|Dimension||Description||Factors shaping priority|
|Ideas||The ways in which those involved with the issue understand and portray it.||
• Diversity in views regarding the meaning of global health.
• Recognition that public health is now global but concerns regarding need to focus on domestic ‘local’ health.
• Global health education essential but diversity on the ways to integrate in the public health curriculum.
• Sensitization of employers and prospective students required as understanding of global health is poor.
|Actor power||The strength of the individuals and organizations concerned with global health education.||
Public health education community cohesion:|
• No clear global health community exists to drive the agenda.
• Orientation and faculty exposure to global health is mixed.
• Well-trained faculty with global exposure needed to advance global health curriculum.
• International interactions, collaboration and partnerships required to drive global health education.
Guiding institutions - Institutional readiness:|
• National landscape and priorities: public health education programs are still relatively new in India.
• International academic partnerships are manifold and essential to drive global health education.
• Multilateral organizations are potentially a key partner but are not actively engaged in education.
• Engagement of potential employers who do not currently understand global health.
|Educational contexts||The environments in which actors operate.||
• Foundational public health competencies are essential before building global health competencies.
• Limited opportunity to include global health in the existing public health curriculum due to competing priorities.
• Views on inclusion of global health in the curriculum ranged from a module to a specialization. Executive global health course after public health program is a preferred option.
• Need for standardization of global health curriculum across different settings.
|Issue characteristics||Features of the problem.||
• Public health education is relatively new in India.
• Global health education is embryonic and fragmented.
• ‘Local context’ is important for adaptation of global health competency frameworks.
• Opportunities for faculty to develop international partnerships and student exchange.
• Limited job opportunities and employability concerns for global health professionals.
• Partnerships between HIC and LMIC may facilitate effective global health education.