Sudan Academy of Health Sudan Academy of Health Sciences 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 Presentation Outline HRH in Sudan and skill mix

imbalanceThe challenge of HPEThe AHS: a response to HRH

crisisAHS achievementsCritical success factorsProspects and way forward

HRH situation in SudanHRH situation in SudanDeeply rooted HPE and

diversified workforceMigratory trends and brain drainHigh educational potential, yet

HRH shortagesSkill 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 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 staffWeak coordination and political

support

The AHS: response to The AHS: response to crisis crisis Established in 2005 under umbrella

of the FMOHMandated to scale up nursing,

midwifery and paramedic educationBased on the network of vocational

schoolsDecentralised governance (HQ and

state branches)Diploma and BSc level qualification

AHS Achievements AHS Achievements Establishment of 15 branches in statesExpansion/renovation of infrastructureEnrollement of 18.000 studentsEducational development and

resourcesNearly 4000 graduates with high

local/rural retention ratesSocial transformation (attraction of

students/ community services..)

Critical Success Factors 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 FactorsCritical Success FactorsMaximising 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 Prospects and Way Forward Forward Focus on quality assurance and

accreditation (supervisory model)Expanding potential of distance

learning and TELStrengthening partnershipsRegional and international

cooperation and networking

Thank You..