Division of Health Systems and Public Health, Department of Global Health, Faculty of Medicine and Health Sciences, Stellenbosch University, Francie van Zijl Drive, Tygerberg, Cape Town, PO Box 241, Cape Town, 8000, South Africa.
Ann Glob Health. 2022 Oct 20;88(1):90. doi: 10.5334/aogh.3844. eCollection 2022.
While many Global Health programs aim to address health inequalities within and between HICs and low- and middle-income countries (LMICs) there is a need to establish new Global Health academic programs within the growing trend towards 'internationalization of higher education'.
This study was undertaken to re-envision Global Health competencies for the African region context with respect to the local health needs and availability of resources.
This study was undertaken over a period of four years from 2017 till 2020. A three-pronged strategy was undertaken to scan, scope, distil and develop a set of Global Health domains and competencies for the African region. Strategy 1 encompassed an environmental scan of Global Health competencies (2017-2019), and a literature review (2017-2020); strategy 2 comprised a scoping of education programs in Global Health (2018-2019); and strategy 3 involved an interest-group discussion in a face-to-face conference.
Seven core and four cross-cutting global health competency statements were developed for the African region. The core competency statements included following domains: global health systems and international relations; global evidence ecosystem; role of international organizations; universal health issues; intellectual property rights; responses to issues affecting different at-risk groups; local, national, and international policy and economic context affecting global health. The four cross-cutting competency statements included following domains: digital and academic literacies; quantitative and qualitative research; policy and funding allocation resources; ethical conduct of global health practice and research global health.
There is a need to enable higher education institutions (HEIs) from the Global South to offer global health qualifications with a set of competencies that better approximate solutions to contextualised problems - not only to students from the Global South but also from the Global North. The global health competencies developed in this research study will enable African HEIs to offer global health education in a more pragmatic manner.
虽然许多全球卫生计划旨在解决高收入国家和中低收入国家（LMICs）内部和之间的卫生不平等问题，但需要在“高等教育国际化”的趋势下，在非洲地区建立新的全球卫生学术项目。
本研究旨在根据当地卫生需求和资源可利用情况，重新构想非洲地区的全球卫生能力。
本研究从 2017 年至 2020 年历时四年完成。采用三管齐下的策略，扫描、评估、提炼并开发一套适用于非洲地区的全球卫生领域和能力。策略 1 包括对全球卫生能力进行环境扫描（2017-2019 年）和文献综述（2017-2020 年）；策略 2 包括对全球卫生教育项目进行评估（2018-2019 年）；策略 3 涉及在面对面会议上进行利益集团讨论。
为非洲地区制定了 7 项核心和 4 项跨领域全球卫生能力陈述。核心能力陈述包括以下领域：全球卫生系统和国际关系；全球证据生态系统；国际组织的作用；全民健康问题；知识产权；应对影响不同弱势群体的问题的对策；影响全球卫生的地方、国家和国际政策和经济背景。四项跨领域能力陈述包括以下领域：数字和学术素养；定量和定性研究；政策和资金分配资源；全球卫生实践和研究的道德行为全球卫生。
需要使来自南方国家的高等教育机构能够提供具有一套能力的全球健康资格，这些能力更接近针对具体情况的解决方案——不仅面向来自南方国家的学生，也面向来自北方国家的学生。本研究开发的全球卫生能力将使非洲高等教育机构能够以更务实的方式提供全球卫生教育。
