implementation require more studies of the resonances and tensions created in localised initiatives. And third, research into open data ecosystems requires more attention to the histories and legacies of information infrastructures and how these shape who benefits from open data flows. As such, this volume departs from the framing of data as a resource to be deployed. Instead, it proposes a prism of different data practices in different contexts through which to study the social relations, capacities, infrastructural histories and power structures affecting open data initiatives. It is hoped that the contributions collected in Situating Open Data will spark critical reflection about the way open data is locally practiced and implemented. The contributions should be of interest to open data researchers, advocates, and those in or advising government administrations designing and rolling out effective open data initiatives

Four Passages to Information Use Related Phenomena in Bachelor Theses at the Finnish Universities of Applied Sciences

Peer reviewe

Reviewing the Impact of the National Strategies Design and Technology Framework for Key Stage Three: A small-­‐scale evaluation of the Design and Technology Framework in England

Since the beginning of Design and Technology (D&T) in the English secondary school curriculum, the teaching of design has been identified as less effective than that of making. Research Questions: What are the experiences of pupils between the ages of 12 and 14 of design learning? Purpose of Study: In 2004 as part of the National Strategies, the D&T framework was launched, aiming to support the teaching of design skills. This is a small-­‐scale study, which begins to explore the experiences of pupils and teachers in four schools in the Northwest of England. Research Methods: The study used a mixed methods approach, gathering quantitative and qualitative data in a questionnaire with a convenience sample of school pupils. The questionnaire responses are analysed alongside qualitative interviews with D&T teachers from the schools. Findings: The findings indicate that many pupils had a clear understanding of the role of designing. However, some common assumptions of the nature of design activity centering on the act of sketching or drawing were evident. The majority of pupils were unable to accurately identify the names of many of the design activities introduced as part of the framework. Conclusions: Whilst some progress has been made in the teaching of design, through the use of design activities introduced in the D&T Framework, the support experienced by teachers was limited and were not sustained beyond the initial training. There are implications for initial teacher educators in supporting beginning teachers and balancing the tensions trainees experience whilst on placements in school. Key Words: Design, designing, pedagogy, teacher educatio

E-learning in medical education in resource constrained low- and middle-income countries

Background In the face of severe faculty shortages in resource-constrained countries, medical schools look to e-learning for improved access to medical education. This paper summarizes the literature on e-learning in low- and middle-income countries (LMIC), and presents the spectrum of tools and strategies used. Methods Researchers reviewed literature using terms related to e-learning and pre-service education of health professionals in LMIC. Search terms were connected using the Boolean Operators “AND” and “OR” to capture all relevant article suggestions. Using standard decision criteria, reviewers narrowed the article suggestions to a final 124 relevant articles. Results Of the relevant articles found, most referred to e-learning in Brazil (14 articles), India (14), Egypt (10) and South Africa (10). While e-learning has been used by a variety of health workers in LMICs, the majority (58%) reported on physician training, while 24% focused on nursing, pharmacy and dentistry training. Although reasons for investing in e-learning varied, expanded access to education was at the core of e-learning implementation which included providing supplementary tools to support faculty in their teaching, expanding the pool of faculty by connecting to partner and/or community teaching sites, and sharing of digital resources for use by students. E-learning in medical education takes many forms. Blended learning approaches were the most common methodology presented (49 articles) of which computer-assisted learning (CAL) comprised the majority (45 articles). Other approaches included simulations and the use of multimedia software (20 articles), web-based learning (14 articles), and eTutor/eMentor programs (3 articles). Of the 69 articles that evaluated the effectiveness of e-learning tools, 35 studies compared outcomes between e-learning and other approaches, while 34 studies qualitatively analyzed student and faculty attitudes toward e-learning modalities. Conclusions E-learning in medical education is a means to an end, rather than the end in itself. Utilizing e-learning can result in greater educational opportunities for students while simultaneously enhancing faculty effectiveness and efficiency. However, this potential of e-learning assumes a certain level of institutional readiness in human and infrastructural resources that is not always present in LMICs. Institutional readiness for e-learning adoption ensures the alignment of new tools to the educational and economic context

Strategies to enhance accessibility to health care in rural areas of Zimbabwe

Background: Accessibility to health care in rural areas is globally impeded by physical, material, human, financial and managerial resources and societal barriers in the health care system. The Systems Model formed the backbone to developing a strategic action plan to address the challenges experienced by all stakeholders involved. Purpose: The purpose of this study was to describe accessibility to health care in rural areas to develop a strategic action plan to enhance accessibility to health care in these areas of Zimbabwe. Methods: A multiple methods approach combining qualitative and quantitative components during 4 phases. Phase 1 collected quantitative data with questionnaires from professional nurses and health care users who were conveniently sampled. Phase 2 collected qualitative data with a nominal group from national health directors who were conveniently sampled. Phase 3 was based on the findings from Phases 1 and 2 with a literature control to develop a draft strategic action plan. During phase 4 the strategic plan was amended and validated with a validation tool by members of the parliamentary portfolio committee on health in Zimbabwe with all-inclusive sampling. Framework: The Systems Model Framework was adopted for this study as outcomes and impact on people’s health is determined by inputs, processes and outputs. This model was relevant and applicable to accessibility to health care. Research findings: Accessibility to health care in rural areas of Zimbabwe is affected by inadequate distribution of physical resources, shortage of material and human resources, and a lack of financial resources. The strategies identified contributed to the strategic action plan which was amended and validated. The strategic action plan includes improving the health infrastructure, providing appropriate medical drugs, training and retention of health workers, providing medical equipment at the rural health facilities, reviewing the health worker workload and addressing staff shortages, providing free health care services in rural areas, and improving the capacity of the health care system. Conclusion: The strategic action plan was developed based on the inputs of the relevant stakeholders and the System Model. The inclusion of the parliamentary portfolio committee on health (members of parliament of Zimbabwe) might enhance the possibility for implementation which can enhance the accessibility to health care in rural areas of Zimbabwe.Health StudiesD. Litt. et. Phil. (Health Studies