Welcome to the Kenya One Health Conference
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The Kenya One Health Conference held on December 7, 2021, focused on the integration of gender considerations within One Health research, policy, and practice. Key discussions highlighted the need for gender-sensitive approaches to address inequities experienced by different genders in health outcomes and the importance of training One Health practitioners in gender analysis. The conference aimed to develop strategies to improve community engagement, incorporate gender perspectives in One Health education, and foster collaborations across sectors to ensure sustainable practices.
Welcome to the Kenya One Health Conference
- 1. Welcome to the Kenya One Health Conference 7th December 2021 Bernard Bett & Lian Thomas
- 3. Reflective session and reactions on Menti Dr Nicholas Bor
- 4. Introduction of Gender and One Health session Prof Salome Bukachi
- 5. An urgent discussion on Gender consideration and gaps in One Health research, policy and practice Prof Hellen Amuguni- Tufts University
- 6. An urgent discussion on Gender Consideration and Gaps in One Health Research, Policy, and Practice Hellen Amuguni Kenya One Health Conference December 7th, 2021
- 7. Presentation Plan Why do we need to have this discussion on gender? Where are we currently? What are some gaps and strategies for Integration of Gender into One Health?
- 8. Gender is not about women alone, but about the relationship between men and women. Sometimes we use the words gender and women interchangeably because we add special programs for women to compensate for historical and current disadvantage compared to men. But if the men are not also involved, it is not doing gender. DRAFT
- 12. What is empowerment? • Increasing the capacity of individuals and groups to make informed, intentional choices and • transforming those choices into desired actions and outcomes.
- 13. Presentation Plan Why do we need to have this discussion on gender? Where are we currently? What are some gaps and strategies for Integration of Gender into One Health?
- 16. ONE HEALTH GOALS
- 17. Target your audience: Anthrax infections/echinococcosis • Anthrax infections are associated with tanning which is very strongly gendered in most cultures: could either be male or female
- 18. We are talking about gender because? • Challenge presented by the One Health complex issues: emergence of new epidemic-prone infectious diseases, Antimicrobial resistance, food insecurity • Recognition that different genders- are differently affected by and vulnerable to risks due to distinct biological, economic, social, and political realities, and that consequences differ for different genders • Important for creating effective, equitable policies and interventions-We do not want to perpetuate gender inequities • Increase numbers of One Health practitioners in research policy and practice with gender analysis competencies. • to increase community participation in implementation of One health activities and advocacy • Understand gender based behavioral risk, and gender varied ability to respond to risks • Intersectionality-Increase understanding that gender intersects with other • Experience from past outbreaks shows the significance of integrating a gender analysis lens into preparedness and response efforts
- 19. As One Health practitioners, at the end………. • Are we more effective by being aware of gender dynamics, and applying gender sensitive and gender transformative approaches in One Health research, policy and practice • Objectives: • Will we be able to recognize gender gaps and identify resources to address those gaps • Will be able to analyze how gender impacts and is impacted by One Health threats? • Become transformative agents by promoting gender equality and equity in all aspects of our work. Gender as a One Health Core competency
- 21. Massive push to integrate gender into research, policy and practice • Many funding organizations require sex and gender to be integrated into both research and intervention proposals: USAID, IDRC , WHO, The European Commission Directorate-General for Research and Innovation, Canadian Institutes of Health Research (CIHR), NIH • European Association of Scientific Editors has formed a Gender Policy Committee to improve sex and gender reporting practices across all scientific fields • Global call to action has been issued for gender to be included in the research impact assessment undertaken by research funders, institutions and evaluators in order to inform more equitable health policy and practice. • Many tools are available to measure gender related changes in different projects • The One Health world is very well placed to build on other systems already in place
- 22. What are the gendered risks, impacts and consequences • COVID-19 pandemic-livelihoods, food security, unpaid care work • Antimicrobial resistance-who administers antibiotics to either humans or animals- usually the care givers • Rift Valley Fever • Banning of plastics in Kenya • Ebola outbreak in west Africa and communication
- 23. Avian influenza • Small poultry farms run by women were excluded from extension • Excluded from compensation • Risk of exposure was very high • Little or no biosecurity • If there is no compensation, people sell their birds
- 25. ▪ SHE-cession ▪ Between August and September, 865,000 women dropped out of the labor force, according to a National Women’s Law Center analysis . ▪ In the same time period, just 216,000 men exited the workforce. ▪ Meanwhile, one in four women are considering reducing work hours, moving to part-time roles, taking leaves of absence from work, or stepping away from workforce all together ▪ Domestic violence, diverse genders, intersectionality e.g. race ▪ Last job nos released last Friday-140,000 people lost their jobs-100% women
- 26. Presentation Plan Why do we need to have this discussion on gender? Where are we currently? What are some gaps and strategies for Integration of Gender into One Health?
- 27. Increasing Gender Capacities of OH practitioners • Build more gender champions- build capacity for gender analysis outside of gender experts • Increase no of people who can effectively carry out gender analysis in research, advocate for gender policies, and practice • Engage scientific ethics bodies, biosafety committees and national councils of scientific research approval bodies as allies-and train them in gender analysis • Specific Gender indicators and assessment tools included in the M and E plans of all activities
- 28. AFROHUN creates first team of gender champions Gender Training of Trainers held for AFROHUN reps from 8 countries
- 29. Integrate Gender training into other OH training modules • AFROHUN One Health modules- has integrated gender into other One health modules- Infectious disease, leadership or risk analysis, Antimicrobial resistance- besides building a standalone gender training module
- 30. Development of Gender Strategy and Policy-Roadmap • Must recognize the gender capacities of different partners • Gender strategy with specific Gender Action Plan • Accountability framework • Specific Gender indicators and assessment tools included in the M and E plans of all activities • Disaggregating data collected by sex • Scale up best practices of mixed-methods approaches that incorporate more qualitative and participatory techniques • Create and track a clear funding stream as well as any other resources to support gender mainstreaming and gender transformative action • Take advantage of what you can piggyback on.
- 33. ▪ Build a coalition of allies within the research, policy and practitioner world- One Health key strategic partners who can advocate for Gender responsive and transformative policies ▪ Must understand drivers and incentives for your different allies and create a clear plan to address those. One Health team from Health, livestock agriculture, environment in Ethiopia being trained on how they can include and advocate for gender in their daily work in Ethiopia- changing systems and structures is gender transformative
- 34. • Training of District level planners on how to do gender budgeting in Rwanda
- 35. Sustainability and progress • Embedding gender and cultural opportunities, and metrics into emergency preparedness, One Health platforms, rapid response teams, and other formalized structures for prevention, detection, and response would further enable the ability to measure progress. • Help create women’s networks that can influence policy, decision making, structures, and provide an opportunity for negotiation.
- 36. Empowered voices- women are their own best advocates • PhotoVax- Provide our stakeholders with cameras to capture their images and tell their stories • Vaxxer Calendars: create calendars with Community that can be used to capture as well as provide information • VacZine-Community developed Zine for advocacy with policy makers and with practitioners 36
- 37. Data- evidence for policy makers • Not just sex data • Gender sensitive indicators • Proactively considering sex and gender as key part of the programs • Consider Intersectionality: sex and gender intersect simultaneously with other factors that shape health outcomes, including age, race and ability, among others, all from within specific historical, geographic and cultural contexts
- 38. Communication and messaging • Mainstream gender into the crafting of all OH messages, recognizing that the outcomes of our work will have different impacts for different genders • use a range of communications approaches to reach its target audiences. In order to ensure that there is no gender discrimination in the dissemination of information, it will be necessary to gather information about how women, men, and organizations working on gender issues access information, and to ensure that the communication channels we use will be equally accessible to all. • Organizational learning and continuous review- how do you stay relevant, viable and effective?
- 39. Conclusion • Include and integrate Gender as a core competency in One Health from the beginning • Engage both women and men together • M&E: measure the gender-transformative change • Intersectionality • Aim to transform systems and structural barriers • Integrate gender training components especially gender analysis into as many sectors as possible. • Take advantage of every opportunity • Expand your vocabulary to always include gender discussion • Gaps in knowledge still exist but we recognize that much is already known about the importance of including a gender perspective in One Health
- 40. Thank you
- 41. Panel discussion: Gender Agenda in One Health’ Panelists: Dr Edna Mutua, Kathleen Colverson, Prof Hellen Amuguni Moderator: Prof Salome Bukachi
- 42. Reflective session and reactions on Menti Dr Nicholas Bor
- 44. One Health education and capacity building Dr Sam Wanjohi and Dr Wellington Ekaya
- 45. Session introduction • To implement One Health, we need a cadre of trained professionals who can deploy systems thinking and facilitate transdisciplinary collaboration. Yet, these concepts have not been incorporated formally into the curricular of our animal, human and environmental health professions. • This session will explore how to develop One Health capacity at the local level and integrate the concept at all levels of informal and formal training— from primary to tertiary levels – so that systems thinking and transdisciplinary collaboration can be used to solve the ‘wicked’ global health challenges of today.
- 46. Reflective session and reactions on Menti Dr Nicholas Bor
- 47. Emerging Pandemic Threats and other Global Challenges: Implications of lessons learnt on Research,Innovations and Technology in One Health Education Prof Njenga Munene
- 49. Framework for sustainable implementation of collaborative One Health Prof Oladele Ogunseitan
- 50. Dele Ogunseitan University of California, Irvine One HealthWorkforce | Next Generation Framework for Sustainable Implementation of Collaborative One Health Education
- 51. Agenda 1. One Health Definition Demands Collaboration 2. Strategic Framework: Describing Core Competencies for One Health 3. Sustainability: Structure and Function of the One HealthWorkforce Academy
- 55. Strategic Framework: Defining Core Competencies
- 59. 1. Drafting and reviewing questions based on One Health core competency domains for the certification examination. 2. Establishing eligibility criteria for trainees seeking to sit for the One Health Certification Examination, including, for example, previously passing a mentored experiential learning activity coordinated through a practicum course or internship project, and experiences that can only be attested through direct observation. 3. Establishing pass/fail thresholds for performance in the certification examination. 4. Sensitizing accrediting bodies, professional organizations, and potential employers of pre-service trainees and supervisors of in-service trainees; and convening authors to submit a proposal for a Study Guide for One Health Certificate examination.
- 60. Thank you
- 61. From theory to practice: developing shared competencies among One Health practitioners at multiple levels Dr Tequiero Abuom – University of Nairobi
- 62. From theory to practice: developing shared competencies in One Health practitioners at multiple levels ABUOM T.O. UNIVERSITY OF NAIROBI 7TH DEC. 2021
- 63. Outline • Introduction • Competencies in OH • Shared core competencies • Pre-service training • In-service training • Challenges in OH training and competency development • Recommendations • Conclusion
- 64. INTRODUCTION • Competency: The ability to do something successfully or efficiently Importance of defining competencies 1. Ensure that people demonstrate sufficient expertise. 2. Recruit and select new staff more effectively. 3. Evaluate performance more effectively. 4. Identify skill and competency gaps more efficiently. 5. Provide more customized training and professional development. 6. Plan sufficiently for succession. 7. Make change management processes work more efficiently.
- 65. Competencies and One Health • One health professional education courses • Similar course content and • Expectations for learners. (Larsen, 2021) • Employ multidisciplinary approaches during curriculum development • ensuring training curricula cover all the important aspects of OH • Inclusion of stakeholders • Professional/regulatory bodies • Industry • Alumni • Academia .
- 66. Shared core competencies Amuguni et al., 2018 What about the non- technical competencies?
- 67. Preservice training • Joint development of curricula and didactic courses. • Use of community based education approaches to multidisciplinary groups of students • Use of simulations • Joint response to OH events • Disease Outbreaks
- 68. In-service training 1. Short courses/Seminars/Workshops/Conferences • Creation of communities of practice • Developing partnerships
- 69. 2. Postgraduate diploma/degree programmes
- 70. Challenges in OH training and competency development • Scheduling of joint/multi-institutional events • Funding • Silo mentality (professions) and team building (attitudes) • Changing government/institutional policies and priorities • Expertise that isn’t locally available
- 71. Recommendations/Lessons learnt • Culture change • Ensure our programs and approaches are sustainable at all levels • Working as multiple institutions • South-South collaboration • Influence policy • HIGH QULITY RESEARCH • DISSEMINATION OF FINDINGS TO ALL STAKEHOLDERS
- 72. Conclusion • One Health competency development is key for workforce growth in the dynamic world with emerging threats.
- 73. References • Amuguni, H., Bikaako, W., Naigaga, I., & Bazeyo, W. (2019). Building a framework for the design and implementation of One Health curricula in East and Central Africa: OHCEAs One Health training modules development process. One Health, 7. • Larsen, R.J. Shared Curricula and Competencies in One Health and Health Professions Education. Med.Sci.Educ. 31, 249–252 (2021). https://doi.org/10.1007/s40670-020-01140-7
- 74. Thank you
- 75. Experiences learning and working in the One Health Framework: Perspectives from a socio-ecologist Ms. Caroline Kimani
- 76. Experiences Learning and Working in the One Health Framework: Perspectives from a Socio-Ecologist Ms Caroline Kimani
- 80. Key Lessons MULTIDISCIPLINARY APPROACH- ROLE OF ECOLOGY IN OH SYSTEMS THINKING OUR INTERCONNECTEDNESS SHARING/BREAKING SILOS
- 81. Eco Health Challenges • Biodiversity loss • Land use change • Wildlife habitat encroachment • Climate change • Food systems
- 82. “We stand at a critical moment in Earth’s history, a time when humanity must choose its future. As the world becomes increasingly interdependent and fragile, the future at once holds great peril and great promise.” Earth Charter carowkimani@gmail.com
- 83. Thank you
- 84. Science Communication: An enabler of One Health culture and practice Dr. Margaret Karembu
- 85. Science Communication An Enabler of One Health Culture and Practice Margaret Karembu, PhD, MBS Director, ISAAA AfriCenter mkarembu@isaaa.org KENYA ONE HEALTH CONFERENCE 6th – 8th December 2021
- 88. What is Science Communication? Scicomm is about putting research into context by helping stakeholders understand research results and make informed evidence-based decisions ✓Strengthens the connection between science and society, building confidence towards scientific information As researchers in One Health, we have an obligation to communicate our work, it is NOT JOB OF OTHERS!
- 89. The Communication Challenge in OH ✓ Diverse disciplines and cultures ✓ Varied needs and interests ✓ Mixed opinions ✓ Inability to simplify technical research findings - jargon and acronymns CONTEXT will determine how messages are received…
- 90. Communication Gap “Words are responsible for cutting down a big tree; the axe is only an instrument” - African proverb • Why the intervention? • What problems? • Who benefits (WIIFM?) Address gaps to effective communication ✓ Soft skills training among OH partners – Risk communication and storytelling ✓ Increase mass/social media engagement to enhance OH visibility, policy influence ✓ Parliamentary sessions with appropriate committees- Agric, Health, Finance, Envi. to address overlapping mandates
- 91. Non-Scientists Scientists/Technical The Language Gap Conclusion/ Bottomline Conclusion Info relevant to conclusion Technical Theory Collecting data - adjusting theory Background - The rest of the story Scientists and the public have different communication styles. While scientists often start by placing research in a historical context, the public wants to know the bottom line - “so-what?” Golden rule: Simplify language /unpack technical jargon/acronyms
- 92. Silo Mentality (Insulation) “If you want to go fast, go alone. If you want to go far, go together” - African proverb Proposed Interventions: 1. Net-mapping → Understand relationships and connections of OH actors 2. Identify key territorial issues → shared values 3. Increase engagement across OH sectors to address conflicts → appropriate platforms
- 93. Strategies to Strengthen Soft Skills among One Health Partners National / regional boot camps on: • Science communication • Art of public engagement • Principles of negotiation and conflict resolution • Creating and managing partnerships • Oral presentation and research pitching • Mass Media relations – OH Science Cafes’
- 94. In Conclusion… 1. Understand relationships among OH actors for message CONTEXT 2. Show integrity and shared values that aligns with the actors 3. Simplify language and jointly develop a glossary of terminologies/ acronymns 4. Walk with the media and policy makers right from the onset 5. Be proactive than reactive to build trust and credibility
- 95. A-S-A-N-T-E (Thank you!) Invites you to subscribe for The DrumBeat: Africa Bioscience Trends http://africenter.isaaa.org/
- 96. Thank you
- 97. Reflective session and reactions on Menti Dr Nicholas Bor
- 98. Panel discussion: Strategies for developing, implementing and sustaining One Health education in higher learning institutions Panelists: Prof Oladele Ogunseitan, Prof Mabel Nangami, Ms Caroline Kimani and Dr Margaret Karembu Moderator: Dr Wellington Ekaya
- 99. END of Day 2 See you tomorrow at 1:45pm EAT