Sustainability of the Health Care Workforce in Africa: A Way Forward in Zambia

Dixey, Rachael; Green, Mary

doi:10.18848/1832-2077/cgp/v05i05/54682

Cited by 4 publications

(5 citation statements)

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“…This brief overview of the delivery may make the project look simple, but cannot detail the large amount of work that has gone into planning, logistics, or relationship building. Some of this detail has been recorded elsewhere (Dixey & Green, 2009).…”

Section: Towards Larger Numbers Of Learners and Communities Of Learningmentioning

confidence: 97%

Delivering Creative Education for Health Promoters in Africa–Towards Critical Mass by “Going Global and Staying Local”

Dixey¹

2012

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Postgraduate opportunities for health promotion and other courses allied to health are limited in sub-Saharan Africa (apart from South Africa). There are major constraints on the development of health promotion in sub-Saharan Africa, and the lack of training capacity is one of them. Although potential students can access courses in parts of the global North where health promotion is strong – Europe, North America, Australia – this option is expensive. It also takes workers away from their posts for considerable periods and can be gender-biased. This paper describes a creative educational approach where postgraduate study is taken to Africa, from the UK, in the attempt to create communities of learning and to develop a critical mass of health promotion workers, such that they can make real change to the infrastructure for health promotion and thus to the health of the populations of their countries. In studying at home however, there is a debate to be had about whether this fulfills one goal of higher study, which is to develop cross-cultural awareness and the mindset of the “global citizen”. The paper thusquestions whether it is “better” to stay local or go global. The postgraduate course we teach in Zambia and The Gambia does seem to provide this global awareness as well as enabling health promotion workers to develop their practice, and moreover it has the capacity to develop the critical mass of workers needed to create the momentum for change

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Section: Towards Larger Numbers Of Learners and Communities Of Learningmentioning

confidence: 97%

Delivering Creative Education for Health Promoters in Africa–Towards Critical Mass by “Going Global and Staying Local”

Dixey¹

2012

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“…Onya (20) (21), and later in The Gambia). Rather than having one Gambian annually on its UK Masters in Health Promotion, it has, in three cohorts, 23, 37 and 30 students respectively on courses run in The Gambia (most are Gambians with some from Sierra Leone).…”

Section: Building Capacity In Health Promotionmentioning

confidence: 98%

The call to action: health promotion in The Gambia – closing the implementation gap?

Dixey

Njai

2013

Glob Health Promot

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This paper discusses the difficulties facing the development of health promotion in The Gambia, and in 'closing the implementation gap' noted by the WHO 7(th) Global Conference on Health Promotion (2009, Nairobi). The Gambia has achieved a great deal so far, but health promotion as a discipline has not really informed the development of its approach to health. There is not a central concern with determinants of health and tackling health inequalities and there is no well-developed health promotion infrastructure. The difficulties facing sub-Saharan Africa generally can be extrapolated from the paper, with the conclusion that sub-Saharan Africa faces many disease and health challenges not experienced by richer countries and thus not only does the discourse of health promotion need to take this into account, but also the basic needs of Africa need to be placed at the forefront.

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“…Whilst both countries are working to increase the capacity of their health promotion workforce through in-country training there are still workers looking elsewhere for opportunities to develop and learn, hence the persistence of demand for courses in high-income countries. Dixey and Green (2009) comment upon a partnership approach between a training college in Zambia and a UK University as a mechanism to tackle the sustainability of the health workforce in Zambia, in response to 'brain drain'. The partnership offered opportunities for professional public-health development in-country through educational provision.…”

Section: Workforce Challenges In the Ukmentioning

confidence: 99%

“…While both countries are working hard to increase the capacity of the health promotion workforce through in-country training, there remains high demand for courses provided in high-income countries. Dixey and Green (2009) describe a partnership between a training college in Zambia and a UK University as one means of tackling the sustainability of the health workforce in Zambia in response to 'brain drain'. The partnership offered opportunities for in-country professional public health development through educational provision which was well received and strengthened workforce capacity (Development Solutions, 2014).…”

Section: Workforce Challenges In Englandmentioning

confidence: 99%

Health promotion education in changing and challenging times: Reflections from England

Warwick-Booth

Cross

Woodall

et al. 2018

Health Education Journal

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Health education has changed in many ways since Health Education Journal was first published, with developments moving the discipline forward in ways not envisaged 75 years ago. While there have been recent concerns about the decline in status of health promotion and linked worries about health education, the contemporary evidence base has grown to support the delivery of good quality health education and the development of capable and skilled practitioners. Pedagogy has further developed as well, and new technology now enables health education to have broader reach through online teaching and learning, social media and open-access publications. Global challenges remain, however, and the context in England is one in which both education and practice face major trials despite the contribution that health education has made by those educated and trained in this setting over a period of many years.

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Sustainability of the Health Care Workforce in Africa: A Way Forward in Zambia

Cited by 4 publications

References 0 publications

Delivering Creative Education for Health Promoters in Africa–Towards Critical Mass by “Going Global and Staying Local”

Delivering Creative Education for Health Promoters in Africa–Towards Critical Mass by “Going Global and Staying Local”

The call to action: health promotion in The Gambia – closing the implementation gap?

Health promotion education in changing and challenging times: Reflections from England

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