HEW Blended Learning Implementation Guideline

Implementation Guide
Blended learning Program for Level IV Health Extension

Practitioners in Ethiopia
Federal Democratic Republic of Ethiopia, Ministry of Health
Addis Ababa, Ethiopia
January 2011
[Type text]
Page 1
Implementation Guidance for Level IV HEW Blended learning Program
Table of contents
Contents
Page
Foreword
Introduction
Objectives of Level IV training
Pilot program goals
Key features of the level IV pilot program
Course description
Role and responsibilities of stakeholders
Student Tutor relationship
15
Study Support Meetings
16
Student assessment, marking methodology and requirements for
16
completion
Student record keeping and coordination
18
Certification
19
Program cost
20
Monitoring and evaluation
20
Tentative study calendar
22
Draft by Mohammed Hussein Abaseko
Page 2
This guide is written by

Mohammed Hussein Abaseko, FMOH
Contributors
FMOH technical staff
Workshop participants from Oromiya, Amhara, SNNPR, Tigray, Diredawa and Harari Regions
Page 3
FOREWORD
Through our flagship Health Extension Program, we have been able to train and deploy more than
33,000 Health Extension Workers in an innovative effort to provide universal access to essential
health services and create healthier communities throughout the country. Beyond the deployment of
existing human resources, Federal Ministry of Health (FMOH)and Regional Health Bureaus (RHB)
have also been working towards improving the knowledge and skill of HEWs who already working at
community level.
This guidance is intended to serve as a tool for the Blended Learning Program for Level IV Health
Extension Practitioners management and its implementation at different levels that are involved in
the process of pilot and scale up of blended learning education.
The Ministry believes that these implementation guidelines will be useful in coordinating and
delivering blended education to improve knowledge and skill of HEWs at their work place.
Federal Ministry of Health would like to acknowledge UNICEF Ethiopia and The OU for technical
support in writing of this Implementation Guidance for Level IV Blended learning upgrading
program for Health Extension workers in Ethiopia.
Keseteberhan Admasu, MD, MPH

State Minister
Federal Ministry of Health, Ethiopia
Page 4
Introduction
In order to operate effectively, health systems must carry out a number of basic functions.
The World Health Organization (WHO) has categorized these functions into six essential
building blocks. One of these is to have a health workforce that is responsive, efficient, and
effective and treats everyone equally to achieve the best health outcomes possible, given
available resources and circumstances.
The Health Extension Program (HEP) is an innovative community-based program. It aims to
support the creation of a healthy environment and healthy living through community (Kebele)
based essential health services, as well as targeting and working with individual households.
The philosophy of the HEP is that the right knowledge and skills are transferred to
households so they can take responsibility for establishing and maintaining their own health.
The program promotes health awareness and the proactive management of family health, and
it aims to improve access to effective community health services.
More than 33,000 Health Extension Workers (HEWs) have already been trained and
deployed across Ethiopia since 2005. They are playing an important role in delivering a wide
range of community-based health promotion and disease prevention services.
The Federal Ministry of Health (FMOH) now plans to update and improve the skills and
knowledge of the Level-III HEWs to achieve certification at Level-IV, so they are better able
to provide community level services that will be efficient and meet the needs of individuals
and families at household level.
Since 2008, FMOH have been developing occupational standard and curriculum for level IV
health extension services and subsequently preparing learning materials to realize the
upgrading program. To initiate the upgrading program the following preparatory phase
documents have developed to help the implementation process:
i. Occupational mapping and career structure
ii. Ethiopian occupational standard (EOS)
iii. Model curriculum
iv. 13 learning modules
Page 5
v. Implementation guideline
vi. Blended learning tutor guide
vii. Practical learning guide and logbook
The FMOH is providing a model of education and training that includes a blended learning
component, which will enable trainees to remain working in their communities while they
learn from specially designed self-study materials, with the support of their blended learning
tutor.
The UNICEF Ethiopia, in partnership with The Open University UK (OU) and AMREF, is
supporting the development of an innovative program of print-based blended learning
resources to teach the theoretical components of the Level-IV Health Extension curriculum.
The learning resources will help prepare students for short periods of skills-based training in
local Health Centres, Health Colleges or Hospitals. Theoretical and practical learning are
blended coherently into the curriculum design from the outset. Students must demonstrate
their achievement of learning outcomes for the theory components and the theoretical basis
for the practical sessions by completing self-assessments and tutor-marked assignments.
Demonstration of practical competencies is evaluated by Practical Training Mentors during
and after the practical sessions, using conventional face-to-face methodologies appropriate to
the context.
The purpose of this Implementation Guidance is to set out the aims of the pilot program, the
key features of the blended learning resources and the roles and responsibilities of all of the
stakeholders in ensuring the success of the program.
2. The core objectives of the upgrading program

1. To fill gaps identified in previous level III HEP trainings
2. To improve the knowledge, skill & attitude of HEWs
3. To make a significant contribution in achieving the health related Millennium Development
Goals (MDGs)
4. To improve the extent and quality of HEP services
5. To upgrade career of HEWs
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3. Pilot program goals

The main goal of the Blended Learning curriculum for Level-IV training is to provide
learning resources for HEWs to enable supported self-directed study that extends their
capacity and fills the gaps in their competencies in all areas of the curriculum.
Through their improved knowledge and skills, the HEWs will continue to make a significant
contribution in achieving the health related Millennium Development Goals (MDGs) 4, 5,
and 6, namely reducing child mortality by two thirds, reducing maternal mortality by three
quarters, and halting the spread of Acquired Human Immunodeficiency Syndrome
(HIV/AIDS), malaria and other communicable diseases.
4. Key features of the Level-IV pilot program

Blended learning combines distance learning with limited face-to-face interaction.
Intake,
orientation and assessment occur in a face-to-face setting. Blended models offer limited face-toface contact to provide additional support services, including educational counseling and student
support meeting for the student.
The face-to-face interaction may take place in a variety of
settings, such as study support meetings and practical learning centers.
4.1 Duration of the Program

The program is intended to run over 2 years. This will be divided into 4 semesters of 4 modules
per semester. This is on the basis of students studying for (on average) 2 hours per study session,
at a rate of at least 3 study sessions per week. The pilot blended learning program will be started
in February, 2011.
4.2 Pilot Target Group

The target group for the pilot is high-performing Health Extension Workers (HEWs), who are
already practicing successfully in the Health Extension Program in Ethiopia, and who have at
least 2 years experience.
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4.3 Blended learning materials and methods

Students will learn via self-directed and supported blended learning (coupled with practical skills
training). Blended Learning Tutors will provide support to students through Study Support
Meetings and in the work-place. There will be practical skills training to accompany the
theoretical learning Modules and these will take place at Practical Training Centres.
The Federal Ministries of Health and Education have approved the following Level-IV blended
learning curriculum. There are 13 theoretical modules divided into 225 study sessions, each of 2
hours duration. The student should have to complete at least 3 study sessions per week. Modules
are of different length. Each module will have between one to four Study Support Meetings with
the Blended learning Tutor, depending on the length of the module (see draft schedule on p.20),
and an average of four practical skill training days that follows completion of the theoretical
module.
Federal Ministry of Health advises the training institutions to follow and align to the
principles and policy of TVET training modality and evaluation system.
The following course time allocation is suggested by MOH
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5. Course description
Course
code
Course name
ANC
Labour and Delivery Care
Number of
study sessions
22
11
Allocated hours
Theory Practical Total
44
40
84
160
182
22
PNC
09
18
16
34
IMNCI
16
32
40
72
Health Education, Advocacy
20
40
32
72
Communicable Disease
42
84
40
124
Hygiene and Environmental
23
46
40
86
Immunization
10
20
16
36
Nutrition
12
24
24
48
Family Planning
12
24
24
48
Adolescent and Youth RH
13
26
16
42
Non-communicable diseases,
emergency care and mental
health
Health management, ethics and
research
Total
19
38
40
78
16
32
24
56
225
450
and Community Mobilisation
Health
512
962
6. Roles and responsibilities of all stakeholders in the

upgrading Pilot Program
Blended learning needs the active involvement of all participants to maximize its
effectiveness. This includes regular monitoring of and feedback to those who manage the
program of study to enhance all components of teaching, learning and the system of delivery.
This section outlines the roles and responsibilities of all of the stakeholders in the Level IV
Pilot Program.
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6.1 Federal Ministry of Health

The main aim of the Federal Ministry of Health (FMOH) in providing blended learning as a
key part of the Level-IV training for Health Extension Practitioners is to build on and
improve the quality of knowledge and skills acquired by HEWs in the Level-III training. The
curriculum reflects concerns that were highlighted in independent evaluations about
particular problem areas in the delivery of Primary Health Care Services at the peripheral
health units (Health Post) and household level. Through national program support unit, the
FMOH has the following responsibilities in the implementation of the Blended Learning
Program
Develop blended learning materials and guidelines in collaboration with partners
Mobilize necessary resources for the pilot and for scaling up program
Coordinate all processes
Technically support Regional Health Bureaus (RHB)
Revise the list of drugs and medical equipment for Health Posts based on the new
skills of the Level-IV Health Extension Practitioners
Support and avail logistic supplies to the RHBs and Practical Training Health
facilities
Distribute learning materials and guides to RHBs
Provide training for assigned Blended Learning Tutors and Supervisors regionally
Monitor and support the overall process of the upgrading program
Evaluate the effectiveness and quality of the program implementation
6.2 Regional Health Bureaus

Regional Health Bureaus (RHBs) have the key role in facilitating the training of Health
Extension Practitioners in their respective regions. Responsibilities include (this is not an
exhaustive list):
Facilitating provision of the Blended Learning Program in their region
Establishing an implementation taskforce in each region to assure quality of training
Selecting and recruiting appropriately qualified HEWs based on regional quotas
Appointing Blended Learning Tutors and Supervisors
Appointing Practical Training Mentors and identifying suitable health institutions for
the practical training
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Distribute learning materials and guides to blended learning and practical centers
Monitoring and supporting the overall Pilot Program.
Zonal Health office
Facilitating provision of the Blended Learning Program in their Zone
Selecting and recruiting appropriately qualified HEWs based on Zonal quotas
Appointing Blended Learning Tutors and Supervisors
Appointing Practical Training Mentors and identifying suitable health institutions for
the practical training
Distribute learning materials and guides to blended learning and practical centers
Monitoring and supporting the overall Pilot Program in Zone
6.3
Blended learning Centers
One or more Health Science Teaching Colleges in each region will serve as an affiliated
Regional Blended Learning Centre. The college will have the responsibility for
coordinating and monitoring academic issues, including theoretical learning and practical
training, student registration, providing orientation, keeping regional student records,
preparing the examination for each Module, serving as the examination centre, providing
and marking the exams, and finally will award a diploma for each student who
successfully completes the Level-IV upgrading program. They are also responsible for
carrying out the blended learning briefings of Practical Mentors and for student
orientation, as well as being responsible for training of newly recruited tutors and
distribution of learning materials and guides to students and tutors. There will be at least
2 Blended Learning coordinator/Supervisors per Region from the affiliated Health
Science College that will be assigned to coordinate the overall program implementation.
Blended learning coordinators will have the responsibility preparing TMA in the future.
6.4
Practical Learning Centers
Practical Learning Centers are District Hospitals or Health Centers that have been
identified and have enough case load and responsibility for conducting clinical practice,
arranging Study Support Meetings and keeping student records for the practical sessions.
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6.5
TVET (COC)Assessment Centers
Regional Centers of Competence (COC) are mandated to provide the qualifying

examination for the students who are certified by the affiliated Health Science Colleges
as having completed the Level IV Health Extension curriculum successfully. Students
who pass the qualifying examination will be awarded the certificate of Level IV-Health
Extension Practitioner by Regional Center of Competence (COC).
6.6
District Health Offices
District Health Offices are responsible for facilitating a good learning environment for
their students in their respective woreda. They will have an overview of the pilot and
ensure the study calendar / schedule of student learning is managed, together with the
responsibility for implementation of the practical skills training and examination dates
6.7
Development Partners
UNICEF, The Open University, AMREF, WHO and others have been involved in
developing the pilot program. They will continue to work in partnership together with the
Federal Ministry of Health towards successful implementation of the Level IV Health
Extension Program pilot to the best of their ability and as funding allows. RHB will sort
out all options and opportunities to have additional budget support as health system
support (HSS).
6.8
Blended Learning Tutors
The Blended Learning Tutors have a pivotal role to play in the successful implementation
of the pilot program. One tutor will assist the maximum of 10-15 students per one batch.
Their responsibilities include the following: (Refer to Blended Learning Tutor Guide for
detail)
Initiating contact with learners at the start of their studies
Verifying student records at the beginning of their studies
Advising learners about the blended learning Modules
Responding to questions and clarifying the blended learning materials when

necessary
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Helping learners develop specific study skills to enable them to progress
Maintaining regular contact with learners for the duration of their studies
Facilitating the learning and providing remedial help
Providing information about additional resources for learners who want to pursue a
particular interest in greater depth
Planning and guiding discussions among learners, whether face-to-face, or mediated

through a conferencing technology (mobile phone, audio, video, computer)
Distributing assignments for learner assessment and clarifying assignment tasks and
options to learners
Assessing, grading and providing feedback to learners on their assignments
Maintaining accurate records of each learners work, including grades for

assignments and submitting these records to the Regional Blended Learning Centre
Learning and advising about administrative procedures and deadlines that affect
learners.
Provide orientation for mentors in their catchment
Engaging in supervision meetings with the Blended Learning Supervisor to discuss

students progress, the marking of assignments and any issues that arise.
6.9
Blended Learning Supervisors
Supportive supervision of the Blended Learning Tutors, Practical Training Mentors,

students, and Practical Learning Centers will be provided by the Regional Blended
learning centers coordinators and RHB implementation taskforce. A responsibility of the
supervisor is to meet with the Blended Learning Tutors to discuss their students
progress, the quality of their Study Support Meetings and the grading and feedback on
tutor-marked assignments, and to ensure the quality practical learning process.
6.10 Practical Training Mentors

Practical Training Mentors are Health Care workers who will provide assistance and
mentor the students who are assigned to the Practical Learning Centers (Health Centre or
Hospital). One Practical Training Mentor will supervise maximum of 10 students for his
or her specific Module. For example, a Professional Midwife or Health Officer will
supervise the Labour and Delivery practical sessions; a Nurse/Midwife/Health officer
who was trained in IMNCI management will supervise and support students attached for
IMNCI practical training. (Refer Practical Guide for details)
Page 13
Role of the mentor

In conducting the practical sessions the mentor should be clear on her/his role as a
mentor. The roles of a mentor during clinical sessions include:
Attend an initial meeting with the blended learning centers supervisor and the
students to help you all to begin to establish a relationship, to reflect on each
students current ability and needs, and to work with them to establish a smooth
learning environment
Do all necessary preparations for carrying out the practical sessions.
Explain the objectives of practical sessions
Explain to the participants what to do during the practical session.
Demonstrate the case management skills for the specific modules.
Observe the participants while they work on the assigned cases
Provide feedback and guidance as needed.
Be available and prepared to answer questions during the practical sessions.
Summarize the session
Assess participants' performance and record on the log book
Discuss students progress with the Blended Learning Supervisor.
6.11 Students Recruitment Criteria and Responsibility

Recruitment Criteria
To be eligible for selection to participate in the pilot, students must be HEWs who have had
at least 2 years of public service with a high score of performance in their duties. They must
also pass the level III TVET examination. The RHBs have the mandate to develop its
recruitment criteria.
Student responsibility
Individual HEWs must agree to adhere to the terms set out below, in order to participate in
the Level IV Blended Learning Pilot Program.
Page 14
During study periods

Students must:
Undertake self-supported study for at least 3 study sessions per week (each of about 2
hours) on the Blended Learning curriculum Modules.
Complete all work, including self-assessments and graded assignments (TMA), in a

timely and appropriate manner and return them to the Blended Learning Tutor at the
agreed time
Adhere to the instructions in the blended learning modules and practical guides
Attend appointments as agreed with the Blended Learning Tutors
Attend the required number of Study Support Meetings per Module with the Blended
Learning Tutor
Attend practical skills training sessions for the required number of days per module
following completion of each module (up to four days, Wednesday, Thursday, Friday
and Saturday) at the designated Health Centre or District Hospital. These hours may
cover day time, night time, weekends and public holidays. Duration for Practical
Training will be varying per specific module.
Notify Blended Learning Tutors/Practical Training Mentors if they are going to be late
for, or unable to keep, appointments
Adhere to the normal ethical and professional conducts/standards of the Hospitals or
Health Centres in which they are training.
After graduation
HEWs who successfully complete their Level-IV education in the Blended Learning Program
each have to provide a minimum of three years public service to compensate the investment
spent in their training.
7. StudentBlended Learning Tutor relationship

The professional relationship between the Blended Learning Tutors and their students has to
be very strong. The Blended Learning Tutor supports and facilitates the students learning
and provides them with advice that will promote their understanding of the learning materials
and their application to practice.
The students should feel they can ask their Blended

Page 15
Learning Tutor for assistance through email and phone at any reasonable time. The Blended
Learning Tutor can support students this way on a one-to-one basis, as well as through the
group Study Support Meetings.
In addition, the Blended Learning Tutor will have an
overview of individual students in their group and will check the progress for each student
and give appropriate advice and guidance.
8. Blended Learning Study Support Meeting

Blended Learning Tutors are responsible for arranging Study Support Meetings at convenient
places and times for all 10-15 students under his/her supervision. At least one meeting is
expected per month, so there will be more than one meeting for the bigger Modules. The
responsibility of the Blended Learning Tutor at these meetings will be facilitating a supportive
discussion environment for the students. Students are encouraged to raise any issues related to
their study, and to talk openly about their experience and challenges. The Blended Learning
Tutors have the responsibility to check each students Study Diary at these meetings to ensure
progress is being made in relation to the Self-Assessment Questions and Tutor Marked
Assignments (TMAs), and to provide feedback on the graded assignments. Students who do not
complete their Self-Assessment Questions or TMAs, or who are struggling to answer them,
should be identified and supported, The Blended Learning Supervisor is a source of advice and
support in cases where students are not able to make adequate progress in their studies.
9. Student assessment, marking methodology and

requirements for completion
Student assessment is an essential component of any curriculum. The purpose of assessment is to
help students to focus their learning, keep pace with the study schedule, to monitor achievement
of the learning outcomes and provide evidence for final certification. It is centered on three levels
or domains: knowledge, practice and behavior. An appropriate assessment should be valid,
reliable and practicable. In the Level IV HEW Pilot, the assessment process relay on the national
policy and principles of TVET guide and or involves a blend of continuous assessment and final
qualifying examination. HEWs that are enrolled on the Level-IV curriculum will be assessed at
four levels:
1. Self-Assessment Questions (SAQs) in the Blended Learning Modules (formative, i.e.
reviewed by the Blended Learning Tutor, but not marked for credit)
Page 16
2. Tutor-marked assignments (TMAs) at least one per module

3. Modular exam, covering four modules (one per semester)
4. Regional COC Level IV qualifying examination.
Assessment components for each Blended Learning Module
This will be made up of three components:
i.
Continuous assessment (completion of Tutor-marked assignments for each Module): this

will count towards 15% of the final grade
ii.
Written modular examination to be prepared by regional learning centers for each

semester, which will consist mainly of objective-type questions (such as multiple-choice,
matching and true-false questions): this will count towards 25% of the final grade
iii.
Practical evaluation of clinical skills by several Practical Learning Mentors on the basis
of repeated real life experience in different clinical situations (and linked to each of the
theory Modules): this will count towards 60% of the final grade.
The grading system should have to follow the TVET policy and principles in the region.
The other options for theoretical assessments are
Student have to pass all the tutor marked assignment (TMA)
A candidate must pass all the Module based examinations before being allowed to sit
for COC qualifying examination.
A candidate failing tone or two Modules (subjects) will repeat the subjects.
A candidate who fails three or more modules shall not be allowed to continue on the
program.
Practical Assessment
Successful completion (signed off by the Practical Training Mentor) of all practical procedures
related to each Module is also required. Clinical training is a pre-requisite for completing level IV
certification in Health extension practitioners upgrading course. Logbooks used as an interactive
vehicle between students and clinical mentors to assist both student learning and health facility
teaching. It is expected that after completing practical training the students would be able to submit
their log-book to the Blended Learning Supervisors. 100% of the required practical procedure has to
be fulfilled by each student
Page 17
10.
Student record keeping and coordination
Each student profile, including her academic results, will be organized and kept at the Regional
Blended Learning Centers. Student tutor-marked (TMA) assessment results will be collected
immediately from Blended Learning Tutors after completion of each Module; the results will be
processed and organized at these Centers. Regional Blended Learning Centers will also be
responsible for sending electronically organized regional student profiles via e-mail to the
Federal Coordinator within 10 days after 4 consecutive Modules examination.
Page 18
Blended Learning Coordination and Linkage
Federal Blended
Learning Coordination
office (FMOH)
Regional Blended
Learning Taskforce
Regional Blended
Learning Center
BL Supervisor
Student
Practical Training
Mentors
Blended
Learning Tutor
Regional COC
11.
Certification
A certificate of completion for Health Extension Practitioner will be awarded on successful

completion of the curriculum by the Regional Blended Learning Centers (affiliated Health
Science Colleges). Students who successfully complete the Blended Learning Modules and pass
the qualifying COC exam will be certified for Level IV Health Extension services
Page 19
12.
Program Cost
The Federal Ministry of Health will cover the cost of designing the occupational map,
development of Occupational Standards, development of curriculum and writing of learning
modules, as well as the cost of printing of the learning materials. The remaining program
implementation cost should be covered by Regional government (RHB). \
11.
Monitoring and Evaluation of the program
Using appropriate monitoring and evaluation activities to ensure the attainment of the desired
objectives of the blended learning program during implementation is essential.
The following major program activities are going to be monitored and evaluated throughout the
pilot implementation period. Those indicators will assess the input, process and the output of the
overall pilot program:
i. Program operational structure and coordination
Federal level
Regional level
Regional training coordination center
Student support meetings
Self-directed study of module sessions
Regional practical training sites
ii. Availability and quality of learning resources at all levels

iii. BL tutors performance
iv. Practical training mentors performance
v. Student performance
Page 20
The following list of indicators will be used as a way of tracking activities and accomplishments of
the blended learning program.
Category
Indicator
Input
Budget availability,
adequacy, timely
Curriculum
Ethiopian
Occupational
Standards
Implementation guide
Blended Learning modules
BL Tutor guide
Process
(performed
on Organization by level
schedule)
Student Self study
Study Support Meetings
Practical training
Modular exam
Output
Ratio of student passed for
theory
Ratio
of
students
well
performed practical
Ratio of students passed COC
Page 21
Draft Tentative schedule

Module
ANC
LDC
Session
Theory
rd
22
Feb 3 wk Apr 4th wk 2011
11
May 2nd wkJun 1st wk
PNC
9
IMNCI
16
Modular examination for the
above 4 modules
Mark and publish result
Health education
20
Communicable
42
diseases
Hygiene and
23
environ. health
Immunization
10
Modular Exam
Nutrition
12
Family Planning
12
AYRH
13
Non-Comm.Diseases
19
Health Management
16
Modular exam
(Final)
Graduation
SSM
3 times
2 times
TMA
2
1
1time
2 times
1
2
Practical
May 1st week
Jun 2nd wk-Jul
1st wk
July 4th week
Sep 2nd week
September 4th week 2011

Oct 1st wk Oct 3rd wk 2011
Nov 1st wk Feb 1st wk 2011
1 times
4 times
2
4
Oct 4th wk
Feb 2nd week
Feb 3rd wk- Mar 4th wk 2012
2 time
Apr 1st week
Apr 2nd wk- 4th wk 2012

May 3rd wk 2012
May 4th week 2012
Jun 1st wk 4th wk 2012
Jul 2nd wk Aug 1st wk 2012
Aug 3rd wk Sep 2nd wk 2012
Sep 4th wk Nov 1st wk 2012
Nov 3rd wk-Dec 2nd wk 2012
Jan 1st week 2013
1 time
May 1st wk
2 times
1 times
1 times
2 times
1 time
1
1
1
2
1
Jul 1st week

Aug 2nd week
Sep 3rd week
Nov 2nd week
Dec 3rd week
Jul 2nd wk-3rd wk

Aug 1stwk Aug 4th wk
September 3rd week 2011
Jan 3rd week 2013

Feb 2nd week 2013
*SSM: Student Support Meeting
Page 22

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Implementation Guide

Blended learning Program for Level IV Health Extension

Federal Democratic Republic of Ethiopia, Ministry of Health

Addis Ababa, Ethiopia

Implementation Guidance for Level IV HEW Blended learning Program

Objectives of Level IV training

Pilot program goals

Key features of the level IV pilot program

Role and responsibilities of stakeholders

Student Tutor relationship

Study Support Meetings

Student assessment, marking methodology and requirements for

Monitoring and evaluation

Tentative study calendar

Draft by Mohammed Hussein Abaseko

Implementation Guidance for Level IV HEW Blended learning Program

This guide is written by

Draft by Mohammed Hussein Abaseko

Implementation Guidance for Level IV HEW Blended learning Program

Keseteberhan Admasu, MD, MPH

Draft by Mohammed Hussein Abaseko

Implementation Guidance for Level IV HEW Blended learning Program

Implementation Guidance for Level IV HEW Blended learning Program

2. The core objectives of the upgrading program

Draft by Mohammed Hussein Abaseko

Implementation Guidance for Level IV HEW Blended learning Program

3. Pilot program goals

4. Key features of the Level-IV pilot program

The face-to-face interaction may take place in a variety of

settings, such as study support meetings and practical learning centers.

4.1 Duration of the Program

4.2 Pilot Target Group

Draft by Mohammed Hussein Abaseko

Implementation Guidance for Level IV HEW Blended learning Program

4.3 Blended learning materials and methods

The following course time allocation is suggested by MOH

Draft by Mohammed Hussein Abaseko

Implementation Guidance for Level IV HEW Blended learning Program

Health Education, Advocacy

Hygiene and Environmental

Adolescent and Youth RH

and Community Mobilisation

6. Roles and responsibilities of all stakeholders in the

Draft by Mohammed Hussein Abaseko

Implementation Guidance for Level IV HEW Blended learning Program

6.1 Federal Ministry of Health

Develop blended learning materials and guidelines in collaboration with partners

Coordinate all processes

Technically support Regional Health Bureaus (RHB)

Distribute learning materials and guides to RHBs

Monitor and support the overall process of the upgrading program

Evaluate the effectiveness and quality of the program implementation

6.2 Regional Health Bureaus

Facilitating provision of the Blended Learning Program in their region

Establishing an implementation taskforce in each region to assure quality of training

Selecting and recruiting appropriately qualified HEWs based on regional quotas

Appointing Blended Learning Tutors and Supervisors

Draft by Mohammed Hussein Abaseko

Implementation Guidance for Level IV HEW Blended learning Program

Monitoring and supporting the overall Pilot Program.

Zonal Health office

Facilitating provision of the Blended Learning Program in their Zone

Selecting and recruiting appropriately qualified HEWs based on Zonal quotas