Training – Health and Education Advice and Resource Team Providing DFID staff and other development actors with health, education and nutrition knowledge and expertise from around the world Fri, 02 Mar 2018 13:10:49 +0000 en-US hourly 1 Certificate in Nutrition, Food, and Hunger Mon, 17 Mar 2014 10:36:55 +0000 Read more]]> The Certificate in Nutrition, Food, and Hunger is designed to teach participants about the global health challenges and potential solutions relating to nutrition and food accessibility. Participants learn about malnutrition, food distribution, health problems associated with hunger, and other related topics, which are integral to global health.

Enrollment in the Certificate in Nutrition, Food, and Hunger is available to any student or professional who is interested in public health challenges related to nutrition and food. The total cost to enroll in the Nutrition, Food, and Hunger Certificate Program is $65.

To enroll, please submit your registration fee online, and  you will be provide with access to the Nutrition, Food, and Hunger Certificate Program within one business day.

There is not a deadline for completion, and you may work on the coursework at your own pace.


The Certificate in Nutrition, Food, and Hunger requires online completion of:

Benefits of the Certificate in Nutrition, Food, and Hunger

  • Receive a Global Health Certificate and transcript.
  • Learn how to apply knowledge and skills to your current or future work in global health.
  • An opportunity for individual mentoring and guidance from Global Health University’s faculty.
  • Global Health University will provide letters of recommendation upon request

Grading System

Upon enrolling, participants gain access to the online submission system where they will submit 1-paragraph responses about each module of the online courses. Each response is read and evaluated by Unite For Sight’s Global Health University faculty. The Scholar receives an evaluation of Honors, Pass, Low Pass, or Fail on their Global Health University Transcript.

  • Honors: Responses are of excellent quality, demonstrating critical analysis and a comprehensive understanding about the course material.
  • Pass: Responses provide summaries that are of good quality, but there is little additional thought or analysis.
  • Low Pass: Responses provide summaries that are of mediocre quality and demonstrate minimal effort.
  • Fail: Responses are of poor quality and demonstrate a lack of effort or lack of understanding.

Special Information For Universities and International Programs

As described above, upon enrolling in Global Health University, participants gain access to an online submission system in which they submit 1-paragraph responses about each module of the online courses. Each response is read and evaluated by Unite For Sight’s Global Health University faculty. The participant receives an evaluation of Honors, Pass, Low Pass, or Fail on their Global Health University Transcript.  This transcript may be submitted to your program or university as confirmation of a participant’s completion of the Certificate Program in Nutrition, Food, and Hunger.



]]> 0
mHealth Basics: Introduction to Mobile Technology for Health Wed, 19 Feb 2014 15:57:12 +0000 Read more]]> mHealth is the use of mobile and wireless technologies to support the achievement of health objectives.

The widespread use of mobile phones is one reason why this practice is rapidly progressing.  This course provides an introduction to this emerging field and an overview of best practices for mHealth solution development.

The focus of the course is on mHealth applications commonly used in developing country contexts.

When you have finished this course, you will be able to:

  • Define mHealth and its relationship to eHealth and ICT
  • Explain the importance of mHealth
  • Explain potential benefits and limitations of mHealth
  • Describe the mobile devices and features commonly used in mHealth in low-resource settings
  • Describe the six types of mHealth applications
  • Describe preliminary conclusions from the evidence on mHealth
  • Describe recommended best practices for each phase of mHealth solution development
  • Identify examples of best practices in mHealth solution development scenarios
  • Identify and obtain resources for additional information about mHealth

This course is estimated to take 3 hours to complete.

]]> 0
Gender and Sexual and Reproductive Health Wed, 19 Feb 2014 15:51:04 +0000 Read more]]> Gender and sexual and reproductive health are inherently connected and must be examined together to bring about better health outcomes and more gender equitable societies.

This course seeks to provide learners with an introduction to the links between gender and sexual and reproductive health and introduce the basics of gender integration in sexual and reproductive health programs.

At the end of the course, learners will be able to:

  • Define gender and related concepts
  • Understand the importance of gender integration and analysis in sexual and reproductive health programs
  • Understand the continuum of approaches for gender integration in sexual and reproductive health projects
  • Describe the process for gender analysis
  • Set specific goals to start working toward gender transformative sexual and reproductive health programming
  • Identify resources for additional information and technical assistance

This course is estimated to take 1 hour 45 minutes.

]]> 0
Female Genital Mutilation/Cutting (FGM/C) Wed, 19 Feb 2014 15:45:02 +0000 Read more]]> The practice of female genital mutilation/cutting (FGM/C) harms the physical, psychological, and reproductive and sexual health of women and is a violation of women’s fundamental human rights. About 100 to 140 million girls and young women have experienced FGM/C, and an additional three million are at risk each year. This course will provide learners with an overview of FGM/C and examples of interventions that have worked – as well as those that have not worked – to encourage the abandonment of the practice.

At the end of this course learners will be able to:

  • Define female genital mutilation/cutting (FGM/C), describe the different types, and understand the affected population and the reasons for the practice
  • Understand the global prevalence of FGM/C
  • Understand the socio-economic factors contributing to the prevalence rates
  • Identify the immediate and long-term health complications from FGM/C
  • Identify human rights legal instruments that can be used in advocacy efforts to eliminate FGM/C practice
  • Learn from successful country-led initiatives and case studies about the critical programmatic elements that encourage abandonment of FGM/C

This course is estimated to take around 1.5 hours to complete.

]]> 0
Youth Sexual and Reproductive Health Wed, 19 Feb 2014 15:27:28 +0000 Read more]]> This course has two main goals. The first is to provide an introduction to key sexual and reproductive health issues of youth, including the relationship between gender norms and health. The second is to present an overview of the best programmatic approaches for improving young people’s sexual and reproductive health.

By the end of this course, the learner will be able to:

  • Recognize the unique physical, psychological, and social characteristics of young people
  • Describe the sexual and reproductive health needs of young people
  • Recognize the ways in which gender norms affect the sexual and reproductive health outcomes of youth and learn how programs can address gender inequality
  • Understand why young people require special attention to achieve positive sexual and reproductive health outcomes
  • Identify programmatic initiatives and approaches that improve the sexual and reproductive health of young people

This course is estimated to take three hours.

]]> 0
In-Service Training on the Different Areas of Educational Planning Fri, 28 Jun 2013 11:44:00 +0000 Read more]]> The International Institute for Educational Planning (IIEP) offers in-service training for education planners, managers, and professionals wanting to broaden their knowledge and enhance their skills.

By way of a flexible framework that makes allowances for participants’ other commitments, IIEP distance courses offer intensive training of the highest calibre, that meet professional requirements and are lead by experts in educational planning.

The distance courses last two months and cover the different fields related to educational planning and management.

]]> 0
Gender: Theory and Practice in Education Fri, 28 Jun 2013 11:33:01 +0000 Read more]]> The module aims to encourage a critical examination of key debates concerning theory, research and practice in the field of gender and education, and to provide course members with an awareness of the complex social contexts in which gender relations are formed and changing. The module will engage with a number of key debates in the field, including, feminist theory and methodologies in educational research, analysing gender and educational policies, researching sexualities, femininities, masculinities and how (hetero)normativity shapes schooling. Crucially we take an intersectional lens, exploring how gender, race and class intersect in shaping educational experiences and outcomes to address a range of social inequalities. The module will draw out important issues relating to professional practice, providing teachers, researchers, leaders and managers, and those working in non-government organisations a forum for investigating their own interests in the field of gender and education.

]]> 0
Learners, Learning and Teaching in the Context of Education for All Fri, 28 Jun 2013 11:09:33 +0000 Read more]]> This module will look critically at current theories, policies, practice and approach to learning and teaching in the context of education for all (EFA). It will provide participants with an awareness of political, social, cultural and linguistic contexts in which teaching and learning take place. It will analyse challenges faced by governmental and non-governmental agencies in providing quality education for all. It will examine debates about planning and selection of knowledge, especially as related to teacher education and curriculum development systems in developing contexts. It will also consider different approaches to assessment of learning and consider the implications and effects on teaching.

Taught by a mix of online and face-to-face.

]]> 0
Education for Development Fri, 28 Jun 2013 10:13:10 +0000 Read more]]> How can education support development? Does increased educational participation and achievement ensure that knowledge and skills can be harnessed to improve health, raise incomes, sustain economic growth and promote equity? Access to high-quality education is a widely recognised human right. But in many low-income countries, participation in even a full course of basic education is not universal. The course considers how these issues and questions are addressed by a variety of international organisations and governments.

This course explores contemporary perspectives, polices and debates, linking education to development, and examines the relevant actions of agencies and governments in a number of economically developing countries. The aim of this course is to support you in developing the skills, knowledge and terminology to understand and act on the relationship between education and development.

This is a wholly online course and can be taken on its own or as a module of the MA in Education or the MSc in Development Management.

]]> 0
Education and Development in Asia Fri, 28 Jun 2013 09:59:38 +0000 Read more]]> This module will examine the relationship between education (primarily at the level of schooling), state formation and patterns of economic growth in selected Asian countries and regions. It will be informed by a critique of various concepts of `development`, and will focus in particular on controversies relating to the significance of trends such as ‘globalisation’, cultural identity and autonomy in the developing world. While it will feature discussion of the relationship between education and economic development, the conceptualisation of ‘development’ adopted here will extend beyond a concern with GDP and poverty reduction, to broader considerations of the role of education in the search for Asian models of ‘modernity’. Key themes will include the role of skills formation strategies in the East Asian ‘Economic Miracle’, the contribution of education to nation-building and identity formation, and the implications of globalisation (both cultural and economic) for education policy in Asia. A particular focus will be the tension in education policies in China, India and elsewhere between an elitist pursuit of high skills seen as crucial to competitiveness in the ‘global knowledge economy’, and the promotion of basic education for the masses with a view to fostering greater equality of opportunity and ‘social cohesion’. The dangers inherent in the relationship between education (particularly schooling) and nationalism in East and South Asia are another major theme of this module.

This module is available as a stand-alone course and can be studied entirely online in the Spring term.

]]> 0