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 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! 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 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..