Interprofessional education has evolved over the last 20 years in the higher education sector. AS we
share best practice, we are able to identify context specific models for our institutions as this is an
important aspect that needs to be driven for sustainability. The aim of this paper is reflecting on
interprofessional education in higher education institutions in Africa and highlight the barriers
with the aim to provide possible solutions for the identified gaps. AS we move towards the 2030 SDG
goals we as health professionals and health professional educators are tasked to find solution to
promote goal 3 which focuses on improving health and wellbeing for all. The higher education sector also has to contribute to providing quality education to our students and thus we need to reflect on our interprofessional offerings to constantly improve so that we address the health of societies. As part of this presentation, the experiences of a resource constrained university are highlighted and the areas
of influence highlighted to continue to sustain interprofessional education for 20 years
The Commitment of Higher Education to EFAamandasudic
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Sant Pau Art Nouveau Site
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Providing a CSO perspective, this presentation examines the principles, critiques and appraisal of the latest proposals on the Framework of Action for the post 2015 education agenda. Recommendations and advocacy opportunities for NGOs are given.
Given at the IAU Seminar on higher education for Education and e-accessibility (IAU HEEFA-ICT4IAL) held on 18-19 November 2014, Ankara, Turkey.
The Commitment of Higher Education to EFAamandasudic
Presentation by Djeneba Traore, Director General, West Africa Institute (WAI), Cape Verde, at International Association of Universities Conference 'From HEEFA to SDG4: Building on Achievements',
Sant Pau Art Nouveau Site
8 - 9 October 2015 - Barcelona, Spain
Civil Society Position of Education after 2015IAU-HEEFA
Providing a CSO perspective, this presentation examines the principles, critiques and appraisal of the latest proposals on the Framework of Action for the post 2015 education agenda. Recommendations and advocacy opportunities for NGOs are given.
Given at the IAU Seminar on higher education for Education and e-accessibility (IAU HEEFA-ICT4IAL) held on 18-19 November 2014, Ankara, Turkey.
Promoting public policies and multinational organizations for distance educat...icdeslides
Theme
The theme chosen for the Conference is “Mobilizing Distance Education for Social Justice and Innovation”, that is to say, contributing to mobilize Distance Education in its many modalities and forms, to build and transfer knowledge aimed at achieving valuable goals for societies that defend innovation and social justice.
The conference thus addresses one of the current priorities of international bodies such as the UNESCO’s “Education for All”, the OEI’s “Educational Goals XXI” and the European Union’s “Horizon Program 2020”, all of them geared to innovating to achieve intelligent, safe and inclusive societies.
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Health OER: Harnessing OER to Develop Health Education Systems in Africastopol
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Changes in the global economy have posed challenges to many education providers. This has created a demand for innovative international education and training options, a demand which institutions have been unable to fulfil because of financial and resource constraints and a lack of pedagogical and program-design expertise. Eridux can assist institutions in crafting solutions to these challenges through institutional innovation, creative program design.
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Participants in this global conference were able to hear from thought leaders in open education and had the opportunity to share ideas, practices and discuss issues important to the future of education worldwide. Sessions cover new developments in open education, research results, innovative technology, policy development and implementation, and practical solutions to challenges facing education around the world.
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Promoting public policies and multinational organizations for distance educat...icdeslides
Theme
The theme chosen for the Conference is “Mobilizing Distance Education for Social Justice and Innovation”, that is to say, contributing to mobilize Distance Education in its many modalities and forms, to build and transfer knowledge aimed at achieving valuable goals for societies that defend innovation and social justice.
The conference thus addresses one of the current priorities of international bodies such as the UNESCO’s “Education for All”, the OEI’s “Educational Goals XXI” and the European Union’s “Horizon Program 2020”, all of them geared to innovating to achieve intelligent, safe and inclusive societies.
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Presentation by Ted Hanss, Catherine Ngugi, Neil Butcher, and Mary Lee at the Open CourseWare Consortium in May 2010. Video of talk is also available on YouTube http://www.youtube.com/watch?v=kM6tFDMngNE
Health OER: Harnessing OER to Develop Health Education Systems in Africastopol
These slides were presented by Ted Hanss, University of Michigan; Mary Lee, Tufts University; Catherine Ngugi, OER Africa; Neil Butcher, OER Africa at the OCWC Global 2010 conference in Hanoi, Vietnam (May 5-7, 2010).
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Changes in the global economy have posed challenges to many education providers. This has created a demand for innovative international education and training options, a demand which institutions have been unable to fulfil because of financial and resource constraints and a lack of pedagogical and program-design expertise. Eridux can assist institutions in crafting solutions to these challenges through institutional innovation, creative program design.
ICDE Report: UNESCO Chairs in OER, International Meeting Krakow, Poland April...icdeslides
The UNESCO Open Educational Resources (OER) Chairs Meeting is being held within the framework of the Open Education Global Conference 2016 in Poland.
Participants in this global conference were able to hear from thought leaders in open education and had the opportunity to share ideas, practices and discuss issues important to the future of education worldwide. Sessions cover new developments in open education, research results, innovative technology, policy development and implementation, and practical solutions to challenges facing education around the world.
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This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
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2. Overview of my presentation
▰ Global influence on higher education institutions
▰ Interprofessional Education Globally
▰ Interprofessional Education in Africa
▰ Exemplar of IPE in South Africa
▰ Alignment of IPE and SDGs
▰ Way Forward
5. UNESCO 2022
This report thoroughly discusses the role of
higher education institutions in contributing to
the 2030 Agenda, through a focus on three
interrelated themes:
▰ 1. the need to move towards inter- and
transdisciplinary modes of producing and
circulating knowledge;
▰ 2. the imperative of becoming open
institutions, fostering epistemic dialogue
and integrating diverse ways of knowing;
and
▰ 3. the demand for a stronger presence in
society through proactive engagement
and partnering with other societal actors
17. The Africa Interprofessional Education Network
(AfrIPEN) is a consensus-based partnership
between various institutions and individuals with
the vision to establish interprofessional education
and collaborative practice (IPECP) as integral
part in training the health workforce and in the
effective functioning of systems for health in the
Africa region.
The African Forum for Research and Education in
Health (AFREhealth) is an interdisciplinary health
professional grouping that seeks to work with
ministries of health, training institutions and other
stakeholders to improve the quality of health care in
Africa through research, education and capacity
building. This forum was launched in Nairobi in
2016.
AMREF health Africa trains local
health workers and provide health
services to meet the continent’s
dynamic and critical health needs.
The Foundation for the Advancement of International
Medical Education and Research (FAIMER) promotes
excellence in international health professions education
through programmatic and research activities. By working
to advance health professions education in sub-Saharan
Africa, SAFRI supports FAIMER’s mission of improving
global health by improving education
The African Health OER Network: Advancing
health education in Africa through open
educational resources
The African Centre for Global Health and Social
Transformation (ACHEST) is an initiative promoted by a
network of African and international leaders in health and
development. It is an independent Think Tank and a
network.
19. There are many documented examples of IPE being practised
among student health professionals in various institutions,
both in South Africa (SA) and internationally.
Institutions of higher education are encouraged to commit to
a person-centered comprehensive PHC model and review
curricula to focus on the priority actions required to address
countrywide inequities (Chopra et al., 2009; Frenk et al.,
2010; Letsekha, 2013).
20. WHO (2010) highlighted the following skills to
be obtained through interprofessional
education:
o Teamwork
o Roles and responsibilities
o Communication
o Learning and critical reflection
o Transferring interprofessional learning to the
work setting
o Ethical practice:
• Prioritising and decision-making (Williams et
al., 2011),
• Conflict management (Treadwell & Havenga,
2013),
• Establish specialised knowledge and skills for
collaboration (Burch, 2014)
• Prevent stereotyping and professional
arrogance (Burch, 2014)
• Create mutual respect and understanding
(Burch, 2014)
25. 2015 -2020 2021-2025
“Together we can make a difference
through interprofessional health and
social care”.
Using knowledge and
research to impact society
26.
27. GUIDING PRINCIPLES TO DRIVE IPE AT UWC
• Leadership support to drive IPE and
IPP
• Across discipline buy-in
• Capacity development for IPE
• Collective community engagement
• Building networks in developing IPE –
intrauniversity and interuniversity
36. WAY FORWARD
▰ In order for us to make progress we need co-designed
and co-produced knowledge but we need to understand
our own context
▰ Universities can be the vehicle to drive cross-sectoral
knowledge
▰ We realise that co-production does not necessarily
equate to equity
▰ We need to speak of equity as it recognises that each
person has a different reality and different circumstances
and we need to meet people at their point of need
▰ We need to have INFLUENTIAL CONVERSATIONS
within the context of diversity and equity as we look at the
SDGs through different lenses
37. WAY FORWARD: questions?
▰ 1. Can we incorporate more leadership
modules into our curriculum that equips
graduates to be global citizens that understand
local and global context?
▰ 2. How do we more strongly align our IPE
initiatives to SDGs or do we want to?
▰ 3. How do we in Africa align our IPE initiatives
to Agenda 2063?
▰ 4. How can we promote, encourage and
support equitable interdisciplinary research
related to IPE in Africa and globally?