|
% of secondary school graduates |
No. of students graduating from secondary school, e.g., expressed as % of all children of secondary schooling age. |
|
6 |
|
Application rate, per cadre |
No. of applicants per seat* available, per cadre (over a given period).
*Also termed “training place” |
|
6, 5 |
|
Applicants accepted (no. and %), per cadre |
No. and % of applicants accepted for health education training programs, per cadre. |
No. of applicants accepted into a specific education program to become a health worker/No. of applicants to a specific education program to become a health worker |
6, 5 |
|
% of health schools accredited |
Schools of clinical health sciences and, specifically, public health accredited by a recognized accreditation body. |
No. of accredited schools of clinical health sciences or schools of public health x 100/Total no. of schools of clinical health sciences or schools of public health |
4 |
|
% of training programs that match or surpass position requirements |
Current % of training programs for the designated professional groups (nurses, nursing auxiliaries, health technicians, and community health workers) that match or surpass the stated requirements for current employment positions. |
Total no. of training programs that match or surpass requirements x 100/ Total no. of training programs for the designated health professions |
4 |
|
% of courses on priority diseases |
Proportion of courses devoted to country priority diseases. |
No. of courses devoted to country priority diseases/Total no. of courses |
5 |
|
Training strategy addresses community health needs |
Schools of clinical health sciences will have reoriented their education toward primary health care and community health needs and adopted interprofessional training strategies. |
Yes/no on scale of 0-3 for each item below, for a total score of 0-15:
Training (for physicians, nurses, and midwives) is not centered on biomedical model
Inclusion of primary health care contents in the curriculum
Inclusion of primary health care practices in the curriculum (e.g., through clinical experience in community or primary health care centers)
Existence of interprofessional training strategies in the schools of clinical health sciences
Existence of financial support for interprofessional training |
4 |
|
Training place capacity, per cadre and health education institution |
No. of education and training places per cadre and health education institution. |
|
6 |
|
Student:faculty ratio, per cadre and health education institution |
No. of students per (full-time) qualified instructor, per cadre and health education institution. |
|
6, 1 |
|
Instructor attrition rate, per cadre and health education institution |
Attrition (turnover) rate among instructors, per cadre and health education institution (over a given period). |
|
6 |
|
Student attrition rate, per cadre and health education institution |
Attrition (drop-out) rate per student cohort, per cadre and health education institution (over a given period). |
No. of medical students that enrolled in year t x 100/No. of medical students that graduated in year t+ no. of years in career x |
6, 4 |
|
Annual no. of graduates, per cadre and health education institution |
No. of students graduating each year, per cadre and health education institution. |
|
6 |
|
Licensure of nationally trained health workers (no. and %) |
No. and % of new nationally trained health workers granted professional certification/licensure, per cadre. |
|
6 |
|
Licensure of internationally trained (foreign-trained) health workers (no. and %) |
No. and % of new internationally trained (foreign-trained) health workers granted professional certification/licensure, per cadre. |
|
6 |
|
Establishment of global code of practice and international recruitment ethical norms (country level) |
A global code of practice refers to an international agreement on ways and means to ethically recruit and manage skilled health workers. The code focuses on three broad themes: protecting individual migrant workers from unscrupulous recruiters and employers; ensuring that individuals are properly prepared for and supported by their places of employment; and ensuring that flows of migrant health workers do not unduly disrupt the health services of the source countries.
Ethical norms refers to formal standards to guide countries in the international recruitment of health workers, based on the principles of transparency, fairness, and mutuality of benefit with respect to source countries, destination countries, institutions, recruiting agencies, and migrant health workers. |
Yes/no:
Has adopted a global code of practice—yes: 50% or no: 0%
Has established ethical norms for international recruitment—yes: 50% or no: 0%.
Total score is 0% to 100% |
4 |
|
Workforce generation ratio |
Ratio of entry to the health workforce. |
No. of graduates of health professions education institutions in the last year/Total no. of health workers |
6 |
