Master of Public Health
Introduction to Health Workforce
Development
School of Public Health
University of the Western Cape
South Africa
Introduction to Health Workforce Development
UWC Module Registration Number: SPH
Published in 2014
First published: 2002
Writing Team: Prof Uta Lehmann
License: Attribution: ShareAlike 3.0 Unported http://creativecommons.org/licenses/bysa/3.0/
Except where otherwise noted, this work is licensed under a Creative Commons AttributionNonCommercial-ShareAlike 3.0 License.
Copyright © 2002, SOPH School of Public Health, UWC.
Your use of this material constitutes acceptance of the above license and the conditions of
use of materials on this site. Use of these materials is permitted only in accordance with
license rights granted. Materials are provided “AS IS”; no representations or warranties are
provided. Users assume all responsibility for use, and all liability related thereto, and must
independently review all materials for accuracy. The module may contain materials owned by
others, all of which are acknowledged. The user is responsible for obtaining permissions for
use from third parties as needed
Readings: Readings are listed at the end of the Module Introduction. They were compiled for
registered students in one or two Readers. Copyright permission was sought and paid for per
reading per student. Readings are not included but their sources are indicated in the Module
Guide.
Credit value of module: 15 (150 notional learning hours).
Study Materials for this module: Module Guide, Module Reader (not supplied)
Target group: Health and allied health and welfare professionals with a four or more year
degree (MPH)
Delivery: This module was offered as a distance learning module with optional contact
sessions.
Masters of Public Health: Introduction to Health Workforce Development - Introduction
i
I
MODULE INTRODUCTION
1 LETTER OF WELCOME
School of Public Health
University of the Western Cape
Private Bag X17
Bellville
7535
South Africa
Dear colleague,
Welcome to the module Introduction to Health Workforce Development. Health Workforce
Development or Human Resource Development (HRD) is concerned with heart and brain
and engine of any health system: the people staffing the system; from the volunteer
assisting sick people in her neighbourhood or teaching new mothers how to breastfeed to
the heart specialist in an academic hospital; from the nurses staffing health posts, clinics
hospital wards to district managers and officials in the Ministry of health; from the cleaners
and general assistants to the general practitioners in private practice. Without all of these
health workers there would be not health system and no health service. Yet, it is only very
recently that international organisations and ministries of health have begun to pay
systematic attention to Human Resource Development and HRD has become a central
feature in health systems planning.
Even more than any of the other “resources” in the health system (as in any other system),
human resources need to be very carefully planned for and managed. Not only is the
workforce component the most expensive component of any health system. It also requires
planning well ahead of time. And, most importantly, the “human resources” are our
colleagues, our neighbours, our husbands and wives. While we entrust them with the health
of our communities and expect them to be skilled, productive, compassionate and patient,
we must not forget that they have families to look after, career aspirations, their own life
histories. And if we want them to be skilled, productive and compassionate, we have to
ensure that their work and life environment, their training and the support they receive allow
them to be so.
Human Resource Development is a broad field of practice and of study. This module
provides an introduction to and an overview of this field. There are three other modules in
the course which look in more detail at different aspects of the field.
With the growing acknowledgement of the importance of HRD, there have been many
debates and models which have suggested different ways of how to conceptually think
about health workers and human resource development. For a long time the most common
conceptualisation, reflected in the structural arrangements in many ministries, has been
between human resource planning, human resource production, and human resource
management. The 2006 World Health Report, which focussed on HRD, took a slightly
different approach and has since influenced the discourse and the structure of debates. It
Masters of Public Health: Introduction to Health Workforce Development - Introduction
i
talks about health workforce development and distinguishes between planning and
preparing, managing and exiting the workforce. You will be introduced to these concepts in
the first session of the module.
In presenting this module I have borrowed from and married both approaches:
Unit 1, Understanding Human Resource Development for Health, will introduce the subject,
and place HRD in the context of health systems development and health sector
transformation.
Units 2, Planning and Preparing the Health Workforce, introduces the “front end” of human
resource processes: how to think about issues of distribution, skills mix, staffing and task
shifting; capacity development, and understanding principles of adult education in the
context of life-long learning or continuous education.
Unit 3, Managing and Supporting Health Workers, will provide an overview of the many and
quite complex aspects of what is traditionally called human resource management, and will
give an introduction to monitoring and evaluation in the field. All these topics will be picked
up in more detail in subsequent modules.
This module can be taken as the first of several “specialised” human resource modules in
the HRD stream, but it can also be chosen as an open elective by students in other
streams.
Throughout the sessions of the module you will find tasks to complete. These may consist
of readings with guiding questions, reflection about the application of module content to
your own context and organisation, and participation in internet-based discussion groups.
Some of these will be for self study, while you will hand others in for formal assessment.
How this works is described further down.
With this module guide you receive a number of resources which will help you in your study,
but will hopefully also prove to be a useful resource in your professional practice beyond
this module and the course.
While you are expected to work independently and critically, I also encourage and, in fact,
expect you to keep close communication with me, your mentors, and other students who
are doing this module. Your mentors will be your first port of call for you. They are expected
to assist with problems, give you feedback on your Assignments, and facilitate
communication with other students and with the University. Do not only contact them when
problems arise, but on a regular basis to exchange ideas, keep them up-to-date with your
progress and to share drafts of your Assignment. In that way, problems can be ironed out
as they occur, and your engagement with the module can be more productive.
I am looking forward to working with you on this module and I wish you well with your
studies this year.
Uta Lehmann
Module Convenor
Prof Uta Lehmann
Tel: 021 959 2633 or 082 202 3189
e-mail: [email protected]
Masters of Public Health: Introduction to Health Workforce Development - Introduction
ii
2
2.1
INFORMATION ABOUT THIS MODULE
Module Aims and Rationale
As explained in the welcoming letter, the module aims to provide a contextual
understanding of as well as practical skills is human resource management.
2.2
Module Outline
The module consists of the following units and study sessions:
UNIT
TOPIC
UNIT
1
UNDERSTANDING HUMAN RESOURCE
DEVELOPMENT FOR HEALTH
17
Study Session 1
Thinking about the health workforce
19
Study Session 2
Health workforce challenges in Africa – past
and present
31
Study Session 3
Health workforce development in Cuba – a
success story
43
UNIT 2
PLANNING AND PREPARING THE HEALTH WORKFORCE
47
Study Session 1
Mapping the HR landscape
49
Study Session 2
Planning the health workforce
57
Study Session 3
Addressing shortages and imbalances
61
Study Session 4
Preparing the health workforce
73
Study Session 5
Continuing education and workplace
learning
79
UNIT 3
MANAGING AND SUPPORTING HEALTH
WORKERS
83
Study Session 1
Issues in Human Resource Management Today
85
Study Session 2
Establishing a Supportive Supervisory
System
95
Study Session 3
Skills session: Writing a policy brief
99
Study Session 4
Managing health workforce attrition
103
Study Session 5
Introduction to monitoring and evaluation in HRD
107
Masters of Public Health: Introduction to Health Workforce Development - Introduction
PAGE
iii
2.3
Module Resources
This module guide is accompanied by three WHO publications which have been used
as key texts in this module. These are the 2006 World Health Report which focuses on
health workforce development; WHO’s Global Guidelines and Recommendations on
Task Shifting; and the recently published Handbook on monitoring and evaluation of
human resources for health. You will also receive a reader containing all key articles
and texts used in this module. They are sorted according to the order in which they are
used in the module. Lastly, you will receive two DVDs. One contains the film Salud!
about the Cuban health system which you will use in several units of the module. The
other one contains a BBC documentary called Doctors & Nurses, which focuses on the
struggles of health workers in both developed and developing countries and which you
will use in the last unit.
2.4
Learning Outcomes
This module is intended to assist you in developing skills and knowledge for developing
human resources for the health system.
Masters of Public Health: Introduction to Health Workforce Development - Introduction
iv
By the end of this module, you should be able to:
 Demonstrate an understanding of the key components of HRD;
 Demonstrate an understanding of the role of HRD in the health sector;
 Discuss HRD in the context of health sector reform;
 Demonstrate an understanding of HRH challenges in an international
context;
 Discuss the key findings of the Joint Learning Initiative on HRH;
 Locate your own country’s HRH situation in an international context;
 Understand the key features of the Cuban health system;
 Be able to discuss and debate Cuba’s approach to health workforce
development;
 Demonstrate a contextual understanding of health human resource policy
and planning processes;
 Explain and critique major HR planning methods;
 Conduct a human resource study for your organisation;
 Understand the “size and shape” of workforce shortages within countries;
 Understand different country responses to the crisis;
 Understand the complexity and diversity of mid-level and community
health worker programmes;
 Be able to critically engage with the rationale, benefits and pitfalls of task
shifting.
 understand the extent and training capacity shortages in Africa;
 understand some of the key reasons for these shortages;
 Discuss how innovations in health worker education can address these
shortages.
 Demonstrate an understanding of the principles of adult education.
 Demonstrate a contextual understanding of health human resource
management.
 Discuss the major challenges facing health human resource management
today.
 Write a policy brief.
 Explain the elements of a responsive supervisory system.
 Understand the purpose and elements of a policy brief
 Write a policy brief
 Demonstrate an understanding of the key reasons for workforce attrition;
and
 Understand and discuss some of the strategies used to address and
remedy workforce attrition
 ofDemonstrate
insight into
the rationale
andDevelopment
scope of monitoring
and
Masters
Public Health:an
Introduction
to Health
Workforce
- Introduction
evaluation of HRH
 Develop some M&E questions in the context of your organization.
v
Remember that these outcomes are taught through the Study Sessions and assessed
in the Assignments. At the same time, the module provides opportunities to improve a
number of your academic learning skills which are integrated into the sessions.
2.5
Module Evaluation
You will be asked to evaluate this module in the course of this semester and once you
have completed it. Please let us know how you find it as this will help us to improve the
module for future students.
3
ASSESSMENT
3.1
Information about Assessment
Throughout the study sessions of the module you will find tasks to complete. Some of
these are marked as self study. You will easily recognise them by this label:
Self study
Self study tasks are obviously not compulsory, but are meant for your own learning. You
may find that you don’t want to complete all of them, but we encourage you to engage
with most of them.
Other tasks are for Assessment purposes, marked like this:
Assessment
Task
Assessment tasks will contribute to your overall grade in this module. Altogether
they will make up your assessment portfolio.
There are altogether eight Assessment Tasks in this module. Three of these consist of
participation in a Google Discussion Group and written summaries of these discussions
which you will submit for marking. The five others consist of written tasks to be handed
in for feedback and grading.
Below is a table with all tasks you will find in the three unit of the module. The ones on
the left are the tasks for Self-study, i.e. they will NOT be marked. The tasks on the right
are for marking, and the last column indicates the weighting of the task, making of a
total of 100% for all tasks together.
Masters of Public Health: Introduction to Health Workforce Development - Introduction
vi
Summary of tasks in module
Self-study
Tasks (Assignments) to be
submitted for marking
Weighting of
Assignment
Unit 1, Session 1
Task 1 (Assignment 1): Present
a written introduction to an
HRD-related website
8
Task 2: Identify factors driving the
workforce
Task 3: Health Workforce Development in
your organisation
Unit 1, Session 2
Task 4 (Assignment 2): Answer
questions on an academic text
dealing with the historical
context of health sector reform
12
Task 5: Major health reform initiatives
Task 6: The role of colonialism and postcolonialism
Task 7: Decentralisation and human
resources
Task 8: Identify key challenges in HRH
Task 9 : Locate your own country within the
international debates
Unit 1, Session 3
Task 10 (Assignment 3): Watch
and discuss the film ¡Salud!
Submit summary of discussion
to google group
Masters of Public Health: Introduction to Health Workforce Development - Introduction
8
vii
Unit 2, Session 1
TASK 11:The central role of policy analysis
The central role of policy analysis
Task 12: Implementing policy
TASK 13: Analysing the policy
environment in your organisation
Task 14: Think about conducting a
situational analysis in your organisation
Unit 2, Session 2
TASK 15 (Assignment 4):
Challenges in HR Planning:
Answer questions on a reading
and complete exercise
18
Task 16: Reflect on Ghana’s HR planning
experience
Unit 2, Session 3
Task 17 : Health worker density in your
country
Task 18: Mid-level workers in Mozambique
Task 19 (Assignment 5): Task
shifting – the answer to the HR
crisis in Africa?
8
Unit 2, Session 4
Task 20: Strategies for preparing the
workforce
Task 21 (Assignment 6):
Reflecting on innovations in
Cuban medical education
8
You will be expected to discuss
these and other questions in a
GOOGLE group, i.e. on the
internet. You will then submit a
summary of the group
discussion to the student
administrator as an Assignment.
Masters of Public Health: Introduction to Health Workforce Development - Introduction
viii
Task 22: Your own learning experience
Task 23: The needs of adult learners
Task 24: Characterising adult learners
Unit 3, Session 1:
TASK 25: Reflecting on the application of
New Management Sciences to HRH
TASK 26: Identify key HR management
issues
TASK 27: Staffing the fight against
HIV/AIDS
TASK 28: Assess your organisation in
terms of motivational factors
TASK 29 - Analyse demotivating factors
TASK 30: Dealing with individual coping
strategies
Unit 3, Session 2
TASK 31: Reflect on the corner stones of
supportive supervision in the context of
‘new management sciences”.
Unit 3, Session 3
TASK 32: Study different guidelines for
developing a policy brief
TASK 33: (Assignment 7): Write
a policy brief
30
Unit 3, Session 4
TASK 34: (Assignment 8):
Watch BBC documentary on
health worker brain drain.
8
You will be expected to discuss
these and other questions in a
GOOGLE group, i.e. on the
internet. You will then submit a
summary of the group
discussion to the student
Masters of Public Health: Introduction to Health Workforce Development - Introduction
ix
administrator as an Assignment.
Unit 3, Session 5
TASK 35 (Self-study): Getting and
overview of M&E in health workforce
development
3.2
Submitting Assignments
Please read the Guidelines for Presentation of Assignments in the Programme
Handbook (page 26 - 30). When sending in your Assignments it is important to:


Number the pages and staple them together.
Attach an Assignment Cover Sheet, completed in full, to the front of each of your
Assignments. Make sure you include your student number. The cover sheet
should contain the following (you can also make use of the cover sheet below):
o Your name
o Your student number
o Module name: Introduction to Health Workforce Development
o Module code: SPH 871
o Convenor: Prof Uta Lehmann
o Name and number of Assignment (eg, Task 21: Reflecting on innovations in
Cuban medical education)
o
o
o
o
Student’s comments to lecturer
o
o
o
……………………………………………………………………………………………………………………………………………
o




…………………………………………………………………………………………………………………………………………..
Declaration by student: I understand what plagiarism is. This Assignment is my
own work, and all sources of information have been acknowledged. I have
taken care to cite/reference all sources as set out in the SOPH Academic
Handbook 2012.
Signed by you: …………………………………………………………………………………………
E-mail the Assignment to the Student Administrator at the address below to
arrive by the due date. Do not send Assignments directly to the lecturer. E-mail is
preferred because the timing can be quicker.
Type your Assignment.
Use A4 paper and leave a margin of 3-4 cm for comments.
Keep a copy of your Assignment.
Assignment deadlines will be sent to you by the Student Administrator. All Assignments
must be submitted, i.e. postmarked, by the due date.
Masters of Public Health: Introduction to Health Workforce Development - Introduction
x
Faxed Assignments should be sent to:
+ 27 21 959-2872 (Att Student Admin, SOPH)
Submissions by e-mail should be sent to:
[email protected]
3.3
Draft Assignments: Please read this section carefully
As you are studying at a distance, your mentors or lecturers will provide feedback on
Draft Assignments. However, Drafts will only be reviewed if they are received two or
more weeks before the final submission date. If received less than two weeks before the
submission date/deadline, they will not be accepted.
Take note that Drafts are expected to be drafts, i.e. work in progress. Use opportunities
like these to check your understanding of the Assignment requirements, to try out
difficult parts of the Assignment, and to ask questions. This feedback can be
incorporated into your final version of the Assignment.
3.4
Assignment Extensions
Assignments must be submitted by the dates indicated in the Assignment Schedule
notification circulated by the Student Administrator. Extensions may be granted under
special circumstances but will not normally be longer than two weeks. To request an
extension, contact the Student Administrator as soon as a problem arises. No
extensions will be given for Draft Assignments, and no late Assignments will be
accepted in Semester 2.
Late submission of Assignments may result in reducing your time for the next
Assignment, disrupting your lecturers’ marking schedules, late submission of marks and
therefore having to repeat the module. Please try to manage your time effectively. You’ll
find some guidance on doing so in the SOPH Academic Handbook, 2012.
There is further information about assessment in the SOPH Programme Handbook.
Please refer to it before submitting your Assignment.
Masters of Public Health: Introduction to Health Workforce Development - Introduction
xi
3.6
Assignment Cover Sheet
School of Public Health – University of the Western Cape
An Assignment Cover Sheet should be attached to every Assignment. Please fill in all details
clearly and staple this form to the front of your Assignment. Alternatively, please fax it as the
first page of your Assignment, or develop a cover sheet like this one to e-mail with your
Assignment.
Full name:
…………………………………………………………………………………….…………………………………
Address:
…………………………………………………………………………………….…………………………………
Postal code: …………………………………………………………………………………….…………………………………
Student number:
Module name: Introduction to Health Workforce Development
Module code: SPH 871
Convenor: Prof Uta Lehmann
Name and number of Assignment (eg, Task 21: Reflecting on innovations in Cuban medical
education)
If faxed, state the total number of pages sent including this page: …………
Student’s comments to lecturer
…………………………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………………………
Declaration by student
I understand what plagiarism is. This Assignment is my own work, and all sources of
information have been acknowledged. I have taken care to cite/reference all sources as set
out in the SOPH Academic Handbook 2012.
Signed by the student: …………………………………………………………………………………………
The tutor’s comments are on the reverse of this form
-----------------------------------------------------------------------------------------------------
Office Use
Masters of Public Health: Introduction to Health Workforce Development - Introduction
xii
Date
received
4
Assessment/Grade
Tutor
Recorded &
dispatched
DEVELOPING A WORK PLAN
The table below presents a week by week work plan timetable. Identify the period you
have to complete this module.
You probably also have a second module running concurrently. One way to manage
two modules at the same time is to study one module from Monday to Wednesday, and
the other from Thursday to Saturday. Educationally this is positive because the two
modules should complement each other.
This module is made up of four units, each of which consists of between three and four
study sessions. Each session is based upon a number of readings listed at the
beginning of the Study Session. A session may take several study periods to complete
e.g. up to six hours. You are expected to work consistently and regularly through the
sessions, but you must prepare the Assignment as you work through them. Leave the
week before hand-in for finalising the Assignment.
You are encouraged to develop your own work plan in terms of your commitments.
Guidelines are provided in the SOPH Academic Handbook.
There are two columns for you to work in: one is for this module. The other is for your
second module if this applies to you. Your work plan should take both modules and their
Assignment deadlines into account.
Once you have worked out a plan, put a copy of it in an obvious place, e.g. above your
work table, and refer to it daily, adjusting it if you slip behind or race ahead!
Masters of Public Health: Introduction to Health Workforce Development - Introduction
xiii
WORKPLAN FOR INTRODUCTION TO HEALTH WORKFORCE DEVELOPMENT AND
ANOTHER MODULE
WEEK
DATE
YOUR OWN WORK PLAN FOR
Introduction to Health
Workforce Development
YOUR WORK PLAN FOR
…………………………………………….
1
2
3
4
5
6
7
8
9
10
11
12
13
14
Masters of Public Health: Introduction to Health Workforce Development - Introduction
xiv
INDEX – Introduction to Health Workforce Development
There is one Reader for this Module. The readings are arranged in alphabetical
order. Use the page numbers in the right hand column to locate them in the Reader.
For referencing, use the original publication details noted under Publication Details
below. Copyright is obtained for the use of all these readings on an annual basis.
Publication Details
Page
no.
Aitsiselmi, A. (2004). An Analysis of the Cuban Health System. Public Health,
118: 599–601.
1
Beardsley, S., Johnson, B., Manyika, J. (2006). Competitive Advantage from
Better Interactions. McKinsey Quarterly, 2: 1 – 7.
7
Cub’s Health System. (2007). The Cuban Approach to Health Care: Origins,
Results, and Current Challenges. [Online], Available:
http://www.saludthefilm.net/ns/cuba-health-system.html [6 pages]
17
Evans, R.G. (2008). Thomas McKeown, meet Fidel Castro: Physicians,
Population Health and the Cuban Paradox. Health Care Policy, 3(4): 21- 32.
25
Green, A. (1992). Ch 13 - Planning Human Resources. An Introduction to
Health Planning in Developing Countries. Oxford: OUP: 291-315.
39
IDRC (not dated). The Two-pager. Writing a Policy Brief. [Online], Available:
http://www.idrc.ca/uploads/userS/1226604937112265958681Chapter_8%5B1%5D.pdf [Downloaded: 21 Feb.
2010].
Joint Learning Initiative (2004). Human Resources for Health – Overcoming the
Crisis. Executive Summary. [Online], Available:
http://www.who.int/hrh/documents/JLi_hrh_report.pdf [Downloaded:
26.9.12].
Knowles, M. (1973). The Adult Learner: A Neglected Species. Houston: Gulf
Publishing, 51- 63.
Kober, K. & van Damme, W. (2004). Scaling up Access to Antiretroviral
Treatment in Southern Africa: Who will do the job? The Lancet, 364: 103 –
107.
SOPH, UWC: Introduction to Health Workforce Development II - Reader
65
91
103
113
xv
Kolehmainen-Aitken, R.-L. (2004). Decentralisation’s Impact on the Health
Workforce: Perspectives of Managers, Workers and National Leaders. Human
Resources for Health, 2 (5): 11 pages.
121
Lehmann, U. & Zulu, J. (2004). “You Feel Like you are Fighting a Losing Battle”.
How Nurses in Cape Town Clinics Experience the HIV Epidemic. Manuscript: 11
pages.
135
Lehmann, U., van Damme, W., Barten, F., Sanders, D. (2009). Task-shifting – The
Answer to the HR crisis in Africa? Human Resources for Health Journal, 7(49): 1 –
4.
145
Lyons, M. (2004). The Crisis in Human Resources for Health: A Clue in the Colonial
Past Through the Example of Uganda. JLI Working Paper, 1-18.
151
Nyoni, J., Gbary, A., Magda, A., Ndecki, P. & Chatora, R. (2006). Policies and
Plans for Human Resources for Health. Guidelines in the WHO African Region.
Brazzaville: WHO, 1 – 51.
171
PATH - Children’s Vaccine Program. Guidelines for Implementing Supportive
Supervision: A Step-by-step Guide with Tools to Support Immunization. Seattle:
PATH (2003). [Online], Available:
http://www.path.org/vaccineresources/files/Guidelines_for_Supportive_Supervisi
on.pdf [Downloaded: 21 Feb 2010].
233
Rogers, A. (1986). Ch 2 - Adult Students. Teaching Adults. Milton Keyes: OUP: 2135.
265
Sanders, D., Dovlo, D., Meeus, W. & Lehmann, U. (2009). Ch 8 - Public Health in
Africa. In Beaglehole, R. Global Public Health – A New Era. Oxford: OUP. 161 –
183.
281
Spiegel, J.M. & Yassi A. (2004). Lessons from the Margins of Globalization:
Appreciating the Cuban Health Paradox. Journal of Public Health Policy, 25(1): 96
– 121.
307
Tsai, no first name. Guidelines for Writing a Policy Brief. [Online], Available:
http://www.rhsupplies.org/fileadmin/user_upload/toolkit/B_Advocacy_for_RHS/
Guidelines_for_Writing_a_Policy_Brief.pdf. [Downloaded: 24 March 2010].
335
Van Lerberghe, W., Conceicao, C., Van Damme, W. & Ferrinho, P. (2002). When
Staff is Underpaid: Dealing with the Individual Coping Strategies of Health
Personnel. Bulletin of the World Health Organisation, 80(7): 581 – 584.
339
Vaz, F., Bergström, S., Vaz Mda, L., Langa, J. & Bugalho, A. (1999). Training
Medical Assistants for Surgery. Bulletin of the World Health Organisation, 77(8):
688 – 91.
345
Walt, G. & Gilson, L. (1994). Reforming the Health Sector in Developing Countries:
The Central Role of Policy Analysis. Health Policy and Planning, 9(4): 353 - 370.
351
Walt, G. (1994). Ch 8 - Do those who Implement Decide? Health Policy: An
Introduction to Process and Power. Johannesburg and London: Wits University
Press & ZED Books: 153 – 177.
SOPH, UWC: Introduction to Health Workforce Development II - Reader
371
xvi
WHO. (1993). Motivation. In Training Manual on Management of Human Resources
for Health. Section 1, Part A. Geneva: WHO. [8 pages].
381
WHO. (2006). Working Together for Health. World Health Report 2006. Geneva:
WHO.
Separate
Bound
Document
WHO. (2008). Task shifting: Rational Redistribution of Task Among Health
Workforce Teams: Global Recommendations and Guidelines. [Online}, Available:
http://www.who.int/healthsystems/TTR-TaskShifting.pdf
407
505
WHO/GHWA (2008). Ghana: Implementing a National Human Resources for Health
Plan. [Online], Available:
http://www.who.int/workforcealliance/knowledge/case_studies/Ghana.pdf.
[Downloaded: 24 March 2010].
Young, E. and Quinn, L. (not dated). The Policy Brief. [Online], Available:
www.policy.hu_PolicyBrief-described. [Downloaded: 21 Feb. 2010].
SOPH, UWC: Introduction to Health Workforce Development II - Reader
519
xvii