Criteria to distinguish approaches

Reda Sadki July 11, 2018

View from the Learning Executive: Reda Sadki
Think and do
Missed opportunities (2): How one selfish learner can undermine peer learning
Debunking the “Social Age”, a dead end for humanitarian leadership practitioners
Making humanitarians
Heidi Larson: “So much remains determined by the capacity of people on the frontlines to explain, advocate, and respond in ways that are almost entirely dictated by context”
Rising together: promoting inclusivity and collaboration in global health
The Geneva Learning Foundation: Spanning the full spectrum of learning
Quality in humanitarian education
The Geneva Learning Foundation: Localizing programming and grounding policy

Metaphors of global health: jazz improvisation ensemble or classical orchestra? April 6, 2023
Rising together: promoting inclusivity and collaboration in global health March 22, 2023
Credible knowers March 21, 2023
What works in practice to build vaccine confidence? December 6, 2022
Heidi Larson: “So much remains determined by the capacity of people on the frontlines to explain, advocate, and respond in ways that are almost entirely dictated by context” December 6, 2022
What is a “rubric” and why use rubrics in global health education? October 16, 2022
Pandemic preparedness through connected transnational digital networks of local actors October 13, 2022
Reinventing the path from knowledge to action in global health October 12, 2022
Which is better for global health: online, blended, or face-to-face learning? September 29, 2022
How we make sense of complexity, together, at the Geneva Learning Foundation September 25, 2022

This is Reda Sadki's personal blog.

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