 Okay. Thank you very much for the invitation and the opportunity to present. I sincerely apologize. I was rushing to get to a point where I would have better connectivity only to realize there was a power outage. So I'm not able to share my screen. That's why I'm on my iPhone just to try and cover for the time that I've been allocated. My name is May Bonangami. I'm a nursing professor of health policy and health systems management. And I'm serving as the Dean of the School of Public Health at Moore University in Kenya. We are based in Eldorat. My presentation is on designing programs for sustainable and functional collaboration among animal, human and environmental health practitioners. I'm going to present in two phases. First, I'll talk about the rationale and approaches and how we engage with stakeholders to develop a curriculum on MSC infectious disease and global health. And then I'll give my own reflections on implications for sustainability and dynamics of one health and how we can grow beyond the current collaboration. The rationale for any program would have to engage the stakeholders in terms of asking the following questions. How many people do we want to train and for what purpose? How do we want to train these people differently using the one health approach? How are we going to create or intend to create a professional cadre of people who can practice one health? What kind of support or new approaches are available for us to engage in one health research? And finally, how are we going to create new leaders or movement that will address one health challenges and one health related diseases in the 21st century? There are several approaches for designing a program. And as Del has mentioned, one approach would be to focus on short or certificate level courses where you can modify the content of your existing curricula through the in-service training. You can either mainstream or integrate various content. You can also design standalone courses or even have electives that the learners can take. What I want to address today is regarding a program level program which would focus on postgraduate training. This program was jointly developed by the Afro-Hoon Network under which Dr. Sam Wajohi is our country manager. And the specific institutions were more university and School of Public Health at the University of Nairobi as well as Faculty of Veterinary Medicine. The program development, as we all know, one health is not just multidisciplinary but transdisciplinary. It also requires multi-sectorial and approach in design and development. So in developing our program, we set out hired a consultant to first of all document the existing literature and what gaps exist in terms of training needs for one health in the country. We then held a stakeholder workshop in April of 2018 to map out our own understanding as stakeholders what we really want to get out of this program. Then we held a series of workshops to develop the content between 2018 and 2019 and had a final stakeholder validation meeting in July 2019 to look at the complete program. Since then each institution, University of Nairobi as well as more university have then been pursuing through internal institutional mechanisms to have the curricula approved. What does the needs assessment indicate? In our curriculum, the needs assessment covered both the training requirements as well as the market survey. We then mapped the required competences. We mapped the required competences in terms of knowledge skills and behavior and aligned them to the various disciplines looking at both human animal as well as the environment. And then we looked at the competences of the graduates who are already in the field because this a master's program and how we would be able to enhance these competences or improve their performance at their various workplace. And then lastly, we aligned these training needs assessment with the national as well as regional and we also try to benchmark with the best institutions in the world by aligning our competences to the global one health competences. The program is a two track curricula which focuses on infectious diseases as well as the global health component. We employed the principles of systems approach we infused leadership and governance, entrepreneurial skills, gender, data science as well as implementation science. In looking at the syllabus, the most important thing that I want to point out is the learning outcomes that in developing the learning outcomes of any program, one needs to pay attention to the level, but also the sequencing of these outcomes. In our case, we know that we are dealing with students from various backgrounds, both in animal as well as in health, that for example in health, there would be public health, there would be people in laboratory, there would be those from medical sciences and biological sciences and so on. So we had to be careful in terms of lining up the learning outcomes to ensure that we are building from the known to the unknown, but more importantly spiraling the learning in a way that we build the basic conditions of building blocks towards the specialization for each learner. We also looked at the importance of making sure the learning objectives and outcomes are measurable, understandable, attainable. This is not a very easy undertaking given the nature of one health and the importance of working across different disciplines to arrive at consensus. We use the Bloom's taxonomy to guide us in trying to understand the different levels as well as the importance of trying to spiral our teaching and aligning the content to the various learning outcomes. When it came to the content, we had to break up in various disciplines or subject matter expert teams to work on the various curricula that we had as or subject areas or topics that we had identified from the needs assessment and the first workshop. And here each team was supposed to outline the scope as well as the level in terms of learning. I must say also that the content. We purpose to say that about 70% of that content should lead to directly to experiential learning focusing on research, given the importance of one health one health is not a discipline one health is an approach. The other aspect that I would like to mention is the collaboration in terms of the mode of delivery. This was also challenging in the way we try to structure our two tire program. Our program is, first of all, we have the common courses taken in semester one, and then the second semester of the first year, the students then go into specialization, whether they want to focus on infectious disease, or when they want to focus on global health. And then the second year of the program is specific to research that teaching methodologies. This is where we get very excited because one health requires that we are hands on. So we adopted the problem based learning approach, where we also enhancing experiential learning through demo sites or field placements where students learn through the interface of animal human and the environment, such as impala ranch or going to other areas where we have the interface with wildlife ecosystem. We also promote team or group based learning independent study, and also we promote use of seminars to for students to learn from each other. In terms of instructional material, again, the collaboration in one health requires that we draw from different disciplines. So this is not a standard curriculum where you just pick your own area and outline the various cortex to the other materials that you need. So we had to, again, work in groups to ensure that each discipline is represented in the materials we pick, and also in terms of the experiences, the practical elements, we identify the laboratories that are required, the sites that are required, and mapped those to the various competences that we had identified in the course. And finally, on assessment, we noted that the kind of assessment required when you're applying a one health approach to your curriculum is to focus more on the practical aspect as opposed to the theoretical elements. So 70% of the assessment is under formative or what you call continuous assessment field placements and practicums and so on. We also had industrial attachment where our learners would go out for about three months and work within a specific industry of their choice depending on the specialization. So the summative, the final exam is weighted less, about 30 to 40%. So to wrap up, program accreditation is important and as you well know, we do not have many international accreditation bodies within Africa, or even in Kenya, we are just in the process of establishing such regulatory bodies and even a policy that would help guide our capacity building in the field of one health as we engage with other stakeholders. So structuring our program to ensure that we have self assessment. We also have assessment that takes account of stakeholder needs in industry, as well as those of regulators and regulation is very important because most of the professionals involved already anchored in professional bodies that would also want to know if there's any gain in taking up a course like the one we have developed. So it's important to also trace in terms of part of that accreditation, the alumni, and we have developed mechanisms of follow up and also the labor market to ensure that the competences we infuse and ensure that our graduates are going to perform and perform efficiently and effectively. Lastly, on reflections to be able to develop a sustainable curricula or program in one health. It requires that you start off with a very clear analysis, gap analysis, the training needs, and also a situation assessment because the economic, the social environment are also important, not just the academic environment. You need clear purpose and rationale and goal, why you're doing this and who your target is, you need a clear roadmap on how you're going to engage as partners as stakeholders, and also map out the end process in terms of what is in it for each stakeholder. During admission during training and the placement of this graduate adhering to regulatory and institutional guidelines is very important. And finally, that partnership and networking essential for the resources you require for program. Any one health program cannot be implemented in one institution, we have to share resources, laboratories, practicum sites, demo sites and engagement. And so we need MOUs, we need the Memorandum of Agreement and also tap into existing networks as has been mentioned, the Africa One Health Workforce Academy that's coming up, the ECO program series and other virtual communities of practice. I would like to thank you for this opportunity for sharing what we have done in terms of developing a program that would use one health approach to improve our competences in this country. Thank you.