How do we work?

What do we believe in?

ui accordion buttonui accordion buttonui accordion buttonui accordion buttonOur aims (aspirations)

We uphold and demonstrate shared values of social accountability as defined by THEnet:
  • Quality: Health services must be delivered in a way that optimally satisfies both professional standards and community expectations.
  • Equity: Opportunities for health gains are available to everyone. Health equity and social determinants of health should be considered in all aspects of education, research and service activities.
  • Relevance: The most important and locally relevant problems are tackled first. Decisions on health resources are responsive to community needs and the principles of cultural sensitivity and competency.
  • Efficiency: The greatest impact on health is achieved through cost-effectiveness and with available resources targeted to address priority health needs.
  • Partnerships: Partnerships are key in developing, implementing and evaluating efforts between all stakeholders- faculty and students, communities, health and education systems, and schools.

ui accordion buttonui accordion buttonui accordion buttonui accordion buttonHow do we know we are achieving our aims? (indicators)

The following indicators will assess our progress towards these aims:
  • Social accountability values are explicit, known and understood by our learners, educators and leadership
  • Leadership, educators, learners and other partners affected by our activities, including community partners, are able to give examples of how these values are put into practice

ui accordion buttonui accordion buttonui accordion buttonui accordion buttonWhat data can be gathered? (suggested sources of evidence)

Use one or more of the following methods to gather data to assess progress towards these aims:

Document Review

Below are the types of documents used to determine the degree to which your school upholds social accountability values:
  • School mission statement, vision statement and strategic plans
  • Annual reports
  • Course material and learner manuals
  • Educator recruitment and human resources policies and procedures (e.g. educators must indicate how they adhere to these values as part of a recruitment or performance assessment process)
Focus Groups/Interviews

Below are the types of questions you can ask in focus group discussions or in interviews with leadership, educators, learners and key stakeholders:
  • What is your understanding of the values of the school? (What are the beliefs that underpin the strategies, approaches and activities of the school?)
  • The school’s values are: [name the values], describe how these values are shown in the day to day workings of the school?
Additional questions and tools are available here.

How do we work with others?

ui accordion buttonui accordion buttonui accordion buttonui accordion buttonOur aims (aspirations)

We partner with individuals, groups, the health sector and communities to design education, research and service activities that address the priority health and social needs of the communities we serve.

Our partnerships reflect our genuine commitment to meaningful collaboration with communities, health services, health care providers and local authorities.

ui accordion buttonui accordion buttonui accordion buttonui accordion buttonHow do we know we are achieving our aims? (indicators)

The following indicators will assess our progress towards these aims:
  • Community champions/point persons are identified and supported in our communities
  • There are organizational processes in place for community, health sector or school initiated partnerships that can involve education, research or service activities
  • Principles and processes are defined in a Memorandum of Understanding or in Terms of Reference documents that are established with the input and agreement of all partners, and include clarity on decision making and conflict resolution
  • Partners make clear and open communication an ongoing priority by striving to understand each other’s needs and interests
  • Feedback among stakeholders in the partnership improves the partnership and its outcomes
  • Partners share resources and the benefits of the partnership’s accomplishments and seek to develop a sense of equal power among partners

ui accordion buttonui accordion buttonui accordion buttonui accordion buttonWhat data can be gathered? (suggested sources of evidence)

Use one or more of the following methods to gather data to assess progress towards these aims:

Document Review

Below are the types of documents used to determine the degree to which your school works with others:
  • Documents that describe programs of teaching, service and research designed and/or implemented with others
  • Evidence or documentation of community and health sector participation in school activities
  • Evidence or documentation of reciprocal benefits for the school, community and health sector in partnership outcomes
  • Meeting minutes from collaborations and partnership that describe actions and outcomes
  • Memoranda of understanding with health sector partners and communities
  • Documents and audits that describe financial, infrastructure,  in-kind services and other resources provided by community members, health sector partners and school including educators and students
  • Learners handbooks, policy and cultural manuals outlining roles and responsibilities towards communities and partners
  • Community engagement manuals and policies (e.g. scholarships for learners to work or study in community settings)
Focus Groups/Interviews

Types of questions you can ask in focus group discussions or in interviews with leadership, educators, learners and other key stakeholders:
  • Tell me about how (name of specific project or program mentioned by participants) was developed? Who initiated the project/program?
  • If you have an idea for a project, how could you get it implemented? (Leadership, educators, learners and health sector stakeholders)
  • Can you provide examples of reciprocal benefits between our school and your organization or community?
  • How do partnership projects and/or programs benefit both the school and the organization and/or the community?
  If there is no documentation on how the school works with others, consider the following questions:
  • How does the school partner with the community in education, research and service?
  • How does the school partner with the health sector in education, research and service?
Additional questions and tools are available here.

ui accordion buttonui accordion buttonui accordion buttonui accordion buttonTools To Help

Additional Tools and Resources

Below are some resources that may help you. These are suggested tools only, and not developed by THEnet. For the latest tools from THEnet go to the Framework Toolkit.

How do we make decisions?

ui accordion buttonui accordion buttonui accordion buttonui accordion buttonOur aims (aspirations)

Strategic decision-making at our school involves meaningful participation from all stakeholders.

ui accordion buttonui accordion buttonui accordion buttonui accordion buttonHow do we know we are achieving our aims? (indicators)

The following indicators will assess our progress towards these aims:
  • There are governance structures and processes in place to ensure meaningful participation of key stakeholders in corporate, fiscal and academic decision-making
  • Important school decisions reflect the input of key stakeholders including leadership, educators, learners and communities
  • Feedback and concerns of key stakeholders including leadership, educators, learners and communities regarding important school issues is reflected in decision-making
  • Key stakeholders participated in developing and/or updating the constitution, charter or mission statement
  • There are examples of policies and processes that changed in response to stakeholder feedback

ui accordion buttonui accordion buttonui accordion buttonui accordion buttonWhat data can be gathered? (suggested sources of evidence)

Use one or more of the following methods to gather data to assess progress towards these aims:

Document Review

Below are the types of documents used to determine the degree to which your school involves stakeholders when making strategic decisions:
  • Policies and reports on policies or services that changed in response to stakeholder feedback
  • School organizational chart
  • Memoranda of understanding between school and stakeholder groups
  • School mission statement, constitution or charter
  • Minutes and notes from key committees and relevant meetings that describe actions and outcomes
  • Written stakeholder feedback and consultation reports
  • Membership lists for community committees (including learner groups)
  • Websites, social media outlets and pamphlets with community information indicating how communities can engage with the school
Focus Groups/Interviews

Below are types of questions you can ask in focus group discussions or in interviews with leadership, educators, learners and other key stakeholders:
  • Describe who is involved in decision making at the school. For example:
    • How are community members involved in decision making at the school?
    • How are health sector stakeholders involved in decision making at the school?
    • How are learners involved in decision making at the school?
  • In what ways do you feel that you can contribute to the decision-making processes of the school – in relation to education, research, service and community partnerships?
Additional questions and tools are available here.

How do we manage resources?

ui accordion buttonui accordion buttonui accordion buttonui accordion buttonOur aims (aspirations)

Resources are allocated to support engagement with stakeholders and communities in the regions we serve.

Resources are allocated to the delivery of high quality programs in communities where there is the greatest need for the provision of high-quality health services.

We encourage reciprocal contributions between ourselves, the community and other stakeholders.

ui accordion buttonui accordion buttonui accordion buttonui accordion buttonHow do we know we are achieving our aims? (indicators)

The following indicators will assess our progress towards these aims:
  • Resources for community engagement and program operationalization are distributed according to priority needs
  • A significant proportion of school resources are distributed beyond the main campus to other sites (community sites, placement sites, health sector teaching sites) (Absolute proportion to be decided based on school context and needs)
  • Sufficient resources are available to operationalize the schools’ strategic plan related to community engagement
  • Communities and the health sector make and receive in-kind or financial contributions
  • Key stakeholders are satisfied with resource allocation
  • There is documentation of partnership agreements for engagement with local communities
  • Learner assessment results across sites are similar
  • “Champions” are identified and supported in community and stakeholder groups
  • Funding to support engagement and services in priority areas is sought from a range of sources

ui accordion buttonui accordion buttonui accordion buttonui accordion buttonWhat data can be gathered? (suggested sources of evidence)

Use one or more of the following methods to gather data to assess progress towards aims: Document Review Below are types of documents your school can use to determine how resources are managed:
  • Needs assessments and program report to determine whether goals are being operationalized according to priority needs
  • Documents and audits describing external partnerships, including Memoranda of Understanding
  • Budgets and financial reports, indicating proportion of school resources allocated outside the main campus
  • Evidence of grant funding supporting underserved populations (e.g. workforce plans and budgets)
Focus Groups/Interviews Below are the types of questions you can ask in focus group discussions or in interviews with leadership, educators, learners and key stakeholders"
  • How does the school allocate resources across its various programs?
  • What is the process for matching funding and resource allocation with priority needs? (Leadership and key stakeholders)
  • What is the process for reviewing resource allocation across the school and who is involved in this process? (Leadership)
  • To what degree has the school allocated sufficient resources to all stakeholders involved in the planning and delivery of the health professional education programs to meet their needs? Can you provide examples to illustrate what you mean?
Additional questions and tools are available here.

Recent Resources

Download The Framework

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THEnet is a trusted provider of technical assistance in designing socially accountable and community engaged health workforce education programs, evaluating education initiatives and their impact, and offering policy guidance to governments, schools and international partners.

For example, as an international expert in the evaluation of health workforce education, we were chosen by the US Government to conduct an external midterm evaluation of its $130 million-dollar Medical Education Partnership Initiative (MEPI) in Africa. Upon completion of the evaluation, the U.S. Government contracted us to conduct the midterm evaluation of its $30 million-dollar Global Nurse Capacity Building Program (GNCBP) that includes nursing and midwifery education.

THEnet offers technical assistance and consultancy services in the following areas:

  • Guiding health workforce education institutions using the Framework for Socially Accountable Health Workforce Education.
  • Supporting governments in carrying out the Framework for Socially Accountable Health Workforce Education on a national level.
  • Conducting baseline and needs assessments for health-system strengthening related to human resources for health.
  • Assessing the outcomes and impact of health workforce education institutions and programs and facilitating strategic and operational planning.
  • Advancing the implementation of social accountability strategies and accountability mechanisms at the institutional and national levels, including strategies and tools for:
  • Community engagement
  • Needs assessments
  • Curriculum revision
  • Faculty and student recruitment
  • Quality assurance at clinical training sites
  • Graduate tracking
  • Outcome and impact evaluation
  • Inter-professional collaboration
  • Policy, Regulation and Accreditation
  • Leadership development for social accountability

Please contact info@thenetcommunity.org if you are interested in accessing THEnet’s services and expertise.