Health & Education. Course program Master programs Advanced courses E-learning courses

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1 Health & Education Course program 2016 Master programs Advanced courses E-learning courses

2 Contents Study at KIT: Make a difference 1 Master Programs 2 Master in Public Health/International Course in Health Development (MPH/ICHD) MPH Track in Health Systems Policy and Management MPH Track in Sexual and Reproductive Health and Rights MPH Track in HIV and AIDS MPH Track in Health Systems in Fragile and Conflict-affected Environments 2 Master in International Health (MIH) 6 Netherlands Course in Tropical Medicine and Hygiene (NTC) 10 Advanced Courses 14 Health Systems Strengthening Sexual and Reproductive Health and Rights, and HIV and AIDS Health Systems in Fragile and Conflict-affected Environments Disease Management E-learning Courses 20 Tailor-made Training (TMT) 21 Studying at KIT 22 Our teaching and learning methods Requirements Our Facilitators Students and alumni Accreditation What alumni say about us Where our students come from Practical Information 26 Course Calendar 28 Contact information 29

3 Study at KIT: Make a difference While health improves globally, many are still being left behind through inequality. At KIT Health, we are committed to help narrow this gap. With a multidisciplinary team of researchers, educators and advisors we are an innovative player in international and public health. KIT (Royal Tropical Institute) equips health professionals to address public health challenges around the world. We offer master programs and advanced courses at our training facilities in Amsterdam and through e-learning. In addition we conduct regional, tailor-made training programs in countries around the world. By bringing together people from different countries and regions, KIT s international courses create a forum for linking and exchanging experiences among a broad range of development practitioners. Impact: Leaders in global health Our training programs respond to current global developments in the health field. KIT s courses are known for their practical applicability, the multidisciplinary approach and the interactive, participatory training methods. Our training programs are aimed at developing effective leaders that create impact in their home countries. Alumni of KIT obtain higher positions after graduating and contribute to health policy at district, regional and national level. They also pass on their knowledge to colleagues and local health professionals, and by teaching at universities and training institutes. As such we have a broad-based impact. In the past fifty years, over 3000 health professionals have studied at KIT. We are proud to be part of their professional journey in becoming leaders in health around the globe. 1

4 Master programs Master of Public Health / International Course in Health Development MPH Track in Health Systems Policy and Management MPH Track in Sexual and Reproductive Health and Rights MPH Track in HIV and AIDS MPH Track in Health Systems in Fragile and Conflict-affected Environments The International Course in Health Development (MPH/ICHD) is an annual twelve-month Master of Public Health program organised by KIT (Royal Tropical Institute) in cooperation with the Vrije Universiteit Amsterdam (VU). Public health and health care in a changing environment 2 Health systems in low and middle income countries face a wide range of challenges: inequalities in health and health care, the overwhelming problems posed by the HIV pandemic while at the same time increased attention for non-communicable diseases, the call towards Universal Health Coverage, a call for equity and poverty reduction, epidemiological and demographic transitions with their double burden of disease, the increasingly complex situation in fragile environments and new partnerships with donors and other institutions through sector-wide approaches and Global Funds, the advent of the Sustainable Development Goals; and a focus on quality of services and evidence-based public health. Providing an effective response to these issues requires well-trained professionals able to solve complex public health problems systematically and using a multi-sectoral approach. Course Objectives The MPH/ICHD is designed to develop the capacity of senior health managers to use an integrated, multi-disciplinary approach to address health problems in their country. At the end of the program, you will be able to: Critically analyse the health status of a population and identify health needs. Appraise the role of health systems in terms of fundamental goals, functions, actors and performance. Identify priorities and influence effective policymaking and strategic planning concerning interventions aiming at improving public health, taking into account scientific evidence and good practice. Implement and monitor health interventions by managing human, financial and logistic resources. Work professionally across different sectors, disciplines and institutional levels, with public and private actors, and through advocacy, communication and networking. Identify research needs, commission research, and critically analyse and use research results. Incorporate a pro-poor and equity approach in all actions. Continuously examine and critically reflect on own practice and values and adjust them accordingly.

5 Program structure The MPH program consists of three trimesters: First trimester Core Course for all tracks: Introduction Epidemiology and Statistics Learning and Communication Skills Social determinants of Health / Introduction to Public Health Health Systems and Policy Making Health Planning Second trimester: Advanced modules for all tracks Qualitative Methods for Health Systems Research Human Resources for Health Advanced modules of the different tracks: Track in Health Systems Policy and Management Sexual and Reproductive Health and Rights including HIV and AIDS Health Policy and Financing Control Strategies for Communicable and Non-Communicable Diseases Track in Sexual and Reproductive Health and Rights Sexual and Reproductive Health and Rights including HIV and AIDS HIV Policy, Governance and Financing Sexual and Reproductive Health and Rights: Organising Effective Responses Track in HIV and AIDS Analysing Dynamics of HIV and AIDS Epidemics and Prevention HIV Policy, Governance and Financing (e-learning) HIV: Organising Effective Responses Track in Health Systems in Fragile and Conflict-affected Environments Analysing Health Systems in Fragile and Conflict-affected Environments Health Policy, Governance and Financing in Fragile and Conflict-affected Environments Rebuilding Resilient Health Systems in Fragile and Conflict-affected Environments Third trimester: for all tracks Study visit to WHO; Thesis; Oral examination Thesis focused on a topic relevant to the track chosen and an oral exam on the thesis. 3

6 Your profile If you are a health professional working, or preparing to work, in a managerial capacity in health services or programs at national, regional or decentralised district level, then the MPH/ICHD is ideal for you. You have the option choosing between four tracks, designed for different professional domains: MPH Track in Health Systems Policy and Management: if you aspire to work at the interface of policy and management, within different health systems contexts. MPH Track in Sexual and Reproductive Health and Rights: if you wish to work in SRHR focus domains which may include HIV and AIDS. MPH Track in HIV and AIDS: if you wish to work in the HIV and AIDS domains. MPH Track in Health Systems in Fragile and Conflict-affected Environments: if you want to work in or with countries in crisis, working as health personnel in government institutions, NGOs, UN agencies and humanitarian organisations. Admission criteria Academic training at least to the level of a bachelor s degree, either in medicine or in another field related to health care, such as health sciences, economics, social science or nursing. A minimum of three years of relevant working experience, including managerial responsibilities in health services in a low or middle income country. Proven proficiency in spoken and written English. Computer literacy is expected. Practical information Course dates 19 September 2016 until 8 September 2017 Duration 1 year ECTS 60 Location KIT Amsterdam Language English Fee (2016) ,- Eligible for NFP funding KIT application deadline NFP applicants NFP application deadline KIT application deadline other funding Contact courses@kit.nl 4

7 Studying at KIT helped me to have a critical mind and to really think out of the box. I work now for the National Cancer Prevention Centre in Zambia. We have screened close to 200,000 women in the cervical cancer program which has never happened before in this country. Though the incidence and mortality rates are still high there has been massive awareness on the disease. I could not have succeeded in all that without the training in public health at KIT. Sharon Kapambwe from Zambia, MPH, background medical doctor. Currently working as director of National Cancer Prevention Centre. The MPH/ICHD has given me the opportunity to look beyond the borders of my home country. I did not only gain knowledge but also worked with health workers from 25 different countries which had a huge impact on my own ideas about global health. Learning in an international health environment was a real privilege and I have enjoyed every moment. Fried Lammerink from the Netherlands, MPH, educational background: Nursing & Management. Worked as Policy Advisor Government of Lesotho and will start to work as organisational development advisor in Cambodia. While the curriculum was comprehensive, the international group added so much more value to it! Students from 23 different countries helped me understand finer details of various cultures and personal values in addressing public health issues. Varadharajan Srinivasan from India, MPH, working as manager Emmanuel Hospital. I feel so honoured to be among those making some difference in the public health landscape of my country, Nigeria. There is no doubt that my KIT experience and MPH marked a milestone in my professional development and my life post-mph. Eno Usoroh, from Nigeria, MPH, background medical doctor. Now working as Program Coordinator - Global Fund Programs at Institute of Human Virology Nigeria (IHVN). 5

8 Master in International Health The Masters in International Health (MIH) aims to develop the capacity of health professionals planning to work at the interface of international organisations and national health systems. Because you can design your own program, the MIH prepares you optimally for your desired field of work whether that be child health, HIV and AIDS, maternal health, disaster settings, research, health policy, human resources or another area. The program can be completed within 1 to 5 years, depending on your availability. The MIH is organised by KIT (Royal Tropical Institute) and the Vrije Universiteit Amsterdam (VU). What is International Health? Course Objectives 6 International health is a discipline that systematically compares factors that affect the health of all human populations, with a special focus on poverty-related health problems in low and middle-income societies. International health includes the promotion of health, prevention and treatment of diseases and rehabilitation. Knowledge, skills and the ability to critically analyse and draw implications for practice related to the major endemic diseases, health systems research, health economics, health policy and management of health services are essential. troped The MIH is offered in across Europe and in Africa, Asia and Latin America by members of troped, a global network of institutions for higher education in international health. This network enables you to follow part of your training at European, African, Asian and Latin American universities and institutions. KIT is a longstanding member of the troped network. The MIH provides health professionals with the knowledge and skills required to deal with current challenges effectively. The MIH aims to enable you to understand and analyse international health issues, conduct applied research, and develop adequate and appropriate responses in a global context. After the program you will be able to: Identify and critically analyse key factors and forces, including international changes, shaping the health of populations in low and middle income countries. Identify and appraise the challenges, threats and opportunities to health care delivery arising from globalisation. Formulate effective and appropriate responses to complex international practice and policy issues. Communicate effectively across disciplines, sectors and national boundaries and with professionals and clients at all different levels of the health system and related institutions. Identify research needs, commission research and critically analyse and use research results. Work professionally, critically reflect and continuously seek to enhance personal and organisational learning.

9 Program structure The program is taken in the following order: A. Core course (NTC), (20 ECTS) B. Advanced modules (20 ECTS), Study visit WHO C. Thesis (20 ECTS) A. Core course The core course, Netherlands Course in Tropical Medicine and Hygiene (NTC), provides you with the basic knowledge on a very wide range of topics that you will need to follow the advanced modules and complete your thesis. The course consists of five modules: introduction, determinants of health, health problems, basic research methods and health systems. For a more detailed description see: B. Advanced modules In the advanced modules you can deepen your skills and knowledge on selected topics. With the support of the course management, you make a personal study plan. The advanced modules can be taken at KIT and at various universities and institutes throughout the Netherlands, and in- and outside Europe. Students are encouraged to follow modules in different countries at troped institutions. More information: Visit Geneva: MIH students are invited to a study trip to Geneva to visit the World Health Organisation (WHO) and other UN organisations. C. Thesis Under the guidance of an adviser who is expert on the topic, you will write a thesis on an important health problem that you wish to address in your working life. You will systematically analyse a problem and make suggestions for its solution based on qualitative and quantitative information from a literature review or primary study. Part-time option: The program can be completed within 1 to 5 years, depending on your availability. 7

10 Your profile If you are a health professional (for example medical doctor, nurse, midwife) and you aspire to develop or-/ boost your career in international health, then the MIH is ideally designed for you. Admission criteria Academic training at least to the level of a bachelor s degree, either in medicine or in another field related to health care, such as health sciences, economics, social science or nursing. Academic training at least to the level of a bachelor s degree, either in medicine or a paramedical science like nursing, midwifery or public health. Two years of relevant work experience, including work experience in low and middle income settings. Proven proficiency in spoken and written English. Computer literacy is expected. Practical information Course Fees The tuition fee for the MIH covers the core course, course materials, tutoring for the thesis and advisory services for the duration of the program. Please note that it does not include fees for advanced modules as these depend on the students personal study plan. MIH students from KIT receive 20% discount on indicated prices for advanced modules taken at KIT. Duration 1 year (Full-time); up to 5 years (Part-time) Location KIT Amsterdam, optionally elsewhere in Europe Language English Fee (2016) Course Start Dates Autumn Spring Autumn Application deadline 3 months before start of the course ECTS60. Contact courses@kit.nl 8

11 The lecturers and classmates from different backgrounds and different countries, enriched the MIH courses with knowledge and personal experiences which made a delightful learning process. Together, we learned about current global health issues, the best evidence-based strategies and we contributed to develop each other s skills. Back in my country, Mexico, with the new skills and knowledge, I could improve the ARVs supply chain system nationwide as an essential part of delivering high quality health care to people with HIV/AIDS. Alejandra Gonzalez Ruiz from Mexico, MD, MIH. I gained immensely from my time studying at KIT and other troped institutes. It brought me in contact with various facilitators and their teaching styles, different students from varying backgrounds, different cultures and world views relating to issues that face humanity today. Furthermore, upon graduation, it has afforded me a platform to reach out and share ideas, thus maintaining a bond of friendship with those I met during my period at KIT, Heidelberg and Bergen. Gerhard Ofori-Amankwah, MIH, Ghana. The NTC was a perfect preparation for my work as tropical doctor. I was trained in both clinical aspects as more public health related issues by KIT facilitators who had a lot of experience and expertise. This helped me enormously during my work in the field. At the same time it was the start of my knowledge, network and career in international health. Steven van de Vijver, the Netherlands, NTC and MIH. Worked a.o. for MSF, Director Urban Health AIGD. I loved studying the core course of my MIH in Amsterdam since we had a small class. I think there was much more interaction among students and teachers then in other institutes. Also they had some innovative teaching methods (with simulation) which I found very interesting and impressive. KIT Amsterdam is just one of my best experiences. It was very helpful for my career, knowledge and experience. Also the international network that I gained throughout the courses. Martiani Oktavia, Indonesia, MIH, now working as National Consultant TB Unit (SSA) at WHO Indonesia. 9

12 Netherlands Course in Tropical Medicine and Hygiene The Nederlandse Tropen Cursus (NTC) or Netherlands Course in Tropical Medicine and Hygiene provides essential preparation for health professionals such as medical doctors, nurses and midwives planning to work in low and middle income countries. The NTC can be taken as a stand-alone course or as core course of the Master in International Health (MIH). In the Netherlands, the NTC forms part of a post-graduate training program for physicians leading to a diploma in tropical medicine. For more information, go to: The NTC is jointly organised by the Vrije Universiteit Medical Centre (VU) in Amsterdam, the University Hospital of the University of Amsterdam (UvA) and KIT (Royal Tropical Institute). Course Objectives Many health care professionals want to contribute to health in low and middle income countries. In order to contribute meaningfully and appropriately, knowledge of the context and of local health problems is vital. By following the NTC, you will be able to: Identify and analyse interrelated determinants of health and major health problems of populations in low and middle income societies. Plan sustainable improvements of health systems, taking into account diverse cultural settings and social and ethical responsibilities. Critically collect, analyse and appraise qualitative and quantitative data relevant to the improvement of health and health care in low and middle income societies. Clearly communicate and work professionally in a multidisciplinary team. 10

13 Program structure The NTC is divided into five modules 1. Introduction Module This module aims to help you to develop learning and communication skills needed for the course and for your future practice. You will examine cultural and international contexts. 2. Determinants of Health The factors that have the most significant influence on health are known as determinants of health. Most of the key determinants lie outside the direct influence of health care, such as gender, education, culture, employment and environment. This module aims at providing you with an overview of these determinants and with the policy tools devised to address them. 3. Health Problems You will need knowledge and skills to address the most important diseases and health problems occurring under resource-poor conditions. In this module, particular attention is given to the three main killer diseases: HIV and AIDS, tuberculosis and malaria. Sexual and reproductive health and health care for children are also discussed. Because of the limited diagnostic and therapeutic possibilities, a syndromatic approach is emphasised. 4. Basic Research Methods This module familiarises you with quantitative and qualitative research methods and how to critically appraise literature. Principles of statistics, epidemiology and study design are discussed here to enable students to answer questions such as: which determinants and/ or risk factors of diseases are most important to address? Which intervention has the most impact? A socio-cultural perspective on health, illness and health care, medical anthropology and sociology will be used to examine questions such as why patients do or do not seek health care in time. 5. Health Systems Health systems in countries all over the world are facing challenges to address demographic changes like population growth, technological developments, and a more assertive demand for quality care. At the same time, many countries already have trouble achieving or maintaining access for the poor while containing costs. The emphasis in this module is on the practical implementation of health programs and the organisation of health care at district level, both public and private (NGOs). 11

14 Your profile The course is aimed at physicians and other health professionals, such as nurses and midwives, who are planning to work in low and middle income countries or societies. You may for example be preparing to work at a district hospital at the first level of referral, or you are planning to participate in health care projects with non-governmental organisations (NGOs). Admission criteria Academic training at least to the level of a bachelor s degree in medicine or any paramedical science. Two years of relevant work experience. Proven proficiency in spoken and written English. Computer literacy is expected. *Full-time or part-time study Practical information The full-time course takes 13 weeks. If you are not able to take 13 weeks off work, selected parts of the course can be followed after discussion with the course management. It is also possible to follow one or more selected sessions of the course. Course dates Spring 2016: until Autumn 2016: until Application deadline 2 months before the start of the course Duration 3 months (Full time)* ECTS 20 Location KIT Amsterdam Language English Fee (2016) 6.080,- Contact courses@kit.nl 12

15 I can put in practice the knowledge I gained during the NTC now in Liberia. The interaction with people from different backgrounds and especially people from different cultures was very useful. It allowed me to adapt quickly in a new environment when I came to Liberia to support the Ebola Outbreak response. The topic of health systems was also useful, since I am using it to support the restoration of health services and rebuilding of health system after Ebola outbreak in Liberia. Jeremias Naiene, from Mozambique, MIH. Currently working in Liberia with United Nations Mission for Ebola emergency response WHO. The course in Tropical Medicine (NTC) proved to be very useful during my experience in both Tanzania and Ethiopia. As midwives we have a quite narrow field of work; mainly obstetrics/midwifery. With the NTC I learned to think of a greater perspective and recognise illnesses like for example tuberculosis and malaria more early during pregnancy. Anna Ruth Kuipers from the Netherlands, NTC. Educational background in Midwifery. Working as Senior Midwife, Ethiopia. During my work for MSF in Ethiopia I used most knowledge from the NTC: from human resource management to community involvement, from analysing social determinants of health to health management information systems and budgeting and procurement cycles for essential drugs. Without the course it would have taken me much more time to understand these issues and to work with them effectively. Naomi Sterkenburg, the Netherlands, NTC, Tropical Doctor. 13

16 Advanced Courses The advanced courses offered at KIT (Royal Tropical Institute) are an opportunity for professionals in health and development to further develop their knowledge and skills and broaden their perspectives. The courses are practical, focused and complete in themselves. Courses can be taken as a stand-alone course, or as part of the Master in Public Health (MPH) or the Master in International Health (MIH). Courses are given in various formats: in classrooms at KIT, as blended learning or as e-learning course. Health Systems Strengthening Qualitative Methods in Health Systems Research 25 January 10 February 2016 (4 ECTS), 1870, eligible for NFP Policy makers, managers and service providers in the health system need to be able to select appropriate research methods to better understand and address the problems they face. This course discusses which methods to use to answer different health system research questions. The course specifically focuses on qualitative and participatory research methods. You will gain experience in each step of the research process through the development of your own research proposal, through practical exercises, and by appraising a research proposal. Attention is also paid to enhance the use of research results by policy makers, managers, health care providers, civil society and clients. WHO Collaborating Centre for Human Resources for Health The World Health Organisation (WHO) has designated KIT an HRH collaborating centre for the training, retention and motivation of health care workers in developing countries. As such, KIT conducts research and advises countries on policy, planning and capacity development. The knowledge acquired helped me to regularly motivate my staff for working better and achieving best health outcome during the service in rural part of Nepal. Akina Shrestha from Nepal, followed HRH course as part of MPH. Now working as a Public Health Manager in Dhulikhel Hospital-Kathmandu University Hospital. Human Resources for Health 29 February 11 March 2016 (3 ECTS), 1540, eligible for NFP The quality of health service delivery depends to a large extent on the availability and performance of qualified personnel. Policy makers and managers need to be able to develop adequate policies and strategies, analyse organisation behaviour and identify appropriate leadership skills. This course addresses the knowledge and skills required for human resource planning and management. It provides an overview of the situation of HRH from a global perspective and discusses strategies at country level to address health workforce issues. Topics include rational planning, training, governance and gender, performance management and leadership and organisational change. 14

17 Health Policy and Financing April 2016 (4 ECTS), 1870 This module takes an in-depth look at important issues and current debates in health policy, health economics and health financing, such as decentralisation, the public-private mix, international finance of health goods, aid effectiveness, TRIPS, community participation, health insurance and governance of health systems. As part of this course, you are required to critically read and discuss papers on specific health policy debates in low and middle income countries. Examples of such policy debates include - feasibility of national insurance systems, the role of private sector and contracting arrangements, and the relationship between decentralisation and equity. Towards achieving Universal Health Coverage: Advanced Course on Health Sector Reforms and Financing August 2016 (3 ECTS), 2730, (troped 1550), eligible for NFP Health systems in countries all over the world are facing challenges in order to meet the increasing needs and demands of their citizens. Since the new millennium, there is active debate on how to ensure access to good quality services according to needs and preferences, regardless of income level, social status, gender or residency. The aim of this intensive course is to have participants review the challenges their countries face in their strive towards Universal Health Coverage of its citizens; UHC is taken as a broad concept, including financial, organisational, political, human resources, sociocultural and gender-based barriers. Advanced course on Monitoring and Evaluation: Innovations in a Dynamic Health Systems Environment August 2016 (3 ECTS), 2730, (troped 1550), eligible for NFP Monitoring and evaluation skills are essential tools for working in a dynamic development environment. Sectoral plans at national, regional or local levels require a strategic investment in management tools that facilitate informed decision making, planning and implementation. This course aims to equip participants with up-to-date knowledge and state-of-the-art M&E approaches. Contextual changes such as the new aid architecture and multi-stakeholder environments will be examined. Identifying appropriate monitoring and evaluation and management information approaches will receive particular emphasis. Rational data collection for optimal usefulness while imposing minimal burden on staff is highlighted. Special attention will be given to making monitoring and evaluation systems equity aware and to balancing the ethical aspects of an evaluation. Sexual and Reproductive Health and Rights, and HIV and AIDS Analysing Dynamics of HIV and AIDS Epidemics and Prevention 14 March 01 April 2016 (4,5 ECTS), 2010, eligible for NFP What are the complexities and challenges of HIV and AIDS epidemics? And how can a health manager best respond to them? This requires an in-depth understanding of what is driving each epidemic and why a given approach has worked elsewhere. In this course, health managers gain an overview of how epidemiological and surveillance information should be analysed and used at local and national levels. You learn to analyse the drivers of the epidemic and identify prevention, treatment, care and support strategies, including impact mitigation. By the end of the course, you will be able to critically discuss the principles of HIV responses and the range of context-specific interventions available to respond to HIV. 15

18 Sexual and Reproductive Health and Rights including HIV and AIDS April 2016 (4,5 ECTS), 2010, eligible for NFP Increasing attention is given to the implications of human rights for women s health that goes beyond their reproductive capacity and calls for a rights-based and gendered approach to issues such as HIV and AIDS and sexually-transmitted infections. This course explores key principles of SRHR practice across a range of content areas: sexual health, family planning, infertility, antenatal, perinatal, postpartum health, newborn health, abortion, adolescent health, teenage pregnancy, gender based violence and HIV. It also explores key considerations for SRHR and HIV policy and practice such as gender, rights based approaches, sexuality, stigma and ethics. HIV: Organising Effective Responses 17 May 02 June 2016 (4 ECTS), 1870, eligible for NFP HIV epidemic continues to adversely affect public health and warrants a critical examination on how to effectively organise responses to the epidemics. Health systems play a crucial part in this, particularly for prevention and provision of services for universal access. This course examines the impact of HIV on the health system and responses that are context specific and culturally appropriate. You learn to critically analyse existing services from the perspective of vulnerable groups, key populations and communities, as well as identify emerging issues and opportunities for HIV programs to establish synergies in services and strengthen the existing health system. Sexual Reproductive Health and Rights: Organising Effective Responses 17 May 02 June 2016 (4 ECTS), 1870, eligible for NFP Improving equitable access and quality to Sexual and Reproductive Health (SRH), including HIV and AIDS related services continues to be high on the global public health agenda. This course builds on current evidence to critically identify and analyse responses across the health system, including in emergency and fragile state settings. It also discusses equity, voice, accountability and participation in the organisation of responses and services, with a focus on making services equitably accessible to marginalized groups and key populations. And so, you will be able to translate principles of sound SRHR, responses into practice. KIT offers also a number of e-learning courses on SRHR and HIV. See page 20 in this brochure for the full list and course description. List of courses in e-learning HIV Policy, Governance and Financing Post-2015 Development and Sexual Reproductive Health and Rights (New) Health System Strengthening and HIV: Emerging challenges (New) Community System Strengthening for Health (New) Adolescent Sexual and Reproductive Health and Rights: Responses and Technology (New) Planning Human Resource for Health System Strengthening (New) Gender, Rights and Health 16

19 Health Systems in Fragile and Conflict-affected Environments Analysing Disrupted Health Systems in Countries in Crisis 21 November 02 December 2016 and 22 November 3 December 2016 in Ethiopia (4 ECTS), 1820, (troped 1448) eligible for NFP Protracted crises and complex emergencies, have a severe impact on health systems. Unreliable and incomplete information hampers sound decision making, while fast evolving conditions increase uncertainty. This course focuses on analysing disrupted health systems considering the bigger challenges to be confronted: the damage at all levels and components, the limited legitimacy and capacity of national authorities, and the unique opportunities for addressing the main weaknesses. The course uses case studies, learning from successes and failures from countries in crises and takes a critical look at humanitarian aid and its politics. You analyse the agenda of key actors and formulate recommendations for adequate health sector strategies, plans and monitoring and evaluation systems. It has been an illuminating and a life-changing experience, particularly the international group of students, all with huge experience and expertise. Fantastically well taught with presentations from leading experts in their field. A very positive learning atmosphere with conversations and laughter which took the whole group together. Susanna Roughton from the United Kingdom, ADHS, works as a public health expert for the Ministry of Defence. politics. You analyse the agenda of key actors and formulate recommendations for adequate health sector strategies, plans and monitoring and evaluation systems. Analysing Health Systems in Fragile and Conflict-affected Environments 14 March 01 April 2016 (4,5 ECTS), 2010, eligible for NFP Over one billion people live in fragile and conflict-affected environments. Conflict and fragility have a severe and devastating impact on health systems. This course focuses on analysing health systems in fragile and conflictaffected environments, using appropriate tools, and reviews the main system components. This comprehensive analysis considers the challenges that confront health systems in crisis: the damages at all levels and in system s main components, the limited legitimacy and capacity of national authorities, and the unique opportunities for addressing main weaknesses and distortions. The course uses case studies, learning from successes and failures in health sectors of countries experiencing a variety of crises and also takes a critical look at humanitarian and development aid and its Health Policy, Governance and Finance in Fragile and Conflict-affected Environments (blended course) 04 April 04 May 2016 e-learning component and 18 9 April classroom (5 ECTS), 2120, eligible for NFP What are the key issues in addressing governance challenges in fragile and conflict-affected environments? What are the consequences of health financing policies and what are the opportunities for developing an effective health workforce in countries emerging from crisis? This course explores the complex fields of policy, financing, management and governance. Participants discuss common patterns and approaches to policy analysis, explore the difficulties of resource allocation mechanisms, and evaluate the challenges of regulating health care provision in a crisis context. You will be exposed to real life examples, learning from successes and failures in rebuilding health sectors. Participants learn to define and explore policy options to address key policy gaps. 17

20 NEW: Rebuilding resilient Health Systems in Fragile and Conflict-affected Environments 17 May 02 June 2016 (4 ECTS), 1870, eligible for NFP While disease outbreaks or high mortality rates must be the short-term focus in many fragile and conflict-affected environments, it is imperative to start planning for the transition to the longer term development of the health system. This dual focus requires addressing the short-term and long-term needs of a fragile state s health system. How to address these needs? What is the role of the donor agencies in rebuilding resilient health systems? This course explores potential answers, looking critically at what might be seen as best practices from a variety of fragile contexts, in order to equip participants with a set of practical tools to rebuild resilient health systems. Disease Management Control Strategies for Communicable and Non-Communicable Diseases 17 May 8 June 2016 (5 ECTS), 2120, eligible for NFP Disease control refers to a broad package of strategies for controlling diseases, from primary prevention, health promotion, and health legislation to screening for early detection, treatment and rehabilitation. In order to choose the right strategies it is necessary to understand the context in which a disease arises, the factors contributing to its spread and the natural course of the disease. and principles of disease control. A variety of diseases relevant to public health are discussed, such as malaria, tuberculosis, cancer and mental health, in addition to nutrition and refugee health care. Part of this module is carried out through interactive learning in a virtual learning environment. Using Geographical Information Systems (GIS) in Disease Control Programs 20 June 01 July 2016 (3 ECTS), 1540, eligible for NFP. Please apply at ITC Location: ITC, Enschede (1 week) and KIT, Amsterdam (1 week) Geographic Information Systems (GIS) provide tools for planning and monitoring of health interventions and disease control. GIS can be applied to improve health care provision in disease control programs. I enjoyed the structured flow of the course over the week along with the different interactive forums for discussions and debates on very relevant scenarios from low income countries for our learning and assessments. Shyam Sundar Budhathoki, from Nepal. followed course on Control Strategies for Communicable and Non-Communicable diseases as as part of MPH, KoiralaInstitute of Health Sciences, Dharan, Nepal. In this course, a number communicable and non-communicable (NCD) diseases, are used as models to demonstrate different aspects In this course you will learn how to use GIS to identify and locate clusters of disease in time and place and to assess public access to health WHO Collaborating Centre for Laboratory Strengthening The WHO has designated KIT as WHO Collaborating Centre for Laboratory Strengthening. As such, KIT conducts research and advises countries on policy, planning and capacity development of laboratories in the international health care sector. 18

21 care services. Emphasis will also be given to geo-visualize Health Management Information for advocacy purposes and to monitor and evaluate of program performance. Case studies and lectures will address a wide range of infectious diseases, including water-born and sexually transmitted diseases. The course will use ArcGIS. Participants will obtain a one-year student license of ArcGIS. Introduction to Quality Management and the WHO Laboratory Quality Stepwise Implementation Tool October See for more information and other dates in 2016 This course was developed by KIT Biomedical Research for the World Health Organisation for medical laboratory professionals. During this course you will gain the theoretical background and practical expertise needed to develop the skills required for efficient implementation of a quality management system and comply with the requirements of the ISO international quality standard for medical/public health laboratories. Furthermore, you will be provided with the technical expertise to use the World Health Organisation s Laboratory Quality Stepwise Implementation (LQSI) tool Laboratory Biorisk Management Provided on request Biorisk management encompasses the overarching principles of biosafety and biosecurity management. This course gives participants an opportunity to use a robust methodology to identify and control the biosafety and biosecurity risks in their laboratories. This 3-day training course can be organised as stand-alone training or combined with the course Introduction to Quality Management and the WHO Laboratory Quality Stepwise Implementation tool. This combination provides laboratory professionals with necessary skills and competencies to work according to international quality standards in accredited laboratories. 19

22 E-Learning Courses at KIT In addition to class-room based courses, KIT offers a number of blended and online courses. We use video lectures, on-line debates, peer review and other interactive methods. These courses are especially useful if you want to develop your professional skills, but you cannot leave your job or home for extended periods of time. Our e-learning courses are offered via Elevate, the online academy in health care. Elevate s mission is to contribute to a reduction in health differences across the globe, by spreading relevant knowledge and educating health professionals and researchers. For more information see List of E-learning courses 20 Post-2015 Development and Sexual Reproductive Health and Rights 29 January 19 February 2016 (1 ECTS), 490 Why is it important that the Post-2015 development agenda articulate a human rightsbased approach and a gendered approach to health that emphasises laws and policies to advance SRHR, including HIV and AIDS? This course echoes an expanded concept of the right to health that goes beyond the right to health services to include integrity and choice in relation to sexuality and reproduction. Participants examine key principles of SRHR practices across major themes (e.g. family planning, maternal health, abortion) and what related challenges and opportunities emerge for health professional in various contexts; and explore its implications for Post Health Systems Strengthening and HIV: Emerging Challenges 05 February 26 February 2016 (1 ECTS), 490 How does the response to HIV epidemic strain the already stretched health systems, and yet offer opportunities to strengthening health systems? This courses analyses the key aspects of health systems response to the epidemic and how it has been impacted, as well as, identifies ways for working across sectors and with different stakeholders (e.g. public, private, PLWH, and civil society). Participants identify and examine the implementation of key interventions (e.g. (V) CT, PMTCT, ART) and appraise mechanisms for synergies within the health sector within various contexts. Community Systems Strengthening for Health 16 March 05 April 2016 (1 ECTS), 490 What are community systems, how are they organised, what are their roles for improving health outcomes (e.g. for SRHR, HIV and AIDS), and why is it important to strengthening community systems for health in various contexts? To explore these questions, this course uses Community Systems Strengthening (CSS) frameworks and explicitly delves into the issues of voice, accountability and ownership from difference perspectives. Participants are able to reflect and debate the extent of community participation, the roles communities play in responding to for example HIV epidemic, and how community systems relate with other social systems - while adhering to GIPA/MIPA/MePA principles.

23 HIV Policy, Governance and Financing 11 April 4 May 2016 (5 ECTS), 1500, eligible for NFP What are the key issues in the good governance of HIV responses? How can one negotiate the complex political and financial terrain when strategically planning these responses? HIV is probably the most internationalized and politicized of all health issues and the response to it is equally politicized and influenced by international actors and actions. In this online, fulltime course, you identify HIV and AIDS-related international agreements, development commitments and financial mechanisms, and analyse how these influence national planning and implementation and vice versa. You will perform HIV strategic policy review from a multi-stakeholder perspective, addressing governance and financing structures and their implications for planning and managing the response. This course gave me a great opportunity to learn and analyse experiences from different countries as everyone shares his/her country s practices. The web lectures were interesting and I always looked forward to watch them. Roma Karki, Buthan, current MPH student on HIV Policy, Governance and Financing (e-learning). Global perspectives in Adolescent Sexual and Reproductive Health and Rights 19 September 10 October 2016 (1 ECTS), 490 Why do many adolescents continue to die Why do many adolescents continue to die due to or are subjected to pregnancy-related complications, abortion, sexually transmitted illnesses, stigma, gender-based violence or harmful traditional practices that may either be preventable or treatable? Unravelling these complex issues and investing in adolescent SRHR are paramount for social and economic development and to safeguard adolescents rights. This course uses international policy frameworks and social determinants of health to explore these global issues from various viewpoints. Participants use current evidence to identify gaps in service delivery and approaches (e.g. use of new technology) in addressing adolescents SRHR in participants own context. Gender, Rights and Health The course will be reorganised in two parts in For more information see our website later this year. Health programs and health policies are often developed without taking into consideration the gender dimensions and rights perspective. During this course you will gain insight, knowledge and understanding of how health issues affect men and women differently, as well as how their rights can be respected and realised. The governance of health will be discussed and participants will write a research based health policy or a research proposal from a gender and rights perspective. Tailor-made Training (TMT) All KIT courses can also be organised as tailor-made training and adapted to the need of the client. Each organisation faces context specific challenges and opportunities in the changing field of global health. Contrary to regular courses, the tailor made training programs are specifically designed to address the unique objectives and capacities of your organisation. We offer tailor made training to clients such as educational and research institutes, NGOs and local or national governments and ministries across the globe. Tailor made courses can be held in the Netherlands or in-country. 21

24 Studying at KIT Our teaching and learning methods We use a wide variety of teaching and learning approaches to ensure an optimal learning experience. The content of KIT course programs are practice-based and oriented as much as possible to the working situation of participants. We emphasise the practical application of the course content. As a participant, you will be asked to discuss and solve problems which are derived from real working situations, either from your own experience or those from the facilitators. Our approach is aimed at improving your skills to implement and evaluate different approaches to solve health problems. Our interactive learning approaches include lectures, discussions, group work, debates, case studies, exercises, role plays, self-study, self-reflection, written assignments, simulations and serious games. Requirements For classroom based courses, course materials are offered digitally, and a virtual platform is used to share audio-visual resources and content. Online repositories are used for learning material; laptops and/or tablets are required doctors, nurses, health managers working in hospitals, ministries of health, NGO s and other organisations. What they all have in common is their engagement in and commitment towards improving health. Our Facilitators Course facilitators are leading professionals in the field of public and international health and with this experience they enrich the learning of participants and put theory into perspective of the latest developments. This includes facilitators working for international NGOs as well as UN agencies such as the World Health Organisation. KIT staff members bring back the latest experience from the field based on KITs involvement in ongoing projects across the globe. KIT collaborates with highly ranked Dutch universities. Students and alumni Health professionals from all over the world follow courses at KIT. Some classes have as many as twenty nationalities. Students come from a range of disciplinary backgrounds. Typical profiles are The KIT Alumni Network is a dynamic community with a global presence; for most, the time at KIT results in lifelong friendships and professional contacts across the world. Accreditation KIT s Masters courses are given in cooperation with the Vrije Universiteit Amsterdam (VU) and are accredited the Dutch Flemish Accreditation Organisation (NVAO In addition advanced courses are all accredited by troped, an international network of institutions for higher education in international health. 22