Sudan Academy of Health Sciences An Innovative
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Transcript Sudan Academy of Health Sciences An Innovative
Sudan Academy of Health
Sciences
An Innovative Response to
Health Workforce Crisis
Dr Elsheikh Badr
Academy of Health Sciences, FMOH
Global Health Workforce: Pathways to Health, Irish
Forum for Global Health International Conference
Dublin, 2-3 February 2012
Presentation Outline
HRH in Sudan and skill mix imbalance
The challenge of HPE
The AHS: a response to HRH crisis
AHS achievements
Critical success factors
Prospects and way forward
HRH situation in Sudan
Deeply rooted HPE and diversified
workforce
Migratory trends and brain drain
High educational potential, yet HRH
shortages
Skill mix imbalance: 33 medical schools,
3000 graduates vs. 16 nursing schools 600
graduates
Crisis in nursing/paramedics due to
educational shift failure
The Challenge of HPE
Lack of social attraction for nursing,
midwifery and paramedics disciplines
(inadequate pool of applicants)
Highly centralised education with urban
focus
Lack of investment in nursing and
paramedics education (compared to
medical education)
Limitations of infrastructure and staff
Weak coordination and political support
The AHS: response to crisis
Established in 2005 under umbrella of the
FMOH
Mandated to scale up nursing, midwifery
and paramedic education
Based on the network of vocational
schools
Decentralised governance (HQ and state
branches)
Diploma and BSc level qualification
AHS Achievements
Establishment of 15 branches in states
Expansion/renovation of infrastructure
Enrollement of 18.000 students
Educational development and resources
Nearly 4000 graduates with high
local/rural retention rates
Social transformation (attraction of
students/ community services..)
Critical Success Factors
Advocacy resulting in political
commitment and partnerships
◦ the power of the crisis: 5:1 message!
Innovative funding
◦ Streamlining of available funding (one planning
framework)
◦ Contractual arrangements
◦ Tapping civil society sources: health
professions associations, women groups, etc.
Critical Success Factors
Maximising use of existing potentials
◦ Educational infrastructure and resources
◦ Training sites
◦ Staff and other human resources
Decentralised educational governance
◦ Local ownership/management protocol
◦ Local admission/training jobs for students
◦ The power of local communities
Prospects and Way Forward
Focus on quality assurance and
accreditation (supervisory model)
Expanding potential of distance learning
and TEL
Strengthening partnerships
Regional and international cooperation
and networking
Thank You..