ESHEEssential Services for Health in Ethiopia
References in periodicals archive ?
The ESHE Project began in early 2004 in 24 out of 60 woredas of Southern Nations, Nationalities and Peoples' (SNNP) region.
The ESHE Project teams were housed, when possible, at regional and subregional (zonal) health offices.
Early ESHE experience informed the FMOH policy for a 1:10 ratio of HEWs:Volunteers.
Although ESHE engaged at the national level on child health policy and healthcare financing reform, it focused on selected woredas in the three regions.
The intervention aimed to strengthen woreda-and facility-level management through improved health management information systems (HMIS) and increased use of data for decision-making [See ESHE training in Table 1].
Starting in 2006, woreda staff received on-the-job training by ESHE staff during decentralized annual planning exercises.
Following the training, ESHE supported tailored 'follow-up to training' visits within six weeks and quarterly integrated supportive supervisory visits.
Woreda, health facility, and ESHE staff led community sensitization meetings to introduce the CHP initiative.
We used a before-after design of cross-sectional representative household surveys conducted in 2003-2004 and 2008 from ESHE and non-ESHE areas and measured plausible programme attribution by comparing average changes in the child health practices of interest between baseline and follow-up surveys in the ESHE areas with the changes in the non-ESHE areas.
The Guidelines for Quality Assurance in the ESHE, approved at the Bergen meeting 2005, recommend quality assurance as one of the rules for the performance of universities.
In a parallel way, in Spain, the Ministry of Education (MEC) presented a document in 2003 about the integration of the Spanish University System in the ESHE, which stated the need to promote European cooperation in order to ensure university quality through the development of networks, joint projects and specific support organisations (Ministerio de Educacion, Cultura y Deporte, 2003).
To obtain relevant information to analyse globally the degree of adaptation of the Spanish university system to the ESHE context.