探讨在赞比亚省级实施综合性教育框架的多部门合作:一项定性研究
Malizgani Paul Chavula1,2, Joseph Mumba Zulu3, Isabel Goicolea1
1Department of Epidemiology and Global Health, Faculty of Medicine, Umeå University, Umeå, Sweden.
Global health action
|August 29, 2025
概括
在赞比亚的综合性教育 (CSE) 计划中, 多部门合作面临排斥和财务问题等挑战. 加强省级领导力对于有效协调和提供CSE服务至关重要.
科学领域:
- 公共卫生
- 教育政策
- 社会科学
背景情况:
- 赞比亚在2014年推出了一项全面性教育 (CSE) 框架,
- 省级卫生部和教育部是提供CSE技术和政策支持的关键.
- 在省级行政层面的CSE协作动态上存在有限的研究.
研究的目的:
- 探索影响赞比亚省级实施CSE框架的多部门合作动态.
- 确定促进或阻碍参与CSE的各个利益相关者之间有效合作的因素.
主要方法:
- 这项定性研究涉及29个与省级利益相关者进行的深入采访.
- 其中包括来自政府 (卫生,教育),私营部门,宗教和传统领袖的代表.
- 分析采用反思性主题分析,以整合性协作治理框架为指导.
主要成果:
- 合作动态分为原则上的参与,共同的动机和共同行动的能力.
- 这些障碍包括省级结构问题,参与者排斥,财务透明度以及形式关系的薄弱.
- 促进者包括对目标的集体理解,支持性政策,以及关于调整CSE框架的共识; 指出了联合教师培训和监测.
结论:
- 诸如参与度有限,参与者被排除在外,财务限制和协调不足等挑战阻碍了CSE的有效合作.
- 加强省级领导能力对于有效的利益相关者协调至关重要.
- 透明的资源管理,集体规划,实施和监测对于成功实施CSE至关重要.
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