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Action‐based learning to improve district management: A case study from Tanzania
Author(s) -
Barnett Elizabeth,
Ndeki Sydney
Publication year - 1992
Publication title -
the international journal of health planning and management
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.672
H-Index - 41
eISSN - 1099-1751
pISSN - 0749-6753
DOI - 10.1002/hpm.4740070406
Subject(s) - tanzania , enthusiasm , work (physics) , process (computing) , action (physics) , action learning , medical education , medicine , engineering , psychology , computer science , environmental planning , teaching method , cooperative learning , pedagogy , mechanical engineering , social psychology , physics , quantum mechanics , operating system , environmental science
Between October 1988 and December 1989, the district health management team (DHMT) of Same District, in Tanzania, tested out an action‐based learning strategy to improve its management capability. The initiative was led by the Centre for Educational Development in Health, Arusha, which was seeking alternatives to institutionbased management training, with support from WHO. The strategy involved the DHMT in an iterative process of problem analysis, action research, problem solving and review. The process combined start‐up and review workshops with on‐going work by the DHMT to tackle problems of primary health care (PHC) implementation. The team monitored its own progress in solving its problems. By December 1989, the team could identify a number of achievements, the most striking being the team spirit it had developed, and its ability to tackle a range of minor problems, and some major problems, facing its PHC work. Following the encouraging results in Same, the Ministry of Health endorsed the strategy, and secured funds to implement it on a wider scale. A further eight districts were introduced to the process. However, whilst there was enthusiasm for the start‐up workshops, the important follow‐up work necessary from regional level failed to take place in time. Insufficient time was given to preparing facilitators, and effective monitoring was not done. Remedial strategies must now be formulated to bring the process back on course. This article demonstrates the importance of ensuring that certain necessary conditions can be met when introducing action‐based learning, as a key continuing education strategy for improving management at district level.