Professional Preparation in Health Education in Schools of Public Health: A Report Prepared for the 1965 Annual Meeting of the Association of Schools of Public Health

1966 ◽  
Vol 1 (21) ◽  
pp. 3-29 ◽  
Keyword(s):  
Public Health ◽  
Health Education ◽  
Annual Meeting ◽  
Professional Preparation ◽  
Schools Of Public Health

scholarly journals Are the academic institutions of public health in Africa able to prepare graduates for UHC?

2020 ◽  
Vol 30 (Supplement_5) ◽  
Author(s):  
N R T Ledibane ◽  
J E Wolvaardt ◽  
K V V Voyi
Keyword(s):  
Public Health ◽  
Health Education ◽  
Public Health Education ◽  
Training And Development ◽  
Accreditation System ◽  
Academic Institutions ◽  
Evaluation Tool ◽  
Schools Of Public Health ◽  
Self Evaluation ◽  
Academic Workforce

Abstract Background Current challenges facing the overburdened health systems warrant a review of public health training and development of the health workforce in Africa within the context of the envisioned global goal of universal health coverage (UHC). The integral components informing the relevance of public health education in the setting of UHC comprises the academic workforce, curriculum and institutional capacity. The aim of the study is to assess the capacity of African academic institutions of public health to address the requirements for UHC and sustainable development goals (SDGs), and to develop an institutional self-evaluation tool as part of an accreditation system. Methods Study design: this multi-phase study will employ mixed methods. Study setting: academic institutions of public health at Anglophone, Lusophone, Francophone countries in Africa. Study population: Heads/Deans of Departments/Schools of Public Health, education experts and/or content experts. Various sampling techniques will be employed per study phase. Phase 1 will use an electronic, secure, validated self-administered questionnaire and/or interview schedule to determine the academic workforce demographic characteristics, curriculum characteristics and institutional characteristics. Phase 2 will comprise a Delphi study to determine the items for a self-evaluation tool that will be piloted in Phase 3. STATA version 15 will be used for quantitative analysis and ATLAS.ti software for qualitative analysis. Conclusions The study findings are envisaged to produce a self-evaluation tool that can guide these institutions to align academic training and development in pursuit of realising the SDGs and implementation of UHC. Furthermore, the study findings will be shared with the Association of Schools of Public Health in Africa (ASPHA); and used to strengthen the regional institution capacities and networks of public health. Key messages Thorough systematic planning and preparation in public health education is vital for the successful implementation of UHC. The African region does not have an accreditation system for academic institutions of public health; and while this role can be fulfilled by ASPHA, evaluation tools are needed.

Quality Assurance in Professional Preparation of Community/Public Health Education Specialists: Contributions of SABPAC

2018 ◽  
Vol 5 (1) ◽  
pp. 62-69
Author(s):  
Ellen M. Capwell ◽  
Carol Cox ◽  
Alyson Taub ◽  
M. Elaine Auld ◽  
Elias Berhanu
Keyword(s):  
Public Health ◽  
United States ◽  
Quality Assurance ◽  
Health Education ◽  
Public Health Education ◽  
The United States ◽  
Professional Preparation ◽  
Preparation Programs ◽  
Task Forces ◽  
Education Profession

The Society for Public Health Education and American Association for Health Education Baccalaureate Program Approval Committee (SABPAC) provided a valuable service to the health education profession in the United States for 27 years. From 1987 to its sunset in 2014, SABPAC offered a voluntary process whereby undergraduate community/public health education professional preparation programs could seek review and evaluation of their programs against published national health education criteria. Those programs meeting SABPAC criteria were granted “Approval.” SABPAC approval was instituted as one way by which the health education profession could strive to promote consistent professional preparation in the field and ensure that health education graduates were prepared for contemporary workforce demands. Over the years, SABPAC chairs, committee members, and volunteers devoted countless hours reviewing self-studies and conducting on-site visits of professional preparation programs and documenting how they met SABPAC criteria and/or could enhance compliance with guidelines. Seeking SABPAC approval provided many program benefits. Recognizing that accreditation is the “gold standard” in education, the health education profession applied a thoughtful and researched process beginning in 2001 to transition from SABPAC approval to undergraduate accreditation through the Council on Education for Public Health. Three national task forces developed recommendations, conducted events to foster communication about the change, and assisted professional preparation programs to prepare for and seek the Council on Education for Public Health accreditation. This brief article documents the genesis, organization, and processes of SABPAC in the United States, until its sunset as a major contributor to quality assurance in health education for more than a quarter of a century.

scholarly journals Quality Assurance in Teaching K–12 Health Education: Paving a New Path Forward

2019 ◽  
Vol 20 (6) ◽  
pp. 845-857 ◽  
Author(s):  
David A. Birch ◽  
Susan Goekler ◽  
M. Elaine Auld ◽  
David K. Lohrmann ◽  
Adrian Lyde
Keyword(s):  
Public Health ◽  
Teacher Preparation ◽  
Health Education ◽  
School Health ◽  
School Teacher ◽  
Professional Preparation ◽  
Health Educators ◽  
Education Teacher ◽  
K 12 ◽  
Health Teachers

To be effective, school health instruction should be taught by health educators who have graduated from accredited health education teacher education programs and are certified in health education. Unfortunately, the nation has failed to ensure that all those who teach health in schools are well prepared. States vary in the required coursework for health teachers in terms of initial licensure and continuing education for licensure renewal; most elementary teachers are not required to receive preparation in health education; health education and physical education are often viewed as synonymous disciplines; support for in-service education of health teachers is often lacking; and more research is needed in professional preparation and development of school health educators. This article provides a call to action in five areas to strengthen both the professional preparation and professional development of school health educators. Given that education is a social determinant of health, public health educators must become stronger allies in supporting school health to promote health equity. Public health practitioners can advocate to state and community school decision makers for comprehensive school health education taught by teachers with appropriate professional preparation and certification in health education. Public health faculty can educate their students about the Whole School, Whole Community, Whole Child framework and effective strategies for its implementation, and seek rigorous professional preparation and certification and accreditation standards for their school teacher preparation programs. National health and education organizations can call for new leadership and investments in health education teacher preparation and development for a brighter future.

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