Scaling up Family Medicine in Uganda

AbstractThe USAID-funded flagship family planning service delivery project named Evidence to Action (E2A) worked from 2011 to 2021 to improve family planning and reproductive health for women and girls across seventeen nations in sub-Saharan Africa using a “scaling-up mindset.” The paper discusses three key lessons emerging from the project’s experience with applying ExpandNet’s systematic approach to scale up. The methodology uses ExpandNet/WHO’s scaling-up framework and guidance tools to design and implement pilot or demonstration projects in ways that look ahead to their future scale-up; develop a scaling-up strategy with local stakeholders; and then strategically manage the scaling-up process. The paper describes how a scaling-up mindset was engendered, first within the project’s technical team in Washington and then how they subsequently sought to build capacity at the country level to support scale-up work throughout E2A’s portfolio of activities. The project worked with local multi-stakeholder resource teams, often led by government officials, to equip them to lead the scale-up of family planning and health system strengthening interventions. Examples from project experience in the Democratic Republic of the Congo, Kenya, Nigeria, and Uganda illustrating key concepts are discussed. E2A also established a community of practice on systematic approaches to scale up as a platform for sharing learning across a variety of technical agencies engaged in scale-up work and to create learning opportunities for interacting with thought leaders around critical scale-up issues.

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Understanding the health systems impacts of Universal Test and Treat in sub-Saharan Africa: The Shape UTT study

Global Public Health ◽

10.1080/17441692.2020.1861317 ◽

2020 ◽

pp. 1-6

Author(s):

Jenny Renju ◽

Janet Seeley ◽

Mosa Moshabela ◽

Alison Wringe

Keyword(s):

Health Systems ◽

Sub Saharan Africa ◽

Test And Treat ◽

Universal Test ◽

Universal Test And Treat ◽

Sub Saharan

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Readiness of Sub-Saharan Africa Healthcare Systems for the New Pandemic, Diabetes: A Systematic Review

Journal of Diabetes Research ◽

10.1155/2018/9262395 ◽

2018 ◽

Vol 2018 ◽

pp. 1-12 ◽

Cited By ~ 2

Author(s):

Bernardo Nuche-Berenguer ◽

Linda E. Kupfer

Keyword(s):

Systematic Review ◽

Health Systems ◽

Diabetes Care ◽

Healthcare Workers ◽

Scale Up ◽

Sub Saharan Africa ◽

Diagnostic Tools ◽

Inclusion Criteria ◽

Care Health ◽

Sub Saharan

Background. Effective health systems are needed to care for the coming surge of diabetics in sub-Saharan Africa (SSA). Objective. We conducted a systematic review of literature to determine the capacity of SSA health systems to manage diabetes. Methodology. We used three different databases (Embase, Scopus, and PubMed) to search for studies, published from 2004 to 2017, on diabetes care in SSA. Results. Fifty-five articles met the inclusion criteria, covering the different aspects related to diabetes care such as availability of drugs and diagnostic tools, the capacity of healthcare workers, and the integration of diabetes care into HIV and TB platforms. Conclusion. Although chronic care health systems in SSA have developed significantly in the last decade, the capacity for managing diabetes remains in its infancy. We identified pilot projects to enhance these capacities. The scale-up of these pilot interventions and the integration of diabetes care into existing robust chronic disease platforms may be a feasible approach to begin to tackle the upcoming pandemic in diabetes. Nonetheless, much more work needs to be done to address the health system-wide deficiencies in diabetes care. More research is also needed to determine how to integrate diabetes care into the healthcare system in SSA.

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Scaling Up HIV/AIDS Care Among Women in Sub-Saharan Africa: Cross-Cultural Barriers

Women, Motherhood and Living with HIV/AIDS ◽

10.1007/978-94-007-5887-2_16 ◽

2013 ◽

pp. 249-265 ◽

Cited By ~ 2

Author(s):

Damalie Nakanjako ◽

Florence Maureen Mirembe ◽

Jolly Beyeza-Kashesya ◽

Alex Coutinho

Keyword(s):

Scaling Up ◽

Cross Cultural ◽

Sub Saharan Africa ◽

Cultural Barriers ◽

Sub Saharan ◽

Hiv Aids

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Embedding Indigenous Knowledge in Library and Information Science Education in Anglophone Eastern and Southern Africa

Handbook of Research on Social, Cultural, and Educational Considerations of Indigenous Knowledge in Developing Countries - Advances in Knowledge Acquisition, Transfer, and Management ◽

10.4018/978-1-5225-0838-0.ch006 ◽

2017 ◽

pp. 92-115 ◽

Cited By ~ 3

Author(s):

Patrick Ngulube

Keyword(s):

Indigenous Knowledge ◽

Southern Africa ◽

Information Science ◽

Sub Saharan Africa ◽

Library And Information Science ◽

Potential Contribution ◽

University Curriculum ◽

Sub Saharan ◽

Eastern And Southern Africa ◽

The University

There is need to re-examine the inclusion or exclusion of indigenous knowledge (IK) in the university curriculum in sub Saharan Africa (SSA). Western scientific knowledge on which the university curriculum in SSA is mainly based has proved to be inadequate in addressing developmental challenges. Using the curriculum of library and information science (LIS) departments in Anglophone east and southern Africa (AESA) as a case study, this chapter focuses on factors that influence the inclusion of IK in higher education in SSA. IK is recognised for its potential contribution to development by organisations such as the World Bank and African Union. Its inclusive ethos and accommodation of multiple realities also accounts for its popularity. In spite of that, IK has not established a stronghold in LIS curriculum in AESA. This study investigates the factors that influence its integration into the curriculum and makes recommendations based on the findings.

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Embedding Indigenous Knowledge in Library and Information Science Education in Anglophone Eastern and Southern Africa

Indigenous Studies ◽

10.4018/978-1-7998-0423-9.ch014 ◽

2020 ◽

pp. 255-278

Author(s):

Patrick Ngulube

Keyword(s):

Indigenous Knowledge ◽

Southern Africa ◽

Information Science ◽

Sub Saharan Africa ◽

Library And Information Science ◽

Potential Contribution ◽

University Curriculum ◽

Sub Saharan ◽

Eastern And Southern Africa ◽

The University

There is need to re-examine the inclusion or exclusion of indigenous knowledge (IK) in the university curriculum in sub Saharan Africa (SSA). Western scientific knowledge on which the university curriculum in SSA is mainly based has proved to be inadequate in addressing developmental challenges. Using the curriculum of library and information science (LIS) departments in Anglophone east and southern Africa (AESA) as a case study, this chapter focuses on factors that influence the inclusion of IK in higher education in SSA. IK is recognised for its potential contribution to development by organisations such as the World Bank and African Union. Its inclusive ethos and accommodation of multiple realities also accounts for its popularity. In spite of that, IK has not established a stronghold in LIS curriculum in AESA. This study investigates the factors that influence its integration into the curriculum and makes recommendations based on the findings.

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