Forging partnerships in health care: Process and measuring benefits

Universally, there is concern that much academic learning has dealt mainly in theory, removing knowledge from context with a resultant lack of practical experience. Here, the catalyst for strengthening university-community engagement, emanated from a desire to foster greater propensity within students to make connections between their academic courses and responsibility toward the community and people in need, and thus develop enhanced skills in social interaction, teamwork and effectiveness. This paper explores a variety of models of university-community engagement that aim to achieve and model good practice in policy making and planning around healthcare education and service development. Ways of integrating teaching and learning with community engagement, so there is reciprocal learning with significant benefits to the community, students, the university and industry are described. The communities of engagement for a transdisciplinary approach in healthcare are defined and the types of collaborative partnerships are outlined, including public/private partnerships, service learning approaches and regional campus engagement. The processes for initiating innovation in this field, forging sustainable partnerships, providing cooperative leadership and building shared vision are detailed. Measuring shared and sustained benefits for all participants is examined in the context of effecting changes in working relationships as well as the impact on students in terms of increased personal and social responsibility, confidence and competence. For the health professions, it is considered vital to adopt this approach in order to deliver graduates who feel aware of community needs, believe they can make a difference, and have a greater sense of community responsibility, ethic of service and more sophisticated understandings of social contexts. In the longer term, it is proposed the strategy will deliver a future healthcare workforce that is more likely to have a strengthened sense of community, social and personal responsibility and thus effect positive social change

Women, WASH, and the Water for Life Decade

From childbirth to education to domestic responsibilities to dignity and safety, access to water and sanitation affect women and girls more than men and boys. This report details recommendations for policy and global practice that will empower women and water-related projects

Reimagining WHO: Leadership and Action for a New Director-General

Three candidates to be the next WHO Director-General remain: Tedros Adhanom Ghebreyesus, David Nabarro, and Sania Nishtar. The World Health Assembly’s ultimate choice will lead an Organization facing daunting internal and external challenges, from its own funding shortfalls to antimicrobial resistance and immense health inequities. The new Director-General must transform WHO into a 21st century institution guided by the right to health. Topping the incoming Director-General’s agenda will be a host of growing threats—risks to global health security, antimicrobial resistance, non-communicable diseases, and climate change—but also the transformative potential of the Sustainable Development Goals, including their universal health coverage target. Throughout, the next Director-General should emphasize equality, including through national health equity strategies and, more boldly still, advancing the Framework Convention on Global Health. Success in these areas will require a reinvigorated WHO, with sustainable financing, greater multi-sector engagement, enhanced accountability and transparency, and strengthened normative leadership. WHO must also evolves its governance to become far more welcoming of civil society and communities. To build the political support for these transformative changes, the Director-General will need to focus first on gaining political support. This entails improving accountability and transparency to gain member state trust, and enabling meaningful civil society participation in WHO’s governance and standing up for the right to health to gain civil society support. Ultimately, in the face of a global environment marked by heightened nationalism and xenophobia, member states must empower the next Director-General to enable WHO to be a bulwark for health and human rights, serving as an inspiring contra-example to today’s destructive politics, demonstrating that the community of nations are indeed stronger together

New Pedagogical Models Facilitated by Technology

This paper discusses the outcome of research conducted to assess the effectiveness of Work-Based Learning (WBL) from the perspective of stakeholders. WBL has increasingly become an area of interest for the higher education (HE) sector. It can support the personal and professional development of students who are already in work. The focus of the learning and development tends to be on the student’s workplace activities. Previous research has mainly considered only two stakeholder contexts, namely the learner and the academic institution. The significance of the study stems from extending the stakeholder contexts to include the employer and the professional body. The aim of this study was to assess the effectiveness of delivery of WBL from the perspective of a range of stakeholders including students, programme leaders (PLs), tutors, university support services, employers and representatives of professional bodies. Case study research methodology was adapted with mixed method research techniques for data capture and analysis using both qualitative and quantitative approaches. The study examined five (5) WBL programmes at Northumbria University in the UK. The three most influential factors in the effectiveness of WBL were found to be: quality, access and support. The contribution to new knowledge in WBL research is through a “Four-Pillar model” which has been developed to reflect the stakeholder contexts. Consideration of this model helps ensure WBL programmes cater for the current demands from the labour market. The findings of this study include factors which facilitate and/or obstruct the effective implementation of WBL programmes whilst identifying feasible strategies to overcome those challenges and share them with all stakeholders of WBL. Recommendations are made on resolving the identified issues and to extend and improve the effectiveness of WBL. Finally this paper looks at how these results could apply to encourage WBL uptake in a third world developing country like Sri Lanka where you are starting from a zero base. Sri Lanka is yet to embark on WBL formally although online distance learning is more of a reality

Doctoral Study on Josip Juraj Strossmayer University of Osijek: Achievements and Challenges

This paper reviews some statistical data of Josip Juraj Strossmayer University of Osijek, which point out the fact that the University has a good potential of conducting doctoral programs. Ten Salzburg Principles on doctoral programs, that provide the basis for Bergen Communiqué text, have been also used as the foundation for the University's doctoral program. The unique character of the third cycle driven by its core component - the advancement of knowledge through research - needs to be recognized within the Bologna process. At the same time implementation of the three Bologna cycles should be seen as a whole, and the inclusion of research component as well as of transferable skills development ensured also in the first and second cycles. Josip Juraj Strossmayer University of Osijek accepts its responsibility for embedding doctoral programs in institutional strategies and policies. Being a regional university, it contributes to the (regional) human capital development, which is an irreplaceable variable in the function of (regional) development.Doctoral programs, region, employability

A Guide to Evaluating Marine Spatial Plans

Marine spatial plans are being developed in over 40 countries around the world, to distribute human activities in marine areas more sustainably and achieve ecological, social, and economic objectives. Monitoring and evaluation are often considered only after a plan has been developed. This guide will help marine planners and managers, monitor and evaluate the success of marine plans in achieving real results and outcomes. This report emphasizes the importance of early integration of monitoring and evaluation in the planning process, the importance of measurable and specific objectives, clear management actions, relevant indicators and targets, and involvement of stakeholders throughout the planning process.

Agogo Presbyterian College of Education Under the Missionaries and After Take-Over by the Government (1931-2013): A Comparative Study

The study analyzed the Agogo Presbyterian College of Education (1930-1971) and when it was taken over by the Government (1972-2013). This became relevant in the wake of the recent plea by the churches that the Government should hand over Mission Schools to the churches. The study therefore examines the state of management and leadership and infrastructural development both under the regime of the Missionaries and the Government. It also sought to assess academic standard of the students, and the discipline of the College, qualification of the teachers, supervision, and students’ patronage of library and entry grade of students to the College with the view of establishing the progression or retrogression over the period. In doing this, a comparative study was undertaken and data were derived from archival materials of the Agogo Presbyterian College of Education, and direct interviews with past Principals and Administrators of the College. The results revealed that despite an increase in student-intake (210 students in 1942 to 750 students in 2014) with a corresponding increase of teachers (from 5 missionary teachers with lower academic degrees in 1931 to 28 teachers with masters qualifications), inadequate infrastructural development; lack of discipline and competitions among students have characterized APCE since it was managed by the Government as compared to the Missionaries. The study recommends that the Government would complete the construction of the students‟ hall complex, and also put up large auditorium and classroom blocks to accommodate the high students’ intake in the College to enhance education delivery

Research for better aid: an evaluation of DFAT’s investments

Assesses the degree to which the investment by the Australian aid program into research has been appropriate, effective and efficient, and provides recommendations for improving DFAT’s future management of research investment. Foreword Explores how research investment can be best managed to ensure DFAT supports aid innovation and high-quality aid program and policy decision-making. The evaluation focuses on whether the management of DFAT’s considerable development research investment has been appropriate, effective and efficient. Employing a multi-dimensional evaluation method, it draws on the experiences of DFAT staff and stakeholders, as well as the available expenditure data, in arriving at a set of well-supported findings and recommendations. The report makes several important points about the need for DFAT to have a clear sense about why and how it funds research. The department’s managers and officers need especially to be conscious of the effectiveness and efficiency risks implicit in their highly devolved form of research investment management. These risks will be reduced if robust knowledge management systems and a strong culture of research use are embedded in the department. The experience of other aid donors indicates that achieving this will be a significant challenge. The evaluation also makes a finding with clear implications for the way the department engages with research institutions in partner countries. It shows that, while the department’s research funding to Australian institutions increased significantly from 2005 to 2013, the level of direct funding to partner country institutions did not increase to the same extent and was, indeed, flat over the last five years of that period. There are clear benefits to be had in building research capacity in those institutions, either directly or through partnerships with Australian and international researchers. Given Australia’s ongoing investment in the Pacific, this may be a region in which future research funding can be focused.   &nbsp

Mid-term evaluation of the support to strengthened bilateral relations under the EEA and Norway Grants

Through the EEA Grants and Norway Grants, Norway, Iceland and Liechtenstein aim to reduce economic and social disparities and strengthen cooperation with 16 countries in Central and Southern Europe. A mid-term evaluation of the current EEA and Norway Grants 2009-14 was conducted by COWI during the second half of 2015 and early 2016 at the request of the Financial Mechanism Office, EEA and Norway Grants. The aim of the mid-term evaluation is to assess to what extent and in which way the EEA and Norway Grants contribute towards strengthening bilateral relations between donor and beneficiary states. The evaluation covers four out of the ten priority sectors of the EEA and Norway Grants and five of the 16 beneficiary countries (Estonia, Latvia, Poland, Romania and Slovakia), representing 19.4% of the allocated total of EUR 1.8 billion