The WHO eBook on the Social Determinants of Health will be published soon. Register with the eBook agile development summary and dialogue, and have your say in the future of health workforce education and training
In this update;
We have posted September 2016 Transformative Health Workforce update in the middle of September to prepare for the release of the report - UN High Level Commission on Health Employment and Economic Growth - at this years United Nations General Assembly (session scheduled for September 20th - we will be posting news shortly)
Education is likely to feature prominently in the UN Commissioner’s Report picking up on the cross cutting nature of education in the Commission’s terms of reference.
As Countries, UN agencies and stakeholders reorient and align with the UN 2030 Agenda for Sustainable Development, intersectoral collaboration and cooperation will be a key element of the Commissions report. As part of our preparations we are profiling the work of UNESCO, which is increasingly relevant to the transformative health workforce education agenda.
1. UNESCO Global Education Monitoring Report
The 2016 Report, the first of a new 15-year series, begins by highlighting the ways that education can serve as a catalyst for the overall sustainable development agenda. It presents compelling arguments and substantive evidence for the types of education that are vital for achieving the goals of poverty reduction, hunger eradication, improved health, gender equality and empowerment, sustainable agriculture, resilient cities and more equal, inclusive and just societies.
The second half of the Report responds to its official mandate, tackling the many challenges concerning ways of assessing progress towards the fourth Sustainable Development Goal (SDG 4), including concrete recommendations for policy change at the national, regional and global level. Each of the seven education targets and three means of implementation in SDG 4 are examined in turn. In addition, education finance and education systems are analysed, as is the extent to which education can be monitored in the other SDG goals.
Download UNESCO Global Education Monitoring Report at http://en.unesco.org/gem-report/
2. UNESCO Global Report on Adult Learning and Education
The third Global Report on Adult Learning and Education (GRALE III) comes out
as the international community works towards the 2030 Agenda for Sustainable Development. By showing the important contribution that adult learning and education can make across many sectors of society,
Blog on Global Report on Adult Learning and Education calls on countries to invest in lifelong learning at http://whoeducationguidelines.org/blog/global-report-adult-learning-and-education-calls-countries-invest-lifelong-learning
3. International Pharmaceutical Federation Report on Transforming our workforce.
Workforce development and education: Systems, tools and navigation
“Transforming Our Workforce” is intended to be an enabling document that builds on previous FIP work setting out the need for transforming the pharmacy workforce, and describes the current evidence and use of a series of mechanisms, tools, policies and intelligence which can be collectively used for transformative national workforce development. (FIP education and workforce publications at www.fip.org/ educationreports). Collectively, these tools and mechanisms are a support platform to help meet the increasing challenges of healthcare provision with a fully functional and capable pharmacy workforce.
Download the FIP reprt at http://www.fip.org/files/fip/PharmacyEducation/2016_report/FIPEd_Transform_2016_online_version.pdf
4. Pathways Symposium
One of the most important questions for dentistry over the next decade in the UK and across the globe is the future reduction in dental amalgam usage. The Minamata Convention makes specific reference to measures to phase down the use of dental amalgam, with a focus on i. caries prevention, ii. workforce education, iii. dental insurance and iv. best practices for dental materials waste management.
Importantly, this Convention provides a critical catalyst for accelerating the profession’s move toward a preventive approach within integrated people centred oral health services.
Read more on the Pathways initiative http://www.kcl.ac.uk/dentistry/Pathways/About-the-meeting.aspx
Transformative education case studies on oral health
5. Dr. Neel Sharma Blog; Evidence, or the lack of, in health professions education