| Title: |
Sexual and Reproductive health and Rights: Policy, Governance and Financing (SRHR POL) |
| Keywords: |
Sexual & reproductive health
Planning and programming (incl.. budgeting and evaluation)
Health Policy (incl. advocacy)
Governance
Financing
|
| Country: |
Netherlands
|
| Institution: |
The Netherlands - Royal Tropical Institute (KIT), Amsterdam
|
| Course coordinator: |
H. Ormel
|
| Date start: |
2021-05-17 |
| Date end: |
2021-06-04 |
| About duration and dates: |
2 weeks |
| Classification: |
advanced optional
|
| Mode of delivery: |
Face to face
|
Course location:
Royal Tropical Institute (KIT), Amsterdam
Mauritskade 63, Amsterdam |
|
| ECTS credit points: |
4 ECTS credits
|
SIT:
112
Contact hours 42 (32 lectures, 3 journal clubs, 2 unguided group work, 5 tutorials), 5 on-site e-learning, self-study hours 65 (40 private reading, 5 home assignment preparation, 20 writing assignment) |
|
| Language: |
English
|
Description:
• Identify and discuss relevant SRHR, including HIV, rights and development-related international agreements, development commitments and financial mechanisms
• Analyse how these international agreements, commitments and related governance and financing mechanisms influence national development policy, planning and implementation, and vice-versa
• Analyse policies and governance and financing structures and identify implications for planning and managing the responses
• Perform an SRHR strategic policy review from a multi-stakeholder perspective, including mobilisation of stakeholders from different sectors and communicate this in the form of a policy brief |
|
Assessment Procedures:
Participants will be assessed on a final paper (100%) (summative assessment).
The final paper is a policy brief (2,500 words +/- 10%), addressing a specific SRHR-related policy issue. Students will be provided two rounds of group tutoring support. Papers are read and assessed by two independent readers on the basis of a set of criteria.
The final paper needs to be submitted not later than the last day of the course. Feedback is provided in writing.
Resit: Those students who fail for the paper can resubmit the policy brief; students will be provided one round of individual tutoring support. Resubmissions are made as per the program schedule of the academic calendar and students are informed at the start of the course. |
|
Content:
The module covers the following contents:
• SRHR-related international agreements, development commitments and financial mechanisms
• SRHR-related policy analysis
• How to write an effective policy brief.
• Health and SRHR governance issues
• International SRHR-related aid architecture
• Health systems and financing issues, incl. health insurance related to SRHR
• Human rights and advocacy for SRHR
• Universal access to health and implications for SRHR policy making
• Role of private sector in the field of SRHR
• Evidence-based strategic information and planning for SRHR policy making
• Mobilising and coordinating with local communities and other stakeholders in the field of SRHR |
|
Methods:
Learning methods are varied.
Interactive lectures, including problem analysis activities and group exercises (32 hours lectures), tutorials (5), journal clubs (3) unguided group work (2), on-site e-learning (5), and self-study (65).
On-site e-learning includes interactive exercises such as online quizzes, debates and discussion forums.
The learning process underlying this approach draws upon the didactical principles of social constructivist learning. Also, participants are usually from various nationalities and are expected to actively share own experiences in their interaction with other so as to contribute to learning and building knowledge and competencies. |
|
Prerequisites:
• Academic training or professional qualification in a relevant area
• Three years of work experience in a related area, including experience in management or planning in developing countries
• Proficiency in spoken and written English (TOEFL 550 or IELTS 6.0) Computer and internet literacy; the participant should be able to use a computer with internet as described, and working-level understanding of Microsoft Office software (e.g. Word, PowerPoint, Excel) and Adobe (PDF). |
|
Attendance:
Maximum number of students: 25
Maximum number of tropEd students: 5
80% Attendance is the minimum required. |
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Selection:
First come, first served principle |
|
|
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Scholarships:
Scholarships: For this course funding from the Orange Knowledge Programme (OKP, former NFP) is available for applicants from OKP countries. Additional information available at: https://www.kit.nl/health/study/okp-orange-knowledge-programme/ |
|
Major changes since initial accreditation:
• Learning methods were further diversified – adding journal clubs, unguided group work
• The course now runs on a new, more user friendly e-learning platform for the online components. Feedback from students helped us improving the environment
• SIT is now being reduced from 126 to 112 hours; reflected in a reduced ECTS (from 4.5 to 4.0). This is due to the decision to streamline this module in the MPH SRHR track with a similar module (Health, policy and financing) in the MPH Health Systems Policy & Management (HSPM) track, to ensure better curriculum consistency across the MPH.
• The exam was adjusted to align with the parallel module of the other specialisation track in the MPH and to allow more time for the policy brief writing process (see student evaluation results, below). The combined assignment (80% paper, 20% peer feedback) was replaced by a single assignment (100% paper).
• Experiences with the module and the professional environment led to the inclusion of new topics (at the cost of others, less prioritized), i.e. aid architecture; role of private sector; health insurance |
|
Student evaluation:
In academic year 2016/2017, student evaluation of the module was as follows:
• Participants found the module contents relevant and interesting, contributing to the overall MPH competencies at the right point in time
• Students indicated the module objectives were achieved; that reading materials were appreciated; that participants’ experiences were sufficiently used; and that the study load was considered do-able
• Session materials such as presentations were not always uploaded to the virtual learning platform in a timely manner
• The policy brief writing process needs more time
• External participants felt that learning methods could be more diversified (less presentation-type sessions, more debates, seminars, journal clubs and other) |
|
Lessons learned:
• We learned that apart from facilitator-led guidance, more effective use of peer feedback could facilitate the process of acquiring this skill. Both giving feedback and receiving feedback can enhance learning, provided that there is enough time to make use of the feedback. Yet, writing a policy brief is a useful but a complex competency, and maybe not the ideal assignment to combine with a peer feedback co-assignment. The latter therefore was transferred to be combined with another module’s, somewhat easier writing assignment.
• Based on the module evaluation results, further changes were made: the planning session was expanded; learning methods were diversified; uploading of materials was better monitored; number of sessions and average contact time per sessions was reduced to make room for more study time |
|
tropEd accreditation:
Accredited in December 2016. Re-accredited in June 2018. This accreditation is valid until June 2023. |
|
| Email Address: |
F.Maldonado@kit.nl |
| Date Of Record Creation: |
2016-12-22 16:22:41 (W3C-DTF) |
| Date Of Record Release: |
2016-12-22 21:36:59 (W3C-DTF) |
| Date Record Checked: |
2018-06-21 (W3C-DTF) |
| Date Last Modified: |
2020-09-22 12:00:05 (W3C-DTF) |
