Table 2 WAHO accreditation standards, common deficiencies, and key interventions

Curricula

This standard refers to the existence of vision and mission statements; philosophy, goals and objectives; course content and detailed curriculum; class schedules; assessment methods and procedures; and operational committees

Lack of standardized materials available for existing RMNCH curricula and outdated curricula (some of which have not been revised in over 10 years)

Lack of formalized hands-on learning at practicum sites

Introduce and implement WAHO harmonized RMNCH curriculum (facilitation guides and student modules)

Develop internship agreements between health training schools and health facilities to enable hands-on learning

Faculty and staff

This standard encompasses required teaching staff (number/composition and qualifications) as well as

continuing professional training and development plans

Practicum site teachers and preceptors lack teaching and coaching competencies and skills

Preceptors lack the motivation to

supervise health students

Non-existent or poorly functioning academic committees in most health training schools

Train teachers and preceptors on WAHO harmonized curriculum and competency-based approach

Initiate coaching stipends for preceptor supervision

Set up academic committees in the health training schools and ensure review of action items from meeting minutes

Facilities, equipment, Supplies, and other resources

This criterion stipulates the minimum requirements in terms of equipment and supplies needed to effectively operate the school offices, hospitals, classrooms, and competency labs

Lack of sufficient classrooms with demonstration equipment as well as under-resourced laboratory facilities

Lack of adequate teaching equipment and materials needed for quality instruction (e.g., computers, high-speed Internet connection, video projectors, anatomic models)

Lack of health school improvement plans to address gaps in school infrastructure, including competency labs

Lack of systematic monitoring of plans to measure progress to address gaps

Create or improve clinical skills building and simulation laboratory facilities. These labs allow students and supervisors to practice different skills, including labor and childbirth, managing postpartum hemorrhage, provision of family planning (IUD insertion and removal and implant insertion), newborn resuscitation, and pelvic examination

Improve clinical sites, competency labs, facilities, equipment, and sufficient number of supplies to meet the needs of students in both rural and urban settings

Conduct quarterly monitoring of health school improvement plans, including competency labs

Governance, fiscal, and administrative capacity

The standard includes verification of legal documents creating the institution, approval of programs by a professional regulatory body, and the existence of a strategic plan, ethics code, organizational chart, staff/student records, class schedules, and budget, as well as policies and procedures

Absence of organizational structure and clearly defined roles and responsibilities (e.g., organizational chart, job description)

Absence of or outdated strategic plan

Absence of accounting manual and systematic implementation of fiscal processes and procedures

Lack of public display of health school creation legal documents

Develop clear management structures (e.g., administrative council, pedagogical committee) in each school

Develop a strategic plan focused on the WAHO accreditation process

Provide consulting services to build health school capacity on accounting processes and procedures

Display law/decree/act creating the institution

Environment and partnership

This standard includes school welcome and direction signs, overall school layout, participation in associations and unions as planned for the well-being of students as well as recreation and sports facilities and environmental sanitation and safety

Due to the high prevalence of poverty in this region, many eligible students, especially women, are unable to attend school because their families cannot afford the school fees and costs of living

Complete data analysis tool to expose barriers to female participation in PSE and recruitment after graduation including:

Initiation of scholarship program for selected students in need (majority went to women)

Creation of nurseries which provided onsite caregiving for students who were mothers

Conducted advocacy to address issues of gender discrimination in health workforce development