University of Alberta

Course Guide for SPH 641 X50

Winter 2017 (Campus)

Global Health Project Development Monday, 5:00 PM – 8:00 PM ECHA 1-148

Instructor:

Lucenia Ortiz, PhD Phone: (780) 442-6438 Email: [email protected] Office: TBD

Course Description [U of A Calendar]

This introductory course in global health project development familiarizes students with the logical frame planning approach. This planning method is used by many international development agencies, e.g. Department of Foreign Affairs, Trade and Development (DFATD) and the World Bank, for their project proposals. Through various stages of problem analysis, objective analysis and the development of the logical frame with planning indicators and assumptions, course participants learn how to apply this method in the context of a developing country. The course will provide students with a global and foundational context of development work and where project development is positioned. Students will learn tools and techniques for generating and conceptualizing development projects with an emphasis on engaging communities in the process. Learning activities will include lectures, facilitated discussions, group exercises and team projects. The following topics will be covered over the duration of the course: • • • •

Objectives

Development concepts and global health issues Participatory Development and the Project Development Cycle Participatory Project Development Process (problem analysis, project generation and conceptualization) Project development tools and techniques (participatory methods and logical framework methods)

Upon completion of this course, students will be able to: 1. appreciate the role of project development within the context of global development work 2. apply critical thinking and analysis in generating and conceptualizing ideas into projects 3. use participatory processes and tools in developing projects 4. apply the logical frame planning approach in planning health interventions a. Problem analysis b. Objectives analysis c. Development of a logical framework matrix d. Participation/stakeholder analysis 5. develop project proposals using participatory processes and logical framework analysis

Competencies

Conduct situation analysis across a range of cultural, economic and health contexts • Design context-specific health interventions based upon situational analysis • Demonstrate participatory capacity in engendering participation among community members impacted by health interventions

SPH 641- [2017] Course Syllabus

University of Alberta, School of Public Health Page 2

• • • • • Learning Resources

Assist host entity in investigating needs and existing capacity Demonstrate an understanding of healthcare delivery strategies in lowresource settings Describe steps and procedures for the planning, implementation and evaluation of public health programs, policies and interventions Assess individual, organizational and community capacity to bring about positive change in environments and health Develop proposals to secure donor and stakeholder support

A list of references is recommended to support and enrich your learning: Banerjee, Abhijit V and Duflo, Esther (2011). Low –Hanging Fruit for Better (Global) Health? Poor Economics: A Radical Rethinking of the Way to Fight Global Poverty. Public Affairs: New York. Pp. 41-70 Chevalier, Jacques M. and Buckles, Daniel (2013). Handbook for Participatory Action Research, Planning and Evaluation. SAS2 Dialogue.Ottawa. Mosse, David. (2005)Framing a Participatory Development Project. Cultivating Development: An Ethnography of Aid Policy and Practice. Pluto Press: Michigan.pp.21-46. Nebiu,Besim. (2002). Developing Skills of NGOs: Proposal Writing. The Regional Environment Center for Central and Eastern Europe. Hungary. Schleppegrell, MJ and Bowman,B. (1995). Problem-posing: a tool for curriculum renewal. ELT Journal. 49:4. pp. 297-307. Vesely, Arnost.( 2008). Problem Tree: a problem structuring heuristic. Central European Journal of Public Policy. 2:2.pp.68-81. von Franz, Johannes and Schall.Nikolaus January 22, 2016. Practitioner’s Guide: Objective Analysis. Deutshe Gesellschaft fur Technische Zusammenarbeit (GTZ). The World Bank.(2005)Logical Framework Handbook. http://www.afdb.org/fileadmin/uploads/afdb/Documents/EvaluationReports-_Shared-With-OPEV_/00158077-EN-WB-LOGICALFRAMEWORKHANDBOOK.PDF World Health Organization-Europe Regional Office. (2016). Toolkit on Social Participation. [http://www.euro.who.int/pubrequest] p. 4-11.

Library

Students are encouraged to share relevant learning resources such as books, articles and website links in class. The University of Alberta library system’s website www.library.ualberta.ca details the range of services offered to students on and off campus.

SPH 641- [2017] Course Syllabus

University of Alberta, School of Public Health Page 3

If you need further information or assistance, contact the Library's Electronic Reference Desk at www.library.ualberta.ca/ereference/index.cfm or call 1-800-207-0172. Course Evaluation

Mid Point Evaluation Feedback and recommendations from you at the mid-point of the course will be gathered by an anonymous course evaluation and fed back to the instructor(s). Final Course Evaluation Following completion of the course, you will receive a standardized summative evaluation. Course evaluations will be done online by Test Scoring and Questionnaire Services. An invitation to participate in the survey is emailed to each student. One email will be sent for each start date, i.e., if a student has surveys with different start dates, they will receive multiple messages. Note that the message includes a login button.

Student Evaluation

Classroom Participation Students will be expected to participate fully in classroom discussions. Participation will be assessed based on your preparation and contributions, as well as attendance in class. Term Assignment: Country Team Project Teams will be organized to develop a project proposal to plan and implement a health intervention in a developing country of their choice. The topic used for planning should have importance and relevance in the context of international/global health. The project proposal should include the following components: • • • • • •

A detailed description of a health scenario in a developing country, as selected by the group (due February 13) An approach for engaging community members and stakeholders in the project development process (due February 13) A detailed problem tree with cause-effect relationships (due March 6) A detailed objective tree (due March 6) A logical framework matrix of the proposed project (due March 27) An outline of the key elements of a project proposal for your proposed project (April 10)

Evaluation of the paper/assignment will be based on the: • quality, logic and relevance of the proposed health project • originality and innovation of planning steps, including the analysis stakeholder participation and proposed engagement approach • the horizontal and vertical logic within the logical frame • clarity, logical flow and technical appropriateness of the project proposal SPH 641- [2017] Course Syllabus

University of Alberta, School of Public Health Page 4

Final Term Assignment will be submitted on April 10, 2017 in class or electronically by 12:00 midnight. Project Team Presentations Towards the end of the course, each project team will present their project proposal that will include their health scenario, problem analysis, engagement approach and their logical framework. The presentation will be evaluated based on the following: •

Content – presentation provides sufficient information for the students to understand the project

•

Organization – presentation demonstrates a smooth flow of ideas for students to follow as presenter move from one topic to another

•

Delivery – presenters communicate clearly, exude confidence and engage the class throughout the presentation. Appropriate use of audio-visual media.

Grading This is a pass/fail course. No grades will be assigned. Students will be expected to attend all classes and contribute to in class discussions and fulfill all term project assignments. Academic Integrity

Plagiarism is a serious offence. The University of Alberta is committed to the highest standards of academic integrity and honesty. Students are expected to be familiar with these standards regarding academic honesty and to uphold the policies of the University in this respect. Students are particularly urged to familiarize themselves with the provisions of t h e Code of Student Behaviour (online at www.ualberta.ca/CodeofStudentBehaviour) and avoid any behaviour which could potentially result in s u s p i c i o n of cheating, plagiarism, misrepresentation of facts and/or participation in an offence. Academic dishonesty is a serious offence and can result in suspension or expulsion from the University. University of Alberta policy about course outline can be found in Section 23.4(2) of the University Calendar. (GFC 29 SEP 2003)

SPH 641- [2017] Course Syllabus

University of Alberta, School of Public Health Page 5

Schedule at a Glance Date January 9

Topic • Introduction to the Course • Global Health Issues

Recommended Reading/s 1

Instructor

Banerjee and Duflo

Lucenia Ortiz

World Bank Handbook

Lucenia Ortiz

• Development Concepts January 16

• • • •

January 23

• Participation in project development o Key concept and approaches to participation o Stakeholder Analysis • Project Team work: developing a health scenario from the health problem in the developing country selected

January 30

February 6 February 13

February 20

1

The Project Cycle in International Development Work Project Development and Global Health Organize project teams for group assignment Project team work o Select developing country for project team o Identify health problem for project development

Chevalier and Buckles Mosse, David WHO Social Participation Toolkit World Bank Handbook Schleppegrell and Bowman Vesely, Arnost

• Introduction to Logical Framework • Problem definition and analysis o Problem tree construction • Project Team Work on Problem Trees

Lucenia Ortiz

Lucenia Ortiz

Lucenia Ortiz

Project Team Work on Problem Trees von Franz, Johannes and Schall, Nikolaus

• Introduction to identifying objectives and creating objective trees • Prioritizing Objectives Group work on prioritization • Submission of team assignment of health scenario and engagement approach

Lucenia Ortiz

Reading Week - No Class

Authors’ names listed her. Please see full article titles in Learning Resources. SPH 641-X50 [2017] Course Syllabus

University of Alberta, School of Public Health Page 7

February 27 March 6

Introduction to Logical Framework Matrix (Goals, purpose, results and activities) • Logical Framework Matrix (External Assumptions, indicators and means of verification)

World Bank Handbook

Lucenia Ortiz

World Bank Handbook

Lucenia Ortiz

• Group exercise on logical framework matrix • Submission of team assignment on detailed problem tree and objective tree Lucenia Ortiz

March 13

Project Team work on Logical Framework Matrix

March 20

• Project Proposal Preparation in International Development Work • Project Team work on Logical Framework Matrix

March 27

• Project Proposal Preparation Team Work • Submission of team assignment on logical framework matrix

Lucenia Ortiz

April 3

• Project Team Presentations

Lucenia Ortiz

April 10

• Reflections and Insights on Project Development Work • Final Term Assignment Due

Lucenia Ortiz

SPH 641-X50 [2017] Course Syllabus

Nebiu, Besim

Guest speaker Lucenia Ortiz

University of Alberta, School of Public Health Page 7