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The development of a global Midwifery Education Accreditation Programme

Background: Many countries are responding to the global shortage of midwives by increasing the student intake to th... Show more
Background: Many countries are responding to the global shortage of midwives by increasing the student intake to their midwifery schools. At the same time, attention must be paid to the quality of education being provided, so that quality of midwifery care can be assured. Methods of assuring quality of education include accreditation schemes, but capacity to implement such schemes is weak in many countries. Objective: This paper describes the process of developing and pilot testing the International Confederation of Midwives' Midwifery Education Accreditation Programme (ICM MEAP), based on global standards for midwifery education, and discusses the potential contribution it can make to building capacity and improving quality of care for mothers and their newborns. Methods: A review of relevant global, regional and national standards and tools informed the development of a set of assessment criteria (which was validated during an international consultation exercise) and a process for applying these criteria to midwifery schools. The process was pilot tested in two countries: Comoros and Trinidad and Tobago.
Results: The assessment criteria and accreditation process were found to be appropriate in both country contexts, but both were refined after the pilot to make them more user-friendly. Conclusion: The ICM MEAP has the potential to contribute to improving health outcomes for women and newborns by building institutional capacity for the provision of high-quality midwifery education and thus improved quality of midwifery care, via improved accountability for the quality of midwifery education.
Published abstract. Show less

Authors: Nove, Andrea; Pairman, Sally; Bohle, Leah F.; Garg, Shantanu ... [+] Show more

Date: 2018

Geographic subjects: Comoros; Africa; Trinidad and Tobago ... [+] Show more

Resource type: Article

Journal title: Global health action

Subjects: Higher education; Quality; Providers of education and training ... [+] Show more
The next normal: the changing workplace in Africa

For economies, enterprises and workers across Africa, the [Coronavirus Disease 2019] COVID-19 pandemic has brought ... Show more
For economies, enterprises and workers across Africa, the [Coronavirus Disease 2019] COVID-19 pandemic has brought about unprecedented changes to the workplace. Some of these changes have been immediate, such as disruptions to supply chains or lockdowns that forced enterprises to close. Other changes - and perhaps the more significant ones - are long-term, with the COVID-19 pandemic reshaping and accelerating existing trends in workplace change. At its core, the pandemic has fundamentally altered where and how people work, upending many long-standing norms and practices. Enterprises and workers have made many changes, often out of necessity, though they have regularly brought unexpected improvements in productivity or working conditions.
This report documents these changes and examines how enterprises from across Africa view and respond to them. It has been developed with support from the Bureau for Employers Activities of the International Labour Organization (ILO) and the ILO Regional Office for Africa, in partnership with employer and business membership organizations (EBMOs) from across Africa. The research covers fifteen countries in Africa, and takes a mixed-methods approach. One component is a survey conducted from June to November 2021 covering 1,017 formal sector enterprises, most of whom are members of EBMOs. Collectively, they employ some 750,000 workers. This is complemented by a broad-based literature review and 126 key informant interviews, mostly with top management and human resources professionals from the private sector. In addition, we conducted five in-depth case studies with multinational enterprises, each having operations in at least five African countries. While these various sources of information do not cover all parts of every economy in Africa, they provide deep and broad insights about how workplaces at urban, formal enterprises in Africa are changing.
Excerpt from publication. Show less

Corporate authors: International Labour Office. Bureau for Employers' Activities (ACT/EMP)

Date: 2022

Geographic subjects: Africa; Cameroon; Comoros ... [+] Show more d'Ivoire">Cote d'Ivoire; for Congo (Democratic Republic)">Congo (Democratic Republic); Africa; [-] Show less

Resource type: Report, paper or authored book

Subjects: Employment; Labour market; Management ... [+] Show more
Trends in adult learning and education in Africa: findings from the 4th Global Report on Adult Learning and Education

[The UNESCO Institute for Lifelong Learning] UIL has compiled this report from [the 4th global report on adult lear... Show more
[The UNESCO Institute for Lifelong Learning] UIL has compiled this report from [the 4th global report on adult learning and education, available in VOCEDplus at TD/TNC 139.288] GRALE 4 providing a regional snapshot of adult learning and education based on data and information provided by 40 countries, Member States of both UNESCO and the African Union. It reports how far the recommendations in the Belem Framework for Action (BFA; UIL, 2010) [available in VOCEDplus at TD/TNC 113.1210], as well as the Recommendation on Adult Learning and Education (RALE), have been implemented on the continent. It also outlines what has changed since GRALE 3 (2016) [available in VOCEDplus at TD/TNC 125.386].
Key messages include: (1) Progress in participation in adult learning and education [ALE] is insufficient. African Member States and the international community must do more to enhance participation, investing resources and developing effective policies that draw on best practice in the continent and around the world, particularly in reaching the least advantaged; (2) Poor data constitute a major barrier to tackling inequalities in participation in ALE and addressing the needs of vulnerable groups. We need to know more about who is participating and who is not. More investment is needed in the collection and monitoring of data to support evidence based policies that promote inclusive participation for all; (3) Progress in ALE policy and governance is encouraging but it is by no means enough, with some countries continuing to lag behind; (4) Funding for adult learning and education is inadequate. More investment is required, as well as more targeting of those hardest to reach.
Excerpts from publication. Show less

Corporate authors: UNESCO Institute for Lifelong Learning (UIL)

Date: 2020

Geographic subjects: Algeria; Benin; Botswana ... [+] Show more

Resource type: Report, paper or authored book

Subjects: Adult and community education; Teaching and learning; Lifelong learning ... [+] Show more
Gender dimensions of national employment policies: a 24 country study

This study aims to provide a systematic review and documentation of the gender dimensions of various national emplo... Show more
This study aims to provide a systematic review and documentation of the gender dimensions of various national employment policies (NEPs) and strategies. This report will provide an overview of the 24 countries sampled, including a methodology for analysis, a mapping of the gender responsiveness of the policies along a 'spectrum of gender dimensions', and an examination of the recurrent themes and patterns that emerge from the review. The purpose of this report is to provide grounding within a global context of the emerging issues, debates and considerations of gender equality within NEPs. The report focuses on the Decent Work Agenda; demand side considerations (i.e. macro- and microeconomic environment, foreign direct investment, sectoral policies to encourage employment); supply side considerations (i.e. the development of marketable skills); control over and access to productive resources and small and medium enterprise (SME) development; labour market policies (active and passive labour market policies, employment services); equal opportunity and treatment in employment; social protection and labour rights; work-family balance considerations; issues surrounding unpaid work; and policy formulation, coordination, monitoring and evaluation and budgeting.
The report also includes a more in-depth analysis and review on four country studies (Union of the Comoros, Hashemite Kingdom of Jordan, Republic of Korea and Republic of Serbia) to compare and document both gender responsive interventions and gender equality concerns of NEPs and strategies. Based on lessons from these four cases, and in combination with global trends of how gender is included in NEPS, this report will highlight proactive strategies to include gender equality in the world of work.
The 24 countries sampled are: Nepal, Mozambique, Cameroon, Occupied Palestinian Territories, China, Liberia, Former Yugoslav Republic (FYR) of Macedonia, Iraq, Benin, United Republic of Tanzania, Nigeria, Honduras, Seychelles, Uganda, Malawi, Senegal, Burkina Faso, Jordan, Bosnia and Herzegovina, Moldova, The Comoros, Madagascar, Serbia, and Republic of Korea.
Edited excerpts from publication. Show less

Authors: Goulding, Kristine

Date: 2013

Geographic subjects: Comoros; Africa; Jordan ... [+] Show more

Resource type: Report, paper or authored book

Series name: Employment Policy Department employment working paper

Subjects: Gender; Policy; Equity ... [+] Show more
Intergenerational education mobility in Africa: has progress been inclusive?

This paper employs nationally representative household survey data on parents of adult individuals to analyze the i... Show more
This paper employs nationally representative household survey data on parents of adult individuals to analyze the intergenerational transmission of education in nine Sub-Saharan African countries. The paper provides the levels, trends, and patterns of intergenerational persistence of educational attainment over 50 years, with a special focus on gender differences. The study finds a declining cohort trend in the intergenerational educational persistence in all the countries, particularly after the 1960s. The increase in educational mobility coincides with drastic changes in educational systems and a huge investment in human capital accumulation in the region following independence. Nevertheless, the education of parents' remains a strong determinant of educational outcomes among the children in all the countries. Ghana, Guinea, Nigeria, and Uganda experienced the highest intergenerational mobility, and the Comoros and Madagascar the lowest. In all the sample countries, more mobility is observed in the lower tail of the distribution of education. Intergenerational educational persistence is strong from mothers to children, and the effect is more pronounced among daughters than sons. The results highlight the need for targeted redistributive policies that improve intergenerational mobility in the region.
Published abstract. Show less

Authors: Azomahou, Theophile T.; Yitbarek, Eleni A.

Date: 2016

Geographic subjects: Africa; Ghana; Guinea ... [+] Show more

Resource type: Report, paper or authored book

Series name: World Bank policy research working paper

Subjects: Equity; Skills and knowledge; Policy ... [+] Show more

The development of a global Midwifery Education Accreditation Programme

The next normal: the changing workplace in Africa

Trends in adult learning and education in Africa: findings from the 4th Global Report on Adult Learning and Education

Gender dimensions of national employment policies: a 24 country study

Intergenerational education mobility in Africa: has progress been inclusive?