Course in Business Studies in Africa

See Course Studies in Business Studies in Africa 2017

Business Studies

If you’re looking to continue your personal development with a multitude of study options either online or in a classroom, law courses are for you. Specific study topics typically include intellectual property, commercial law and regulatory theory.

A program in Business, Economics and Administration, intends to further the student’s understanding of the business world. This program often incorporates theory with real world application. With this course, one can be the head in various business departments.

Can any other region can match the variety and dimension of Africa? With imitable history, landscape and cultural contributions, hardly any regions offer a study abroad encounter that is more challenging or more satisfying in terms of studying.

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Women Entrepreneurship and Leadership for Africa WELA

CEIBS Africa
Campus Part time 6 months November 2017 Ghana Accra China Shanghai + 2 more

WELA is a practical project-based programme that examines the issues, challenges and opportunities women face in creating, managing and leading companies in Africa. The programme is specifically designed for women [+]

WELA is a practical project-based programme that examines the issues, challenges and opportunities women face in creating, managing and leading companies in Africa. The programme is specifically designed for women entrepreneurs and is focused on enabling them to identify business opportunities and maintain viable and sustainable enterprises. CEIBS creates a supportive and participatory learning environment for the exchange of best practices and experiences, strategy development and skill building, working within the context of women's economic development priorities.

WELA aims to empower participants to develop mindsets and strategies for effectively managing their firms as well as their leadership and entrepreneurial careers. The programme provides technical training focused on strengthening competencies in project design and management, financial management, entrepreneurial marketing and innovation, leadership, and business sustainability to impact the enterprises implemented by the participants. Participants undertake practical field work projects throughout the duration of the programme. An important aspect of the programme is the China Immersion Module in Shanghai, where students in addition to their classwork have the opportunity to receive mentoring and coaching from successful Chinese women entrepreneurs.... [-]


Company Specific Programmes

CEIBS Africa
Campus Part time 1 - 5 days September 2017 Ghana Accra

Professional Programmes designed to suit the needs of each and every organization. It aims to provide top management/senior management/middle managements with general management perspectives, systematic management knowledge, framework for strategic thinking and hands on management tools. [+]

CEIBS Africa Executive Education Programme creates an extraordinary platform for professional development and innovation across industries. We offer a range of Open (OP) and Company Specific (CSP) programmes for elite industry practitioners who aspire to higher levels of performance. Using our in-depth China knowledge and extensive global reach, and facilitated by our world class faculty, CEIBS Africa Executive Education programme works in partnership with client companies to develop their executives’ leadership skills. We prepare today’s leaders for the future. CEIBS Africa Executive Education has created tailor made CSP programmes in Change Management for Coca-Cola, Advanced Management for WPP, a Corporate Governance and Board Programme for First Bank Nigeria (in collaboration with Wharton and IESE) and a Business Agility Programme for Heineken. We have also collaborated with top global business schools such as IESE and Wharton to provide a course for Global CEOs. Our deep understanding of the strategic and operational issues facing companies that do business in Africa and other emerging economies ensures that our CSPs are fully customised for you, your company, and your industry. Why CEIBS Africa CSP? Company Specific Programmes are a highly effective tool for achieving both individual and organizational development. CEIBS Africa has a track record of delivering high quality programmes to top level clients like, WPP, First Bank Nigeria, and Coca-Cola. Our Faculty CEIBS Africa has a world-class team of international faculty whose global perspective is complemented by their academic expertise in emerging economies such as China and Africa. Many have led or taught at prestigious business schools around the world before joining CEIBS; many others have practical industry experience. They offer a wealth of knowledge and share international best practices that your executives can successfully apply on the job. Our Approach We fully engage and involve top management in the design, delivery and impact evaluation assessment of the programme. Our collaboration is based on a shared understanding of your organisation’s vision and company culture. We conduct a training needs analysis to understand your company's vision for the future and formulate a clear strategy to get there. Based on our findings a draft proposal, with input from your company’s management, will be drafted for your final approval. Programmes are offered at client-approved venues. However, CEIBS Africa is ready to offer use of our ultra-modern and fully-equipped training facility – centrally located in the business hub of Accra. Our Customised Approach One business solution does not fit all business needs. A Company Specific Programme (CSP) is a training solution that has been designed to meet the specific needs of a group of managers from the same company or group of companies. A CSP is the most appropriate approach when your organisation requires a training solution that can be: Tailored to the training and development requirements of a group of managers Fully customised to your business or industry Linked to your business strategy Integrated with your talent development or localisation strategies Supportive of your company culture or "way of doing business" Designed to incorporate different modes of delivery in addition to classroom lectures Delivered at dates and times which are convenient for you. CSPs are the fastest growing type of training solutions offered by leading business schools worldwide. Our Team We have a team of experts who are committed to your success and dedicated to helping you develop a highly effective CSP. This team works closely with CEIBS faculty and client companies. They have accumulated rich experience in programme design, delivery and evaluation. For enquiries on how we can help you with a Company Specific Programme that can become an integral part of your vision and strategy, please contact one of our CSP team members: Henry Kwesi Andoh +233 544 349 483 ahenry@ceibs.edu Thelma Opara +234 814 719 555 58 othelma@ceibs.edu [-]

Short Courses in Management

University of Johannesburg
Campus Full time Part time February 2017 South Africa Johannesburg

Short Courses in Management [+]

Course Studies in Business Studies in Africa 2017. Title Duration Price Admission Requirements Contact Business Management (Advanced Certificate in Business Management: Project Management) 1 Year R34740 Higher Certificate in Business Management (Project Management) Refiloe Kose bmshortcourses@uj.ac.za Centre of Social Entrepreneurship and Social Economy (CSESE) (Asset-based Socio-economic Development ) Three consecutive days. The actual contact time is eight hours per day R3900 NQF 4 qualification or working for/ managing a social enterprise​ Vongani Manganye csese@uj.ac.za Centre of Social Entrepreneurship and Social Economy (CSESE) (Business Incubator Management ) Three blocks spaced one month apart for 15 days (four days, six days and 45 days). The actual contact time is eight hours per day. Total 112 hours R17500 NQF 6 qualification plus three to five years’ experience as a middle manager within a social economy organisation (SEO) or Small and Micro Enterprise (SMEs) or government department or agency dealing with business development​ Vongani Manganye csese@uj.ac.za Advanced Cultural Tourism (Advanced Cultural Tourism ) 200 hours 4 days contact R7000 Community Based Cultural Tourism CUT2​ Jeneshri Naicker jeneshrin@uj.ac.za Applied Entre- preneurship for Local Economic Development (LED) (Applied Entre- preneurship for Local Economic Development (LED) 6 Months R15000 Grade 12 Experience in the fields related to public administration, economics or business Applicants will be subject to an internal selection process The SLP "Introduction to Local Economic Development" as a pre-study is recommended​ Dr Marius Venter mventer@ uj.ac.za Applied Information Systems (IT Project Management (Introduction)) 3 Days R8000 Grade 12. 12 months working experience. Lucinda Zaayman lucindaz@ uj.ac.za Applied Information Systems (IT Project Management (Intermediate)) 40 Hours (over one semester) R15000 Grade 12. 12 months working experience. Lucinda Zaayman lucindaz@ uj.ac.za Applied Information Systems (IT Project Management (Advance)) 10 Days (over one year) R21500 Grade 12. 12 months working experience​. Lucinda Zaayman lucindaz@ uj.ac.za Applied Information Systems (IT Management) 40 Hours (over one semester) R12500 Grade 12. 12 months working experience. Lucinda Zaayman lucindaz@ uj.ac.za Business Management (Short Course in Project Management ) 5 Days N/A Grade 12 with Certificate Endorsement​. Yvette Boys bmshortcourses@uj.ac.za Business Management (Short Course in Risk Management ) 5 Days N/A Grade 12 with Certificate Endorsement​. Yvette Boys bmshortcourses@uj.ac.za Business Management (Higher Certificate in Business Man- agement: General Management ) 1 Year R38660 Grade 12 with Certificate Endorsement​. Refiloe Kose bmshortcourses@uj.ac.za Business Management (Higher Certificate in Business Management: Business Analysis ) 1 Year R38660 Grade 12 with Certificate Endorsement​. Refiloe Kose bmshortcourses@uj.ac.za Business Management (Higher Certificate in Business Management: Operations and Productivity ) 1 Year R38660 Grade 12 with Certificate Endorsement​. Refiloe Kose bmshortcourses@uj.ac.za Business Management (Higher Certificate in Business Management: Risk Management ) 1 Year R38660 Grade 12 with Certificate Endorsement​. Refiloe Kose bmshortcourses@uj.ac.za Business Management (Higher Certificate in Business Management: Change Management ) 1 Year R38660 Grade 12 with Certificate Endorsement​. Refiloe Kose bmshortcourses@uj.ac.za Business Management (Higher Certificate in Business Management: Project ) 1 Year R38660 Grade 12 with Certificate Endorsement​. Refiloe Kose bmshortcourses@uj.ac.za Business Management (Advanced Certificate in Business Management) 1 Year R34740 Higher Certificate in Business Management (General Management) Refiloe Kose bmshortcourses@uj.ac.za Business Management (Advanced Certificate in Business Management: Business Analysis) 1 Year R34740 Higher Certificate in Business Management (Business Analysis) Refiloe Kose bmshortcourses@uj.ac.za Business Management (Advanced Certif- icate in Business Management: Operations and Productivity) 1 Year R34740 Higher Certificate in Business Management(Operations and Productivity) Refiloe Kose bmshortcourses@uj.ac.za Business Management (Advanced Certificate in Business Management: Risk Management ) 1 Year R34740 Higher Certificate in Business Management (Risk Management)​ Refiloe Kose bmshortcourses@uj.ac.za Business Management (Advanced Certificate in Business Management: Change Management) 1 Year R34740 Higher Certificate in Business Management (Change Management) Refiloe Kose bmshortcourses@uj.ac.za Centre for Small Business Development (CSBD) (RAA Entrepreneurial development) Six Months Full-Time Programme R1950 Grade 12 with Certificate Endorsement​ Sibongile Thunzini adminraa@uj.ac.za Centre for Small Business Development (CSBD) (Small Business Enrichment Programme) 12 Day Business Man- agement Programme implement- ed over a three month period R2500 Own registered business with minimum of two years business operations​ Muzi Fakude muzif@uj.ac.za Centre for Small Business Development (CSBD) (Financial Management and Costing) 5 Days R2500 Own registered business Muzi Fakude muzif@uj.ac.za Centre of Social Entrepreneurship and Social Economy (CSESE) ( Advance Social Entrepreneurship Practice) 11 Months. There will be four blocks throughout the year of five days per each block, The actual contact time is eight hours per day R18500 NQF 5 qualification plus at least 5 years’ experience and hold a managerial/ supervisory position within a social economy organisation or government department or agency Vongani Manganye csese@uj.ac.za Centre of Social Entrepreneurship and Social Economy (CSESE) (Emerging Social Enterprise Management) Three months. Seven days one day per week. The actual contact time is eight hours per day R8800 NQF 4 qualification and working for/ managing a social enterprise​ Vongani Manganye csese@uj.ac.za Certificate in Sports Law & Management (Certificate in Sports Law & Management) 1 Semester R8500 ​Bachelor’s degree M Steyn madeleins@uj.ac.za Civil Engineering Science (Concrete Testing) 3 Days R10000 Grade 12 Recognition of prior learning will be based on the candidates’ experience in concrete technology or related field for a period of at least 1 year Mr J Bester jannesb@uj.ac.za Community Based Cultural Tourism (Community Based Cultural Tourism ) 200 hours 4 days contact R7000 ​Introduction to Cultural Tourism CUT 1​ Jeneshri Naicker jeneshrin@uj.ac.za Compliance Management (Compliance Management) 1 Year R10500 A Bachelor's degree or equivalent 3-year qualification on NQF level 7 M Steyn madeleins@uj.ac.za Hospitality Management (Block Release) (Hospitality Management (Block Release)) 3 years with a block of 6 weeks in each year N/A Grade 12 or equivalent and must be employed in Hospitality Sector Anisah Deen anisahd@uj.ac.za Industrial Psychology and People Management (Advanced Programme in Organisational Consulting (Online)) 11 Months R10000 Honours degree in Human Resources Management, Industrial Psychology or Psychology. Have at least three years’ relevant work experience.​ Stephan Ferreira sferreira@ uj.ac.za Industrial Psychology and People Management (Human Capital On-boarding for HC Professionals*) Six to eight months R10000 A formal post-school qualification in the field of Human Resources is not compulsory however would be beneficial. The assumption is that the majority of Human Capital (HC) practitioners would at least have a qualification (occupational or foundational) but not necessarily in the field of Human Resources. Stephan Ferreira sferreira@ uj.ac.za Industrial Psychology and People Management (The Human Resources Business Partner (HRBP) – Specialist Programme*) Six to eight months R10000 A formal post-school qualification in the field of Human Resources is not compulsory however would be beneficial. The assumption is that the majority of Human Capital (HC) practitioners would at least have a qualification (occupational or foundational) but not necessarily in the field of Human Resources.​ Stephan Ferreira sferreira@ uj.ac.za Industrial Psychology and People Management (Short Course in Practical Psychometry) Six months (full time) (January – June/July – December) R38000 Honours Degree in Psychology or Industrial Psychology with the completion of the module Psychological Assessment. Stephan Ferreira sferreira@ uj.ac.za Industrial Psychology and People Management (Emerging Leader – Leadership Development*) Six to twelve months R20000 An appropriate NQF level 7 qualification or a professional degree is required. Further to this a minimum three years working experience is required and prospective students must be recommended for further leadership development by their head of department.​ Elmarie Stapelberg leadership@ uj.ac.za Industrial Psychology and People Management (Executive Leadership Development*) Six to twelve months R40000 The company nominates the candidates. The candidate must already be in an executive management leadership position. Elmarie Stapelberg​ leadership@ uj.ac.za Industrial Psychology and People Management (Senior Leadership Development* ) Six to twelve months R50000 The company nominates the candidates. The can- didate must already be in a senior management leadership position. Further to this, it is accepted that if a candidate is provided by the organisation for further senior leadership development that the candidate comes with certain knowledge, understanding cognitive, professional and general skills required for this SLP. UJ reserves the right to​ Elmarie Stapelberg leadership@ uj.ac.za Industrial Psychology and People Management (Junior Leadership Development*) Six to twelve months R40000 The company nominates the candidates. The candidate must already be in a junior management leadership position. Further to this, it is acceptedthat if a candidate is provided by the organisation for further junior leadership development that the candidate comes with certain knowledge, understanding cognitive, professional and general skills required for this SLP. UJ reserves the right to accept nominees or not. Elmarie Stapelberg leadership@uj.ac.za Industrial Psychology and People Management (Just in Time Senior Leadership Capacity Building*) 10 half hour sessions (15 minutes presentation: 15 minute discussion) to complete the SLP over a time period of nine months R7000 Appointed into a formal senior management position, being a member of an executive/ senior management team. Elmarie Stapelberg leadership@ uj.ac.za Information & Knowledge Management (Short Course in Knowledge Management) 3 Days R6980 ​Grade 12 Deidre Wessels infoman@ uj.ac.za Information & Knowledge Management (Short Course in Strategic Competitive Analysis Management) 3 Days R6980 Grade 12​ Deidre Wessels infoman@uj.ac.za Introduction to Cultural Tourism (Introduction to Cultural Tourism) 240 hours 5 days contact R7000 Grade 12 Jeneshri Naicker jeneshrin@uj.ac.za Introduction to Tourism (Introduction to Tourism ) 600 hours (full-time) 280 hours over 14 weeks(part-time) R25000 Grade 12 Jeneshri Naicker jeneshrin@uj.ac.za Introduction to Tourism Management Functions (Introduction to Tourism Management Functions) 600 hours (full-time) 280 hours over 14 weeks(part-time) R25000 Grade 12​ Jeneshri Naicker jeneshrin@uj.ac.za Introduction to Toursim Management and Development (Introduction to Toursim Management and Development) 240 hours 5 days contact R7000 Grade 12 Jeneshri Naicker jeneshrin@uj.ac.za Marketing Management (Introduction to Retail Management) Minimum six months N/A ... 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Sexual and Reproductive Health and Rights: organising effective responses

Royal Tropical Institute (KIT)
Campus Full time 3 weeks May 2017 Netherlands Amsterdam

In this course, participants examine how to improve access to equitable, quality sexual and Reproductive Health/ HIV and AIDS services with a focus on rights, while improving integration of services as well as voice and participation. [+]

In this course, participants examine how to improve access to equitable, quality sexual and Reproductive Health/ HIV and AIDS services with a focus on rights, while improving integration of services as well as voice and participation. This course is TropEd accredited and can be followed as a stand-alone course or as part of the Master in International Health or the Master in Public Health programmes. It is aimed at senior health managers and professionals working in sexual and public health. Improving access to equitable and quality sexual and reproductive health, including HIV and AIDS related services, is a major priority in global public health. This makes effective organisation of these services critical. This module puts rights at the centre of SRHR and builds on the best contemporary evidence to critically analyse effective responses across the constituent parts of the health system. It also addresses serious questions on the evolving role of health system in the process of addressing SHR/HIV and AIDS i.e. When, whether or how should the health system lead, follow or facilitate? Participants critically examine synergies and efficiencies, and the trade-offs that need to made in the process of integrating different kinds of services within and without the domain of SRHR. The module focuses on considerations of equity, voice, accountability and participation in the organisation of responses and services, and concentrates on making services accessible to marginalised groups. This module translates the principles of sound SRHR/HIV and AIDS responses into practice. Objectives At the end of the course, students will be able to: critically analyse various concepts related to sexual and reproductive health and rights within a development context explain and present trends and patterns on a range of SRHR issues and analyse the factors driving them analyse SRH issues and concepts from a rights based perspective identify and discuss principles of context specific best practice and interventions in the area of SRHR translate their understanding of SRHR issues and their causes into local and national intervention strategies discuss and analyse components of effective SRHR responses; translating evidence into practice identify and utilise opportunities for synergies across SRHR programmes and Health systems components critically analyse existing SRHR services from the perspective of marginalised and vulnerable communities and provide recommendations on how to enhance voice and equitable access evaluate and recommend context appropriate programs and interventions Content Contemporary best practice in effectively responding to SRHR and HIV Changing roles and responsibilities of the health sector in response to SRHR and HIV Key aspects of programmes, e.g. youth-friendly health services, family planning, safe abortion, quality of care, maternal and newborn health, basic and comprehensive emergency obstetric services, (V)CT services, PMTCT services, ART services Opportunities for synergies and considerations for service integration: e.g. PMTCT and FP, FP and sexual health, STI and HIV Continuum of Care models for SHRH and HIV and how to organise them Reducing stigma and discrimination, and ensuring rights Enhancing voice, accountability and participation of marginalised and vulnerable communities in organising responses State of the art in effectively responding to SRHR and HIV Changing roles and responsibilities of the health sector in responding to SRHR and HIV Key aspects of programmes, e.g.: youth-friendly health services, family planning, safe abortion, quality of care, maternal and new born health, basic and comprehensive emergency obstetric services, (V)CT services, PMTCT services, ART services Opportunities for synergies and considerations for integrations of services: e.g. PMTCT and FP, FP and sexual health, STI and HIV Admission criteria Academic training or a professional qualification in a relevant field Work experience in a related area, including experience in management or planning in developing countries Proficiency in spoken and written English [-]

Control strategies for communicable and non-communicable diseases

Royal Tropical Institute (KIT)
Campus Full time 3 - 5 weeks April 2017 Netherlands Amsterdam

Disease control refers to a broad package of strategies for controlling diseases, from primary prevention, health promotion, and health legislation to screening for early detection, treatment and rehabilitation. This course is designed to help disease control officers retain the strength of their programmes while moving towards more integrated and sector-wide approaches. [+]

Course Studies in Business Studies in Africa 2017. Disease control refers to a broad package of strategies for controlling diseases, from primary prevention, health promotion, and health legislation to screening for early detection, treatment and rehabilitation. This course is designed to help disease control officers retain the strength of their programmes while moving towards more integrated and sector-wide approaches. This course is TropEd accredited and can be followed as a stand-alone course or as part of the Master in International Health or the Master in Public Health programmes. In order to choose the right strategies for a specific disease in a given situation, health care managers need to understand the context in which a disease arises, the factors contributing to its spread, and the natural course of the disease. In this module a number of diseases, both communicable and non-communicable (NCD), are used as models to demonstrate different aspects and principles of disease control. A wide variety of issues relevant to public health are discussed, such as malaria, tuberculosis, nutrition, smoking, as well as refugee health care. Part of this module is carried out through interactive learning in a Virtual Learning Environment. Objectives At the end of the module students will be able to: appraise and interpret research results on the epidemiology of communicable diseases (CDs) and non-communicable diseases (NCDs) and describe how they can inform relevant decision-making processes about control strategies analyse and critically discuss different approaches and strategies used in disease control and formulate context-appropriate strategies to control one or more CDs and/or NCDs compare and contrast the approaches to the control of communicable diseases and non-communicable diseases (i.e. behavioural, immunological, environmental, nutritional, service delivery) in relation to relevant levels of prevention analyse and critically discuss strengths and weaknesses of specific disease control programmes or strategies (CD & NCD) in relation to integrated approaches of health systems development and current health reforms regarding the control of CDs & NCDs Content refresher on basic concepts: Trends, high-risk populations, behavioural risk factors, transmission patterns, epidemic-endemic, infection-disease, etc. approaches to the control of communicable and non-communicable diseases, and similarities and differences between control strategies. control strategies, such as: screening/case finding and case management, vaccination, adherence and retrieval of patients, prevention, monitoring & evaluation, surveillance, health promotion, environmental interventions, legislation/regulation etc. malnutrition, micronutrient deficiencies, obesity analysis and design of control programmes both at the level of health services and intersectorally, for both CDs & NCDs implications and interactions between current health reforms and CD & NCD control strategies; implications and interactions of policies of other sectors on disease control strategies. role of communities in control of CDs and NCDs health problems in the context of refugee camps Admission criteria Academic training or a professional qualification in a relevant field Work experience in a related area, including experience in management or planning in developing countries Proficiency in spoken and written English [-]

Human Resources for Health

Royal Tropical Institute (KIT)
Campus Full time 3 weeks February 2017 Netherlands Amsterdam

This course provides knowledge and skills that health care managers, policy makers and planners need for human resource planning and management. It discusses policies, strategies and practices at a national and workplace level to address health workforce issues. [+]

This course provides knowledge and skills that health care managers, policy makers and planners need for human resource planning and management. It discusses policies, strategies and practices at a national and workplace level to address health workforce issues. This course is tropEd accredited and can be followed as a stand-alone course or as part of the Master in International Health or Master in Public Health programmes. Content How can policy makers and managers improve the performance of the health workforce? How does one plan human resources? How can organisational development contribute to the performance of health workers? The quality of health service delivery depends largely on the availability and performance of qualified personnel, aided by sufficient facilities, equipment and drugs. Policy makers and managers can influence the performance of health workers by using carefully formulated and implemented human resources for health policies and strategies developed in consultation with stakeholders. In order to enhance workforce performance, policy makers and managers also need to be able to analyse organisational culture and behaviour and to identify appropriate leadership skills. This course addresses the knowledge and skills that policy makers and managers need for human resource planning and management. It provides an overview of the situation of Human Resources for Health (HRH) from a global perspective and subsequently discusses policies, strategies and practices at a national level and at the workplace to address health workforce issues. Topics include rational planning, training, governance and gender, performance retention and motivation and, leadership and organisational change. Objectives At the end of the module the participants should be able to: explain the concept of Human Resources in the health sector analyse and discuss the various issues in human resources in the health sector discuss different strategies to assure sufficient and qualified staff are equitably distributed critically appraise staff performance, identify performance problems and suggest appropriate solutions critically assess training programs for health care workers and provide appropriate recommendations for improvement analyse organisational behaviour and discuss strategic options and leadership styles for change Course Content Introduction to HRH Strategic planning of HRH Workload Retention, motivation and performance of health workers Governance and HRH, including migration Addressing gender and rights in HRH policies and plans Training Leadership and organisational change Admission criteria Academic training or a professional qualification in a relevant field Work experience in a related area, including experience in management or planning in developing countries Proficiency in spoken and written English [-]

Health Policy and Financing

Royal Tropical Institute (KIT)
Campus Full time 2 weeks May 2017 Netherlands Amsterdam

An in-depth look at important issues and current debates in health policy, health economics and health financing, taking into account the diverse profit and not for profit systems. [+]

Course Studies in Business Studies in Africa 2017. An in-depth look at important issues and current debates in health policy, health economics and health financing, taking into account the diverse profit and not for profit systems. This course is tropEd accredited and is intended for public health professionals looking to elevate their capabilities in healthcare financing. It can be followed as a stand-alone course or as part of the Master in International Health or Master in Public Health programmes. Content This module takes an in-depth look at important issues and current debates in health policy, health economics and health financing. Among these are the vital discussion points of decentralisation, the public-private mix, international finance of health goods, aid effectiveness, TRIPS, community participation, health insurance and governance of health systems. The influence that certain actors, such as the international donor community and consumer groups, have on the health policy agenda is explored, and recent influential reports concerning health policy are discussed. As part of this course, students are required to critically read and discuss papers on specific health policy debates in low and middle income countries. Examples of such policy debates include: feasibility of national insurance systems the role of private sector and contracting arrangements and the relationship between decentralisation and equity Content Organisation of aid The major developments in the area of international development finance, including those in the area of aid, debt (relief) and the financial sector The economics behind aid, and the financial crisis the links between these developments and health WTO, intellectual property and TRIPS Health insurance Decentralisation and contracting Discussions on equity, transparency, governance and accountability in health systems Objectives At the end of the module the participants should be able to: develop a broad overview of the organisation of development aid, its evolving architecture and critically discuss its effectiveness. Critically appraise the role of the donor community in recent health sector developments. describe and analyse the relationship between health and economic development within the macro-economic context of low income countries. critically analyse the role of the pharmaceutical sector, in the context of existing international trade laws and agreements, on health and on health service delivery and access in low and middle income countries. analyse the benefits and critical problems associated with public-private relations and, in particular contracting and performance based finance. appraise alternative and innovative modes of financing of the health systems. analyse the key characteristics of health system decentralisation in low and middle income countries: popularity, diversity, contradiction, context specifics; and propose a broad outline for effective health system decentralisation. discuss the conditions and circumstances in which health programmes should be vertically organised or integrated. examine and discuss the meaning and importance of community participation in development work with the aim of reflecting upon past experiences and then develop strategies for working with communities towards achieving better accountability and governance. Admission criteria Academic training or professional qualification in a relevant area Work experience in a related area, including experience in management or planning in developing countries Proficiency in spoken and written English [-]

Advanced course on Universal Health Coverage (UHC): Current challenges in Health Sector Reforms

Royal Tropical Institute (KIT)
Campus Full time 2 weeks August 2017 Netherlands Amsterdam

This course is designed for senior managers who are actively involved in planning, management and evaluation of health sector reforms in developing countries. These senior managers may be working either in Ministries of Health; or they may be staff of embassies, international organisations, or NGOs developing partnerships with Ministries of Health within health reform. [+]

This course is designed for senior managers who are actively involved in planning, management and evaluation of health sector reforms in developing countries. These senior managers may be working either in Ministries of Health; or they may be staff of embassies, international organisations, or NGOs developing partnerships with Ministries of Health within health reform. In this two week course held at the Royal Tropical Institute in Amsterdam (KIT) participants learn more about the most important topics in health policy, planning and financing, their effects on equity and efficiency, and their relation to the strengthening of health systems. This year the course will focus on reform in relation to Universal Health Coverage (UHC). *this course was formerly known as advanced course on Health Sector Reforms and Financing: towards universal health coverage Content Health systems in countries all over the world are facing challenges in order to meet the increasing needs and demands of their citizens. Since the new millennium, the international community has engaged in an active debate on how to ensure ‘access to good quality services according to needs and preferences, regardless of income level, social status, gender or residency’. WHO devoted the World Health Report of 2010 to ‘Universal Health Coverage’ sparking worldwide discussion. WHO has urged countries to move towards financing systems based on pre-payment in order to protect people from catastrophic expenditure and impoverishment while accessing health care services. In reality, low and middle income countries still largely depend on out-of-pocket payments for their health system funding. Despite global international investment most low-income countries will continue to depend on external assistance to achieve UHC. Achieving UHC requires that attention be paid not just to financial arrangements but also to addressing non-financial barriers to accessing services, such as geographical and cultural barriers, and problems of quality of care. Whilst aiming for UHC we also need to look at how resources can be allocated more efficiently. We are not just planning for health care but for all aspects of health and all its determining and contributing factors. This has to be done without marginalising the ‘bottom billion’: the poorest of the poor. We need to examine how health systems are performing in all their constituent parts. What do we know from experience? What is the best evidence we have for that? How do we translate such knowledge into policy? How does one convince policymakers who have so many interests to safeguard? Objectives This short course aims to help participants understand the context and scope of current reforms and financing options in the health sector of developing countries, with a particular focus on Universal Health Coverage. Course Content The following subjects are reviewed during the course: Introduction to health sector reform and UHC Introduction and comparative (dis)advantages of different modes of health systems financing External aid: its macro-economic effects and the challenges of raising additional domestic resources for UHC Demand side barriers to UHC Quality of care and Universal Health Coverage Operational challenges in implementing Social Health Insurance in LIC Provider payment Mechanisms and Results-based Financing Organisational reforms and their relation to UHC: Decentralisation, Privatisation, Integration of services, Health reforms and their impact on equity and inequalities Voice and accountability: How are the people involved in governance issues relating to UHC? The policy process and UHC. Measuring progress towards UHC Social Determinants of Health (SDOH), Health in All Policies (HiAP) and their relation to health systems (financing) Human Resources for Health: How will the HR crisis affect UHC? Learning methods The course consists of introductory lectures, exercises, case studies and interactive group discussions building on participants’ experiences with the respective topics and issues. A reader will be provided with essential literature that must be read before each class session. Assessment For participants who wish to be examined a paper or exam can be provided. tropEd students must take an exam at the end of the course. Accreditation This course is accredited by tropEd. It can be taken as an advanced module for the Master in International Health programme organised by TropEd, a network of European institutions for higher education in international health. Facilitators KIT has over 50 years of experience with courses and training workshops. All facilitators have a broad international experience as teachers and researchers and have written several publications. [-]

Monitoring and evaluation in a dynamic health environment

Royal Tropical Institute (KIT)
Campus Full time 2 weeks August 2017 Netherlands Amsterdam

This course equips participants with up-to-date knowledge and state-of-the-art monitoring and evaluation (M&E) tools enabling them to answer such questions as: What models, frameworks and tools are suitable for a specific evaluation? How to balance the perspectives of different stakeholders? [+]

Course Studies in Business Studies in Africa 2017. This advanced practitioners course equips participants with up-to-date knowledge and state-of-the-art monitoring and evaluation (M&E) tools enabling them to answer such questions as: What models, frameworks and tools are suitable for a specific evaluation? How to balance the perspectives of different stakeholders? Monitoring and evaluation skills are essential tools for working in a dynamic development environment. They aid decision making and lead to improvements in project impact through maximising the learnings available. This course is designed for senior managers who are actively involved in planning, management and evaluation of health sector reforms in developing countries. These senior managers might be either working in Ministries of Health, or they may be staff of embassies, international organisations, or NGOs developing partnerships with Ministries of Health within the scope of current health reforms. Content The new millennium has seen an increase in global aid for health. At the same time there is increasing emphasis on results, impact and aid effectiveness. Ongoing health reforms involve new modes of planning and implementation, new types of partnerships and cooperation. Are the reforms actually achieving their aims? What factors contribute to success or failure in a given context? There is a need to examine whether projects have an impact on population health, and whether the changes can be attributed to a specific intervention. Monitoring and Evaluation (M&E) plays a crucial role in the planning of health sector reforms and policy shifts. At the same time, the sector requires innovative thinking in order to adapt to existing M&E systems. Adaptations in M&E systems are needed to monitor whether resource allocation follows priorities, scarce human resources are being used efficiently, and essential health services reach the poor and disadvantaged. The course will allow key staff in Ministries of Health as well as external development partners to gain a deeper understanding of the role M&E plays in all aspects of the health system including the institutional, political, financial, managerial, human resource, inter-sectoral and public health dimensions. Topics covered include M&E, and management information systems which provide the basic data required for informed and effective decision making, planning and implementation in a health system. New M&E frameworks, techniques and information technology will also be examined. Objectives The aim of this short course is to provide participants with a broad knowledge of advanced monitoring and evaluation tools and methods, and how to appropriately apply these in the health sector in developing countries. At the end of the course the participants will be able to: explain and critically discuss the fundamental concepts that underpin effective monitoring and evaluation of health programs within health systems identify the most appropriate strategy and evaluation design in a given situation, develop M&E plans, select, adapt and apply suitable tools as well as performance indicators and information management systems explain new and innovative approaches to M&E ranging from the appropriate use of technology through to new theoretical frameworks and approaches describe and critically analyse how aid architecture and multiple stakeholders in the health system influence the design of M&E address perspectives of different stakeholders in participation and decision making in the process of M&E interpret results, develop feedback and apply the information strategically Course Content The following subjects are reviewed during the course: Introduction to M&E: overview of concepts, methods, frameworks and tools M&E in the health sector: service delivery, health care financing, human resources Tools for M&E in supply and delivery systems Information management systems at national, local and project level Global Health Initiatives and the role of M&E Ensuring adequate data quality for M&E Innovative approaches to M&E Making M&E equity and gender aware Ethics, and dealing with conflicts of interest in M&E Learning methods The course consists of introductory lectures, exercises, case studies and interactive group discussions building on participants’ experiences with the respective topics and issues. A reader will be provided with essential literature that must be read before each class session. Assessment For participants who wish to be examined a paper or exam can be provided. tropEd students must take an exam at the end of the course. Accreditation This course is accredited by tropEd. It can be taken as an advanced module for the Master in International Health programme organised by tropEd, a network of European institutions for higher education in international health. Scholarships There are scholarships available for this course from the Netherlands Fellowship Programme. Check our website for more information. [-]

Health Policy, Governance and Finance in Fragile and Conflict-affected Environments

Royal Tropical Institute (KIT)
Campus Full time 3 - 5 weeks September 2017 Netherlands Amsterdam

What are the key issues in addressing governance challenges in fragile and conflict-affected environments? What are the consequences of health financing policies and what are the opportunities for developing an effective health workforce in countries emerging from crisis? [+]

If you are a health professional working in or with countries in crisis, working as health personnel in government institutions, NGOs, UN agencies and humanitarian organisations or as an independent consultant, then this course is intended for you. This residential training programme for health professionals explores the complex fields of policy, financing, management and governance in Fragile and Conflict-affected Environments. Content What are the key issues in addressing governance challenges in fragile and conflict-affected environments? What are the consequences of health financing policies and what are the opportunities for developing an effective health workforce in countries emerging from crisis? This course explores the complex fields of policy, financing, management and governance. Participants discuss common patterns and approaches to policy analysis, explore the difficulties of resource allocation mechanisms, and evaluate the challenges of regulating health care provision in a crisis context. You will be exposed to real life examples, learning from successes and failures in rebuilding health sectors. Participants learn to define and explore policy options to address key policy gaps. This course can be followed independently or as part of the Master in Public Health, track in Health Systems in Fragile and Conflict-affected Environments or as advanced module in the Master in International Health. NFP scholarships For this course and a number of other KIT courses funding from the Netherlands Fellowship Programme (NFP) is available for applicants from NFP countries. See the NFP page for more information. See top of this page for the NFP deadline for this course. Applicants from NFP countries are strongly encouraged to apply for an NFP scholarship. ECTS The European Credit Transfer System (ECTS) facilitates the transfer of course credits between different institutions of the same academic level. A course comprising 30 hours of formal teaching and private study is equivalent to one ECTS credit point. Course dates Check our website for up to date information on the course dates. It is foreseen that this course will take place in spring 2018. [-]

Teaching and Supporting Learning in Higher and Professional Education - Advanced Professional Development [Level HE7] part-time

University of Bolton
Campus Part time 1 semester August 2017 United Kingdom Bolton

This programme is designed for those who already have experience and current employment in teaching and learning in higher or professional education. It will help you to develop high quality teaching skills underpinned by relevant professional practice, scholarship and research skills. You will develop a critical, reflective and scholarly approach to teaching and supporting student learning... [+]

Course Studies in Business Studies in Africa 2017. Teaching and Supporting Learning in Higher and Professional Education - Advanced Professional Development [Level HE7] part-time This programme is designed for those who already have experience and current employment in teaching and learning in higher or professional education. It will help you to develop high quality teaching skills underpinned by relevant professional practice, scholarship and research skills. You will develop a critical, reflective and scholarly approach to teaching and supporting student learning. Special features The programme is informed by the UK Professional Standards Framework for Teaching and Supporting Learning in Higher Education (UKPSF) and may lead to professional recognition for certain course members. What you will study You will study one module: Teaching and Learning in Higher and Professional Education By studying this module you will learn how to plan for effective and inclusive teaching and learning environments. You will study the theories, principles and application of teaching and learning strategies and explore action learning, enquiry and work-based learning, technology-enabled and reflective learning. Additionally you will develop your knowledge of assessment, both of learning and for learning, with particular reference to the principles of validity, reliability, transparency, and professional accountability. You will also learn about providing feedback to learners and evaluating the effectiveness of teaching. Learning and Assessment You will study in workshops and action learning groups as well as undertaking some online study and communication. Assessment consists of a presentation on your findings from action learning to your peers, a profile of evidence produced from work based learning activities and critical reflection on the application of professional standards and teaching, learning and assessment theory. Entry requirements You should demonstrate the following: that you have a significant role in teaching and/or facilitating learning; that you have access to a mentor for support, review and verification of evidence from practice; and that you are ready to undertake study at Masters Level (HE7) (for example, you will normally have successfully completed a first degree). External applicants must also have the written support of their employing organisation. Internal applicants must also have the written support of their Head of Department or Academic Subject Group Leader. If English is not your first language you will also normally need IELTS 6.5 (or equivalent). If you do not have the required English level, you can study English with us from IELTS 4.0 (or equivalent). [-]

Staff Development and Appraisal in Vocational Education - Advanced Professional Development [Level HE7] part-time

University of Bolton
Campus Part time 14 weeks August 2017 United Kingdom Bolton

You are likely to be involved, or set to be involved, in the management of education. Educational management is increasingly concerned with quality management and accountability. By taking this course you will have the opportunity to: critically analyse theoretical models of staff development and staff appraisal; review practice in industry and education; develop an informed awareness of the principles and practice of staff development and... [+]

Staff Development and Appraisal in Vocational Education - Advanced Professional Development [Level HE7] part-time You are likely to be involved, or set to be involved, in the management of education. Educational management is increasingly concerned with quality management and accountability. By taking this course you will have the opportunity to: critically analyse theoretical models of staff development and staff appraisal; review practice in industry and education; develop an informed awareness of the principles and practice of staff development and appraisal and their relationship to individual and institutional development. The course uses interactive learning methods and draws upon the experiences of the group. You will develop critical analysis skills and will review academic papers and present your views to the group. You will also be asked to contribute materials and ideas from your own institution for discussion. On successful completion of this course you will be awarded a certificate of credit for 20 credits at Level HE7. In addition, you may use these credits towards one of the Masters in Education degrees offered by the University of Bolton. This module is part of a suite of professional development courses offered by the University of Bolton covering contemporary issues and developments in education. The modules are designed to equip you with advanced skills and knowledge as you progress in your career and take on additional levels of responsibility. To gain a Masters in Education award you need 180 credits; 120 credits from undertaking advanced professional development courses or other selected modules and 60 credits from completing a dissertation. There has to be a balance between what are called option and core modules but this is straightforward and the Programme Leader can advise. The courses can be taken over a number of years, to fit in with your career and work/life balance. Most part-time students gain their Masters qualification in 2 to 3 years, but you can take up to 5 years if you wish. You will have access to 24/7 IT facilities and campus-wide WiFi, as well as one-to-one support from professional and highly experienced tutors. Entry requirements This course is open to anyone involved with staff appraisal and PDP/CPD planning. [-]

Organisational Management - Advanced Professional Development [Level HE7] part-time

University of Bolton
Campus Part time 14 weeks August 2017 United Kingdom Bolton

This course covers the key concepts and applications of organisational management theories and techniques relating to the education sector. The assignments are relevant to the workplace, and have direct applications in your educational context. The nature of the negotiated assignment will vary according to your circumstances. Course members already in management roles as middle managers / co-ordinators / section leaders are normally... [+]

Course Studies in Business Studies in Africa 2017. Organisational Management - Advanced Professional Development [Level HE7] part-time This course covers the key concepts and applications of organisational management theories and techniques relating to the education sector. The assignments are relevant to the workplace, and have direct applications in your educational context. The nature of the negotiated assignment will vary according to your circumstances. Course members already in management roles as middle managers / co-ordinators / section leaders are normally expected to analyse and evaluate their own management skills in the light of what they do and what they have learned. If you are a recent graduate, or someone who has very limited management experience such as an FE or HE lecturer, school teacher or administrator, you will be provided with a written management case-study. You will be expected to analyse and evaluate the problems and the management skills described in the light of what you have learned, indicating areas for improvement and offering solutions to problems and / or alternative strategies for improving management practice. Alternatively you could write an essay on an agreed topic. The course content is highly individualised as the aim is to make your studies as pertinent to your workplace as possible. Your approach to the solving of management issues will be informed and developed by exploring scenarios such as defining job roles, identifying staff development needs, understanding management structures, the tensions between resources and performance and the creation and influence of management in promoting effective teaching and learning environments. On successful completion of this course you will be awarded a certificate of credit for 20 credits at Level HE7. In addition, you may use these credits towards one of the Masters in Education degrees offered by the University of Bolton. Firstly you will decide whether you are going to produce a work-based management assignment, a case-study analysis, or a written essay - this will be done in negotiation with your tutor. If you are already employed in education and training, possibly in a management role, you could negotiate a work-based assignment which would specifically enable you to contextualise management theory. If you have limited management experience, the tutor will provide a detailed management case study for you to analyse in the light of management theory. In either case, you may feel that the production of an essay on an agreed topic best meets your needs. This module is part of a suite of professional development courses offered by the University of Bolton covering contemporary issues and developments in education. The modules are designed to equip you with advanced skills and knowledge as you progress in your career and take on additional levels of responsibility. To gain a Masters in Education award you need 180 credits; 120 credits from undertaking advanced professional development courses or other selected modules and 60 credits from completing a dissertation. There has to be a balance between what are called option and core modules but this is straightforward and the Programme Leader can advise. The courses can be taken over a number of years, to fit in with your career and work/life balance. Most part-time students gain their Masters qualification in 2 to 3 years, but you can take up to 5 years if you wish. You will have access to 24/7 IT facilities and campus-wide WiFi, as well as one-to-one support from professional and highly experienced tutors. Entry requirements This course is open to anyone with an interest in educational management issues at any level. [-]

Human Resource Management - Advanced Professional Development [Level HE7] part-time

University of Bolton
Campus Part time 14 weeks August 2017 United Kingdom Bolton

This course covers the key concepts and applications of Human Resource Management (HRM) theories and techniques relating to the education sector. There will be a particular emphasis on how organisations respond to personal development in attempting to become responsive not only to individuals but to the demands of a competitive post compulsory sector market with its increasing emphasis upon entrepreneurial strategies. You will negotiate your... [+]

Human Resource Management - Advanced Professional Development [Level HE7] part-time This course covers the key concepts and applications of Human Resource Management (HRM) theories and techniques relating to the education sector. There will be a particular emphasis on how organisations respond to personal development in attempting to become responsive not only to individuals but to the demands of a competitive post compulsory sector market with its increasing emphasis upon entrepreneurial strategies. You will negotiate your assignment with your tutor, ensuring a fit between your circumstances and your employment context. If your job description includes a junior or middle management dimension, you would be expected to analyse and evaluate your own HRM skills in the light of your own experiences in addition to what you have learned, indicating areas for improvement. If you do not have the requisite work experience you would be expected to demonstrate practical problem solving skills through the analysis and evaluation of a written case study or studies. On successful completion of this course you will be awarded a certificate of credit for 20 credits at Level HE7. In addition, you may use these credits towards one of the Masters in Education degrees offered by the University of Bolton. You will consult and work closely with your tutor whilst deciding which mode of assessment to choose. Initially if you are employed in education, training or a related area, with responsibility for managing a team of staff, you should decide whether you should produce a work-based HRM assignment or a case study analysis. Secondly, if you choose the work-based model you should then consider whether you wish to embark on either a written piece of work, or a combination of a video-recorded, work-based role play plus written analysis. If you have limited management experience you will be provided with a detailed HRM case study to analyse in the light of HRM theory and concepts. This module is part of a suite of professional development courses offered by the University of Bolton covering contemporary issues and developments in education. The modules are designed to equip you with advanced skills and knowledge as you progress in your career and take on additional levels of responsibility. To gain a Masters in Education award you need 180 credits; 120 credits from undertaking advanced professional development courses or other selected modules and 60 credits from completing a dissertation. There has to be a balance between what are called option and core modules but this is straightforward and the Programme Leader can advise. The courses can be taken over a number of years, to fit in with your career and work/life balance. Most part-time students gain their Masters qualification in 2 to 3 years, but you can take up to 5 years if you wish. You will have access to 24/7 IT facilities and campus-wide WiFi, as well as one-to-one support from professional and highly experienced tutors. Entry requirements This course is open to anyone in a managerial position within the education sector who is interested in issues of human resources. [-]

FdA in Business Management [Economic Solutions Ltd] part-time

University of Bolton
Campus Part time August 2017 United Kingdom Manchester

The foundation degree in Business Management will prepare you for a career in the business sector or support your development if you are already working in a business environment. This is a practical course, which will give you applied skills and knowledge in a range of business management areas including marketing, finance, managing people and organisational behaviour. A placement is a required part of the course and the University can help you find... [+]

Course Studies in Business Studies in Africa 2017. Business Management - FdA (Foundation Degree) [Economic Solutions Ltd] part-time The foundation degree in Business Management will prepare you for a career in the business sector or support your development if you are already working in a business environment. This is a practical course, which will give you applied skills and knowledge in a range of business management areas including marketing, finance, managing people and organisational behaviour. A placement is a required part of the course and the University can help you find an appropriate placement, if you require assistance. Following successful completion of the foundation degree, you can apply to progress to the final year of our BA (Hons) Business Management programme. About the course Foundation degrees are employment-related higher education qualifications which have been designed with employers to meet their requirements for skilled individuals able to apply specialist knowledge in the workplace. These are not just vocational qualifications. They combine study with work-based learning or practical work experience and are equivalent to the first two years of an honours degree or a Higher National Diploma (HND). You will be taught through a mix of classes and tutorials. Throughout your studies you will be offered support in the development of relevant study skills such as IT, independent learning, communications, time management and group work. In addition, skills support sessions will be provided. Throughout the course you will use case studies which will give you a thorough understanding of the practical application of business theories in the world of work. There are no formal exams, though there are some class-assessed activities. Assessments are based on work-related scenarios and will use specific applied examples that are directly relevant to the workplace. Learning sessions are designed to fit in with students’ work commitments wherever practical. Class sizes are small and the programme team at the University are friendly, supportive and helpful. Teaching staff are professionals with substantial experience in the business world. Special features A key component of the course is the work placement and the submission of a work-related report based on that placement. During the course of your studies you will take part in visits to organisations and guest lectures from practitioners are also arranged. What you will learn Within the context of a work-related programme, you will develop an understanding of fundamental business and management concepts and how to apply these concepts to work based situations and case studies. It is expected that you will be aware of your needs for academic, personal and professional development, and will be able to prepare your own Personal Development Plan. You will learn to communicate effectively both orally and in writing and become competent in the use of information technology. You will enhance your independent study skills and your ability to work as part of a team. What you will study Level 1 Understanding the Principles of Marketing; Understanding the Business Environment; Understanding Business Finance; Managing People at Work; Management Skills 1; plus one optional module. Level 2 Managing Organisational Behaviour; Management Skills 2; Financial Decision Making; Workplace Management and Work Experience; plus two optional modules. Entry requirements 160 UCAS points from at least one, but preferably two, A2-levels (or equivalent) in any subjects. You should also have five GCSEs at grade C or above (or equivalent) including English. The University will also consider applicants who have a pass in a Kitemarked Access to Higher Education course or a Step-in to HE course. You may be required to attend for interview and/or a diagnostic test. If English is not your first language you will also normally need IELTS 6.0 (or equivalent). If you do not have the required English level, you can study English with us from IELTS 4.0 (or equivalent). [-]