More From the Blog

  • Creating healthier Nigerian communities through laboratory strengthening

    Laboratory strengthening is a component of Strengthening Integrated Delivery of HIV/AIDS Services (SIDHAS), a five-year project to build local capacity for the delivery of sustainable, high-quality and comprehensive HIV/AIDS prevention, treatment, care and support services. FHI 360 implements SIDHAS in 13 states in Nigeria.

    What is laboratory strengthening and how is SIDHAS meeting this need?

    Lab strengthening is a form of support to improve the capacity of a lab for quality service delivery, helping to achieve optimal performance, increase productivity and efficiency, deliver accurate and replicable diagnostics services, achieve customer satisfaction and promote safety. Lab strengthening also provides infrastructural development, equipment maintenance and quality control services to allow timely delivery and accurate results.

    FHI 360 has supported the improvement of labs through training and mentoring to facilitate good quality management systems and record keeping. This work in lab improvement aligns with the World Health Organization Africa Regional Office (WHO-AFRO) initiative known as Strengthening Laboratory Management Towards Accreditation (SLMTA). Working within SLMTA parameters with our Nigerian government counterparts provides regular collaboration and deepens the leadership, stewardship and sustainability of the country’s labs.

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  • A conversation on ending extreme poverty

    What will it take to eradicate extreme poverty?

    I sat down with Carla Koppell, Vice President for the Center for Applied Conflict Transformation at the United States Institute of Peace to discuss the U.S. Agency for International Development’s (USAID) ambitious Vision to End Extreme Poverty. A former Chief Strategy Officer at USAID, Koppell shares her insight on how the international development community can turn vision into reality.

    Why focus on extreme poverty? How do strategies for addressing extreme poverty differ in states with weak institutions? How do we balance getting rapid results with strengthening local capacity? These are just a few of the topics we dive into as we search for ways to turn ideas into action.

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  • Keeping up the momentum to control TB

    Dr. Timothy Mastro

    Dr. Timothy Mastro
    Photo: Leanne Gray/FHI 360

    World TB Day 2016 comes at a watershed time in the history of the tuberculosis (TB) epidemic and the broader global response to health and development. In recent years, we have expanded access to more sensitive TB diagnostic services, increased awareness about the important role of infection control within health care settings and have new treatment options for individuals with multidrug-resistant (MDR) TB. But, there is much work still to be done.

    TB now rivals HIV as the top global infectious disease, yet we have not applied the same vigor to controlling TB as we have to controlling the HIV epidemic. That time is no longer. We have the opportunity to mirror the advances gained toward ending the HIV epidemic, largely based on evidence, driven by ambitious targets and linked to well-designed guidance.

    In many parts of the world, HIV poses a particular challenge to TB control, which we cannot ignore. We have developed HIV prevention and treatment tools that will allow us to end the HIV epidemic, and we must add urgency to align these with TB control efforts. Doing so will assure successful outcomes in the fight against HIV and TB coinfection. The urgency comes from World Health Organization reporting that indicates mortality from TB eclipses mortality from HIV. The tremendous research and program advances from unprecedented investments in the HIV response must be leveraged to take control of TB morbidity and mortality.

    Dr. Carol Dukes Hamilton

    Dr. Carol Dukes Hamilton
    Photo: Leanne Gray/FHI 360

    This moment in time is particularly important as we transition to the Sustainable Development Goals (SDGs) that will guide policy and funding over the next 15 years and are linked to a pledge to end poverty, everywhere, permanently. While health is now only one of 17 goals, the shift in focus may bode well for control of TB, which is a disease of poverty exacerbated by malnutrition, overcrowding and poor hygiene.

    FHI 360’s TB initiatives strategically align with the SDGs. Our projects provide technical assistance to governments to yield evidence-based solutions to their local TB situations. We assist governments with improved disease surveillance so they can invest in ways that will yield the greatest impact by providing curative treatment and limiting new infections. We promote an approach that focuses on those most vulnerable in society because TB concentrates in the most marginalized populations of any given society. A human rights-based approach that engages affected communities is the basis for a sound, effective response.

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  • Social marketing for public health systems change

    Can social marketing efforts to promote individual behavior change inhibit progress instead of advancing it? On one topic at least, the answer appears to be yes.

    A couple months ago I had the pleasure of attending the Robert Wood Johnson Foundation’s Childhood Obesity Program Leaders’ Advance, which brings together leaders in the fight against childhood obesity to discuss strategies and approaches for reversing the increases we’ve seen in the past 30 years. The meeting was held in Oakland, California, and included a visit with the Alameda County Public Health Department to learn about their efforts. An official from the department posed a question to the group, “What do we think is the biggest barrier to the success of community efforts to reduce obesity?” What he didn’t say was: funding, poverty, racism, education, or the food and beverage industries. His answer might surprise you — individualism.

    Individual-focused messaging has led Americans to believe obesity is caused by personal choices. Click To Tweet

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  • Using technology to help farmers adapt to climate change

    Hellen Mary Akiror’s livelihood relies on the right amount of rainfall coming at the right time.

    A farmer in Uganda’s Soroti district, Hellen lives with her husband and seven children. Growing millet, groundnuts, sorghum, cassava and potatoes on her four acres, she is dependent on rain-fed agriculture for her survival. Yet, she said, “Rainfall comes at the wrong time, in huge quantities, and stops when we need it most.”

    Hellen’s story is all too common. In 2014, I met Mukasa, an elderly Ugandan farmer grappling with the fact that his village was facing unpredictable rainfall and temperatures higher than any in living memory. At the same focus group discussion where I met Mukasa, I also met Father Philippe, the pastor of Mukasa’s parish. Father Philippe said, “We have sinned and the lack of rain and excess heat are the wrath of God.” Another parish member said, “We destroyed the trees and we are facing the consequences.”

    While the villagers’ explanations vary, all agree on one point — rainfall in the country is becoming scarce and unpredictable, and extreme heat is increasing in intensity and frequency. During the 80 years between 1911 and 1990, only eight droughts occurred, while in the 10 years between 1991 and 2000, the country experienced seven droughts. As in other sub-Saharan countries, higher temperatures and more frequent and severe droughts and floods in Uganda diminish food security, decrease the quantity and quality of water, and deteriorate natural resources.

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  • How do we promote equity in education? A new research initiative

    Rising inequality is one of the greatest challenges facing the global community today – and equity is rightly at the heart of the new development agenda, reflected in the Sustainable Development Goals and the Education 2030 Incheon Declaration. Nowhere is the challenge of equity more salient than in education, with its potential to positively shape life outcomes – or further exacerbate societal disparities.

    How prepared are we in the education community to address this challenge? Do we have the right tools, metrics, and interventions to track our progress in educational equity? While we have gathered gender-disaggregated data for decades, our collective practice in tracking equity across other dimensions has been far from deliberate. Just as quality proved a blind spot in the early years of the previous goals period, there is a risk that inequality in education outcomes and resources will go unmeasured, unreported, and unaddressed. Without attention to equity now, we may soon find ourselves scrambling to address the equity gap, just as we scrambled to address the learning gap that emerged under the focus on access.

    Read the full blog here.

  • Accelerating progress on Zika through better family planning

    In a statement declaring the clusters of birth defects that appear to be linked to Zika virus infection in Brazil “a public health emergency of international concern,” the World Health Organization recommends important measures for tackling this emerging infectious disease threat: improving surveillance, developing better diagnostic tests, intensifying vector control efforts and carrying out other prevention and treatment measures.

    More remarkable were calls from public health officials in Colombia, Ecuador, El Salvador and Jamaica for women to postpone pregnancy until more is known about the association between the Zika virus and microcephaly, a severe birth defect affecting the brains of newborns. Salvadoran health officials have even advised women to delay pregnancy until 2018, when the risk of being infected with Zika may be lower.

    The spread of Zika in the Americas adds urgency to the need to help all women — and their male partners — avoid unintended pregnancies. But, women and couples in countries affected by Zika face formidable barriers to achieving their fertility intentions, including lack of access to contraceptives and other reproductive health services, some of the world’s most restrictive abortion laws and high rates of sexual violence.

    Placing the burden of protecting unborn children from the virus’ effects solely on women who have limited reproductive rights and contraceptive options is discriminatory and unsustainable. Expanding access to reproductive health services must be part of a comprehensive response to the Zika virus, and these services should be supported in ways that protect and strengthen the reproductive rights of women and girls.

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  • No pipeline, no promise: The role of contraceptive R&D at the International Conference on Family Planning

    This week, nearly 3,000 health professionals and researchers gathered in Nusa Dua, Indonesia, for the 4th International Conference on Family Planning (ICFP), the world’s largest conference focused on family planning. At this and similar events, we often hear about the barriers that prevent women and men around the world from having reliable access to safe, affordable contraceptive services. “No product, no program!” “No provider, no program!” These are common refrains in the family planning community, and they speak to the importance of having both sufficient contraceptive commodities and adequately trained health care providers to ensure high-quality services for individuals who need them.

    This week at ICFP, Dr. Laneta Dorflinger, director of Contraceptive Technology Innovation at FHI 360, offered an additional perspective. “No pipeline, no promise!” she asserted during the Family Planning+Social Good event to highlight the importance of continued investment in contraceptive research and development.

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  • Developing girls’ mathematics identity through teacher education

    A disturbing trend has developed showing that decreasing numbers of girls and women are majoring and entering careers in science, mathematics, engineering, technology and computer science (STEM-CS). Some of this decline is attributed to how math is taught in schools. If students do not find math interesting, if the teaching of math is described as boring or not fun, and if students do not see the relevancy or application of math in their personal lives, then students and girls particularly are not going to be interested in or pursue careers in mathematics or any of the other STEM-CS fields.

    Since math and science both suffer from teacher and student low self-efficacy, it is extremely important to make these subjects interesting and relevant. Thus, much of my role as a science teacher educator working with preservice and in-service elementary teachers is to begin building a foundation for them to become reacquainted with math and science and to excite an interest of learning these areas, so that they can do the same for their students. Below I outline a few ways teacher education can support the development of girls’ math identity. A first step is to encourage a math and science identity with teachers during their teacher preparation with the hope that they will foster math and science identity with their students.

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  • 4-step guide to how ICTs can help farmers adapt to climate change

    The Climate Change Adaptation and ICT (CHAI) project, co-implemented by FHI 360, uses ICT tools to provide climate adaptation information to more than 100,000 farmers in local languages in three intervention districts in Uganda with the goal of increasing agricultural productivity in communities vulnerable to climate change.

    This week CHAI won the UNFCCC 2015 Momentum for Change’s Lighthouse Activities Award for innovative and transformative solutions addressing climate change and wider economic, social and environmental challenges.

    Studies conducted by the CHAI project showed that access to adaptation information improved by up to 48 percent in the intervention districts (Nakasongola, Sembabule and Soroti) compared to the control district (Rakai), while the effectiveness of adaptation actions that were based on information received through the project increased by up to 33 percent in the intervention areas compared to the control district.

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