Category: Learning strategy
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What is the pedagogy of Teach to Reach?
In a rural health center in Kenya, a community health worker develops an innovative approach to reaching families who have been hesitant about vaccination. Meanwhile, in a Brazilian city, a nurse has gotten everyone involved – including families and communities – onboard to integrate information about HPV vaccination into cervical cancer screening. These valuable insights might…
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Brevity’s burden: The executive summary trap in global health
It was James Gleick who noted in his book “Faster: The Acceleration of Just About Everything” the societal shift towards valuing speed over depth: “We have become a quick-reflexed, multitasking, channel-flipping, fast-forwarding species. We don’t completely understand it, and we’re not altogether happy about it.” In global health, there’s a growing tendency to demand ever-shorter…
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The capability trap: Nobody ever gets credit for fixing problems that never happened
Here is a summary of the key points about the capability trap, from the article “Nobody ever gets credit for fixing problems that never happened: creating and sustaining process improvement”. What is the capability trap? Core causal loops The capability trap The “capability trap” refers to the downward spiral organizations can get caught in, where…
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Pandemic preparedness through connected transnational digital networks of local actors
What is the link between pandemic preparedness, digital networks, and local action? In the Geneva Learning Foundation’s approach to effective humanitarian learning, knowledge acquisition and competency development are both necessary but insufficient. This is why, in July 2019, we built the first Impact Accelerator, to support local practitioners beyond learning outcomes all the way to…
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Reinventing the path from knowledge to action in global health
At the Geneva Learning Foundation (TGLF), we have just begun to share a publication like no other. It is titled Overcoming barriers to vaccine acceptance in the community: Key learning from the experiences of 734 frontline health workers. You can access the full report here in French and in English. Short summaries are also available in three…
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Learning for Knowledge Creation: The WHO Scholar Program
Excerpted from: Victoria J. Marsick, Rachel Fichter, Karen E. Watkins, 2022. From Work-based Learning to Learning-based Work: Exploring the Changing Relationship between Learning and Work, in: The SAGE Handbook of Learning and Work. SAGE Publications. Reda Sadki of The Geneva Learning Foundation (TGLF), working with Jhilmil Bahl from the World Health Organization (WHO) and funding…
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What is the value of strategy in the middle of a global crisis?
A new global vision and strategy titled ‘Immunization Agenda 2030: A Global Strategy to Leave No One Behind (IA2030)’ was endorsed by the World Health Assembly less than a year before the World Health Organization declared COVID-19 a Public Health Emergency of International Concern. Today, the cumulative tension of both urgent and longstanding challenges is stretching…
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Accountability in learning
What if you were the key internal resource person with learning expertise? What if you advocated, recommended, and prescribed low-volume, high-cost face-to-face training? What if your advocacy was so successful that global partners invested hundreds of millions of dollars in what you prescribed – even in the absence of any standard to determine the return…
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What lies beyond the event horizon of the ‘webinar’?
It is very hard to convey to learners and newcomers to digital learning alike that asynchronous modes of learning are proven to be far more effective. There is an immediacy to a sage-on-the-stage lecture – whether it is plodding or enthralling – or to being connected simultaneously with others to do group work. Asynchronous goes…
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Can the transformation of global health education for impact rely on input-based accreditation?
Burck Smith wrote in 2012 what remains one of the clearest summaries of how accreditation is based primarily on a higher education institution’s inputs rather than its outcomes, and serves to create an “iron triangle” to maintain high prices, keep out new entrants, and resist change. It is worth quoting Smith at length (summary and…
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