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2010 Flagship Course on Health Sector Reform and Sustainable Financing

October 18 - November 5, 2010 - Washington, D.C.

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Doctor and Child

Close up of examination at PMI hospital a hospital for women and children in Cote d'Ivoire.

October 18 - November 5, 2010
Washington, D.C., USA

Applications for this course are now closed.

Countries everywhere are struggling with the dual objectives of achieving widespread and equitable coverage of health services while providing health care more efficiently under tight budget constraints. The 2010 annual Flagship Course on Health Sector Reform and Sustainable Financing is offered by the Harvard School of Public Health and the World Bank Institute. The course introduces a practical and comprehensive framework for understanding health systems and their performance and a structured approach to developing health system reform policies to improve that performance.

Specific course modules examine the theoretical and empirical basis for reform strategies in such diverse areas as health financing, payment systems, organizational change, regulation, and population and provider behavior, making extensive use of case materials from countries in all regions and at all levels of development.

The Flagship course continues to contribute to the World Bank Institute's broader Flagship program, which involves partner institutions throughout the world. Since its inception, this program has reached more than 20,000 participants from 65 countries, with more than 80 percent of training provided by Flagship regional partner institutes in developing countries.

Educational Approach

The Flagship learning style combines theories and concepts with practical guidance on reform.  It introduces and builds on a comprehensive framework for analyzing and reforming health systems, using the book Getting Health Reform Right, developed specifically for the course.  It will be evidence based, seeking to distill lessons learned and best practices from country experience.  It will complement understanding of “what to do” with evidence and advice on “how to do it.”

A typical day of training in each module can be expected to be organized into three sections.  The first part will introduce the policy relevance of the subject, theory, analytical framework, expectations, and hypotheses.  The second part will involve participants in the case-method of learning, whereby students will grapple with the context and facts of real-life implementation issues. The third part involves a course-long group exercise to apply course concepts to a national setting well-known to participants.

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