DOCSLIB.ORG

Policy Options to Finance Public Higher Education in Afghanistan Frank Mcnernery University of Massachusetts Amherst, [email protected]

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Policy Options to Finance Public Higher Education in Afghanistan Frank Mcnernery University of Massachusetts Amherst, Mcnerney@Educ.Umass.Edu University of Massachusetts Amherst ScholarWorks@UMass Amherst Open Access Dissertations 9-2009 Policy Options to Finance Public Higher Education in Afghanistan Frank McNernery University of Massachusetts Amherst, [email protected] Follow this and additional works at: https://scholarworks.umass.edu/open_access_dissertations Part of the Higher Education Administration Commons Recommended Citation McNernery, Frank, "Policy Options to Finance Public Higher Education in Afghanistan" (2009). Open Access Dissertations. 101. https://doi.org/10.7275/5zdh-aq78 https://scholarworks.umass.edu/open_access_dissertations/101 This Open Access Dissertation is brought to you for free and open access by ScholarWorks@UMass Amherst. It has been accepted for inclusion in Open Access Dissertations by an authorized administrator of ScholarWorks@UMass Amherst. For more information, please contact [email protected]. POLICY OPTIONS TO FINANCE PUBLIC HIGHER EDUCATION IN AFGHANISTAN A Dissertation Presented By FRANK MCNERNEY Submitted to the Graduate School of the University of Massachusetts Amherst in partial fulfillment of the requirements for the degree of DOCTOR OF EDUCATION September 2009 Education © Copyright by Frank McNerney 2009 All Rights Reserved POLICY OPTIONS TO FINANCE PUBLIC HIGHER EDUCATION IN AFGHANISTAN A Dissertation Presented By FRANK MCNERNEY Approved as to style and content by: ______________________________________________ Alfred S. Hartwell, Chair ______________________________________________ Joseph B. Berger, Member ______________________________________________ David Evans, Member ______________________________________________ John Hird, Member ___________________________________ Christine B. McCormick, Dean School of Education DEDICATION To my wife Yijie Zhao, and my children, Tara and Eric ACKNOWLEDGEMENTS I would like to thank many friends at CIE and also in higher education in Afghanistan for their help with this study. My Afghan associates spent generous time from their exceedingly busy schedules to discuss the future of education in their country; I appreciate their advice and observations. The CIE faculty members were particularly encouraging: Ash Hartwell, my advisor, has always been an inspiration. I have always appreciated his thoughtful comments, open mind and his considerate nature. Moreover, I will always be indebted to Gretchen Rossman and David Evans for giving me the opportunity to join the center. I also want to thank my wife, Yijie Zhao, for her strong support, insights and suggestions. She has been my motivator and my coach throughout the process. v ABSTRACT POLICY OPTIONS TO FINANCE PUBLIC HIGHER EDUCATION IN AFGHANISTAN SEPTEMBER 2009 FRANK MCNERNEY, B.A., DARTMOUTH COLLEGE M.Ed., UNIVERSITY OF MASSACHUSETTS AMHERST Ed.D., UNIVERSITY OF MASSACHUSETTS AMHERST Directed by: Professor Alfred S. Hartwell While recovering from decades of conflict and trying to adjust to an incipient free market economy, public higher education in Afghanistan is currently confronted with rapidly increasing enrollment and inadequate government financing. The imbalance between high demand for and insufficient supply of higher education has led to a decrease in the quality of education and an urgent need to develop non-state sources of funding. Using Johnstone’s (1986) diversified funding model as the conceptual framework, this exploratory case study reports actors’ attitudes and perceptions of the financing policy options for Afghan public higher education and the impediments to introduce this model in Afghanistan. Data were collected from documents and semi- structured interviews with Afghan administrators, politicians, instructors and students during four months in Kabul in 2008. The findings show that: a) the state has most likely reached the maximum financial contribution to public higher education and that little more can be expected; b) that the existing funding for this sub-sector is not managed well; c) that the current legal vi framework does not support expansion of the entrepreneurial activities that are developing at the higher education institutions; c) that the legal system does not provide incentives to develop Afghan national donor support; d) that the introduction of user fees, though currently under consideration, is confronted with significant technical impediments, and e) that the introduction of tuition is not on the agenda because the higher education institutions have found the introduction of “night school” as an alternative means that allows the charging of tuition under the guise of “extra” services. In light of the aggregated actors’ attitudes towards these funding options, this study identifies considerable legal, technical and political blockages that hinder the creation of a functioning diversified funding model. The findings indicate that one significant pre-requisite for any development of these new funding sources will be increased institutional autonomy. Without devolution in power from the centralized ministry to the institutions, the necessary incentives and mechanisms will probably be missing for the development of these alternative sources of funding. vii TABLE OF CONTENTS ACKNOWLEDGEMENTS …………………………………………………………. v ABSTRACT………………………………………………………………………….. vi LIST OF TABLES …………………………………………………………………... xi LIST OF FIGURES …………………………………………………………………. xii CHAPTER 1. INTRODUCTION ………………………………………………………………... 1 Background ……………………………………………………………… 1 Statement of the Problem ………………………………………………... 4 Current Efforts to Address the Problem ……………………….. 9 Research Questions ……………………………………………………… 11 The Importance of This Research………………………………………... 12 Study Overview …………………………………………………………. 13 2. CONCEPTUAL FRAMEWORK AND CONTEXT ……………………………... 14 Conceptual Framework ………………………………………………….. 14 Literature Review ………………………………………………………...22 Donors …………………………………………………………. 23 Entrepreneurship ………………………………………………. 29 Parents and Students (Tuition and Fees) ………………………. 35 Comparative Analysis with Other Countries………… 37 Equity Considerations………………………………... 40 Rates of Return Analysis…………………………….. 41 Factors that Limit Tuition and Fee Charges ………… 46 The Timing of Charges..…………………………..…. 52 Selected Factors Affecting Parents’ and Students’ Decision to Pay Fees and Tuition ……….................... 55 Summary ………………………………………………………. 59 Selected Contextual Factors That Constrain Policy in Afghanistan……... 60 Politics…………………………………………………………. 62 Economic Conditions ………………………………………….. 67 viii Donors …………………………………………………………. 71 Bureaucratic Structures ………………………………………... 74 The Higher Education System ………………………. 75 The Structure of the Ministry of Higher Education (MOHE) ……………………………………………... 84 The Financing Structure of Higher Education …......... 92 Increasing Demand for Higher Education …………………….. 100 Competition …………………………………………………….101 Legal Framework and Regulations ……………………………. 104 Trends …………………………………………………………. 106 Autonomy …………………………………………… 106 The Increasing Voice of Students ………………........ 109 Summary of Contextual Factors That Influence Financing Reform Policy …………………………………………………. 111 3. DESIGN AND METHODS ………………………………………………………. 114 The Case Study Approach …………………………………………......... 114 The Study Design …………………………………………………........... 120 Limitations …………………………………………………….. 122 Methods …………………………………………………………………..124 Selection of Candidates for Interviews …………………........... 124 Categorizing Interviewees …………………………………….. 127 Interview Structure ……………………………………………………….128 4. FINDINGS AND INTERPRETATIONS ………………………………………… 133 Does the Government Have the Resources? …………………………….. 133 Summary Discussion on Government Resources ……………... 140 Does Higher Education Need Resources? ………………………………. 140 Summary Discussion on the Need for Resources in Higher Education …………………………………………………........ 149 Where Will the Resources Come From? ……………………………....... 153 ix Donor Funding ……………………………………………........ 153 Summary Discussion on Donors as a Funding Source……........ 160 Entrepreneurial Activities ………………………………........... 161 Summary Discussion on Entrepreneurship as a Funding Source …………………………………………........ .... 168 Cost Recovery from Students and Parents ……………….......... 170 Summary Discussion on Tuition and Fees ……………………..191 Summary Discussion for Chapter Four ……………………………..........195 5. ANALYSIS AND RECOMMENDATIONS……………………………………... 197 The Policy Process in Afghanistan …………………………………........ 197 Summary of Actors …………………………………………………........ 199 Process Blockages ……………………………………………………….. 203 Analysis by Policy Option ………………………………………………. 208 The Status Quo: State Funding …………………….………….. 208 Donor Funding…………………………………………………. 212 Entrepreneurship ………………………………………………. 214 User Fees ……………………………...……………………….. 216 Tuition …………………………………………………………. 221 Summary Discussion ……………………………………………………. 223 Postscript ………………………………………………………………… 226 APPENDICES A. AN EXAMPLE OF A COMPLEX ORGANIZATIONAL STRUCTURE TO INCREASE DONOR RESOURCES ………………….………………... 228 B. PUBLIC HIGHER EDUCATION INSTITUTIONS 2008………..…………. 229 C. PRIVATE HIGHER EDUCATION INSTITUTIONS 2009 ………………... 230 D. THE POLICY PROCESS IN AFGHANISTAN…………………………….. 231 E. ADDITIONAL DOCUMENTS CONCERNING AFGHANISTAN……….... 232 BIBLIOGRAPHY …………………………………………………………………… 236 x LIST OF TABLES Table Page 1. Actor Groups ………………………………………………………………...128 2. Summary of Actor Positions by Policy Option…...……………………….... 201 3. Summary of Process Blockages ………………………………………….... ..205 xi LIST OF FIGURES Figure Page 1. Increasing Demand for Higher Education...……………………………….. 5 2. Projected Expenditures per
Load more

Recommended publications
  • Kabul University Books Corps of Engineers Provides War-Torn University with Engineering Books
    March/April 2011 Contractor awards Corps of Engineers recognizes top construction firms. Lisner’s mission N.D. Air Force man serves Army leadership role in Afghanistan. Commander's blog Magness touts role of civilian engineers to bloggers. Intern graduation U.S. Army Corps of Engineers trains and mentors Afghan soldiers. Playing cards Corps of Engineers, Embassy team up to explain the deal with Afghan artifacts. Kabul University books Corps of Engineers provides war-torn university with engineering books. C h Tajikistan in Uz a bekis tan District Commander Col. Thomas Magness AED-North District Command Sergeant Major hshan dak Chief Master Sgt. Forest Lisner Ba Chief of Public Affairs ar J. D. Hardesty uz kh Kund Ta K Layout & Design ash Joseph A. Marek m jan Balkh wz ir Staff Writer Ja Paul Giblin lan Staff Writer gh LaDonna Davis n Ba n ta angan r ta is am e ris n S jsh u e Pan N ar m ul un The Freedom Builder is the field magazine of the Far P K k yab ri n Kapisa n Afghanistan Engineer District, U.S. Army Corps of r a wa L a S ar aghm Engineers; and is an unofficial publication authorized u Bamyan P Kabul by AR 360-1. It is produced monthly for electronic ul ories - r distribution by the Public Affairs Office, U.S. Army T ab St rha K ga Corps of Engineers, Afghanistan Engineer District. It is an produced in the Afghanistan theater of operations. N Views and opinions expressed in The Freedom ardak r Builder are not necessarily those of the Department of n W a dghis g the Army or the U.S.
    [Show full text]
  • 2021 Jessup Global Rounds Full Team List (Alphabetical Order)
    ———— 2021 Jessup Global Rounds Full Team List (Alphabetical Order) ———— Please find a full list of every Jessup team competing in the 2021 Global Rounds in alphabetical order by country and then university below. The order in which teams appear on this list does not reflect any sort of ranking. Team No. Team (Country – University) 670 Afghanistan - American University of Afghanistan 516 Afghanistan - Balkh University 261 Afghanistan - Faryab University 491 Afghanistan - Herat University 352 Afghanistan - Jami University 452 Afghanistan - Jozjan University 574 Afghanistan - Kabul University 263 Afghanistan - Kandahar University 388 Afghanistan - Kardan University 372 Afghanistan - Khost University 300 Afghanistan - Kunar University 490 Afghanistan - Kunduz University 619 Afghanistan - Nangarhar University 262 Afghanistan - Paktia University 715 Albania - EPOKA University 293 Albania - Kolegji Universitar “Bedër” 224 Argentina - Universidad de Buenos Aires 205 Argentina - Universidad Nacional de Córdoba 217 Argentina - Universidad Torcuato di Tella 477 Australia - Australian National University 476 Australia - Bond University 323 Australia - La Trobe University 322 Australia - Macquarie University 218 Australia - Monash University 264 Australia - Murdoch University 591 Australia - University of Adelaide 659 Australia - University of Melbourne 227 Australia - University of NeW South Wales 291 Australia - University of Queensland 538 Australia - University of Southern Queensland 248 Australia - University of Sydney 626 Australia - University
    [Show full text]
  • Curriculum Vitae
    Dr. Homaira Mohammad Azim Apt No. 17, Block No. 54 A, 1st Micro rayon, Kabul, Afghanistan Phone: +93-788-292-331 [email protected] Personal Information Place of Birth: Kabul, Afghanistan Date of Birth: April 25, 1983 Education Attended Be Be Summaya High School in Peshawar, Pakistan Baccalaureate, 1996 Graduated from Kabul Medical University (KMU), Kabul, Afghanistan MD in Medical Sciences, 2007 Non-Formal Education Participated in several training workshops from May 2007 to April 2008. Themes and topics of the trainings included: The Art of Good Rhetoric: Communication, Presentation, and Explanation Skills, Moderation and Facilitation Skills Open Space: a Method for Running and Facilitating Events The Harvard Concept of Negotiation and Conflict Management Leadership for Change: Communication and Leadership Skills Understanding Conflicts and Building Peace with Systemic Conflict Transformation, Phases I & II Youth and Trust Building Language Skills Native Persian speaker Working and studying knowledge of English Knowledge of Pashtu and Urdu Translation skills from English to Persian, Pashtu, and Urdu, and vice versa. 1 Computer Skills Computer programs including MS office, using the web services, some designing soft ware, and soft ware installations Working Experience Anatomy Lecturer at the Kabul Medical University (KMU), K a bu l, Afghanistan, 2008 – pre se nt Conducting lectures on Human Anatomy for the medicine, dentistry, nursing and public health schools at the Kabul Medical University (KMU) Compiling and translating
    [Show full text]
  • ARTICLE Development of a Gold-Standard Pashto Dataset and a Segmentation App Yan Han and Marek Rychlik
    ARTICLE Development of a Gold-standard Pashto Dataset and a Segmentation App Yan Han and Marek Rychlik ABSTRACT The article aims to introduce a gold-standard Pashto dataset and a segmentation app. The Pashto dataset consists of 300 line images and corresponding Pashto text from three selected books. A line image is simply an image consisting of one text line from a scanned page. To our knowledge, this is one of the first open access datasets which directly maps line images to their corresponding text in the Pashto language. We also introduce the development of a segmentation app using textbox expanding algorithms, a different approach to OCR segmentation. The authors discuss the steps to build a Pashto dataset and develop our unique approach to segmentation. The article starts with the nature of the Pashto alphabet and its unique diacritics which require special considerations for segmentation. Needs for datasets and a few available Pashto datasets are reviewed. Criteria of selection of data sources are discussed and three books were selected by our language specialist from the Afghan Digital Repository. The authors review previous segmentation methods and introduce a new approach to segmentation for Pashto content. The segmentation app and results are discussed to show readers how to adjust variables for different books. Our unique segmentation approach uses an expanding textbox method which performs very well given the nature of the Pashto scripts. The app can also be used for Persian and other languages using the Arabic writing system. The dataset can be used for OCR training, OCR testing, and machine learning applications related to content in Pashto.
    [Show full text]
  • Promoting Female Enrollment in Public Universities of Afghanistan
    Promoting Female Enrollment in Public Universities of Afghanistan Higher Education Development Program Ministry of Higher Education Contents 1. Theme 1.1 Increasing Access to priority Degree Programs (Promoting Female Enrollment) .......... 3 2- Kankor Seat Reservation (Special Seats for Female in Priority Desciplines) ..................................... 3 3- Trasnprtaion Services for Female Students ...................................................................................... 4 4- Day Care Services for Female in Public Universities ........................................................................ 5 - KMU………………………………………………………………………………………………………………………………………….5 - Bamyan…………………………………………………………………………………………………………………………………….5 - Takhar…………………………………………………………………………………..………………………………………………….5 - Al-Bironi……………………………………………………………………………………………………………………………………6 - Parwan……………………………………………………………………………………………………………………………….…….6 5- Counselling Services in Public Univeristies ...................................................................................... 6 - Kabul University - Kabul Education University - Jawzjan University - Bamyan University - Balkh University - Herat University 6- Scholarship (Stipened) for Disadvantaged Female Students ............................................................ 8 7- Female Dorms .................................................................................................................................. 9 2 Theme 1.1: Increasing Access to Priority Degree Programs for Economic Development The objective
    [Show full text]
  • Afghanistan Country Fact Sheet 2018
    Country Fact Sheet Afghanistan 2018 Credit: IOM/Matthew Graydon 2014 Disclaimer IOM has carried out the gathering of information with great care. IOM provides information at its best knowledge and in all conscience. Nevertheless, IOM cannot assume to be held accountable for the correctness of the information provided. Furthermore, IOM shall not be liable for any conclusions made or any results, which are drawn from the information provided by IOM. I. CHECKLIST FOR VOLUNTARY RETURN 1. Before the return 2. After the return II. HEALTH CARE 1. General information 2. Medical treatment and medication III. LABOUR MARKET AND EMPLOYMENT 1. General information 2. Ways/assistance to find employment 3. Unemployment assistance 4. Further education and trainings IV. HOUSING 1. General Information 2. Ways/assistance to find accommodation 3. Social grants for housing V. SOCIAL WELFARE 1. General Information 2. Pension system 3. Vulnerable groups VI. EDUCATIONAL SYSTEM 1. General Information 2. Cost, loans and stipends 3. Approval and verification of foreign diplomas VII. CONCRETE SUPPORT FOR RETURNEES 1. Reintegration assistance programs 2. Financial and administrative support 3. Support to start income generating activities VIII. CONTACT INFORMATION AND USEFUL LINKS 1. International, Non-Governmental, Humanitarian Organizations 2. Relevant local authorities 3. Services assisting with the search for jobs, housing, etc. 4. Medical Facilities 5. Other Contacts For further information please visit the information portal on voluntary return and reintegration ReturningfromGermany: 2 https://www.returningfromgermany.de/en/countries/afghanistan I. Checklist for Voluntary Return Insert Photo here Credit: IOM/ 2003 Before the Return After the Return The returnee should The returnee should ✔request documents: e.g.
    [Show full text]
  • INSPIRE the Monthly Employee Newsletter
    19th Issue INSPIRE The Monthly Employee Newsletter November 2020 Employee of The Month Ms. Sajida Mohammad Tayyeb Economics Department Lecturer Staff Birthdays New Employees Introduction Reflections Birthday Wishes Kardan University wishes a happy birthday to all of our employees who celebrate their birthdays in November. Wahidullah Ibrahimkhail Ahmad Zaki Ludin November 2 November 4 Sarbajeet Mukherjee Faisal Hashimi November 6 November 6 Alauddin Qurishi Jahanzeb Ahmadzai November 8 November 11 Ahmad Khetab Roohullah Hassanyar November 22 November 13 Employee of the Month Ms. Sajida Mohammad Tayyeb Economics Department Lecturer We are pleased to announce Ms. Sajida Mohammad Tayyeb as our Employee for November 2020. Ms. Tayyeb is an inspiring, committed, and dedicated employee of Kardan University. Ms. Sajida has been immensely cooperative with her students, who are on the verge of graduation to complete their final project. She is handling the online sessions of the department with diligence. Additionally, she has been deeply involved in developing the Departments and the Faculty of Economics' Strategic Plan for the past month. She is also working with the DRD to conduct the upcoming National Conference on SDGs. She is a very dedicated employee, kind teacher, and energetic colleague. The whole department is happy to work by her side We congratulate her on this achievement and wish her the best of luck in her future endeavors. New Employees Introduction Mr. Abdullah Salihy Graphic Designer Mr. Abdullah Salihy joined Kardan University as a Graphic Designer in the Office of Communications. Mr. Salihy holds a bachelor's degree in Fine Arts with a specialization in Graphic Design from Kabul University.
    [Show full text]
  • Can Afghan Universities Recover from War
    NEWSFOCUS Afghan elite. Graduates at Ameri- can University of Afghanistan in Kabul celebrate, but their career plans are uncertain. satisfy the country’s desperate need for technical talent. “After 3 decades of war, Afghanistan has lost one-and-a-half gener- ations of experts in all fi elds,” says Timor Saffary, the head of AUAF’s department of sci- ence and mathematics. “The intellectual elites either left the country or have passed away, leaving a huge vacuum.” Saffary earned Ph.D.s in both mathematics and physics and worked as a postdoctoral researcher in Germany before joining AUAF in 2009, and the 39-year-old native of Kabul hopes to be a part of the gen- eration who fi lls that vacuum. With the help of the United on August 13, 2012 States and other countries, Afghan academics are begin- ning to pick up the pieces. But a deadline looms: Inter- national military forces are preparing to leave the country HIGHER EDUCATION by the end of 2014, and it’s anybody’s guess what will happen after they are gone. “Many of the highest qualifi ed and talented academ- www.sciencemag.org Can Afghan Universities Recover ics are looking nervously at the 2014 with- drawal,” says Michael Petterson, a geologist From War, Taliban, and Neglect? at the University of Leicester in the United Kingdom who leads fi eld research and train- The demand for technical talent and outside funding is helping colleges get back on ing workshops in the region. “And who can their feet. But higher education is still not a priority blame them?” Downloaded from KABUL—Except for the armed guards in ating from high school in Kabul, Fazel left Afghan ivy body armor at the entrance, on the roof, and Afghanistan and eventually earned a Ph.D.
    [Show full text]
  • The Impact of Explosive Weapons on Education: a Case Study of Afghanistan
    The Impact of Explosive Weapons on Education: A Case Study of Afghanistan Students in their classroom in Zhari district, Khandahar province, Afghanistan. Many of the school’s September 2021 buildings were destroyed in airstrikes, leaving classrooms exposed. © 2019 Stefanie Glinski The Impact of Explosive Weapons on Education: A Case Study of Afghanistan Summary Between January 2018 and June 2021, the Global Coalition to Protect Education from Attack (GCPEA) identified over 200 reported attacks on schools, school students and personnel, and higher education in Afghanistan that involved explosive weapons. These attacks injured or killed hundreds of students and educators and damaged or destroyed dozens of schools and universities. In the first six months of 2021, more attacks on schools using explosive weapons were reported than in the first half of any of the previous three years. Explosive weapons were used in an increasing proportion of all attacks on education since 2018, with improvised explo- sive devices most prevalent among these attacks. Attacks with explosive weapons also caused school closures, including when non-state armed groups used explosive weapons to target girls’ education. Recommendations • Access to education should be a priority in Afghanistan, and schools and universities, as well as their students and educators, should be protected from attack. • State armed forces and non-state armed groups should avoid using explosive weapons with wide-area effects in populated areas, including near schools or universities, and along routes to or from them. • When possible, concerned parties should make every effort to collect and share disaggregat- ed data on attacks on education involving explosive weapons, so that the impact of these attacks can be better understood, and prevention and response measures can be devel- oped.
    [Show full text]
  • Professional Development Center (PDC) Establishment Plan
    Ministry of Higher Education (MoHE) Higher Education Development Project (HEDP) Professional Development Center (PDC) Establishment Plan August 2016 Prepared by: Ahmad Jawed Samsor Acronyms: MoHE Ministry of Higher Education HEDP Higher Education Development Program PDC Professional Development Center GoA Government of Afghanistan OBE-SCL Outcome Based Education/Student Centered Learning GPA Grade Point Average FGD Focus Group Discussion QA&C Quality Assurance and Certification SIDP Strategic Institutional Development Plan IQUA Internal Quality Assurance Unit DLI Disbursement Linked Indicator CMS Course Management System TPD Teacher Professional Development Table of Contents Background ................................................................................................................................................... 4 Establishing Professional Development Centers (PDCs): .............................................................................. 4 The Challenge: ........................................................................................................................................... 4 PDC Models in Other Countries: ............................................................................................................... 5 Objective: .................................................................................................................................................. 5 Going Forward: ........................................................................................................................................
    [Show full text]
  • Higher Education Institution Partnership to Strengthen the Health Care Workforce in Afghanistan
    http://ijhe.sciedupress.com International Journal of Higher Education Vol. 9, No. 2; 2020 Higher Education Institution Partnership to Strengthen the Health Care Workforce in Afghanistan Carolyn M. Porta1, Erin M. Mann2, Rohina Amiri3, Melissa D. Avery1, Sheba Azim4, Janice M. Conway-Klaassen5, Parvin Golzareh6, Mahdawi Joya7, Emil Ivan Mwikarago8, Mohammad Bashir Nejabi9, Megan Olejniczak10, Raghu Radhakrishnan11, Olive Tengera12, Manuel S. Thomas13, Julia L. Weinkauf10, Stephen M. Wiesner5 1 School of Nursing, University of Minnesota, Minneapolis, Minnesota, United States of America 2 Center for Global Health and Social Responsibility, University of Minnesota, Minneapolis, Minnesota, United States of America 3 University Support in Workforce Development Program, Kabul, Afghanistan 4 Anesthesiology Department, Kabul University of Medical Sciences, Kabul, Afghanistan 5 Medical Laboratory Sciences Program, University of Minnesota, Minneapolis, Minnesota, United States of America 6 Midwifery Department, Kabul University of Medical Sciences, Kabul, Afghanistan 7 Allied Health Science Department, Medical Lab Technology, Kabul, Afghanistan 8 National Reference Laboratory, Rwanda Biomedical Center, Kigali, Rwanda 9 Department of Prosthodontics, Dentistry Faculty, Kabul University of Medical Sciences, Kabul, Afghanistan 10 Department of Anesthesiology, University of Minnesota Medical School, Minneapolis, Minnesota, United States of America 11Office of International Affairs and Collaboration, Manipal Academy of Higher Education, Manipal, Karnataka,
    [Show full text]
  • Islamic Republic of Afghanistan Ministry of Public Health General
    Islamic Republic of Afghanistan Ministry of Public Health General Directorate of Preventive Medicine Community Health Directorate Community Based Health Care Department Community Based Health Care Strategy 2015-2020 August 2015 1 | Page LIST OF CONTENTS Acronyms and Abbreviations Forward Acknowledgements 1. INTRODUCTION 1.1 Background 1.2 Community Based Health Care Situation Analysis 2. CBHC Vision, Mission, Values and Working Principles 3. CBHC Goal, Objectives interventions and Actions 3.1 Objective 1 3.2. Objective 2 3.3. Objective 3 3.4. Objective 4 4. Implementation, Monitoring and Evaluation 4.1 Implementation 4.2 Monitoring and Evaluation Annexes Annex A. Brief notes about the BPHS and EPHS Annex B. Job Description for the Community Health Worker Annex C. Job Description of Community Health Supervisor Annex D. Roles and Terms of Reference of Community and Facility Shura Annex E. Terms of Reference for Family Health Action Groups Annex F. Terms of Reference of the Community Based Health Care Department, MoPH Annex G. Terms of Reference for the CBHC Task Force Annex H. CBHC Strategy Revision Participant List 2 | Page Acronyms and Abbreviations AMS Afghanistan Mortality Survey ANDS Afghanistan Nutritional Development Strategy BHC Basic Health Center BECC BPHS-EPHS Coordination Committee BPHS Basic Package of Health Services CAH Child Adolescent Health CBHC Community Based Health Care CDC Community Development Council CHC Comprehensive Health Center CHD Community Health Department CHS Community Health Supervisor CHW Community Health
    [Show full text]