On learning, leadership, and impact: a new kind of dialogue to tackle the challenges that threaten our societies

Reda Sadki Writing

The Geneva Learning Foundation’s new Dialogue is an invitation-only global conversation exploring learning, leadership, and impact. Our aim is to explore new ways to connect individuals who are tackling the challenges that threaten our societies. In the past, one observation has been that conversations around learning and leadership tend to happen between nearly-identical peers. One of the bets we are making is that to progress our understanding on leadership, diversity is a necessary condition. And, indeed, I am struck by the radical diversity of the Dialogue’s participants so far. My conviction is that such improbable connections could create new possibilities for facilitated dialogue to surface new insights into the nature of leadership in the Digital Age. Below are three examples, connecting a disease control student from Ghana, an engineer working on a water pipeline in Libya, and an NGO worker from New Zealand.

Time travel

What lies beyond the event horizon of the ‘webinar’?

Reda Sadki Learning design, Learning strategy, Thinking aloud

It is very hard to convey to learners and newcomers to digital learning alike that asynchronous modes of learning are proven to be far more effective. There is an immediacy to a sage-on-the-stage lecture – whether it is plodding or enthralling – or to being connected simultaneously with others to do group work. Asynchronous goes against the way our brains work, driven by prompts, events, and immediacy. But people get the benefit of “time-shifting” their TV shows and “on demand” is the norm for media consumption now. Most webinars still require you to show up at a specific time. With live streaming of the Foundation’s events, we are observing growing appreciation for asynchronous “I’ll watch it when I want to” availability of recorded events. The behavior seems different from the intention of viewing a recorded webinar, which almost never happens. (This is, in part, the motivation question: does anyone watch …

Two false dichotomies: quality vs. quantity and peer vs. global expertise

Reda Sadki Global health, Global public health

The national EPI manager of the Expanded Programme for Immunization (EPI) of the Democratic Republic of the Congo (DRC), just addressed the COVID-19 Peer Hub Teams from DRC and Ivory Coast, saluting both teams for their effort to prepare and strengthen COVID-19 vaccine introduction. I am honored to have been invited and pleased to see how this initiative is not only country-led but truly owned and led by its participants. She has joined the Inter-Country Peer Exchange (reserved for COVID-19 Peer Hub Members) organized by the Peer Hub’s DRC Team to share rapid learning from COVID-19 vaccine introduction. In the room are immunization professionals, primarily those working for the Ministries of Health, directly involved in vaccine introduction from both countries and from all levels of the health system. Other COVID-19 Peer Hub country teams are organizing similar inter-country exchanges, in response to their own needs, building on what they have …

Walled garden

Can the transformation of global health education for impact rely on input-based accreditation?

Reda Sadki Education business models, Global health, Learning strategy

Burck Smith wrote in 2012 what remains one of the clearest summaries of how accreditation is based primarily on a higher education institution’s inputs rather than its outcomes, and serves to create an “iron triangle” to maintain high prices, keep out new entrants, and resist change. It is worth quoting Smith at length (see this link) as we think through the proposal that the transformation of global health education for impact should rely on accredited institutions. Global health efforts are focused on outcomes and aim to achieve impact. Of necessity, this requires rethinking a broad swath of fairly fundamental issues, from how to construct education to what philosophy should underpin what we design and develop. And the focus on results makes the prevailing input-based accreditation criteria unlikely to be the most useful ones to help achieve global health goals. The call for a “revolution” in education for public health is …