Creating an Interactive, Inter-Professional Space for Healthcare Training: An Utopian View

Document Type : Original Research Manuscripts

Authors

School of Health and Rehabilitation Sciences, Faculty of Health Sciences, University of the Free State

10.22034/lss.2024.449207.1017
Abstract
Creating stimulating, future-focused learning environments is essential, considering learning as the interplay between students and their environment. Developing optimal learning spaces requires a holistic, transformative approach at both theoretical and practical levels.  This study sought insights from relevant co-creators – i.e., students, academics, clinicians - to identify essential factors for designing an interactive, inter-professional space for healthcare training. This study utilised a Critical Utopian Action Research design. Purposefully selected co-creators participated in two Future Creation Workshops (FCWs) to provide keywords for utopian desires and anticipated challenges in the envisioned space during phases 1 and 2 respectively. Keywords, were subsequently thematically grouped and ranked. In phase 3, participants further contributed insights on initiating the prioritised utopian ideas. Fourteen consenting participants were equally distributed in two FCWs. The top three utopian priorities were Human resources, Educational technology, and Physical space. The top three challenges envisioned were Digital resources, Human resources, and Organisational challenges. Innovative leadership, Funding, Access, and Empowerment were proposed to guide the creation of the desired space. Incorporating diverse co-creators ensured a comprehensive grasp of needs, desires, and proposed actions for developing an interactive, inter-professional learning space. Even though the value of creating a digital learning space was evident, the impact of the current challenges within the global higher education environment, such as funding and digital access, cannot be ignored. Innovative leadership, to strategically and effectively utilise such an interactive space within the teaching and learning environment, would thus be the biggest driver of success.

Keywords

Subjects

Adu-Baffoe, E., & Bonney, S. (2021). The role of non-governmental organizations in basic education
delivery in Ghana: Implications for theory, policy, and practice. International Education Studies, 14(4), 35-47. https://doi.org/10.5539/ies.v14n4p35
Akanbang, B. A. A., Aneleru, C., & Aziabah, M. A. (2023). Incentives and girl child education in
Ghana: An examination of CAMFED’s support scheme on enrollment, retention and progression in Garu-Tempane District. Sage Open, 13(3),1–13. https://doi.org/10.1177/21582440231183904
Babalola, J. B. (2006). Educational costs and financing analysis. External Studies Program. University
of Ibadan.
Bank, W. (2010). Education in Ghana: Improving equity, efficiency, and accountability of education service delivery. World Bank, 1-206.
Becker, G. (1994). Human capital: A theoretical and empirical analysis with special reference to
education. The University of Chicago Press.
Boser, U. (2014). Return on education investment: A district-by-district evaluation of US educational
productivity. Centre for American Progress.
Campaign for Female Education [CAMFED]. (2010). CAMFED Ghana baseline report. CAMFED.
Campaign for Female Education [CAMFED]. (2010). Impact report 2010: A power sharing model for
systematic change. Oxfam.
Campaign for Female Education [CAMFED]. (2018). Zimbabwe girls’ secondary education.
CAMFED.
Campaign for Female Education [CAMFED]. (2019). Strategic report summary of activities in 2019.
CAMFED.
Campaign for Female Education [CAMFED]. (2016). A new equilibrium for girls [Project Reference
5101]. Countries: Tanzania and Zimbabwe. Mid-line evaluation. Cambridge.
Campaign for Female Education [CAMFED]. (CAMFED, 2020). Annual review 2020.
David, N. M. (2014). Determinants of poor academic performance of secondary school students in
Sumbawanga District, Tanzania [Master’s thesis, Sokoine University of Agriculture].
DeJaeghere, J. (2016). Girls’ education aspirations and agency: Imagining alternative futures through
schooling in a low-resourced Tanzanian community. Critical Studies in Education, 59, 237–255.
DFID (2005). Girls’ education towards a better future for all Country. Department for International
Development.
Gitonga, A. M. (2009). Factors influencing girl-child participation in secondary education in
Nyahururu division, Laikipia district [Master’s thesis, Kenyatta University]. https://ir-library.ku.ac.ke/server/api/core/bitstreams/ca20a080-e0e3-4ade-92d3-9923598189bf/content.
HakiElimu. (2002). Tanzania education situation analysis. HakiElimu.
Human Rights Watch. (2017a). I had a dream to finish school: Barriers to secondary education in
Human Rights Watch. (2022b). Tanzania: Expedite protections for girls’ education.
Huzeru, I. (2012). The role of nongovernmental organization in girl child education in the Tolon-
Kumbungu district of the Northern region of Ghana. [Masters’ thesis, Kwame Nkrumah University of Science and Technology]. https://ir.knust.edu.gh/items/2d0f6d70-e09f-4d57-8748-783f04ee37bb
ILO (2001). Focusing on the worst forms of child labour. International Labour Organisation (ILO).
Jivani, R. (2010). What are the impacts of non-governmental organizations on the lives of the citizens
of Tanzania? Social impact research experience (SIRE). https://core.ac.uk/download/pdf/76366243.pdf
Kihombo, G. A. (2017). Assessment of factors contributing to girls’ school attendance and academic
performance on form four national examinations in Mbeya region, Tanzania [Masters’ thesis, University of Florida]. https://original-ufdc.uflib.ufl.edu/AA00062342/00001
Lane, S. (2022 September 2,). NGOs for girl child education: A hope for many.
Losioki, B. E. (2020). Education opportunities and support for orphans and vulnerable children in
Bagamoyo District Tanzania. East African Journal of Education Studies, 2(1), 187-197. https://doi.org/10.37284/eajes.2.1.250 
Melese, W., & Seifu, Y. (2008). Success and challenge of girls’ living quarters: the Case of
Southwestern Ethiopia. Ethiopian Journal of Education and Sciences4(1), 11-29.
Mgonda, N., & Ciampi, L. (2023). Scaling up a life skills and mentorship programme led by young
women in Tanzania’s national education system: Opportunities, challenges, and actionable steps. REAL Centre, University of Cambridge
Mosia, P.A., Lephoto, M.N. (2023). Non-governmental and community-based organisations as
enablers of inclusion in education. In: Hlalele, D., Makoelle, T.M. (Eds) Inclusion in Southern African Education: Understanding challenges and enablement (pp. 209–221). Sustainable Development Goals Series. Springer, Cham. https://doi.org/10.1007/978-3-031-43752-6_15
Muhsin, H. J. (2015). Identification of academic challenges facing most vulnerable children in
Zanzibar: The case of West District [Master’s thesis, Open University of Tanzania]. https://repository.out.ac.tz/1258/1/Dissertation__%2D__HASSAN_JUMA_MUHSIN___FINAL_3.pdf
Mwakyusa, A. (2012, November 26) Tanzania: CAMFED project to support schools with 350 million
Nasimiyu, P. O. (2016). Influence of educational activities sponsored by non-governmental
organization on academic performance in Yala Division, Kenya [Master’s thesis, University of Nairobi]. http://erepository.uonbi.ac.ke/handle/11295/99561?show=full
Ngonyani, H., Kamando, A.N. (2023). NGOs’ role in improving girl students’ learning environment:
perspectives from teacher mentors in NGO-supported public secondary schools. SN Social Sciences 3, 99 https://doi.org/10.1007/s43545-023-00690-y 
Nyembeke, V. I. (2016). Parental involvement on students’ academic activities in community
secondary schools in Tanzania [Master’s thesis, Open University of Tanzania].
OECD, (2012). Equity and quality in education: Supporting disadvantaged students and schools.
OECD Publishing.
Óskarsdóttir, S.S., Baldursdóttir, S., & Einarsdóttir, J. (2016). Vulnerable girls, education and non-
governmental organisation sponsorship programmes in Kampala. Childhood, 23, 410 - 422.
Omofonmwan, S.I. & Odia L.O. (2009) The role of non-governmental organisations in
community development: Focus on Edo State–Nigeria, The Anthropologist, 11(4), 247-254. 10.1080/09720073.2009.11891111
Peers, C. (2015). What is “Human” in human capital theory? Making a transition from industrial to
post-industrial education. Open Review Education Research, 2(1), 55-57.
Reza, F. (2022). The role of NGOs in promoting education: Successes and challenges. International
Journal of Education, Learning and Development, 10(1), 24-43.
Samir, R. (2002). Complex system theory and development practice. Understanding non linear
realities. ZED Books.
Terway, A., Dooley, B., & Smiley, A. (2012). Most vulnerable children in Tanzania: Access to
UNICEF, (2001). Situation analysis of children in Tanzania. UNICEF.
URT (2012). Poverty and human development Report 2011, Research and Analysis Working Group
MKUKUTA Monitoring System. Ministry of Finance. Mkuki na Nyota Publishers.
URT (2023). Education and training policy. Ministry of Education and Vocation Training.
UNICEF. (April 2023). Community members stand together for girls’ right to education in Tanzania.
UNICEF. (2017, November 2). Education fact sheet: Progress, challenges and what we want to
achieve. https://www.unicef.org/tanzania/reports/education-fact-sheet
UNESCO (2012). UNESCO global partnership for girls and women’s education-One year on
Tanzania. UNESCO Publishing
UNESCO. (2022). Non-governmental organizations provide services and advocate for gender
UNESCO. (2023). Ensuring the right to education for vulnerable groups.
https://www.unesco.org/en/right-education/vulnerable-groups
UNESCO. (2021). Advancing girls' education and gender equality through digital learning.
UNICEF. (2021, February 5). Reimagining girls’ education: Solutions to keep girls learning in
Van de Waal, W., Ashon, M. A., & Comings, J. P. (2024). A case study of support for girls’ access to primary school in Ghana. Prospects, 54(1), 241-253. https://doi.org/10.1007/s11125-022-09626-5

  • Receive Date 18 March 2024
  • Revise Date 26 July 2024
  • Accept Date 01 August 2024