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!

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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

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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..