Your search found 7 Results
Joint ILO / UNESCO Southern African Subregional Workshop, 30 November - 2 December 2005, Maputo, Mozambique. Improving responses to HIV / AIDS in education sector workplaces. Report.
Geneva, Switzerland, ILO, 2006. 63 p.The workshop was organized under the auspices of an ILO programme initiated in 2004, developing a sectoral approach to HIV/AIDS education sector workplaces, as a complement to the ILO's code of practice HIV/AIDS and the world of work, adopted in 2001. A number of research papers and assessments prepared by international organizations in recent years have highlighted the impact of HIV and AIDS on the education sector workforce in developing countries, especially in sub-Saharan Africa. High prevalence results in morbidity and mortality rates which deprive affected countries of some of their most educated and skilled human resources. In addition, teachers are often not trained or supported to deal with HIV in schools, and the disease has also affected the management capacity of education systems. In 2005, UNESCO joined the ILO in a collaborative project, aimed at the development of an HIV and AIDS workplace policy and related resource materials for use by education staff and stakeholders at national and institutional levels in southern African countries. The workshop in Maputo brought together representatives of government (ministries of labour and education), employer organizations and teacher/educator unions from seven countries to participate in this process, along with representatives of regional and international organizations (see Appendix 1 for list of participants). (excerpt)
Report of a pre ICN workshop on Negotiating the Future of Nutrition, Johannesburg, South Africa, 18 September 2005.
Public Health Nutrition. 2005 Dec; 8(8):1229-1230.Good nutrition underpins good health. That reality has been shown in repeated studies and quantified most recently in the 2002 World Health Report of the World Health Organization (WHO). In that report, food and nutrition (their lack or over-consumption) accounted for considerable mortality and morbidity worldwide. Despite the compelling evidence of need, global action remains inadequate. Nutrition and food policy still receives considerably less attention in health policy and funding arenas than do many other lesser contributors to human health. Part of the reason relates to the lack of a strong coordinated voice for the broad area that is inclusive of all committed to and able to influence policies and actions for populations. (excerpt)
Geneva, Switzerland, WHO, 1996. , 90 p. (WHO/HRH/96.4)This booklet contains the report of a 1995 Interregional Meeting on New Public Health convened by the World Health Organization (WHO) to 1) consider the new challenges to public health rising from globalization, new diseases and epidemics, entrenched public health concerns, changing societal values, and the lack of new social sector resources and 2) formulate possible responses to these challenges. After an introduction, the report opens by reprinting a paper on the new public health and WHO's ninth general program of work, which was prepared to stimulate discussion at the meeting. The next section summarizes discussions during the meeting. Consideration of the context of public health looked at 1) the new public health and key determinants of health; 2) poverty, equity, and intersectoral partnerships; and 3) the role of WHO. Consideration of the content of public health included 1) a semantic debate on the "new" public health; 2) the content of the new public health; and 3) new public health challenges and responses. A discussion of education and research focused on training venues, the core content of training, and diversity of the public health work force. For each of these topics, the report includes specific statements adopted by the meeting. Finally, the report offers four recommendations to schools of public health, four to the WHO, and five to national governments.
In: The Graduate Education of Foreign Physicians in Public Health and Preventive Medicine. The Role of United States Teaching Institutions, edited by Wendy W. Steele and Sally F. Oesterling. Philadelphia, Pennsylvania, Educational Commission for Foreign Medical Graduates, . 26-28.The School of Public Health at Loma Linda University in California was founded in 1967, and as of December 1983 had graduated a total of 1764 students, 187 of whom were physicians. 28 countries and 45 foreign schools were represented in this enrollment. The experience at Loma Linda University is different from many others in that there has been little government sponsorship of foreign medical graduates. Of 89 foreign medical graduates, only 17 were sponsored by the US Agency for International Development or the WHO, and all 17 returned to their home countries where they are making significant contributions in Tanzania, Kenya, Thailand and Indonesia. In 1970, the Loma Linda University School of Public Health developed an evening program in which most of the course work was taught in Los Angeles 1 evening per week over a 2-year period. 10 health officers and a few others completed that program. Their success stimulated extending the program. In 1973 an experimental program teaching a general Master of Public Health (MPH) course to Canadians was initiated. In 1980, Loma Linda University also launched an extended program in the Central American-Caribbean area. In the context of a general program in public health and preventive medicine leading to a Master of Public Health Degree, the curriculum in international health seeks to prepare health workers who will be: trainers of trainers; cross-cultural communicators; managers and supervisors of primary health care services; and practitioners of the integrated approach to community development. Graduates are prepared to deal with sociocultural, environmental and economic barriers. Students not having a professional background in health are required to add an area of concentration to degree requirements. Areas of concentration include: tropical agriculture, environmental health, health administration, health promotion, maternal and child health, nutrition and quantitative methods/health planning. The goal of the International Health Department is to help people help themselves to better health. Loma Linda University has also been involved with schools in Asia, Africa, Latin America and recently in the Philippines. The preventive medicine residency program at Loma Linda is for the 2nd and 3rd years only at the present.
In: The Graduate Education of Foreign Physicians in Public Health and Preventive Medicine. The Role of United States Teaching Institutions, edited by Wendy W. Steele and Sally F. Oesterling. Philadelphia, Pennsylvania, Educational Commission for Foreign Medical Graduates, . 15-8.At a time when there is a growing interdependency among nations with regard to trade, resources and security, there is an increasing provincialism in the US. In such a climate it is difficult to generate support for international programs. Involvement on the part of medical schools has waned almost to the point of nonparticipation in international medical affairs, largely because of constraints on training and residency programs. Academic health centers have not been supported as a matter of policy. Leadership in international health in other parts of the world, diminished involvement in international health, current priorities and programs and a future prospectus are discussed. The WHO seems an unlikely source for necessary leadership in helping define future directions for education or new strategies in preventive medicine and public health in the developing world. Institutions in Europe have deteriorated and participation and leadership from them are unlikely. Few people today are interested in clinical tropical medicine. Another reason for waning academic activity in international health relates to the paucity of interest on the part of foundations. An important initiative was the development about 5 or 6 years ago of the WHO Tropical Disease Research Program. It now has a budget of about US $25 million and has attracted additional money from the US and from other countries. A gamut of prospects has resulted including a maria vaccine, a leprosy vaccine, a new drug for malaria. In the developing countries, there is a much larger base of basic competence than existed only 10 or 20 years ago, but these health workers need support if health goals are to be attained. Schools of public health should be as much professional schools as schools of medicine, and the practice of public health should be engaged in. The US Centers for Disease Control (CDC), in its global Epidemic Intelligence Service (EIS) program in Thailand and in Indonesia has pioneered admirable new approaches in practical training. Provision must be made for sufficient faculty to permit both professional practice and education in any school that offers public health education. The US has a vital and unique role to play in public health and preventive medicine.
In: Rockefeller Foundation. Working papers: Third Bellagio Conference on Population, May 10-12, 1973. New York, June 1974. p. 49-59Existing programs that assist the capacity of universities in less developed countries (LDC's) to directly and indirectly support country programs, including family planning/population activities, are described and critiqued. The present capacity of universities in LDC's to perform such indirect services as educating the countries' future leaders on population problems and to engage in such vital direct services as resea rch and training, is very weak in most developing areas. 14 fundamental principles are suggested for facilitating donor assistance or other institutional arrangements in building university programs. AID grants and contracts funded since 1971 to assist LDC universities in planning and managing their institutional development activities in population/family planning are described. Data generated from an exchange of information program developed from a small AID contract with the University of North Carolina suggest two approaches for building direct institutional support for program operations: 1) Provision by donor agencies of sufficient funds for universities to develop strong interdisciplinary service-oriented programs; and 2) Establishment of needed instutional back-up for family planning independent of any existing university or other organizations. A 3-page appendix contains basic descriptive data of university population activities being supported by donor agencies and/or their intermediaries in Africa, Asia, and Latin America. A funding schedule is set forth and illustrated by a graph to show how donor and LDC funds are related to each other over a 10-year time frame.
El papel de la universidad en la esfera de la poblacion. The role of the university in population, statement made at Special Convocation of the University of Panama, Panama City, Panama, 29 November, 1983.
New York, N.Y., UNFPA, . 8 p. (Speech Series No. 104)The University of Panama, as an academic and research institution, is the key to the joint implementation of government population and development programs. Many Latin American universities now have a better understanding of the complexity of the relationship between popultion and development and therefore devote more attention to this field by including demographic components in the curricula for existing specialties or creating new specialties. It is recommended that the University of Panama work constructively with the relevant technical experts to determine the position that Panama will adopt at the World Population Conference, in Mexico. If possible, such participation could help to strengthen the link between the academic community and the government in the area of population. In the final analysis, this will promote a better understanding of the dynamic relationship that exists between population and development.