 I hope everyone's now refreshed and re-energised and ready for another interesting afternoon discussion around One Health. So I'm just going to take a few minutes to recap on what happened yesterday before I pass you on to the co-chairs of today's gender session. So yesterday we welcomed 980 unique participants onto our online platform and at any one time we were averaging over 350 people online. I think this is a really exciting indication of how interested people are in One Health and what's going on in Kenya. We saw, as we were expecting, a majority of participants coming from Kenya, but we also had a global reach and we saw people come from the region but also as far afield as the UK, Australia, China. So this is testament to a great sort of opportunity for online and virtual meetings. And while we also had the majority of attendees from academia, we were really pleased to see a really good selection of attendees from the public and private sector as well as NGOs. So we kicked off our meeting yesterday. We were honoured to be joined by the Director-General of ILRI, Dr. Jimmy Smith, who stressed the importance of breaking down institutional insularity, working together in solidarity in the One Health space and really encouraging an increase in the amount of funding available to allow One Health approaches to flourish. He also made a call for improved surveillance and a proactive approach to prevention and preparedness. And this was echoed in our keynote speech from Professor George Warimwe, who demonstrated One Health in his approach to producing multi-species vaccines and who told us very emphatically that he still retains his veterinary roots whilst really sort of extolling the benefits of a multi-sectoral approach to his medical colleagues. Our scientific presentations ranged across a variety of spaces with epidemiology of emerging endemic, zoonoses, antimicrobial resistance, and branching into somewhat new areas of urban health and understanding forced migration and displaced populations as a driver for disease. Our scientific session was rounded off with a really lovely example from a pilot project in an interesting animal-human wildlife interface in Kenya, which was seen by many participants as a great example of collaborative working. The talk on AMR in slaughterhouses was also highlighted by participants as being a great example of collaboration and a lot of interest in the work done by the team working in urban Nairobi and the importance of pulling in urban planners, acknowledging that the urban space is going to be the home of the future for our global population. We did, however, note that there were aspects of One Health missing, and people really sort of noted that we needed more representation from the climate sciences, plant sciences, and the socioeconomic sphere, and this is really important for our planning and for future conferences. We had some really great comments on our need to ensure that One Health research is policy relevant and actually sort of is taken up and moved into policy and practice. So I want to highlight that tomorrow we are having a very important discussion on this fact, and we're going to hear from our keynote speaker, Dr Mark Neningi, on his experience of building One Health policies in the region, and a great selection of policy makers who are going to be talking in our panel, so make sure you come back tomorrow. We also, we rounded up yesterday with a great panel discussion where five eminent and experienced researchers, none of whom were vets, so we quite like to highlight the diversity there, discussed how they apply a One Health approach to their work and what challenges they encounter. There were some really strong messages on the need for platforms, for institutions to better collaborate and share their experiences and build a common vision. The need to make a clear case for One Health to our funders and donors, and the need to carry out policy relevant research. So these really echoed throughout the sessions from our keynote, from our opening statement by Jimmy Smith, through our keynote and onwards. And we ended with a really positive message from our participants, which was about how they would go out and really try to improve their collaboration and their communication, as well as messages about enjoying the journey, the One Health journey, and that they will never give up. So as we continue our journey today, I would now like to pass on to the co-chairs for today's session, Professor Salome Bucacci, Dr Bernard Bette, as we now go on to consider how gender may be mainstreamed into the One Health approach. Thank you so much. Ah, I'm very sorry, I should have, I should have kept the agenda. Please can I pass to my colleague, Dr Nicholas Boor, to run us through a couple of mentee questions before we start the gender session. Sorry. So thank you very much, Lian, for the recap from yesterday and for our participants. Welcome back on board. Today's session will have some interesting stuff, stuff that you don't talk about, neither research, neither implementation, but we'll be talking about gender in One Health. We'll see what that involves. Then later on, we'll talk about One Health education. So today's, we'll log in to MENT. The code is two and nine. Four, three, seven, four, four. All right, let's see what you're getting. What does one, gender in One Health mean? All right, sorry, we had a technical hitch there. So we can go back. What does gender in One Health mean to you? So we are getting some responses there. And equality and access to health. Putting women at the center. Somebody say so. And equal opportunities. All right, OK. So we'll listen what gender means to us. So we'll listen back to our session leader, Professor Staly. Yes, so welcome, everyone, to this session on gender and One Health. I believe we are all looking forward to the discussions that we'll have today. Yesterday, yesterday in some of the discussions, I saw people were saying that gender was missing in the One Health presentations that were done yesterday. And so today, we have that time where you can come, interact with a group of experts on gender and One Health. So we have lined up for you several discussions on One Health. And we are looking forward to you. Hello. We can hear you OK, Salemi. All right. Yeah, so one of the things we note is that although the role of an international gender in One Health research, policy and practice has been recognized widely, there are still important gaps on how its principles are understood and applied routinely. Part of the challenge is that gender is a social construct that varies from one society to another and evolves over time. So to help us address some issues on gender, how we can mainstream gender and what is gender, we will start off by a keynote presentation who will then give us a keynote and later we will have a panel of experts also to have the discussions. But even as we start on the aspect of the keynote, the questions we ask ourselves is are our interventions or is our research inclusive in a way that it includes everyone? Are we leaving some people behind? And how can we ensure that our research, our interventions, our policies are inclusive and includes everyone irrespective of who they are and what they stand for? So to take us through this, we'll have a keynote address and we start off by inviting Helena Muguni, who is an associate professor in the Department of Infectious Disease and Global Health at the Cummings School of Veterinary Medicine, Tafts University with a dual appointment at the Tafts University School of Medicine, Department of Public Health and Community Medicine. She has technical expertise in infectious disease, gender and one health. She is currently the risk reduction co-lead for the Tafts led USAID funded Stop Spill Over One Health Grant that focuses on supporting countries in Africa and Asia to stop spillover of infectious diseases from wildlife to humans as well as reduce amplification and spread in the human population. She is also the principal investigator for an IDRC funded gender and livestock vaccines innovations grant that focuses on women's empowerment and engagement in the livestock vaccine value chain in three countries in Kenya, Uganda and Rwanda. She works at the cutting age of the One Health Initiative, which combines a multidisciplinary approach and animal, human and environmental health knowledge for monitoring and prevention of current and emerging diseases and integrates gender components into her work as part of her approach in strengthening collaboration and capacities of the sectors and actors involved in health service delivery. So join me together as we welcome Helen Amoguni. Helen, you have the floor. Thank you so much to you, Salome and to Dr. Bates and to the Kenya One Health Conference for giving me this opportunity. It's very exciting to be speaking Kenya because I'm Kenyan, although I work at Tafts University. And I'm really excited to know that you have a session on gender in One Health because many times at many conferences, people forget the gender aspect of it. So it's a great opportunity for me to be able to discuss gender considerations in One Health, research, policy and practice. We all know that One Health requires a multidisciplinary, interdisciplinary approach where silos are removed. And many times I say it's not just about the traditional disciplines of human, animal and environment. We have to look beyond those three and begin to look at what other disciplines can we bring in so that we have a complete approach in One Health. And so as I share today, this is going to be sort of my strategy. I'm going to talk about why do we need to have this discussion on gender? Where are we currently in this discussion on gender in One Health? And then what are some of the gaps and strategies for integration of gender into One Health? I will use examples of what I've been doing for the past 10 years. Also, I have worked at the One Health interface, done many, many projects in One Health and really integrated gender into those because I'm really passionate and excited about gender. I am a veterinarian by training. I'm also an infectious disease specialist, but then I'm also a gender trained specialist. So it's been such a great opportunity for me to bring these aspects together, bring infectious disease, bring veterinary medicine and then bring in One Health and bring gender and ensure that gender principles are being integrated, mainstream and that the groups I work with are really responsive to gender issues as we work together. So I will be talking about that and just some of the experiences we've had in the past few years. I decided that I'm going to start, first of all, by doing some definitions. I'm not going to assume that everyone understands what that that means, what gender is and what sex is. And so just to look at the difference between sex and gender, many organisms of many species are specialized into male and female varieties, each known as sex. Sex refers to biologically defined differences between males and females. And sex is determined according to physiology, most of the time, reproductive capability and is a biological category. This is many times assigned at birth. And it is important to note that sometimes a person's genetically assigned sex does not line up with their gender identity. Gender, on the other hand, is the categorization of people with characteristics pertaining to and differentiating between femininity and masculinity. Depending on the context, these characteristics may include biological sex, sex-based social structures, such as gender roles or gender identities. In most of our cultures, mostly probably, including Kenya, we look at gender from a binary perspective, male and female, you know. And sometimes in other cultures, these falls outside this group. So there's a non-binary view of gender and gender can cross a continuum. Some societies actually even have what they call third genders, like the hijras of South Asia and fourth genders as well. And so when we talk about gender, this refers to the culturally or socially shaped group of attributes, behaviors, opportunities associated with being a male or a female in a given ethnic, tribe, country, society, religious setting, it is, like Salome said, a social construction. And many times based on economic, social, political, cultural attributes and roles and responsibilities attributed to people by others or themselves. And as I said before, gender is viewed along a continuum. And that is important to remember that it's viewed along a continuum and that gender intersects with other factors. It intersects with age, intersects with social economics, intersects with marginalization. So there are other issues that gender intersects with that we have to think about as well. Remember, though, that gender is not just about women alone, but about the relationship between men and women. Sometimes we use the words gender and women interchangeably, most of the time because we add special programs for women to compensate for historical and even current disadvantages compared to men. But if men are not involved, it's really not gender. So I want to be able to differentiate that when we talk about gender, it's not just about women alone. Men engage is really an important aspect. Many times, like I've said, we associate gender with women and girls only. And then we forget about men and boys. We cannot obtain gender equality and equity without men's engagement. Many times it's also gender bias against men. I know situations where there's been a lot of bias against men, but because there's usually a big focus on women, people forget to think about that. So as you think about gender, remember that you have to engage men in process and that you can really not achieve equality or equity without engaging men in this process. Men's engagement is actually a programmatic approach. So I would say that we also have to systematically think about engaging men systemically into the structure as part of the programs that we do. If we want to achieve gender equity or equality or even women's empowerment. We talk about equality and equity. I wanted to take an opportunity to differentiate those two. They're both very important terms. And I like to think about it this way. Supposing you have a group of people and you want to give them shoes, you know, all of them, you have 20 people in a room. You decide, hey, I want to give all these people shoes and you give them all a size 10 shoe that to me is equality. You've given everyone a shoe in the room. But does the size 10 shoe fit someone who wears a size two or does it fit someone with a size 15? Now, if you give everyone the shoe that fits, then we are talking about equity in that sense. And I think many of you have seen this picture. You know, where you're talking about where you have people viewing a football game and the first one on the left looks at where one gets more than is needed. That's usually the reality, while the other gets less and some get none. And then the one talking about equality is to give everyone an equal box, you know. So you assume everyone benefits the same and everyone's need is the same. So you provide the same support. The third one is equity. You say, oh, who needs a little more? The person on the right is a bit shorter. They do need two boxes as opposed to the person in the middle. The person on the left is tall enough to be able to see across. But the fourth one then is about justice, where you remove the barrier now instead of having boxes and the fence and blocking people, you remove that barrier. And then it allows everyone to be able to view what is happening on the other side. So basically removing the cause of the inequity, you address that many times this is systemic, removing the systemic barriers that cause inequity. And one more time I want to talk about is empowerment. We discuss this a lot when we're talking about women empowerment or empowering women within gender, nice transformation, being able to transform women's lives or men's lives of whoever we are dealing with. And so empowerment is increasing the capacity of individuals and groups to make informed intentional choices and then transforming they're able to then transform those choices into the desired actions and outcome. And so if we look at this with those definitions in mind, feel free to look this up and find more definitions. But I thought to many times there's so many words we use interchangeably and defining them at the beginning might be helpful. So why do we need to have this discussion on gender? I think as we're talking about one health, we know that one health is multidisciplinary. People call it interdisciplinary. Some people call it transdisciplinary. I'm not going to go into the definition of those terms, but it's looking at multiple disciplines, working together to achieve optimal health for humans, animals, plants and the environment. We can't just look at the three disciplines. Like I said, human health, animal health, environmental health. The first image shows all the different disciplines and it doesn't include all of them. Many some are still left out, but examples of different disciplines that you have to think about as you think of one health. Social sciences and humanities you can see on my screen is a big part of that. Engineering, art sciences, ecology. And I'll look at I'll give you some examples of where these have really played a big role. So coming from an infectious disease background, many times I use examples related to infectious disease. And if we think about things that drive drivers of infectious disease, for example, the bottom picture, land use, climate change, economic development, globalization and what influences those? We think about culture. We think about economics. We think about the policy, the behavior. As you mentioned, those see how gender is so much intertwined with that. When you think about culture, you're thinking, what's the culture of this community? What do men and women do differently? Who has access to what? Who controls what within that culture? Economics as well. If you look at policies and behaviors, certain behaviors that are attributed to females, certain are attributed to males just because of the roles that they play in society. So those are gender related. And so coming from that perspective, one of the things that we've always thought about or recognized is that gender is actually a one health co-competency. I've worked with Afro-Hoon Network the past 10 years. And one of the things they recognized from the beginning is the importance of identifying gender as a core one health competency. As you think about other one health co-competency is like leadership, management, collaboration and partnership, behavior change. Gender is right there, included in those soft skill competencies. And you cannot do risk analysis or infectious disease management or even ecosystem health without thinking about gender issues. So being able to integrate them into your thinking, into our thinking as we as we discussed right from the beginning, as we begin to implement this one health approach, as we're saying, we're going to be breaking silos, breaking silos. Then thinking about gender as a core competency, just the way you think about leadership, the way you think about collaboration and partnership, the way you think about risk analysis, allows you to be able to integrate that and mainstream it into your programs from the beginning. I like this chart graph. We call it a spillover ecosystem that we use in stock spillover. And one thing that we did is we sat down and thought about what are the drivers of spillover? What is it that if we wanted to stop spillover, what should we think about? We thought about behavioral factors, gender and cultural factors, virus ecology, food insecurity, they're all intertwined. So we don't want gender to be an addition. We want it to be a key part of one health, even as we think through that. Many times we talk about the sustainable development goals. I'm sure you've discussed this and talked about them. And if you look at sustainable development goals, number five is gender equality. I personally call this one health goals because when I look at the sustainable development goals from one to 17, they're really very one health focused. You're talking about life on land, climate change, agriculture, industrialization and health for humans, for animals and for our ecosystem. So these are really interlinked together and they're important to think about. So when we talk about gender right now, we're talking about it because we realize just what a big role it plays in the emergence of new epidemics, in antimicrobial resistance, in food insecurity as well and other one health key components. Remember one health looks at complex issues. What are those complex issues like AMR that we need to be discussing? How do we approach? How do we create an approach to provide optimum health for humans, animals and the environment, even as we're looking at AMR antimicrobial resistance? And then one important thing is that we have to recognize that different genders are differently affected and they're differently vulnerable to the risks due to either biological situations, economic, it could be social, political realities and that consequences differ for different genders. If you're a female, you don't have access to health care. Maybe you can't go to health to seek medical help if you're sick because you're home caring for your children or you can't go to seek medical help because you're relying on your husband to provide transport for you. Those are different situations right there. If you're a man and you're going out hunting into the forest and you're the one capturing the wildlife and everything, your risks are very different from the woman who is at home. So thinking about that, that different genders are differently affected. And of course, one of the things we want to do as we think about one health is create this effective equitable policies. We don't want to do one health and then end up perpetuating gender inequities. We want to be able to increase the number of one health practitioners in recycling policy and practice with gender analysis competition. This is a really big one for me. So I'm going to come back to that later. Of course, we are thinking about increasing community participation in implementation of one health, understanding those gender based behavioural risks, various, you know, and how different people respond to it. And I already mentioned intersectionality, increase understanding that gender intersects with age, with economics, with social status. We do recognise that experiences from past outbreaks, for example, shows that integrating gender analysis into preparedness and response is really, really important. And I'll give you an example of that shortly. And so as we think about gender as a one health co-competence, I feel like that's the starting point. You have to think about gender as a one health co-competence. And as you think about your structure, implementing one health, if you're doing research, if you're doing policy implementation or if you are in the practice of one health, how do you then make sure that you're thinking about health, wondering about gender, how do you become effective? How are you aware of gender dynamics? How do you apply those gender-sensitive and gender transformative approaches in your one health activities that you're doing? And so as I think about this, I feel like for the one health community, maybe some three key things that we need to recognise to do is, one, are we able to recognise gender gaps? And then identify resources to address those gaps. Are we able to analyse how gender impacts and is impacted by one health race? And then can we become transformative agents by promoting gender equality and equating all aspects of our work? Where are we currently right now with gender? I think there's been a massive push to integrate gender into research, policy and practice. We know that many funding organisations, USAID, IDFC, WHO, the European Commission, NIH, all of them require that you put in gender and sex in your intervention proposals or your research proposals. It's become a big thing. They will not reveal your proposal if there's no gender component included in it. So that in itself is something in research, associations of scientific editors, for example, the European one, has formed a gender policy committee to improve sex and gender reporting practices across all scientific fields. We do have a global call to action issued for gender to be included in research impact assessment. As well, there's so many tools that are available to measure gender-related changes in different projects. We are currently talking about PREA, we're talking about WELI, we're talking about other to the Care International, SAA, so there are all these tools that we can use to be able to integrate gender into different projects. And One Health is currently really well-placed to build on these systems that are already in place and yet gaps still exist. And I'm going to give you an example of some practical gaps that exist. Currently, of course, with the coronavirus, COVID-19 pandemic, we've read so much about the inequities, the gender inequities, the gender imbalances, the disparities, gender-related disparities. I apologize for that in an open place. So the door just spanked, but the gender-based disparities that are seen with livelihoods, with food security and paid care work as well in different places. Now we're talking about antimicrobial resistance. But many times as people are talking about anti-AMR stewardship, I've noticed there's a big focus on AMR on medical practitioners, veterinarians, and farmers, as well as environmental issues. I've heard very few people talk about specifically women's roles in AMR. And if you just take a step back, even in Kenya, and think about that, who is it that administers antibiotics when there's a sick person in their home? There's a very high chance that it's the female in that home. We do know from literature, we do know from statistics that most farmers, 75% maybe of livestock work in most homes, are done by women. And so if they're not included in this discussion, they're the ones administering antibiotics when their animals are sick. They're the ones administering antibiotics when their children are sick or other members of their family are sick. And they have to be a really big component of that. I will give you another example. I think yesterday there were so many papers presented on rift valley fever. So rift valley fever is a big deal, you know, and we know that it kills many animals. It kills cattle, it kills sheep and goats. There's lots of abortion that go with that. But correct me if I'm wrong. The current policy in Kenya, Uganda and Rwanda is to vaccinate cattle. You know, and many times they forget that the biggest animals that have the biggest impact when there's a rift valley fever are rift, are shots, sheep and goats. And these are honestly the animals that are most of most value to women in the community. And so if you go out and you vaccinate cattle, because cattle seem really, really important, animals that died the most from rift valley fever are sheep and goats. And yet the policy really focuses on vaccinating cattle. And so as we think about these issues that arise unless you strategically and very proactively specifically address gender issues, you will you'll find yourself at the end trying to sort of bring in, add it in as an add on. We talked about the Ebola outbreak in West Africa many times in other in other times. And one of the things that happened, we know in Liberia, is within the first three months of the Ebola outbreak, 75 percent of the people who died were women. And that time, I think, until they brought in social scientists, they brought in anthropologists, they brought in gender specialists to sort of begin to analyze that and look at that. People are just working from this is a public health emergency. And we deal with this from a public health perspective. But if from the beginning they thought about like this is not just a public health emergency. If it's a public health emergency, we have to consider it from a holistic perspective, think of the social issues, think of gender related issues, think of cultural issues that affect that. Then it would have been easier to sort of avoid these that's going on. Same thing with the coronavirus. I think coronavirus, I'm just putting this up a little bit. We do know that there was a sex difference in the beginning when that started in many countries, more men were dying. This is what this graph for every 10 females. Eleven males were affected, but also for every 10 females who died, 14 men died. And so there was a sex. This was people are not sure if it's a sex difference or it's a gender based difference. And this is still being discussed a lot, you know, in the world right now. We're thinking, is it because of biological related? Maybe men have a different system. What they're calling the cytokine storm. Or is it because of characteristics, you know, that meant something? Maybe men smoke a little more in the societies or they don't or men do this. And that's why they're exposed to maybe related to gender roles. I think people are still examining that and investigating. But just besides the the effects or the people who are affected, the impacts and the consequences of the coronavirus, I think in the U.S., they called this the coronavirus recession, the she session. There was a month between August and September, where 865,000 women dropped out of the labor workforce. In the same time period, only 216,000 men exited the workforce. And meanwhile, one in four women are considering reducing work hours, moving to part time roles, taking leave of absence from work or stepping away from the workforce altogether. We understood the increase in domestic violence, diverse gender intersectionality. There was a month, I think it was March this year, where 140,000 people lost their jobs and a hundred percent of them were women. And so as we think about that, looking at, hey, what is the effect? And then what are the consequences? Just giving this example from the U.S. is really important. So then what are some of the gaps and some of the strategies for integration of gender into one health? I'm using some of the experiences that we've had before working with Afro-Hoon in Africa for many, many years. I thought I would start with this. I don't know if people, a lot of people talk about like, hey, let's let's integrate gender and mainstream gender into our project, into one health. But you can't do that if you don't have people to do it. So for me, I think the first one that I'm starting with is how do we ensure that you, the one health practitioners, are gender champions? And I don't mean to say I do gender experts. You don't have to become a gender expert. But to really elevate gender is to build your capacity in whatever you're doing so that you are able to do gender analysis, whichever projects you are involved in at your level, you're able to actually begin to think through these gender analytical considerations. You know, how can I be able, just even as a public health person, as a veterinarian, as an environmental scientist, as an engineer, how do I make sure that every time I'm doing what I'm doing, I'm bringing in gender considerations. So and this increases the number of people who can effectively carry out gender analysis in research, advocate for gender policies and practice. And so that, for me, was one of the things that we learned over the last few years, just increasing the number of people who are gender aware and actually training them not to become gender experts, but to know how to do gender analysis, to know how to be able to engage, even if they're preparing a research proposal or they're in the field, implementing a research project to ask that, what can we do? Are we living out something? Are we recognizing the gaps? Are we doing anything to ensure that we are including gender specific indicators and assessment tools in what we are doing? So that, for me, is the number one issue that we can be able to do. And I just wanted to share this. We started this with Afro-Hoon. This created the first team of gender champions. And a lot of these are not, they don't have gender background. They're just like veterinarians, environmental scientists, economists, you know, people from different backgrounds that we brought together and say, as part of our project, we are really going to take them and turn them into gender champions, give them gender analysis training, make sure that in every country, whatever project is going on, they are participating because there are very few, honestly, we have to confess there are very few gender experts around the world. And sometimes they're spread so thin and many times scientists, co-scientists, medical doctors, veterinarians, public health people sort of look at them and say, oh, those social scientists over there, you know, and it's really hard to bring them in. But if we take this team of one health practitioners and turn them into gender champions, then that's a really important thing to do. And so these are currently in the Afro-Hoon countries working on different I can share that many of them have gone on to become gender champions that we have a few who are doing their PhDs in gender. And that's not where we started. They were just interested in gender issues and just learning about them. I would say the second point, especially for one health, is one health is starting out and has built over the last five, 10 years. And one of the ways we talked about integrating one health into anything is ensuring that people are trained, people are trained on one health leadership, people are trained on one health collaboration and partnership, people are trained on infectious disease management with a one health perspective. And so one of the other things that we did is made sure that we integrated gender into all these training one health training modules. So Afro-Hoon developed 16 one health modules. Some of them are on risk analysis that you can use if you want to train people from a one health perspective on risk analysis. In that module, we integrated gender into it. We had this team of gender experts working to input sections on gender. So besides creating a standalone gender, one health and infectious disease module, we work to make sure that we are integrating this into all the other modules. And so when someone says, oh, I'm going to train people, maybe government people on risk analysis. They take that module and they go and use it within that module. There's a section of gender so they cannot leave it out. So being able to integrate this was really, really an important part. And we think that's a more sustainable way. You have a standalone gender model. So if someone wants it, they can use it, but you make sure that every training that you do, you have integrated gender into that. And then, of course, we know this a lot that you can't just do gender sort of in the air. You have to develop a roadmap. Usually that's a strategy and a policy as well. So recognizing the gender capacities of different partners. You can't do this without doing that. Use a very simple tool. I usually use the gender equality continuum tool. If I have a group of people just to sort of identify, where do they stand? Where are they on the continuum? Are they gender transformative or what their organizations as well? So this allows us to then map out and understand who are your partners? What are the gender capacities of your different partners? Because one health is very multidisciplinary. You're going to meet so many different partners from different sections. You want to have that baseline, first of all, to understand where is each partner? Gender-wise, are you dealing with a group of people who have a policy? They're very inclusive. They're gender transformative. Are you dealing with a group of people who don't know they've not? Maybe it's a pharmaceutical company or something like that. That's not their business. They don't talk about it. Then that allows you to think through how do you then approach that group to make sure they're integrating gender into it? So if you have a strategy, it allows you to also have an accountability framework. It allows you to develop gender indicators as well to be able to scale up best practices and then also funding to track special funding. We know many times that there isn't much funding for gender. So this is the gender equality continuum that I was talking about that you can use very simply, but I was saying many times we know that there isn't much funding for gender. One of the things that we did that I thought was very successful is we piggybacked on a lot of other activities. We had our team of gender champions who we are working with and if they were going to do any training, we know we don't have funds to run our own gender training. But hey, we're going to have an infectious disease management training, which I'm going to be leaving, which I did many times. I'm going to be training, for example, this one I'm going to train. This is the Ethiopian One Health group. I'm going to be training the Ethiopian One Health team on risk analysis. As part of that risk analysis, I integrate gender. I know I don't have funds to do gender separately, but as part of this training, I included so really aggressively taking advantage of what you have in front of you. So what I would say for people who are dealing with gender, don't wait many times, of course, campaign for funds, but there's so many opportunities to be able to jump in and talk about gender and be able to use it. I can tell you that with Afro-Hoon, whenever I would walk into the room, everyone talked about gender because I was so aggressively championing it that it became like a common thing. And I'm like, yes, that's what I want you to do. I want everyone to be thinking about that because as you talk about it, then you begin to practice. That's first of all one of the sessions. Another key point is just building allies. It is really, really important to build a coalition of allies within research, within policy, in the practitioner world. And you might be surprised, your ally might just be a dean of our school, or it might be a policymaker in the Ministry of Health, or it might be a community organization. So being able to identify who your allies are and working with those ones, who is it that I can identify, who can advocate for this? You know, for me, who can help me advocate for this? We must, when you're thinking about allies, you also have to understand what is it that drives those allies? You must understand their incentive and their drivers as well. And then have a clear plan to address their incentives. Have a clear plan to address, because that's the only way someone what will I benefit if I come and I'm able to work with you? How do I benefit from this? And then, of course, this is an example of in Rwanda, we just trained a group of district level planners on how to do gender budgeting, taking advantage of systems already in place and building on top of those. So Rwanda had a gender training manual. They have the system in place where they're very excited about doing gender but implementation, moving it from implementation. There was no budget on it. They developed this beautiful gender modules that they could use for planners, but they'd never done it. We came in and said, you know what? We can work with you on that. We can provide funding to be able to train your planners on how to include gender in their budgets, you know? And so they just went through all the planners went through this training and they're just getting ready to go into a budgeting session. And we think that's a big thing if they can go to their district and they say, OK, we talked about gender. Now let's make sure we include gender into the budget team. And that's really, really important. And as I round up, we have to measure progress, of course, embedding gender and cultural opportunities, measuring what we are doing. We've talked about different ways in which we can measure this. We can be able to measure one health platform using the one health platforms as well. And so as we think through this and being able to measure this, being able to recognize that you have opportunities like rapid response teams, one health platforms in different countries, other formalized structures and embed gender and cultural opportunities into that. I want to say that women are their own best advocates. So many times we talk about women empowerment. Of course, we talk about this because when we talk about gender, this that we have, we always have to look at women and opportunities for empowerment because historically, economically, culturally, they've sort of been left behind. And so we want to sort of raise them to that level of men as well. And so using women as their own best advocates. And we have tools that we've applied in the field. We one of the really cool tools that we use is what we call photo photo voice, where we allow women to tell their own stories. We take those stories, we use them to make policy briefs and we share those. We use calendars so that women can be able to collect their own data. You know, hey, this is for an animal health project. Did my animal die today? They can put it on the calendar. Did I treat my animal today? They put it on a calendar. Did I go for a training? They put it on a calendar. So they become the data collectors themselves. And then we take those stories and put them in a magazine and we share those with policy makers. We share them on Twitter, we share them on WhatsApp. And it's the woman telling her story. Of course, one of the key things is data. I left this for last because I know this is at the foremost in people's minds already today talking about data and not just sex disaggregated gender, gender sensitive indicators, proactively considering gender. And of course, intersectionality. And then my final statement is communication. Communicating and messaging. Gender responsive, gender transformative messages. And this is just an example. Many times we'll say policemen and even if it's a woman, you know, but if you say police officer, then that is so inclusive. People will argue over when we say man, we really it's generic. It's both male and female. No, usually it translates to male, you know. So trying our best to be able to even as we communicate, as we talk about different messages, crafting all one health messages, recognizing that outcomes of our work will have different impacts for different genders. I want to suggest at the end that organizational learning is really, really important. If you are a community of one health actress as we are, how are we tracking what we're doing? How are we staying relevant with gender issues? How are we staying viable and effective? So being able to come back and review. So we had this conference. We talked about gender. What did we go and do? Can we do a survey? Can we do find out what people are actually doing about it? And then just to conclude concluding remarks. Like I said before, integrate gender as a core competency. It's already a one health core competency. And so just taking advantage of it and doing it from the beginning, engaging both women and men together. M and E as well, aiming to transform systems and structural barriers, which is one health is about breaking those silos and barriers as well. Gender training, especially gender analysis, as many people as possible. Don't just leave it for the gender expert. Train a team of people who can do gender analysis in their projects, in their work, in whatever area they are. And of course, like I said, take advantage of every opportunity and piggyback on that if you have an opportunity. Even if you don't have funding sometimes, take the advantage of that and put it in your opportunity. And so I'm going to stop there. Thank you so much for this opportunity. Asante Sanna, I want to recognize Afrohoon, the project that we worked for a long time, as well as IDFC and of course, Tufts University and many other partners who we've been working together over the last 10 years to talk about gender in one health. And it is really exciting to know that this is becoming a key framework and a key part of what the Kenya One Health team of people are doing. Thank you, Salome. Thank you very much, Helen, for that very interesting and very informative presentation and even as we can note on the chat, many people are quite happy and quite have benefited a lot from your presentation. Thank you. And so maybe just a question to start us off. You're a veterinary professional. How have you managed to incorporate or how have you managed to move from being your vet, but how have you managed to integrate gender such that you're speaking like a gender expert, yet your professionalism is veterinary? So maybe just tell us so that others can also learn from what, how you journeyed through. So so I can tell you that my what the thing that drove me to gender and I'll take a minute to tell you is I worked in Taita of Kenya and I was a veterinarian going to the field all the time and I would go to the field and a farmer would, the farmer would come for me from the office, you know? And so I would come the farmer who came for me was always the man. And then I would go to the home and I would find that most of the time, the person who knew about the disease, the infection and everything was the woman. And initially I did this three way. I would go to the farm and then because the man asked me to go. He'd be like, OK, what's wrong with your animal? And then he turns to the wife and asks her and then she tells him. And then he tells me. So then one day I was like, why am I doing this? Like I could just talk to the woman directly because she's actually the one doing all the work. So I really started thinking about this and I started seeing them applying in different issues like gender roles the way the way they are in in health, you know, as well and in animal health as well. And I deliberately so I had an opportunity to deliberately choose to go and do a master's in gender. So I went and did a master's being a veterinarian. I still went and did a master's in gender and development. And then I started working, combining that information on veterinary medicine and in gender as well. And I remember then more probably 20, 30 years ago, I was one of the few people who had those two like what I would say, like disciplines. Like I was able to combine veterinary medicine and gender together. I was trained in both areas. And so that has given me an opportunity to be able to champion that throughout. But I'm saying that even though I'm a gender expert in the project that we currently have, I have an IDRC grant that focuses on the likes of vaccine innovation. And in this project, we're working with veterinarians. We're working with a lot of people who didn't have a gender background. And we brought them in and we did gender training for them. And because we're like, if I can take a veterinarian and I can be able to train that general veterinarian to think from a gender perspective, whatever they're doing, they'll be able to do it. And so we've been able to actually do that, bring them in and do that. We are doing to get the same thing with a stop spillover project, saying we have medical practitioners, we have economies, we have how do we take all these different people and really create champions out of them. So deliberately, we've created training that we are deliberately using. We follow up, we talk about it. And I can tell you I'm really passionate about it. So everyone knows Helen is so passionate about gender that we use it. We use it a lot. But just a little bit. Yes. Thank you. Thank you, Helen. There's a question on the chat. What is your advice if we identify gender inequity in our research areas, but the communities seem to be comfortable with their traditional roles? Example. Sorry, I missed it. Yeah, example. Women do not want to take certain decisions. So how do you handle a situation where you notice that there are some gender inequities in the community, in the community, because of the traditions they have grown up in, they do not want to change? How do you bring about this change? So I would say that most of the time it's always a cultural issue, isn't it? We work in a community where the culture has been this way and you go to a meeting. I'll just give you an example. You go to a meeting in Western Kenya or in Turkana and you call the meeting and the men sit at the front and the women sit at the back and they'll not say a word. You know, if not, they're so used to being that way. I think creating awareness. One of the things I've learned is many times if given the opportunity, people want to stand up and this is really important because that's where men engage comes in, engaging men in the process. I give an example that I worked in Southern Sudan and when I was working in Southern Sudan, I was doing veterinary medicine and gender. It took me four months just meeting with men before they allowed me to meet their wives. You know, and I was in there to do a gender project, but I went every time and we had discussions with the men and we talked about it. And and then one day like I would ask, like, oh, what do you do? Who does this? And they'd be like, I control everything. And then I'm like, but who actually melts the cow? Let me like, oh, my wife does that. And I'm like, oh, who actually takes care of the garden? And then one day they say, well, since we've been talking about this, my wife does one, two, three, four. Why don't you go talk to her? You know, so I feel like many times people don't recognize, especially I had a colleague who said to her until she came into a group. Things were just normal. You know, she never thought about this as a gender difference. You know, it was just what she'd been brought up doing. That's just what she'd done ever since she was a kid. So exposure, talking about it, creating awareness about it, really challenges people, both men and women, to think about their roles and recognizing that sometimes some of these roles are really disempowering, you know, and we don't want people disempowered. We want to be able to empower people. Yeah. I know that I may not be able to answer all the questions, but I am available. My email is available. So if anyone wants to be able to send me an email or have a longer discussion, I am available to do that. One last one. Both one health and gender concepts. So a dichotomy arises. Is it mainstreaming gender to one health or mainstreaming one health in gender? So I'm going to approach this from what is one health? OK, what one health is this bringing multiple disciplines together to be able to optimize health for humans, animals and environment? How do we do that? What do we call this multiple disciplines? Like I mentioned at the beginning, these multiple disciplines are engineers, they're gender specialists, they're medical doctors, they're social scientists, they're all there, you know, all these anthropologists, all this group of people fitting in to implement the one health because one health is actually breaking silos. And so if you think about it from that, you cannot do one health without breaking the silos. Gender is one of those competencies. As with one of the things that when in the earlier days of one health, we came up with what they call one health core competencies. And if you read them, you have leadership as a one health core competency. How do you create one health leaders, collaboration and partnership? How do we collaborate in a one health manner? You know, behavior change. How do we change the behaviors of people to begin to think from a one health perspective? Gender, how do we include gender to be for people to allow to reduce these inequities that cause this silos in one health? So I wouldn't approach it of doing integrate one health into gender or into or gender into one health. I think gender is a one health competency, core competency, as much as the other competencies are. And if you intend to implement a successful one health program, you have to think about gender as you are thinking about the other competencies as well. So much Helen for creating time to give us a very interesting and very informative talk that has really opened our eyes a lot about gender and I believe even the audience are quite more knowledgeable about the gender issues in one health as opposed to when they began. So I will now. I will now release you because I know you have to be elsewhere and continue on with the session. OK, thank you very much. So thank you, thank you, thank you very much. And we applaud Helen for the very good presentation. One of the things that I I not quite quickly is that gender has to be on the table. But we have to ensure that gender is on the table even as we are engaging in our disciplines, in our various disciplines, because it has a very critical role it plays in terms of addressing the inequities and the qualities that exist in health. So now we move on to our second session of the day. And this is we have a team of gender experts who will be part of a panel and each of them are going to give us presentations. And then after that, we will have a panel discussion just to address some of the issues you may have, you may still have on on gender and also maybe some of the issues that were raised following the presentation by Helen. So I have the pleasure to introduce Kathleen Al Colverson, who is a faculty member in animal sciences at the University of Florida and has over 25 years of experience with gender analysis, assessments, publications and evaluations in East and West Africa, Central America, Caribbean, Middle East, Southeast Asia and United States. This includes experience in formal and non formal education with publications of training, materials and curricula, textbooks and refereed journal articles. She has developed courses, workshops and seminars on topics related to training, community development, gender and participatory development. She currently serves as the senior gender scientist for the USAID Livestock Systems Innovation Lab, as well as providing technical gender support to numerous other international projects. So Kathleen is here to take us through gender. And her presentation is going to look at gender one health. And so Catherine, I believe she's muted already and she's yeah. She is available. I will make an effort to share my screen. And thank you so much, Salome and Bernard, for inviting me to have the opportunity. You can see I'm actually in my house presenting from Florida and a very good afternoon to everyone. I really appreciate the opportunity to be able to join my colleagues from Kenya. And I'll just give you a very brief background. I am Dr. Kathleen Culberson and I was formerly one of the ill-read gender scientists. So I'm very delighted to be back with my colleagues and friends again and give just a little brief background on how I ended up being a gender scientist, because it's somewhat similar to Helen. I actually began as an animal science professor for many years. And my specialty is dairy and small ruminants. And I had the opportunity at one point in my life to join Heffer International, which is a large nonprofit organization that works worldwide with small holder farmers associated with livestock in particular. And it opened my eyes to the importance of not only a systems approach to integrating the use of livestock, but also really looking at the social aspects. And this was just an incredible eye-opening experience for me. Caused me to change my career, ended up becoming a gender scientist. And like Helen, I've been doing this for a very long period of time. So I really appreciate the opportunity to talk a little bit more about the applied work I have been doing associated with gender and one health. And let me see if I can do what I need to do here. And I share my screen. I'm not sure if you guys are able to do that or I can do that from here. Let me see what we can do. OK. And hopefully everything will work very good. Can everyone see that and hear that? I hope we're going to talk a little bit about very good. You can you're able to very good. We're going to talk a little bit about building out what Helen had to say. What an excellent overview. I really appreciate the depth in which she covered this topic, because for many folks who don't understand the connection between the two, it's kind of a foreign territory. But it has been something that's been increasingly important, not only the work that I do in various parts of the world, but I think everyone, particularly funders, are now starting to realize that without the connections, we are not going to be successful in the project work that we do. So I'm going to go ahead and proceed and hope everything moves smoothly talking about what are the connections between gender and one health, particularly from an applied perspective and very much focused on working in East Africa. So we've talked a little bit about the fact that gender is very important. We've talked a little bit about what gender is. We need to start to think about what are some of the issues associated with particularly working within farming systems with men, women, boys and girls. And for those of us who work in these types of systems, we recognize that women and children are very involved in particularly working with small livestock, poultry and also sheep and goats. Shouts, as Helen mentioned, which is a unique term really to East Africa and working with dairy. So it's important for us to understand who is actually doing these these different activities. We also talked a little bit about what gender means. It means that we are basically looking at the sociocultural aspects of what is assigned to you as a role based on the sex you are born as as a child. We also need to talk a little bit about where do we typically see men and boys and women and girls in different types of livestock value chains? And usually what we're going to see, and this is a general statement, is that men are much more involved in production and management of large animals, such as dairy, such as equine species, such as buffalo. And women are more responsible for the smaller types of livestock, as well as very specifically involved in certain aspects of the dairy value chain associated with only the production aspects, but also the processing of dairy products. So I'm going to talk about that a little bit more detail later on as we move through the presentation. One thing I want to mention, though, for those of you who may not be familiar with some of the issues that we think about when we start discussing foodborne diseases and food hazards and food safety aspects, if we look at the slide on the left and we start to look at what is some of the global burden of foodborne diseases and we think about worldwide, one in 10 people will fall ill to some aspect of foodborne diseases. And this can be a variety of different things. But we also realize that we lose what are called healthy life years lost because of this aspect of falling ill to foodborne diseases. And when I talk about a healthy life year, I mean your ability to actually function productively in society. So it's very important to realize also that a third of all children, we're talking about children under five die from some aspect of foodborne diseases usually associated with extreme diarrhea or loss of fluids in their system, dehydration. If we look at the slide on the right, we look at specifically the African region. And these are this is data by the World Health Organization. And we look at the fact of the third of all global death toll associated in the African region is associated with foodborne diseases. And this is a very, very high number. And specifically, we're looking at certain bacteria associated with non typhoidal salmonella, as well as E. coli, as well as cholera. And so I'll be talking a little bit about some of the bacterial diseases associated with foodborne hazards, but it's really important to recognize this. This is a very significant problem in different parts of the world. And it particularly has a gendered aspect to it. So I mentioned that there are more than just biological hazards when we talk about food safety and foodborne issues. We can talk about bacteria such as E. coli, such as salmonella, such as cholera, and we can talk about parasites such as tanius, sodium, and some of the other parasites that those of us who are working with livestock are dealing with. But we also need to recognize that there are chemical hazards associated with food safety issues, particularly if we're looking at aspects of hygiene, if we're looking at aspects of cleaning products, et cetera, et cetera. So it's really important when we are doing visits to farms and we're looking at issues associated with foodborne and food safety issues that we consider not only the biological but also the chemical and on occasion also the physical. Do we see aspects of actual dirt or wood or slivers of glass or different things associated with actually transmitted food hazards that are not necessarily biological or chemical? As I mentioned previously, very high percentages of the populations in not only developed but developing countries are affected by foodborne diseases, food safety hazards, and particularly when we start looking at things associated with diarrhea because dehydration is one of the most common aspects of foodborne diseases. And it kills an estimated 2.2 million people annually, most of whom are children under five. And as I mentioned, this is not only a major issue associated with dehydration and possible death, but also long term complications that can be debilitating to the individual and affect their daily life years that they can contribute to the planet. So some of the challenges faced in the African region specifically, and these are not uncommon and not unknown to many of us that work in these areas, unsafe water and poor environmental hygiene. When we start looking at issues around potable water and particularly, do people have running water period? This becomes one of the most major issues that we are confronting when we work in villages, when we work in rural areas and even when we work in urban areas. We also need to recognize that in many places that we work, there's very weak foodborne disease surveillance or processes in place whatsoever. So I work in a variety of different places where they don't have standards associated with foodborne disease. And this really presents a problem when we start to look at how can we actually inspect places that do not have any standards to begin with? When we look at the small and medium scale producers that we work with in various parts of the world, it's very difficult to be able to comply with regulations if they do exist and if they don't have safe running water in their facilities or they don't have stainless steel or they have porous surfaces, et cetera, et cetera, we start looking at all of the different issues that are associated with trying to provide safe foods in the first place. As I mentioned previously, we often don't have standardized processes or regulations and there's very weak enforcement because there's no regular inspections. A number of the places that I work in Ethiopia are definitely part of this problem. An adequate capacity for food safety not only in processing facilities where I've spent time, but also when we start to look at issues associated with individual small scale production, very much a problem. Very often we don't have systematized cooperation between the stakeholders that are involved in different livestock value chains associated with not only production and transportation, but processing and regulations. And as I mentioned previously, the adjusted disability life years that will be lost because of the fact we don't have many of these factors I just described, but also because of the fact that it's just an overwhelming problem. We have a very high incidence of lost disability life years, particularly in Africa. So if we take a look at animal source foods, which I'm really going to be focusing on in this presentation, and we start to look at what are the life years lost associated with all foods per 100,000. And then we look at specifically animal source foods and we realize that over a third of the global burden of disease is associated with animal source foods, particularly when we look at issues with non-typhotal salmonella. We look at taniasolium, which is tapeworms. We look at campylobacter, paragonia, et cetera, et cetera. We see that we have a very high incidence, particularly of salmonella, tania, and campylobacter. And I have been working on projects in Ethiopia and now soon to start in Kenya, associated specifically with these organisms because they are such such a problem. But just recognize that when we are working with different kinds of animal source foods, meat, eggs, milk, dairy products, et cetera, we have a very high percentage of global disease transmission. So going back to linking what Helen was talking about in her presentation, the issues around gender, around social systems, around farming systems, with the issues of one health and foodborne disease, we have to really think about. So who is most affected in the family by foodborne disease? How do we know? Why do we know? And what can we do about it? So if we start to think about how we're going to be actually able to determine this, for those of you who have actually participated in or conducted a gender analysis, it is probably one of the fastest ways to really begin to determine who do we need to zero in on as an audience or a populace associated with specific foodborne disease hazards. And I should just mention, for those of you who may not recognize this photo on the right, this is a clay pot that is used in Ethiopia for milk collection and storage. And we can talk about devices that people use to collect milk and different kinds of animal source food products as we go through the presentation. But there are obviously issues associated with this. So when we think about a gender analysis, we really need to think about a number of different things. And I always say to people, just start thinking about the W's. Think about basically who does what in the value chain? When we start looking at a value chain, we start looking at issues around production. We look at issues associated with inputs into that production aspect and all the different steps that are associated with beginning to produce a product. And if we're talking about dairy, which I'm going to focus on in this presentation, we talk about the feeding of the cow, the grazing, the watering, the cleaning, the stall cleaning. Who's responsible for doing all that? And then specifically, what are they doing? Are they feeding the animal? Are they giving the animal water? Are they taking care of it from a veterinary perspective? Are they milking it? Who is doing it and what are they actually doing? When they do it, what time of the day they do it is also important. Are they doing in the morning? Are they doing it in the evening? Do they do it every day? Do they do it multiple times a week? When they do it really will affect the storage, particularly of the products that we're looking at. So again, we think about dairy products. We think about fluid milk. We think about yogurt, butter, cheese, et cetera, et cetera. If they are doing milking early in the morning and then they are putting their milk into a storage container like we see on the right with no refrigeration and no pasteurization, we have to start thinking about what are the aspects associated with that. OK, I'll keep moving. Where are they doing it? When we think about where is the milking taking place? Where is the food processing taking place? And if we think about rural communities and we particularly think about our women doing the milking, are they doing it out in the stable as the cow got clean environment to be able to to do what they need to do? Or are they standing in manure and there is potential for disease infection associated with milking the cow? And then we need to decide who is deciding about this activity. Is it the woman that's deciding what to do with the milk or how long to pasteurize it or to sell it or is it the man that is doing that? OK, I'm going to keep moving here. All right. Who controls the inputs? For example, when we think about production in a dairy value chain and we're thinking about the dairy cows, we're thinking about who is going to determine what is being fed when it's being fed and if the milk is produced, the fluid milk, is it being consumed in the household or is it being sold in the market to pay for other types of household needs? So these kinds of things are the questions you're going to ask and think about when you begin to look at ways to integrate gender into different value chains, particularly as I say, we're focusing on dairy, but you can do the same thing with poultry, with beef cattle, with sheep and goats, etc., etc. OK, so when we look at doing a gendered value chain analysis, and we think about some of the production activities that are associated with basically a dairy value chain, looking at ways that we are going to be producing and either selling or consuming milk, we need to think about these different activities. For example, who is responsible for calving? Who feeds the calf? Who cleans the stall? Who feeds the cow? Who grazes, who gathers for us, etc., etc. So we go through and we apply the questions that I just discussed to each one of those production activities. And there may be more than what we're seeing on the left side. It's important when you do an analysis of a value chain that you really understand what are all the steps that are involved. So we think again about how do we apply these questions? Who, what, when, where? Who decides and who controls to each one of those production activities? We do the same thing with processing. And if we're thinking about using, again, the cattle example, who is going to be slaughtering the cow? Who is going to be processing the meat? Who might be transporting the meat to an avatar or if we're dealing with dairy products to a dairy processing facility? Who will be responsible for pasteurizing or preserving the milk product? And or making the meat or dairy products? So again, we apply these questions to all those different stages to think about who is doing what, when, where, why and who's controlling and deciding. Same thing with transportation. Many times when I am looking at a value chain analysis, particularly associated with different types of livestock products, and we start on the farm with production and then we move into how is that product being transported? Is it on bicycle? Is it in a refrigerated truck? Is it in, you know, on a donkey? There are a variety of different ways that food products are being transported. And if they're not being transported in sterile environments and under controlled circumstances, we may have real issues associated with food safety concerns. And we think again about who is doing the transporting, who is pricing the dairy product, who is determining where the sales are going to take place, what are they doing, when are they doing it, where are they doing it, who decides and who controls. And this is particularly important. Again, if we're dealing with unsterile environments where products are not being processed and or stored and or transported under ideal circumstances where we have controlled temperatures and we have sterile containers. We think about food safety and this is where I really start to zero in on some of the issues associated with gender and one health. We think about the dairy products, storage and or preservation. We think about who is consuming or disposing of the meat or dairy product if they consider it to be unsalvageable or inedible. What are they doing? Again, when are they doing it? How long is that product being stored or how long is it being consumed? Under what circumstances is it being consumed? If we do an observation of the cooking area, what do we see in the cooking area? Do we see utensils being stored in the ground? Do we see them being cleaned with potable water or boiled water? We have to really think about what are the circumstances of the environmental conditions that we're looking at associated with the handling of that animal source food product? Is it being chopped up on a block of wood? There are lots of different things you need to observe when we're thinking about food safety issues, not only what is being taken place, but who is doing it and who is most affected by handling that product. So one of the projects that have been involved in Ethiopia, particularly looks at dairy value chain gendered issues and particularly looking at food safety issues. And we have a lot of conversation around not only the milking of the product and how that product is handled, but whether or not that product is being pasteurized. And when we talk about pasteurization, we're talking about heating the milk to a certain temperature for a certain period of time to destroy microorganisms. And one of the things that I discovered is that obviously women are much more involved in dairy processing aspects than men. They're also very much more involved, particularly in Ethiopia, in caring for the cow and milking the cow. But when it came to talking about how do you preserve the product? If you're going to be consuming fluid milk, people will say they do or don't boil the milk. And many instances, they don't. And if they do boil the milk, what's the temperature? There's no thermometer, so no one really knows the temperature. And they don't really know how long they boil it for. So this is a really important aspect to think about. And then if you go a little deeper and ask, why do you boil your milk in the first place? Some people actually recognize that it's unhealthy to consume milk that has not been boiled or pasteurized. But many people have no idea why they're boiling milk. They think it's because it's tradition. They think maybe there's a reason that we need to to do this, but they don't really understand. And so if you think about refrigeration, we think about how many people actually in the rural areas have electricity, how many people have functioning refrigerators. And in most cases, they're preserving their milk using traditional means, either storing in containers that I showed previously or in other types of potentially in sterile containers. And if they're preserving their products, how are they preserving it? Under what conditions and what are they actually doing? And when do they do it? If they're milking in the morning, are they storing the milk throughout the day to be consumed in the evening? Are they selling that milk immediately? Which I have seen in many instances where people just drag their milk containers out to the road and it's picked up by a cooperative. But if it's sitting there for hours in the hot sun, obviously with no refrigeration, we have to be concerned again about food safety hazards. And the other interesting question that I asked sometimes with people when we're talking about handling of animal source food products is what kinds of issues do you need to think about in your family about who consumes this product? And if we're particularly looking at issues around malnutrition with young children or with pregnant or lactating women, the answers that come back are fascinating. In most instances, milk will be if it is consumed in the household, given to young children first or elderly or sick people. It's not often that pregnant, lactating women will drink milk. It's more often they will sell it, particularly associated with purchasing other things like school fees. So it's really interesting to ask these questions. If you don't consume the milk, what happens to it? Who gets to consume it? Why don't you consume milk? And sometimes we get these incredible stories about why people, particularly women, are not allowed to consume animal source food products. That is a whole another discussion at a whole another seminar. So this is a graphic, basically, to kind of illustrate the dairy food chain, particularly looking at production, processing, transportation and consumption. And if we look at who is most at risk at these different stages in the dairy value chain, we look particularly at production and we see women. We look particularly at processing issues and we see women. When we talk about transportation and or marketing, usually the men are doing the transporting. If it's a larger commercial operation, the men will be doing the marketing. If it's a smaller operation, the women will be doing the marketing, usually associated with either small amounts of fluid milk or with dairy products such as cheese and or butter and consumption. Obviously, the entire family consumes, but if the woman and the girls are responsible for doing the handling, they may be the most exposed to contamination from the different sources that we have mentioned. OK, so why do we care? Why do we care about integrating gender issues associated with food safety hazards and particularly associated with livestock value chains? Well, this illustration that I'm using on the left on the right is actually the picture that I took when I was working in Ethiopia pre-pandemic, when we could actually get out in the field. And this is a woman who has milked her cows and she is getting ready to strain the milk through an old scarf, and that was how she basically purified the milk before she sold it. So obviously you can see there are numerous things that we need to be concerned about when we look at this picture. But it's just something that you should be aware of when you start to ask questions from a gender perspective and you're particularly talking to the people that are responsible for producing the product is how do we actually handle it afterwards? So women, as I mentioned, play a very critical role in production, processing and ensuring the safety of milk and milk products. But they are also more highly exposed to food board pathogens. So this is something we need to be very concerned about. They pasteurize or don't the milk before feeding it to their families, which increases the likelihood of childhood diarrhea. So this is something we really need to be aware of, particularly as I mentioned in the products that have been involved in Ethiopia. In many instances, I think it was about 60 percent of the time the milk was not pasteurized or heated at all and family members were consuming it raw. So obviously there's very limited refrigeration for raw milk and dairy products. And when night milking occurs, it frequently is stored in unsanitary containers and unrefrigerated until the next morning when they see they're consumed or it's sold on the market. So these are issues we need to consider, particularly not from a gender perspective, but also from a food safety perspective. Poorly preserved milk, as we all know, has a high risk of disease transmission, including many of the microorganisms that I discussed previously. As I mentioned, I've been doing a lot of work in Ethiopia. And one of the questions that we asked about preservation of dairy products and about sanitizing the containers that milk is captured in is an interesting traditional practice called Chorasma, which basically involves fumigating the inside of the container that the milk is captured in and stored in. And this is done with a heated stick. So smoke basically is involved in helping to quote, quote, sterilize inside the container. Now, this picture on the right is a woman that is demonstrating for us how they actually do this fumigation. But the container that she's using is a recycled paint pot. And so we were very concerned when she told us that that was I concerned about the sterilization technique, but also the fact that she was using a recycled paint container to collect her milk in. So when we asked the question about how do you determine whether or not you dispose of a dairy product, most people say, well, we look at it. And if it doesn't look good or it doesn't smell good, we throw it out. But many people indicated that they were happy with keeping their dairy products without refrigeration for multiple days before consuming, which obviously, again, also has the potential to create foodborne disease hazards. So why do we care? As I mentioned, we talked a little bit about preferences or abilities to pasteurize dairy products. We note that about 41 percent of the people that were interviewed restricted themselves to drinking boiling milk, boiled milk, which means the other 60 percent do not, which again contributes to the possibility of foodborne disease pathogens. Many of you who have worked in or live in Ethiopia recognize that raw meat is eaten regularly by a variety of different people, not only at social events, but also at restaurants, et cetera. And this is a photograph, obviously, on the right of a restaurant that we went to associated with raw meat consumption. But it also contributes to much higher instances of salmonella, E. coli and campylobacter. When we look at it from a gender perspective, men are responsible generally for performing slaughter associated with cattle and women are responsible for processing the raw meat. And frequently, this is occurring not only in unsanitary conditions, but with minimal or no running water. And particularly, we are concerned about the potability of the water, whether or not it's actually safe in the first place. So these are other issues that we need to consider when we look at the intersections between gender and consumption of animal source food products. What can we do about this? Well, we've talked about this. Helen talked about this. And we need to think about what can we do? Well, the first thing that I really say, aside from doing a gender analysis, we need to decide who is going to be most affected in the selected value chain. What working is it going to be men, women, boys or girls? And we need to target them for our interventions, not only for potential capacity to building, but also about really helping them to understand why and how foodborne disease hazards take place and what they can do to actually minimize these things. We also need to determine who's making the decisions related to food safety practices. And again, I mentioned that particularly women are very much involved in this because they're involved in not only production, but also processing and storage and then household consumption of the product. So frequently women are going to be our primary target associated with any kind of capacity development with associated with foodborne disease hazards. And we really need to think about if we're really working with women and we're working with rural women in situations where there's minimal infrastructure and minimal refrigeration, et cetera, et cetera. We need to think about not only what their literacy and numeracy skills are, but how can we make all of the trainings that we do very practical, very hands-on, minimal handouts and texts and really help them to understand from a practical perspective why foodborne disease issues are a problem and what they can do about them in their own environment. And we also need to work with local veterinarians, extension providers to understand the gender aspects of the work that they do, and particularly as it relates to food production and processing. So those of us who are involved in this field or have the interest in this field really need to be able to provide guidance, technical support, as well as other types of materials that can be made available to people that are working in this area. So that is all I have to say for now. And I think if anybody's interested, feel free to please contact me. And I think, Salome, I don't know if we're doing Q&A at this point or we're going to wait and do that later. We can do it later. Yes. So thank you, Kathy, for your very interesting presentation on one help, looking at it from the perspective of food safety. And I believe there will be quite some questions that will come in again at the end of Edna's presentation. We'll take all those questions together. So Edna, are you on? I take this opportunity to invite Dr. Nandam Tua, who is an anthropologist, working as a health systems researcher at Cambridge, Welcome Trust in Kenya. Before joining Emory, Welcome Trust, Edna worked as a researcher at the University of Glasgow School of Social and Political Sciences and the International Livestock Research Institute. Her research interests are within the spheres of one health, zoonotic diseases, antimicrobial resistance and gender analysis of livelihoods and health interventions in East Africa. She holds a PhD in anthropology and an MA in gender and development studies from the University of Nairobi's Department of Anthropology, Gender and Anthropology Studies. She's here to give us reflections from two Rift Valley research projects. Welcome, Edna. OK, so good afternoon. Thank you for having me. I will go ahead and share my screen. OK, I'll make a presentation titled Gender in One Health, Reflections from Two Rift Valley Favour Research Projects. I hope you can see my slides. OK. Yes, you're good to go. OK. And so by way of giving a background for the benefit of those who might not be aware what Rift Valley Favour is. So this is a viral zoonotic disease that is caused by the Rift Valley virus. And it is a mosquito-borne disease that is climate sensitive. In East Africa, it has been associated with above normal rains and flooding. It affects domestic ruminants. These are mainly cattle sheep, goats and camels and transmission in livestock is two bites of infected mosquitoes. Occurrence is characterized by mass abortions. Transmission in humans is mainly through infected animal tissue and secretions. And this is the route by which severe cases in humans are also acquired. And mosquitoes have a role to play in causing mild infections. So the management measures include quarantines, ban on livestock, trade, and also ban on livestock slaughter, as well as trade in livestock products and vector control. So livestock vaccination before an outbreak is the most effective method of controlling RVF, but this is done regularly. So I'll give examples from the two projects. The first is on community adaptation to Rift Valley Fever in Baringo County, Kenya. So this study took place in Baringo North, Baringo Central and Baringo south sub counties of Baringo County and can be seen in the map. We categorize the study site into four zones. We have the site from where we have Lake Baringo and Lake Bulgaria as the lowland zone, followed by the midland zone, followed by the high land and then the extreme zone is the riverine zone that runs along River Kerrio. So the risk factors that we established in the study site when conducting this work was that our community members did keep the susceptible species. The lowland zone was prone to flooding and also cases of Rift Valley Fever had been reported earlier before we conducted this study. So we also established that community members had limited knowledge of RVF etiology and its transmission patterns. And here is a low understanding of how the human, animal and environment interfaces interact, leading to RVF occurrence. We also observed that there would be risk in the event of an RVF outbreak coming from the consumption patterns of meats and blood for food and also consumption of animal products from sick and dead animals. And these we established was seen one as a means of providing food and also two as a means of mitigating the losses that come with disease and the loss of an animal was also established that there would be risk coming from the centrality of livestock products when it comes to caregiving of the sick. For example, we find that milk, aside from being a food, it is also used to administer medicines, particularly to children. We find that meat is considered culturally acceptable and respectful food for somebody that is unwell or has been unwell for a while. And meat stock is used to administer both biomedical and herbal medicines to adults. Also, we did establish that there was a culture where there are an extract called Eande and this is an extract from a woman is believed to be medicinal and it is given to sick people. And the reason why it is considered medicinal is the assumption that because goats being browsers feed from many plants, most of them medicinal, therefore it means whatever that can be found in their room and carries medicinal properties and is therefore upon slaughter extracted and given to sick people. So I also found that there was a challenge of poor disposal of dead animals and fetuses and one we've seen an option has been consumption, but then there are others who discarded this in the open or fed to dogs or practiced burying or burning. Now, burning was not so popular, but burying did occur and also established that there were contestations in burying as a means of disposal of sick or dead animals, particularly in the lowland zone, because the community residing in the area had a cultural belief that interment is only for human bodies and therefore you cannot do the same for animal bodies, so to speak. And then we also established that in the event of an outbreak, the current livestock management practices would also put the people at risk. And this includes handling sick livestock with bare hands or robuting animals with bare hands and the use of biomedical and herbal medicines in self treating of livestock. Here we established that most farmers do not rely on vets for treatment of sick livestock, they do eat themselves either using herbal medicines or biomedical medicines. So this section shows the engagement in risk practices. And what we can see is that we found that men were more likely to engage in risk practices around consumption, around slaughter of sick animals or skinning of dead animals, also engaging in disposal and also the whole dimension of treating sick livestock and acquiring the reputed services around that. So other risk factors that we established being that we looked at how these intersections with other factors, one in terms of location, we found that people from the highland zone practiced less risk practices than those in the river and midland and lowland zones. And those from the lowland zones practiced more risk practices than any of the categories by ethnicity. We established that the pastoral community that resided in the lowland zone practiced more risk practices than the agro pastoral community that resided in the river and midland and highland zone. Also established that the likelihood of engaging in safe practices increased with knowledge of risk practices. However, age, marital status, number of children in the household, education level household type and the main livelihood activities that interviewees engaged in were not found to influence risk to RVF. So in terms of implications for RVF management and control, in this study we established that RVF exposure is likely to follow a gender division of labor pattern, production systems and geographic location. We also established that in outbreak times, there's a possibility of a clash between public health measures, cultural practices around foods, feeding, caregiving of sick people and disposal of sick and dead lifestyle. And therefore we thought that having continuous contextualized awareness creation on risk factors of RVF and others will not take decisions will be useful in these communities. So for more of this work, you can get this paper. It's an open access paper. The second study is focused on gender barriers to livestock vaccine uptake in Kenya and Uganda. The study in Kenya took place in Murangah County and Kuala County, while in Uganda, it took place in Arua and Iwanda districts. So we did establish that there were extrinsic and intrinsic barriers that prevented farmers from accessing livestock vaccines. And when I say farmers here, I mean both men and women farmers. So the extrinsic barriers included the cost of the vaccine, the choice of vaccination points by the veterinary departments, distances that farmers have to take to go to those set vaccination points. The waiting times when they are going to seek the service, the durations for which the vaccination campaigns are set, whether it is one day or two day, vaccine quantities available, vaccine side effects and also available infrastructure for restraining animals during the vaccination exercise, the number of veterinary officers available and this had a direct impact on the waiting times in the vaccination points. We also found that another extrinsic barrier was vaccination campaign information dissemination strategies. If these were not well done, then it meant the information did not spread as far as it was intended to and also provision of vaccines when diseases have already spread and also irregular provision of vaccines. Intrinsic barriers, these are the ones that were within the control of community members included a lack of or limited access to vaccination campaigns, depending on the ability to reach where this information is disseminated from, a lack of awareness on the importance of vaccine, different types of fears. For example, a fear of an animal or one's animal getting disease from coming to contact with other animals. One needle being shared among many animals in the vaccination process, a fear of vaccine side effects, fear of being shamed by other community members for having poor animals with poor health, fear of losing the animals in the process of taking them to and from the vaccination points and also in the vaccination points and also fear of attracting theft, especially when one had animals that were admirable. And then we found that there were challenges with moving livestock to vaccination points and restraining them for vaccination, as well as mistrust of vaccines and veterinary personnel. And this led to a lot of vaccine hesitancy and then beliefs. This could be religious, for example, we did come across a Christian sect book that did not believe in the use of biomedical medicine, interventions both for human and livestock, and therefore would not present their livestock for vaccination, as well as other cultural beliefs like having totem animals where vaccination was seen as interfering with their sanctity and their stand, their space in the, in the, in their cultural meaning. And then we also found that livestock ownership conflicts and preference for curative and preventive care services did contribute and here the preference was for curative services because you're treating something that you can see as opposed to preventing services, preventive services, which are for something that is not there and might probably not occur anyway. So the key barriers for men and women in these study areas in Muranga, we established that for men, their key barriers one was the choice of the vaccination place and two, the cost of the vaccine. And this for them were an issue because they, they added up the cost of the direct and the indirect costs of accessing vaccines and being their breadwinner, the role of providing the finances for this was mainly theirs. For women, the choice of the vaccination place was their biggest barrier, being that the farmers that we went to kept dairy cattle that were zero grays. So moving these animals that are not accustomed to moving lengthy distances was quite a challenge for women who are mostly left with this task. In Kuala, we established for men that two, two challenges carried almost similar weight. And this is the lack of the infrastructure to hold livestock during the vaccination process and access to information. Same case was for women, but for women, the lack of information was more dire than the lack of the vaccination infrastructure. And then in Uganda, for men, we established that the cost of vaccine was the main barrier for men. For women, cost was an issue, but their case was a lot more interesting because they had more intrinsic issues that were affecting them. And these were around access to information and having limited capacity to make decision over which livestock to be vaccinated for a lower cost of vaccine was the main issue. So we were interested in pushing back and trying to understand this intra household decision making pattern and how it influences vaccine objects. And before this, we established that when there's a call to have animals vaccinated in male-headed households with men living locally, that is, both spouses are at home within the same vicinity all or most of the time. In Muranga, men in Muranga and Arua, men primarily made decisions, but these were in true to an extent influenced by women. Whereas in Ibanda and Kuala, only men made this decision. So women were not involved in the fact of female-headed households. And these are households where the male head of households lives away from the home in Muranga, Kuala and Ibanda, all of these areas. The decisions around vaccination were primarily made by men and women had an influence in this because they were the ones who are at home and they were the ones who knew what was ongoing. In Dijal female-headed households, these are households where the women were either widowed, they were separated, divorced or had never married. Essentially, women only headed households. In Muranga and Arua, women primarily made the decisions, but there was an influence from other family members such as children and siblings of the woman or parents of the woman making the decision. And in Kuala and Ibanda, we found that it is women who made these decisions only. So implications for RVF management and control, we find that it's in our vaccine Arctic, including RVF vaccine Arctic is influenced by extrinsic and intrinsic factors, the extrinsic factors are cost of vaccine, choice of vaccination points and having the requisite infrastructure for restraining animals for vaccination, while the intrinsic factors are around access to information and decision making capacity of livestock vaccine Arctic. So for veterinary departments, when planning campaigns, it is important to consider these barriers to enable them to make services that respond to farmer needs and to enhance our vaccine Arctic. And although we acknowledge that the veterinary departments cannot be able to handle all intrinsic barriers, we do acknowledge that there are continuous interactions with community members coupled with information sharing, can increase trust and encourage Arctic vaccines. For example, helping farmers to overcome barriers like a vaccine hesitancy, mistrust of veterinary vaccines and mistrust of veterinary officer and fears around vaccine side effects. So for more on this study, can access it from this paper. It's an open access paper. So I wish to acknowledge the projects under which this work was done, the respective funders for the project, the research teams involved in this work, as well as the people and the county governments of Baringo, Kuala and Muranga, as well as the leadership in Ibanda and Aruba districts in Uganda and the local teams and the communities. Thank you. Over. Thank you very much, Edna, for your very interesting position, giving more details on Rift Valley fever, social, cultural and gender aspects. So now I'll invite Kathy Povasson to also put on her camera. And she's coming on board. Edna, just like to ask you one question. What is the biggest challenge in integrating gender in one health research? One of the biggest barriers I have seen and it was alluded to earlier is the fact that when you're working in multidisciplinary teams, there's always the assumption that other sciences are better than social sciences and anthropology and gender sciences. So they are always seen as sciences of the last results. If we let's just have it there just in case. But the challenge with that is you find our projects will go out and get these other types of data. And sometimes they cannot link it to context. And that is where the social sciences become most useful and also become useful in helping to understand the findings that we're getting. I also would say that I've seen social scientists dying away from getting into these spaces for fear of one acceptance and also having to push back to be able to create a space where you can actually be able to contribute meaningfully. Thanks, Edna. Kathy, what has been your experience and your challenge also in integrating one health in your research, one health agenda, one type of such? I totally agree with what Edna has to say that frequently social scientists are not highly respected. I would say one of the biggest interesting challenges that I face is because of the fact that I am an animal scientist by first training and then applied social sciences to that is to really think about how can we be more active in integrating the two? Particularly if we look at biophysical scientists and we look at social scientists and to find spaces where there's opportunity to intersect not only through conferences and through joint research projects, but for each of the individuals to learn more about what the other person does. And I think that's been really helpful for me as a social scientist is to really understand the issues associated with animal science and particularly around food safety perspectives because I also have a background in microbiology. But I think it's just really important to think about ways that we can find spaces to understand each other better and to integrate our work together. A great way to bring this to an end. I know there are many other questions that have been there on the chat. And I would like to request Kathy and Edna, if you could take a few minutes, maybe some 10 minutes of your time to just respond to those questions on the chat as we now hand over to Nick and take a break to do the mentee as we go on to the next session. Thank you very much, everyone. We are grateful to all the panelists and everyone else who presented the keynote address for very useful presentations that will help us move our research, our policy issues forward in terms of being more inclusive in our in the work that we do. So, Nick, take over and thank you very much. And thank you very much, Salome, for that session and even to our speakers for bringing to light some new ideas. It's now maybe a time to listen from the from the audience and our participants. How often they listen up, they've had about one health or are they hearing about it for the first time? What are some of the challenges that you encounter when integrating gender into one health? Yes, so some people are saying it feels overwhelming. There is a general feeling about a poor understanding of this, of this topic, reluctancy in terms of implementing this. Not enough knowledge, so we hope the conference will be able to address this. Cultural issues, truly. Yeah, for those online joining us online, let's keep sharing your ideas as we grab a cup of coffee in readiness for the next session. Right. Yes, so let's aim to come back at four to start the next session. Yep. Thank you. Keep the comments coming. We look at some of the insightful comments that are coming in. And most people are saying most most people are saying that there is women are not included in the one health agenda. Cultural practices are bringing along these issues. Difficulties assessing women in research settings here, for sure. Resource constraints, poor understanding of gender, cultural barriers here. So thank you very much for your contribution. So I think maybe from now on we'll carry on with inclusivity in terms of gender, because it has been encouraged from the talk. So at this session, we're buying schedule a bit, but I'd love to welcome Wellington, Ikaya, from Ilri. He'll be taking us through the education session and gender. Welcome, Wellington. Over to you. Good afternoon, ladies and gentlemen, workshop participants, all organizers. Recognize everybody is a pleasure to be with you this afternoon. My name is Wellington Ikaya, as Nika said, I work here at Ilri as head of capacity development. It's my pleasure to be your session chair and facilitate at this afternoon. We were two of us to handle this session, but my co-chair got into another event, so he will not be able to join us. But nevertheless, we're excited to have the session running as planned. This session is on one health education and capacity strengthening in one health. It's quite an exciting discussion and quite challenging as well. I just want to flash back on the first day when we were trying to understand what is one health. If my memory serves me right, a number of words and phrases came up. There are all these words and phrases about communication, cross-disciplinary, sharing, coordination, collaboration, integrative, very cross-cutting issues. Those were really key words that helped to frame, that will help to frame the discussion we shall be having this afternoon. So then putting all that in perspective, the key question is or among the key questions we are saying, so if this is what one health entails and then in terms of education and capacity strengthening, what skills, capacities and capabilities do we need really? And how do we grow this? Where are we? Where are we headed? What are the strategies? So these are just some of the questions that could run in someone's mind as you prepare for this session. But of course, we have organized the session so that we can discuss, we can engage, we can listen to various people, experts, practitioners in this area to help us understand this whole topic of one health education and capacity strengthening. Just to give an overview of the session, how it is organized. We'll start off with a keynote presentation from somebody we will introduce. The person is not able to be with us today, but they have prerecorded the keynote presentation, and that is Professor Jenga Munene, the Vice Chancellor of ZTECH University here in Kenya. After that, we shall get into a bit of a deep dive. We have invited five very active, I call them triple E, presenters, E meaning experienced, engaging and very excited about this conference. They'll give us their presentations, give some perspectives, a deep dive kind of so that we get to understand what are some of the critical issues. After that, we'll do a bit of mentee to engage the audience. And then we'll get into a panel discussion, another deep dive. The panel discussion is on strategies for developing, implementing and sustaining one health education in our higher learning institutions. So that is the key, the gist of the discussion. And then after that, of course, we'll have a bit of engagement and the session will end. So without further ado, it is my pleasure if our people are ready to invite our keynote presenter, that is Professor Jenga Munene. He's a professor in clinical veterinary medicine. He's a distinguished scholar who has published widely, supervised many postgraduate students, mentored staff, managed veterinary programs at university. Many universities actually was together with him at some point at University of Nairobi for quite a number of years, over 30 years. So he's really an accomplished person to be speaking to us. He has been Dean Deputy Vice Chancellor of Egerton University. And now he is the Vice Chancellor of Z-Tech University. It is my pleasure to introduce Professor Jenga Munene to give his presentation that he prepared for this conference. So over to you, Professor Jenga Munene in absentia. So good morning for those who are in the region where we are. And good night for those who are in the United States. I know it's still at night. And good morning for those who are in countries like Germany, where the sun has just risen. I want to greet you all on this particular morning and to present a short discussion on emerging pandemic threats and other group of challenges, implications of lessons learned on innovations and technology in one health education. So my name is Professor Jenga Munene, a very nice Arjun, who have taught in the university for 34 years and have been very keen in research in one health. Having been involved a lot in doing research in Kibera, where there is close interactions of humans and animals. And whereas we sometimes do occur. And these are the issues that we need to look at when it comes to one health. I am also one of the founder deans of the One Health Eastern Central Africa, which was a share and now changed to Afro-Hoon. And I'm happy that it is growing and changing. But Professor Basilio of Macerre has not changed. I think he's still the same strong and focused leader. And that's why Afro-Hoon is still growing. So I greet you all and welcome you to my short presentation. This slide shows people preparing to bury a person who died of COVID-19 last year. And one of the things that made COVID-19 such as care was the way we handled cases of people who died. The people responded with fear, they responded with apprehension, which is natural for things that people don't understand. And the way people are being treated when they were suspect cases of cases, suspect cases, and instead of saying people who got infected with COVID, they became victims. And therefore the language itself and the fear that was instilled by arresting people who were suspected of COVID-19 created a very difficult position for many people. And that's why a lot of people ended up not presenting themselves in hospitals to be treated because of the stigma that was occurring as far as COVID-19 was concerned. But over the many years, there has been notable pandemics in the last 100 years. The Spanish flew 1918 to 1919. And they say that in some places it went on up to 1922, which was a period of four years. So we are not yet through with four years. And over 40 million people died out of the H1N1, the swine flu. What many people have never understood and scientists have yet to determine whether the H1N1 came from humans to pigs or it came from pigs, humans. But whichever way it ended up killing very many people in the world. And the use of masks was intense at that time. The Asian flu, what they call the influenza pandemic, it was caused by H2N2 1956 to 1958, about two million people died. In the influenza pandemic, H3N2 1968, about a million people died. And the continuing pandemic, the HIV is 1981 to date. About 6.3 million people have died of HIV up to the year 2020. But those of you who remember how HIV was in the 80s, people had the same phobia and fear like they do have for COVID-19 today. SARS 2002, 2004, a coronavirus, the deaths were a few. But it is good that the world acted very fast and contained the disease before widespread spread in the world. 774 people died, that's more number compared to what have been lost. Swine flu, influenza virus, 2009. Interestingly, this one was caused by the same virus that caused the 1918, 1919 Spanish flu, and 75,400 people died. Fortunately, it was also contained fairly fast and did not spread as quickly as has happened today. The Middle East Respiratory Syndrome Corona, 2012 to date. Still spreading, but low grade, so far 941 people have died as of May 2020. And now the latest of our scare and what is killing many people. There are few people who don't know people who have died of COVID-19. From 2019 to date, so far 5.17 million have died and the numbers are growing by the day. It is something that is worrisome. But more interesting is what have Corona does? Corona has changed the way we do things. So what are the factors that have been influencing spread of diseases across boundaries and across populations, human and animal interactions, eating habits, sexual behavior like HIV, human social behavior and activities, air travel and other human movements. These have been made when it comes to spread of coronavirus. Those of you who can remember this short history of the virus are starting from Wuhan and literally spreading in the world within a very short time. This mainly was facilitated by human travel and the lockdowns that followed through the spread probably a much bigger population would have been lost had we not contained human travel. Other diseases like avian flu, bad migration, misinformation currently in Kenya and quite a few countries, not a few, many countries of the world, there's resistance to vaccination. And this is mainly followed by misinformation. People are not being given the right information and our inability to counter that misinformation, especially through the social media remains a big challenge to ensuring that vaccination occurs throughout all the vulnerable human population. So not for an established proven protocol. Some people are still very resistant to wearing masks. This weekend I met a couple. The husband is very concerned because the wife is extremely resistant. She says she doesn't want to wear the mask and she doesn't want to be vaccinated. So the husband has has been vaccinated. He wears a mask, but he was saying, please pray for me that my wife doesn't end up with the coronavirus because I'm extremely vulnerable with that. So the resistance has been great in terms of vaccinations and in terms of in terms of following protocols. I'm told by a friend of mine who lives in Belgium that there are some regions where they cannot talk about vaccination without the risk of getting backlash from their neighbor. So this is something that we all need to think through and ask ourselves whether we are actually acting on information or we are acting on rumors. This is a picture that was put on media on COVID-19 affecting lions in Singapore. And this was also happening to the people who are taking care of these lions. So the government agency for Asiatic Lions at the night safari as well as one African lion at the Singapore Zoo had exhibited mild signs of sickness, including coughing, sneezing, lethargy. And therefore, and it has been positive for COVID-19. And this was upon exposure to staff from and I would like to put it at that positive for COVID-19. Therefore, we must ask ourselves. Is it possible that the current outbreak can be sustained and maintained within the animal population so that even as we vaccinate human beings, that there can be risk of continued sustenance of the virus within the animal population. And this is important for us as scientists to consider when it comes to research on COVID-19, just like it is with diseases like rabies, which have both a wild cycle, what we call the sylvastic cycle and a domestic cycle, where the virus is maintained within the bats and within the wild canines. And then once it gets to the domestic canines, turns out as a fair within the human population. We must be concerned about the emerging and re-emerging diseases. Emerging infections, a new or newly identified pathogen or syndrome that has been colonized over the last two or three decades, that has resulted in new manifestations of infectious diseases. The emerging diseases, what they call resurgent diseases, known or previously I did for a pathogen or syndrome that is increasing in incidents, expanding into new geographic areas, affecting new population groups or threatening to increase in the near future. These are diseases that have been found around for decades or centuries, but have come back in different form or locations. It is important for all of us to remember and I think that is something that all of us need to be reminded that 75 percent of emerging and re-emerging diseases are shared between animals and humans. And therefore we must get concerned when we start having re-emerging diseases and emerging diseases. Emerging diseases, these have been the epidemics we have talked about. H5N1, avian influenza, the Nipah virus, heterovirus, enterovirus, SARS, hat virus, pulmonary syndrome, LASA virus, Middle East respiratory syndrome, and now COVID-19. Those can be classified as emerging diseases because they were not there for a very long time. The prions, remember the issue of the variant credit for Jacob disease, which is a human form of bovine spongiform encephalopathy, a product which is suspected to have moved from sheep to animal feeds or cattle feed and then the bovine and then at the end of the day affecting humans. Bacteria ones equal I0157, H7, anthrax, has remained as a threat because of its use in bioterrorism and the protozoa diseases like cryptosporidiosis. The emerging or residing diseases abroad, this mainly seems to be fueled by our eating habits of occasionally eating the our neighbors, our near relatives, ebbs in the tropical forest, which is a very big risk, live to vary fever. I like to break every time we have accessories because of the nature of its spread, the human monkeypox, the Western virus, dengue fever, yellow fever and mobile hemorrhagic fever. All these are residing diseases and depending on the environment, they can recur with the serious consequences. Bacteria corera, this is a disease known for many years. Fever, the period, plague, vancomycin resistance, saphylococcus or mutidrug resistant tuberculosis, protozoa diseases, drug resistant malaria. And especially the issue of resistance to antibiotics or antimicrobials. It must remain as a top concern for all of us as human beings. We are not discovering new antimicrobials every so often. Yet the continued abuse and misuse of antimicrobials, either in the human population or in livestock, remains a big challenge and continues to remain a threat to human beings in terms of disease control and the containment of diseases. Factors that are responsible for emerging and emerging of diseases, economic development, poverty, poor sanitation, land use and close human animal interactions, climate change, human demographics and behavior, international travel and commerce and misuse of antimicrobials. Because as we talk about human economic development, too many things change. People tend to encourage to increase the agricultural output and coaching into forest areas. Poverty, poor sanitation, land use and human interactions. All these are issues that we must get concerned as human beings as we continue to think about how to deal with that problem. Other major global challenges that affect human and animal health. Industrial waste, solid, liquid and gases. All of us know of situations where gases or liquids or solids have found their way into the food chain. In the wrong land, either through animals or directly through to us, we end up getting into problems with the pollutants, pollution of freshwater sources, service and underground. Too much nitrogen, too much fertilizer, too many pesticides. These are products and requirements when you are doing commercial agriculture. And that has tended to cause serious pollution of water. And the world must be concerned because the fresh water constitute an extremely small percentage of a global water volume. Most of the water worldwide is only about 2 percent is fresh water. The rest of the water, almost 98 percent, over 95 percent of water is salty and therefore not suitable for human consumption. Social media and improving information on the world wide world. This has been a disaster in this COVID-19 period. All manner of falsehoods have been spread that the vaccine is people are being tagged with chips. And all manner of things, people are going to become infertile. Men will stop producing and so will women. And all those things have been spread to an extent that people have come to believe that it is possible and that they are causing problems. And we must readdress ourselves to the value that false descriptions of what vaccines resort to lead to. Let me now take a little time and talk a little about one health. One health recognizes the interdependence of human animal and environmental health that holistic and that holistic approach of well-being for all will lead to improved health outcomes and enhance received. Because we live in one world, our animals, ourselves and in that environment is where we grow. That's what we eat. It's where we live. We don't have another world to live in. And therefore one health becomes it's a global contract between ourselves, between our animals and between our environment so that our environment produces what we need, provides the environment in which we live and suitable for both our animals and ourselves. And a breakdown on either side will always lead to a problem on the other side. When we have human activities that destroy the environment, if you have consequences in health, if you have consequences in animal welfare, if you have consequences in human welfare. If you look at this presentation, this was in Kibera, you can see very nice dots scavenging on open drains and human beings doing their own things. And the risk, of course, is that these dots will produce eggs, which will be eaten or they themselves will be food on the table. But at the end of the day, you must ask yourself, what will happen if probably there is contamination of this food and people end up eating it? What is the composition of what these animals are eating? That cannot be described in less analysis than the content of the water flowing, the waste water. So these animals can be a big source of problems to the people who are waiting to eat those animals, either themselves as meat or their products as eggs. These are pigs scavenging in open sewers, open drains. They will still find their way on the table for people to eat. And you must ask ourselves, what is the repercussion? What is the effect? What are the likely outcomes? Either the animals will have contamination of bacteria or they will end up with metals within the muscles, which in itself creates a risk to human health. See this kind of situation? Children doing different things in an open dump, dump site. The risks for these children being picked by sharks and the injured. The risk of breathing wrong things and even getting themselves infected because the composition of the garbage, nobody knows what it is. It could be medical materials, it could be industrial material, it could be a risk to these children. And therefore the interaction between the environment and the people who are living in this kind of environment becomes a very real risk to human health. So we must ask ourselves, what are the health care innovations? Health care innovation is to develop or improve health policies, systems, products and technologies and services and delivery methods that improve people's health with a special focus on needs of vulnerable population. And there have been several advancements, the electronic health records, the M Health, the telemedicine, telehealth, photo technology, self-service skills, remote monitoring to sensor and wearable technology. These days you can wear a watch that tells you the rate of your pass, the kilometers you have worked and the balance you need to work to burn enough calories, wireless communication. And in Kenya, during COVID-19, there was great increase in the use of mobile money. We have been a leader in electronic managed transfer. And this reduced enormously the need for people to go to the shops and collect the cash, which in itself was a big innovation. And it is important to appreciate the government for ensuring that the charges were reduced for small amounts of money and therefore taking care of the highly vulnerable groups. Positive effects of technology. They have helped in tracking of chronic illnesses and communicate survival information to doctors. The health apps have helped in track diets, exercise and mental information, online medical services records that give access to test results and allow you to do prescriptions, but to doctors. This was and is very hard during this COVID-19 pandemic. People are waiting going to hospitals simply because they think the hospitals are very high risk. And therefore, a lot of discussions occur between doctors and the patients. Is the genetic profiling of different stereotypes on variants of pathogens? It's much easier than it was before and highly automated vaccine production and past supply chains. All these are products of technology. So what are the lessons on COVID-19 response? The first thing I would like to say is that COVID-19 has been a real disruptor of a normal life. As a teaching institution ourselves, we had to close the face to face land. But our response determined on whether we were going to survive as an enterprise or we were going to sink as an enterprise. And as a response, we ensured that we translated from face to face learning to digital learning within three days. The beauty is that bureaucracy, we don't have bureaucracy and therefore we are updating our systems to connect to this and we are back to normal teaching. And the lessons that we learned were very, very, very deep in terms of the value of other players when it comes to COVID-19. There is need in my view for continued preparation for an expected outbreak of disease. I don't think there was a country that was ready for COVID-19. That's why even the most developed countries had where when the infections became too many, they had to pinch tents and create hospitals out of parking lots. We didn't have enough respirators and neither did we have enough ice rubes globally. And therefore, in my view, it is important for us to continue preparing for the unknown in order to avoid situations where we can land with what we landed with last year and part of this year. The world needs to be better connected and institutions need to be more connected. For us, we were extremely lucky that Kenneth, which supplies Internet services to institutions, to universities and institutions, was extremely supported. We were also very, very lucky that SafariCon came in and supported us a lot in giving bundles for our students at very subsidized costs. And therefore, the interconnections that we had, the issue of CRISP, the Kenya Library Information Services, availing online material to our students, enabled them to continue with learning because of the connectivity. And therefore, it is important that the world be better connected and the world institutions be better connected. I think there is better aggressive and factual information through all media of communication to counter misinformation, especially from social media. Thus, making it difficult to contain outbreaks like it is happening with COVID-19. And I think this to me is an issue that we need to address very aggressively through the normal media, through the social media, so that people can see a different view of what is being given versus what is a fact. The other thing is avoiding stigmatization and profiting of affected persons, making other affected persons from seeking medical support in time. This to me was one of the biggest problems of managing COVID-19 at the beginning. People are afraid of saying they are sick. And quite a number of people died in their homes, avoiding hospitals, avoiding medical care, because they were being treated like they are literally the cause of the problem they were in. And considering that the virus is spread through air, really there is no contribution for the person. Unless, of course, it goes to the World Parties and broader happening in other countries where people want to be infected so that they are not vaccinated. Greater acceptance and practice of e-commerce is a big thing. And expanding education on one health in schools and colleges for people to appreciate the need of interconnection of animals, environment and animal health. We need to address the issue of work creation to remove people from extremes of poverty that make them very vulnerable. So we need to create wealth and ensure that people are not living in environments that are totally unacceptable for human habitation. The issue of controlled investment in mitigation against pollution. I think it is an issue that is global and something we need to think about. And provision of sanitary facilities and proper sanitation to avoid situations where human population are exposed unnecessarily to either pathogens or pollutants. Being self-reliant in all key needs to handle pandemics and other needs. You are aware and all of us are aware that the supply chain was grossly affected by COVID-19 and travel restrictions. And therefore every nation must make effort to ensure that they are self-reliant on things that they require to handle issues like pandemics. It goes upon in my view for the government to reconsider very seriously either here or in other countries. The issue of supply chain for things that require a slice. Then accept a new normal of online meetings with a family like the one we are holding now. Research or in politics. I think one of the biggest challenges in my personal view is that political rallies in Kenya should be banned and all countries be put to hunt their votes in the media. Now with a new Omicron variant, which is now affecting even people who have been vaccinated, the whole population is put at risk by political meetings. And I think it is only responsible that anybody who wants to ask for votes should do it online and be using media rather than for public meetings. And I think we should also shorten the periods of campaigns. Otherwise there's a lot of wastage of human talent and human labor. I think that brings me to the end of my presentation. And I want to say this, ladies and gentlemen. It has been a pleasure to share with you my few thoughts about how we should handle the issue of one hell. I don't think this representation can take cognizance of all the facts that are required for one hell. But it behoves all of us to appreciate that the world we are in is highly interactive and our environment and our animals and humans as human beings need to share the world and ensure that we live in it, in hell, both for our animals and ourselves, because essentially we are all interconnected. So I want to wish you everybody well and God's blessings and pray that all of you remain safe. OK, so thanks very much, Professor Jenga Munene, in absentia. We can give you an applaud. So a number of a number of critical issues that have bearing on one health, education and capacity strengthening. Of course, I cannot summarize all those, but the presentation sets an excellent launchpad for our next session where we have a number of speakers who will be using some of this information or building on some of this information to give extra perspectives. I think Professor Jenga has really narrowed down on some of the key challenges in the context of one health that we are facing, and these have a big implication on how we structure our one health education and capacity strengthening, the interconnection between human environment and animals. And even beyond that, issues of information, communication, policy, other sectors, it is a complex equation. If I reflect on some of the mathematics that we used to do. And then, of course, some important lessons which can inform our one health education and capacity strengthening agenda. So without further ado, I know there are one or two questions in the chat, but let's keep those in the fridge until at a later point, since we are a bit impressed with time. So let me now move over to the next session where we have five speakers. Each speaker has a topic. And I will implore on them in the interest of time if they can take a maximum of 10 minutes and there will be a prize for anyone who will take less than 10 minutes, that price shall remain. I will not mention it now. But let's take a maximum of 10 minutes, please, to give our presentation, because after that, and then we have a very interesting panel discussion. And that's why we would like to engage more. All right. So for this session, we have five presenters. I will not introduce them. As I said, they are triple E experienced, engaging and very excited about this session. But for each one of them, as you start your presentation, just say who you are and the institution you come from or what you do in less than 10 seconds, then you proceed with your presentation. So the first presenter, Professor Ola Dele, Ogun Satan, he is going to talk about framework for sustainable implementation of collaborative One Health. So, Professor, I hope you are online. If you are hearing me. You may confirm whether I'm audible or you are there. Professor Ola Dele. Yes, I'm here. Thank you very much. I'm sharing my screen as well. OK, so everyone, good day. Yeah, as you share your screen, just a brief introduction of yourself and then you take the floor and then since you are a professor, I have a price for you because I know you will take less than 10 minutes. So over to you. Thank you very much. And I will also try to be brief if I can win that price for for less than 10 minutes, I will. Thank you very much. I, Dele Ogun Satan, I'm a professor of population health and disease prevention at the University of California, Irvine, and I direct the training and empowerment for the One Health workforce next generation project, which is supported by US AID. And I want to thank Sam Wang-Johi for inviting me to this wonderful conference and my colleagues at Afro-Hoon all over Africa. I've been very supportive of this work. I'm expected to talk to you today about the framework for sustainable implementation and collaborative One Health, particularly in education. So I will cover three major topics. One is the definitions of One Health that demands collaboration. I think the previous speaker really addressed this point in taking us through all of the pandemics from the last century up until COVID-19 and some of the gaps in collaboration that made those pandemics spread and have impacts beyond what we could control. Then I'll talk about the strategic framework describing core competencies for One Health, which is really the goal of this session. How do we decide what professionals need to know when we want to fill those gaps in collaboration that prevent pandemics from happening and other health risks as well? And then sustainability, how do we maintain the collaborations over time, especially during the periods where we do not have problems such as pandemics? I think a lot of the infrastructure that we're building now may respond to COVID-19, but we need to make sure that when the pandemic recedes that we don't let things relax too much. And that sustainability will be important. And I will talk about what we're doing with the One Health workforce academy. So the definition of One Health demands collaboration. You may all have seen last week, the release of the definition of One Health by the high level expert panel, assembled by the tri-partite FAO or EWHO and UNEP. And that definition, if you haven't seen it, really talks about an approach that mobilizes multiple sectors, disciplines and communities, which I highlighted on this slide. It is very important for us to not just take these words as mere words. How do we implement them in training and education that builds bridges across sectors, across society and in the One Health framework of ecosystems, animals and humans. And so in the middle of this diagram, you have communication, collaboration, coordination, capacity building. Some of these competencies that we need to make sure that we're all aware of, but also that experts have the capacity to deliver on these words as promised. An example of that collaboration is a very recent last month. My participation in the technical advisory group for the tri-partite One Health field epidemiology training program, a competency framework. Many, many people contributed to this effort. I am particularly proud of working with colleagues in the environment and ecosystem health sector. And I think the results of this will come hopefully early next year so that we can all learn from it. Very recently, I published in the Imaging Magazine at the invitation of colleagues in Indonesia, the Indonesia One Health University Network. And I talked about ensuring excellence in interprofessional skills for competent workforce. I can share the link to that magazine for those who want to read it. But one of the things I mentioned consistent with the work on COVID-19 is that the need for international collaboration and training in integrative surveillance is more pressing than ever. And integrative surveillance, in my view, is one of those gaps that we need to feel with epidemiological training. I also want to share with you that we assembled a Delphi panel of experts across many disciplines and professions to help us think through the next generation of One Health competencies. This was presented at the IMED conference that just concluded and a brief summary of the presentation will be published in the International Journal of Infectious Diseases in January, and I will be able to share the link to those who are interested to look at the poster and hear my discussion of the disciplinary diversity and consensus on the panel. And then in terms of sustainability, I mentioned that we're building a One Health Workforce Academy. We want to have an opportunity to develop a One Health certificate program based on the core competencies that come out of the Delphi panel. We have lessons on this academy. We will eventually have a test for completion of the competencies and acquisition of the skills. And this academy, we're hoping will live forever with trainees coming and going and employers and students making sure that we have a competent workforce. There is a pathway to certification clearly defined on the academy. For those who are interested, we encourage you to visit and explore what you can do for continuing professional development and for employers to recognize those skills. You can preview courses and pre-enroll. They are competency based and we're beginning to launch case studies, a sequence of courses. The quality assurance is important. And we assembled an international board of One Health examiners consisting of Afro-Hoon and Siohoon Southeast Asian members that will make sure that what we build on the academy is of high quality, competency based and prepares people for the workforce. And those in the workforce can come back for continuing professional development. So that's what I want to share with you. I look forward to hearing the other presentations and joining the panel for further discussion. Thank you so much. Thank you, Professor Aladele. You are definitely on the prize list. So that's a good thing. So very interesting perspectives, but of course the time was short. So as you promised, those would be important links for people to have, for people to see what their good work you are doing. So please share the links if you can put them in the chat box. That would be that would be excellent. Thank you very much. Let's move on to the next speaker. Just to confirm, the next speaker is Professor Marble Nangami. Are you online? No, not online. Dr. Aboum. OK, so the next speaker is not. I'm not online. OK, so we'll move over to you. We are seeing that is Marble's iPhone. OK, so the stage is yours, Professor. Take a few seconds to introduce yourself and then you have the stage. And the first professor has already set the president by being on the prize list. So we look forward to you joining on joining him on stage. So over to you, Prof. OK, thank you very much for the invitation and the opportunity to present. I sincerely apologize. I was rushing to 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 my iPhone just to try and cover for the time that I've been allocated. My name is Marble Nangami, 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 Eldoray. 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 engaged 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. Samoan Johi 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 multisectorial 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 did the needs, 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 is 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-Staxonomy 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 percent 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 they want to focus on global health, and then the second year of the program is specific to research. The 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 are 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 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 or 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 identified 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 percent 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 to 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 percent. 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 is any gain in taking up a course like the one we have developed. So it's important to also trust in terms of part of that accreditation, the alumni, and we have developed mechanisms or 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 are doing this and who your target is. You need a clear roadmap on how you are going to engage as partners, 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. Back to you, Chair. OK, thank you very much, Professor Nagami, for that detailed presentation. Just a comment from the chair. It's a very interesting approach and myself having been responsible for designing and managing programs for close to seven years, one would wonder, this is all good, but how do we implement it? How do we resource them? How do we create all these good things? So that is some food for thought. I didn't have a chance to type it there, but something probably during the panel discussion, you may address that. So thanks very much. I'm really running against time. So without further ado, let me invite Dr. Boom, who is going to talk to us, of course, with the prize in mind about from theory to practice, developing shared competencies among one health practitioners at multiple levels. So, Dr. Boom, you're welcome. Take a few seconds to tell us about yourself in terms of intro, and then you can take the stage over to you. Good afternoon. Good evening. Yes, my name is Tequero Boom, and I'm from the University of Nairobi, Department of Clinical Studies, Faculty of Medicine. So my talk is from theory to practice, developing shared competencies amongst one health practitioners at multiple levels. Part of what I'm going to talk about has been described by, I think, the first two or three presenters. So my work is very easy, and I believe I'm going to take the prize because I'll take the least amount of time. So that's the outline of my presentation. So competency is the ability to do something successfully or efficiently. And some of the important attributes is the person has to demonstrate sufficient expertise. It also enables the organization to recruit and select staff more effectively. It also helps in evaluation of performance, identifying of skills and competency gaps. It also provides for customized training and professional development, helps for planning, and especially for succession. And it also makes change management processes to work more efficiently. So we talk about the competencies and one health. We need to think about one health professional education courses. And it's important to note that the world over, they often have similar cost content as well as similar expectations for learners. But they often employ multidisciplinary approaches, especially during curriculum development, as has been mentioned by Professor Nangami. This often will involve the inclusion of stakeholders, such as professional and regulatory bodies industry, alumni and many others. If you look at this from Amoguni et al. in 2018, you can see that we have the technical one health competencies that tend to be similar across various curricula of the world over. But what do we do or what do we? What is the thought of various bodies or various professionals on the non-technical competencies? I know Edna had mentioned something about in the previous presentation about the social sciences, the gender issues, such as project management and communication. This is where we tend to have a lot of different sets in the curricula. And this is where we sometimes do not lay enough emphasis, but it's very important that we do so when we're developing curricula for training different caddes. If you talk about pre-service training, what we have undertaken at the university over the past few years, we've had joint development of curricula, especially for deducted courses. And I know certain undergraduate programs already have one help as a standalone course that is examinable and is also in their transcripts. We also have views of community-based education approaches to multidisciplinary groups of students. As you can see there, I don't want to talk about what Carol will come with next. But this is basically some of the things that we do. Use of simulations and there's also joint response to one health events, especially disease outbreaks. We've talked about in-service training. We have short courses, seminars, workshops and conferences. And this is just an example of a series of trainings we've been carrying out in collaboration with One Health Echo and various other partners. And of course, these help in creation of communities of practice, as well as in development of partnerships, as well as continuous professional development. We also have post-graduates and diploma stroke degree programs. This is the degree program Professor Nangami was talking about. And it was a joint development between the University of Nairobi, School of Public Health, Faculty of Veteran Medicine, as well as the Mui University School of Public Health and our various partners. And it's part of what we envision to have for in-service training so people can end up with postgraduate degrees in one health and related courses. So some of the challenges we've seen over the years is in scheduling of joint events. For instance, when you have multiple institutions working together, multiple faculties working together, we all have our timetables and schedules. So bringing multidisciplinary students to work together sometimes can be a challenge because one group is doing exams, another group has done exams and are free for training, so that has always been a challenge. There have also been challenges in funding. This, of course, is an ongoing cosine for it comes to most aspects of training, not just in Kenya, but the world over. The silo mentality and team building is something that is not very easy to to surmount. It's a very serious problem. But I think it's something that needs to be done. We probably during the discussion have to look at how would we break the silos or do we link the silos? OK, because this is a very serious problem when it comes to development of one help and training of one help in this country and the region. We also have issues of changing government and institutional policies and priorities. You find that, for instance, with the diminishing funding, some institutions might want to reduce the number of courses that they offer, especially if the student numbers are low. And this definitely affects the training of students and the offering of different courses. And the other problem is sometimes there's expertise that isn't locally available. Luckily, as we'll see later on, this issue has been solved for the most part by the use of digital technologies, because we're now able to communicate and like the pre-COVID days where we had to ship people from all over the world, these days we can have trainings online. So some of the recommendations or lessons learned is that we need to have a way of affecting culture change, because this is what will help different professions to work together and in the formation of one help teams. We also need to build sustainability in our training programs at all levels, whether it's at primary school, secondary school, tertiary education, we need to build sustainability. Because if any program or any activity is not sustainable, then of course it will die off once it on the leaves. We also need to work as multiple institutions so that we take advantage of the expertise. If the expertise is not available at the University of Nairobi, but we have it at Moe University, who have been our partners for many years, then it is very easy for us to get this expertise and share it and use it to enhance one health training in the country and the region. There's also South to South collaboration. And this is also something that is very possible. We need to, as much as possible, try to also use the expertise available in the region, and this also makes it more affordable when you want to have face to face training, but of course online training now also helps to enhance this. We also need to have ways of influencing policy on training. And this can only be done by having high quality research, sorry for the spelling error. So high quality research would help to enhance this and also the dissemination of findings to all relevant stakeholders. So this would help us to influence policy and talk to government, talk to the people who hold the money and ask them to assist us in training some of these. So one health competency development at all levels is key for workforce growth in this dynamic world with emerging threats, as had been mentioned by Professor Jenga Munene and my last slide is just references and I say thank you. OK, thanks very much. Definitely a prize for the time and very interesting perspectives. Again, just from the chair's perspective and building on my experience designing programs in a university network. This is not for you, but again, it's food for thought for the panel. This can be addressed during the panel. So I often wonder, one of the challenges I experienced is framing in terms of a question, how easy is it or how challenging is it for institutional structures, frameworks and policies to embrace these nice requirements we are talking about regarding one health education and capacity strengthening because those are the challenges that we do face often. So some food for thought, probably the panel members will address that. So thank you very much. Moving forward, the next presentation on our schedule is from Miss Caroline Kimani, you are here, right? Yes, so welcome. We are glad to have you in person and even more glad to listen to a socio-ecologist talking about one health matters. So this is really important for us and I would even like to give you an extra minute just to listen to your presentation. All right. Yes, and the prize, of course. So please, the stage is yours. Introduce yourself briefly, then let's listen to you. Good evening, everyone. My name is Caroline Kimani. I am an alumnus of the One Health Training Democytes. Thank you. I am also a postgraduate student at the University of Nairobi, taking MSc in range management. And I am glad to present you my experiences learning and working in the One Health framework. Thank you. So let me just start by saying that as a child, my dream was to become a neurosurgeon. So clearly that didn't happen because you can see I'm in sociology. But One Health has brought me close enough. So I'm grateful for that. Anyway. So up until the One Health Training Democytes, the demo site is a training, a pre-workforce training where students are trained for one week in theory. And then there's a field training for a couple of three or so weeks. And up until then, I thought One Health was a preserve of vets here. And it was not until from the members of the students One Health Innovations clubs that I learned that I was I could apply for the demo site training. And so I jumped at the opportunity. And I was privileged to be among the pre-workforce trainees. And the demo site happened in Southern Kenya, in the Amboseli ecosystem. And as you can see, some of the trainees went through was one participatory approaches. And what you see there is a lot of community engagement, which started with the colder mapping and just a needs assessment of community challenges through tools such as proportional piling and prioritizing the needs of the community as presented by them. And we were a very diverse range of professions in the training, which also opened my mind to how interconnected we are. And it is clear that you can always point to any challenge there is globally. You can always point the problem of a lack of multi-sectoral, multi-disciplinary approach. And so One Health really brought me to break in the perspective of being a hardcore ecologist with no interactions from other professions and also just the role of social ecology in One Health or in the health sector. So yes, we identified needs and then we together also with the community. We prioritized identified possible interventions and also means in which to address some of those some of those challenges put forward. And a couple of them were a human-whole of conflict, diseases such as diarrhea. And in our in our community, we prioritized diarrheal diseases because of open defecation. After doing a root cause analysis, it was identified that open defecation was the priority challenge. And therefore we came up with community outreach programs to just educate the community on on healthier practices. And as you can see from the images, this was some of the just some of the tools I would say we used to to bring the message to the community. What you see in the first image is a skit just explaining to the community how these diseases would spread. And the second is how the the cycle of pathogens in diarrheal diseases. And as you can see, the community were really interested and fascinated by just the images we were showing them. And it was also a really eye-opening experience for each one of us. So the one sitting in a court is a nurse and the one I am in pink. And the one holding me is a public health practitioner. Yes. And we were able to through various platforms just spread or share information or the trainings we had gathered through the demo site experience. And one is a nurse is the International Nurse's Conference in 2019. And also we're able to share to an audience of young people through TV, just share on the one hand approaches and zoonotic diseases and the interplay and interlinkages of all the all the professions when it comes to health challenges. And it was pretty interesting. I mean, I never thought I would be able to attend a nurse's conference. And they were also really fascinated to have an ecologist. And some of the key lessons, the multidisciplinary approach and the need to have various professions in carrying out community interventions. And this has the learnings from the demo site have been crucial for me. It is true. Also the demo site experience that I developed my concept for my master's research projects and came up with the research on human elephant conflicts. And I also carried it out in the same place where we had the demo site. So the networks there were really important. And through that, I was also able to get a grant. And later I am still I'm still in touch with the various professions that I was able to come into contact with. So it has also taught me to to to develop a wide network of professions that are not just in ecology or environment and whatnot. Key lesson was also systems thinking, taking a systems approach to every challenge and not just like in my case, not just think the environmental way and so on, but to to think really not just in parts, but in systems and also how interconnected we are. And I don't think this this can be emphasized anymore, especially with the covid. I think we have all seen how interconnected we are. And yes, sharing information freely between various professions and breaking silos. I was also a key lesson. And this was some of the challenges which I've seen have been mentioned. And these are these are great global crisis of our times like biodiversity loss, land use, wildlife habitat encroachment, climate change, food systems. It is it is important for one health to continually keep aligning to these environmental challenges. And with that, I would like to conclude with a quote from the other chapter, which I think is which I personally love. And I think it reminds me of also one health that we stand at a critical moment in our history. A time when humanity must choose its future as the world becomes increasingly interdependent and fragile and the future at once holds great peril and great promise. I don't think there has ever been a more appropriate time when one health approaches should be implemented than now. Thank you. Thanks very much, Caroline, for that brief and sharp presentation. You may be happy to know that I was once in the department where you were, but that was way back in the 80s. So it's good to know that we still have some seeds coming out of that department. Coming from our social ecologists, I think that was a different kind of presentation, but connecting very well some of the key issues we are talking about regarding one health. So ladies and gentlemen, last but not least at all, I would like to invite Dr. Margaret Karimu, who is going to talk to us about science communication as an enabler of one health culture and practice. Margaret is over to you. Take a few seconds to introduce yourself. And then you have about 10 minutes to make your presentation. The price is still there. So over to you, Margaret. Thank you. Thank you very much, Wellington, for this opportunity and greetings to you all. Wherever you are listening from. My name is Margaret Karimu. I work for ISA, a center which is one of the hosted institutions in Hillary. My training is in environmental science, but my practice is science communication, which like my predecessors, Cathy, Helen and others have said they came into areas that they are not trained for, but they have developed passion for. So let me say I have great passion for science communication. Let me also thank Hillary and partners for this opportunity and the partnership we have had over the last more than two decades that Hillary has hosted us at the beautiful Hillary campus. So I'm going to take you through science communication as an enabler of one health culture and practice. And just to start us with, I noted from the participants that we have very few medics, pure medics or human medics. And so I thought of giving just one example to demonstrate what it is and what we mean by ensuring that we incorporate all of us. So I have this. This slide is a real life life experience where I was with my daughter in a social function and sitting, we were sitting next to a politician. And when we're introducing ourselves, he's a dental surgeon. And she mentioned that, you know, she does a lot of root canal. So the politicians said, oh, you know, the doctor asked me to report next week for a root canal. Can you explain to me, who does it entail? So my good dear daughter said it requires just three simple steps. Three simple procedures. The first one is extirpation. The second one is chemo mechanical preparation. And finally, we do operation. So the politician was just left based and was wondering what all these terminologies were all about, but of course, to professionals in that field, that is really how you explain root canal among your peers. So looking at this actually led to one of the Nobel Rates in the early 1925, Banatru to proclaim that the big, the single biggest problem in communication is the illusion that it has taken place. And indeed, what we have seen over time, the common practice has been that communication is almost usually an afterthought. We confuse science communication with corporate or public relations communications. There is this notion that one size fits it all. And so once you develop a communication plan, it should fit across sectors. Then as I review some of the publications that scientists and researchers work on, most of the times when they are asked about communication, how they communicate, their findings, they say they will do a general publication good, but that does not go beyond your peers. Then, of course, we need to differentiate between information and communication. And these two are not the same. So then what is science communication? So here we are. We have the scientists of the researcher, and this applies to both social scientists and natural scientists. And then we have these big crowd here, which is made of the public. But remember, there is no audience like a public. And when it comes to one health, we'll be confronted with engaging with these multitude of players or actors in the one health system. And all will require different approaches. And so we talk about science communication about about putting research into context by helping stakeholders understand research results and make informed, evidence based decisions. So in a nutshell, science communication strengthens the connection between science and society or between research. Researchers in society. It also helps build confidence about scientific information and one key message about what science communication is all about. And our role as researchers is that we have an obligation to communicate our work. It is not the job of others to do that. But then we have this big communication challenge comes to the to the one health. And just again to demonstrate why it is so important to put communication into context. There is this conference that happened a while back at the UN conference. And the moderator, what we thought was a very simple question. What in your opinion? What is your opinion about food shortage in the rest of the world? And of course, there were from the Middle East, the Americas, the Europeans and the Africans. And one, the arabesque, what opinion means? The Americas asked, what the rest of the world mean? Then Europe asked, what shortage means? And then Africa, I'm sorry to use that. This was really I could not edit it because it was a cartoon that was put up out there. Yes, what does food mean? And we know for sure. This is the challenge that we have with the one health that we have diverse cultures and disciplines. We have from yesterday talked about the multidisciplinary, the transdisciplinary nature of one health, varied interests and needs, inability to simplify technical research findings. And we have a lot of jargon and acronyms. As I was listening from yesterday, I have a whole range of acronyms. AMR, we have toxicity, we have epidemiology, we have pathogens. And all these mean different have different meanings for different groups. And then, of course, we have the gender insensitivity in messaging, as Helen mentioned very clearly. And so we say context will determine how messages are received. So if you're not careful about or sensitive about this big of communication, then we are not likely to do communication at all. It would just be an illusion. So what are some of the key watchers that I wanted to share with you? This evening, we have realized that there are three key gaps. Among many, there is the language gap when it comes to one health. There's the communication gap, and then the silo mentality. My predecessors in this session have just reemphasized about this silo mentality. Looking at the communication gap in the African wisdom, we always know that words are responsible for cutting down a tree. The act is only an instrument. So what we need to do is to ensure we get the relevance of our communication. There is what we want to say. And there is also what our audiences are interested in. And to do that, we need to develop our skills training among the researchers and the OH partners, including risk communication and very, very importantly, storytelling about our work, about our audiences, about those who receive our interventions. It means to increase social media and conventional media engagement to enhance OH visibility and also to influence policy because our policy makers will mainly get information about one health from the media. Also, if as researchers, we are not there or as actors, then you get the wrong information. Now, one of the other big challenges about the silo mentality is about addressing the overlapping mandates between the different ministries, between the various disciplines. So we have the ministries of agriculture, health, we have finance, we have environment. And if we don't do that through the houses that make laws like the parliamentary sessions, then we are not likely to get to become these overlapping mandates and so we will not be able to close this communication gap. Then the other major challenge is the major challenge of the language, the language gap. And this is really to do with how scientists or technical experts and non-technical experts think or contextualize communications for scientists. We start with technical theory, collecting data, and then we come to the conclusion. But if you're going beyond your comfort zone to communicate with people who are not in your discipline like you're going to do in one health, we need to be aware that most of the non-technical people who are not in your area are interested in the bottom line. What is it? What is the conclusion? How does this intervention align with the one health goals? Then of course, you can go to the rest of the story. You can go to the background and so on. But you have only a few minutes to communicate that. So scientists, you start with the context, historical context, the public wants to know the bottom line of what we call the so-called. Then one of the golden rules is to really make sure that we simplify our language, we unpack or become conscious of the technical jargon and acronyms we use in our disciplines so that we can be able to reach out to people who are not within our main domain or main area of operation. So we have this sometimes scientists are accused, but even the social scientists, we also have jargon elasticity. We have recession. All this means differently for the scientific, for the natural scientists. And then finally, my other that we have seen is what we have belabored this afternoon and yesterday that really we need to break this insulation or silo mentality. And this is because, again, if you want to go first with the implementation of one health, we need to really go together. And some of the proposed interventions among many, we need to do a lot of us code and net mapping going beyond the code analysis to understand the relationships and connections of the actors so that our messages will be based on the kind of connections that the actors are having within an ecosystem. We also need to identify the key territorial issues so that again, we identify these shared values so that we are able to communicate better. Then increase engagement across which sectors to address conflicts and appropriate platforms are so key because again, if you don't communicate using the appropriate key platforms, then you will not be able to reach out. So in conclusion, I would say that we need to understand the relationships among each actors for message context. That is the most important because if message is out of context, then even the interventions will not be taken up. Then we need to show integrity and shared values that align with the actors. Very, very importantly, we need to simplify language and jointly develop a one-health glossary of terminologies and acronyms. I'm not sure if the actors have already started doing this, but I didn't see a paper recently from the One Health European Union joint program where they have actually developed a very concise glossary so that we get to understand and interpret the messages in a more harmonized way. Then we need to work with the media and policy makers right from the onset. Let us not wait until we have an intervention to bring the media. Let's work with them together. Let's build their capacity. Then we also need to be more proactive and reactive in order to build trust. For indeed, people want to know that you care before they care about what you know. And with that, I say, I'm looking forward to the discussion and just to getting to know how best we build healthy people, healthy environment and healthy animals through the One Health approach. Thank you. Thanks very much, Margaret, for that brief presentation. I know this presentation takes almost an hour under normal circumstances, but you have done well to summarize it and to hammer the main points. On your behalf, let me just comment that the cartoon you used is basically for certain purposes. It's not the real situation. So we normally clarify that when using that cartoon so that people don't misinterpret. Let me say that on your behalf as chair. So thanks very much. So at this point, I'll invite Nicholas for a few minutes to deal with the mentee in the meantime. The presenters, please get ready for the panel discussion. It's going to be exciting. So you will get pinned on the screen. But before that, Nicholas, you are welcome for the mentee so that we prepare for the panel discussion. So over to you. Thank you very much, Wellington, for running the session and also for our speakers for today's session. So many surprises, especially for non-scientists would say great. Now we are going to hear from you and how your thoughts are evolving based on attending this conference and we'd love to know your thoughts, especially on how, based on what has been shared today, how can we bring down the silos? Because this is normally what normally comes up when discussing one health. How can we bring down the silos? Cooperate more, collaborate more. So and the mentee code remains the same. Let's hear. Yep. So before saying engage more, we change the mindset and we communicate better. Joint activities, teamwork. We deliberately engage, yeah. Reduce conflicts among the among the disciplines. We collaborate more. So let's see how far we are doing. We're having 20, 20 responses. But the message across Wellington is that people asking for more collaboration, more engagement among the various disciplines. So I think the message is coming across. So maybe from there, I'll hand it over to you for panel discussion. Then we can hear more questions. Thank you. Thanks very much. So let me welcome our presenters for this afternoon for a panel discussion and from the program, as you can see, we want to dive deep into strategies for developing, implementing and sustaining one health education in our higher learning institutions. I don't know whether we're able to see our panelists. You are five, I think. Yes. So let me welcome you on board and let me thank you for the exciting and provoking presentations that you have just made. This is highly appreciated on behalf of all participants. So we now have an opportunity to engage you or for you to explain further and dive deeper into the discussions, engage through this panel discussion. Let me just quickly explain how it's structured so that I don't get you by surprise. So we'll start off by setting the scene. By a bit of what I call cross fertilization of ideas and perspectives and just giving you an opportunity to give a comment or add a point to someone else's presentation for clarity and that should take a very short time. And then we will go to specific questions. I have some specific questions which I'll be asking you to comment on or to give some perspectives on and then, of course, we'll go to a wrap up. And in the wrap up, I will be asking you to give us your take home message. What is your take home message and who should be listening to that message? So I think that gives you a bit of what to expect. So let's start it off. Let's cross fertilize our ideas. I want to invite any of you in any order to take half a minute just to comment or give an additional perspective to any of the presentations that your colleagues, your colleagues gave. I don't know that you'd like me to mention names, but if you are really just unmute and go ahead. My name is Maybo. I just wanted to add to the presentations that have been made that one one thing for us to really sustain collaborations around one health, we have to take on board the fact that it's not short term or a bullet magic that we we are aiming for to build trust and across the partners or amongst partners across various sectors and to meaningfully engage takes time. So my point is that it is we are in it for the long haul. And we should expect that this will be also an expensive undertaking that it's not cheap to to find the opportunities to break the silos and persistence will also help at least nurture that that team spirit to break down the silos that we tend to experience over time. The undoing is that at times we give it a try and then we say it's not working. We are too quick to to give up. So that's my perspective. Thank you. Yes, so it doesn't come easy, takes time, needs patience and persistence. And sometimes you have to put in a lot of your personal energy and a lot of focus. So it's not that easy. Cool. Anyone else? I can go next. Thank you. Half a minute. Half a minute. Yes, very quickly. Thank you. So cats are notoriously independent animals. But somebody once said if you want to herd cats, you have to move the food. And I think the collaboration that we seek requires that we reward collaborations instead of independent performance. This has to change in academic departments and schools where veterinary medicine and even medicine and environmental science and the social sciences are rewarded for performing within their disciplines. And it's very difficult to judge collaboration across disciplines, but we have to recognize that as a one health imperative and do it not just for faculty, but in-service professionals and not sure that in our students. Thank you. OK, so some new homework, new ways of doing things, new ways of looking at systems and new ways of looking at performance and all that within our institutions. All right. Good. Yes, Margaret. Yeah, thank you. Just a very quick one to add on that, you know, the longest journey starts with a step and the step that we have to start making is in our institutions because this is where we have the young people. We have very large groups of students and we can change culture in practice when they are coming into the university. So if we can have, we can purpose to have a day where the disciplines, you know, the health sciences meet up with the agricultural scientists, the agricultural scientists meet up with the School of Journalism, because we have seen that even within the universities, we have talent in who can help us in communication, but we never meet. So if we can purpose to do that so that two or three disciplines get a day where they meet up and trash out some of the issues, especially in one health, I think that that will make a big difference. And within the four or five years when these students are in the universities and beyond, then they'll have started bonding together and then they go out now to various institutions, then they already have that culture. They already have that collaborative spirit. Thank you. Yeah, it's very true. And I remember in one of the workshops we had some time back with students and scientists and lecturers, the students actually were asking in this conference or in this workshop, how come we don't have people from discipline X and faculties and that and yet you are telling us we are supposed to, you know, to act in this way. So it's a challenge. We talk about these things, but then we have to reflect back and see exactly how we do it, where we start and where we have to end. OK, very well put. So moving on, let's move to the individual questions. So yesterday, I think one of the issues that came up, somebody said that they took a course in designing interdisciplinary research and they think that that was more useful or more helpful in thinking about one health than a second course that was actually about one health. All right. So I wonder, Prof. Nangami, what would be your your gut feeling about this? How would you respond to this? What do you think about this? That actually taking a course in designing interdisciplinary research, somebody say that they found that more useful than an individual course about one health. Thank you very much. Sorry, I although I didn't attend yesterday's, but I can appropriate respond to this question. It's true when you think of one health, it is an approach. It's not a discipline. So at times we tend to put a lot of emphasis on designing separate courses that and even at university are challenged whether this has enough theory need to stand alone as a course. So to me, that question directs our attention to always think that one remember that one health is an approach and this approach can best be demonstrated through the practice and part of the practice in academia is the research that we are trying to at least grow as an area so that we nurture the other aspects or principles of multidisciplinary, interdisciplinary, the interconnectedness that we desire to see. So yes, it is true, but learning the approach alone without the theoretical background can also create another gap in terms of comprehension and application of the knowledge. So I would say that going forward, we need to balance depending on your background, we need to balance the two. So if you are from a social background and you've not engaged in any of the science fields, there is a strong recommendation that you need the theoretical foundations in some of those areas, not the technical aspects, but just for understanding to be able to meaningfully apply. But also if you are well versed in some of the areas, depending on your earlier degree, then that application through research is worth it in terms of then focusing on another theoretical course that would bring you the foundations of either microbiology or whatever it is that may be necessary. Thank you. Thanks. Professor Ola Dele, I think you presented a very comprehensive approach, highlighting some of the things you are doing within your program. I wonder, putting all that into perspective, what would be your response to these or your comments on that particular observation by the participant yesterday? Half a minute, please. Thank you. I think when we speak about an approach that needs to be demonstrated, the importance of one health is to prepare us effectively and we can't wait till an emergency situation happens for people to figure out how to communicate, for example, how to talk to surveillance teams in animal sector or human sector or environmental sector. So it is an approach, but it still needs that competency to be acquired and verified and delivered on demand. And that's why the education is so important in addition to the technical skills, of course. Thank you. OK, thanks very much. Moving on, let me turn to Dr. Abum, right, what we have been listening to and all these good perspectives and successes, lessons learned, what we are doing, what we are planning. One would ask, is one health marketable? Is one health marketable? And how can we foresight its value and embed findings in the curricula? At the last pass. So is one health marketable? Yes, that is the first bit of it. And how can we foresight its value and embed the findings in curricula? So thank you very much for that. I'd like to say one health is marketable. If you look at the various areas in one health that need to be need to be to be tackled, then we'd see that it's a very wide concept. And from the different engagements we've had with stakeholders, including needs assessment, we find that many people really want to undertake this program. And I think that was part of the justification for development of the curriculum in infectious disease and global health. So the market surveys shows that there are multiple people who want to undertake the course and therefore multiple disciplines. And it is for that reason why when we are developing the curriculum, which we which we spoke about earlier in the presentations by Professor Mabel and I, you find that it's a curriculum that's open to all professions so that we can have the multidisciplinary groups of people trained in one health principles. And we can also have an opportunity to develop workforce that are ready to respond to one health challenges. If the second question is about. Foresighting its value. I think it's important that we look at it in terms of. As I said, again, workforce, how much workforce do you require to respond to these emerging threats, not just infectious disease, but also climate change and several other factors. So it is a discipline that definitely needs to be enhanced. But then we also need to be careful not to have a program that creates generalists if I can use a term or one that can create opportunity for quacks to join certain professions. But it's something that when you engage with the regulatory authorities, then we're able to curtail that and prevent that from occurring. So that's what I'd say. Thank you. All right, so I think you answer you mentioned a number of things. Which to me, give me a bit of thin lines between a number of perspectives or a number of issues, regulatory authorities and. You know, generalities and that kind of thing. So it makes me wonder, so how how is this structured? How is the one health, you know, training structured? What is it targeting or who is it targeting? And how do you define marketability? Just wondering in my, how do you define that? OK, that's any of the panelists can also jump in just for sake of clarity. Yes, that's an interesting question because I'm not an expert in marketing. So I'd like to add throw marketability to the rest of my panelists. But as you say, the value of having the regulatory bodies on board whenever you're developing any curricula is that it enables it to be to have a robust control mechanism for the students who are actually undertaking the course and it also helps to improve marketability because they know, for instance, I think we're having a situation currently between the TSC and the graduate teachers. So the TSC, I assume, is a regulatory authority and we have the graduate teachers and they're having these issues when it comes to promotions. And if you have regulatory authorities on board during the curriculum development process, you find that whoever is graduating from the course, for instance, if he's registered by the veterinary board, by the medical and dentist practitioners board, they are ready. It's a degree program that is acceptable to them. So when this person graduates, he has opportunities for career development within his profession, and that definitely enhances the marketability. And for us, we look at it in terms of workforce that is available to respond. Because if you have workforce who are available, but they're not marketable in their profession, very few people would want to join that actual course. So it's a win-win for us. Thank you. So marketability, I'll throw it to the rest of the panelists. OK, I'm sure the one or two panelists are thinking about that. But in the meantime, Caroline, given the path you have walked, do you have do you have a comment that is itching in that perspective that you would like to contribute at this moment? Less than a minute. Thank you. I think in my case, I would I would just put forward or recommend engagement of alumni from the one held the workforce trainings, pre-workforce trainings. And I think there's a wealth of. Of potentially can tap into using them as one held ambassadors and also to mainstream one held, which will benefit very many sectors at all levels. OK, and also motivates the environment professions more into one held. Thank you. OK. So over to the other panels, the issue of marketability, anybody with a would like to give. Yeah, I can jump in quickly. Yeah, yes, thank you. So I did put a link to the chat for a stakeholder survey for the one health workforce academy that we are conducting. We had hundreds of responses so far, but everybody is welcome to share their point. And we have questions about this marketability. One health has to add value to employers. The question is, why would I as a minister of health or nonprofit organization charge with protecting public health and global health security, why would I want somebody who's trained in one health than simply hiring public health masters in public health or a physician or vet or social scientists? I think, you know, the employers have to show us, the trainers, that they need people who are ready to hit the ground running without additional training when we have spillover events. And it's not easy to do that in a single discipline. So having the experience of working together, learning the skills of collaboration and partnerships and communication and the kind of transdisciplinary surveillance research is not something, as I previously mentioned, that you learn very quickly at the time of crisis. So I think that when we have a lot of trained one health graduates in employment and the employers reward them and put them in positions of authority and decision making, then we would have succeeded in demonstrating the marketability of one health. Our survey results so far show that employers want this kind of training, but they are not yet sure how to reward those who are trained beyond those who are independent, more independently trained in single disciplines. So we need to match the training with the reward system at the employment sector. Thank you. OK, thank you very much. Fair enough, quite complex. And it's good you shared the link with some of the studies that you have conducted and the findings that you have so far that will be useful to to our participants now turning over to Margaret. And this is something you have been talking about for a while. Now, looking at one health and what we are discussing since yesterday, one would ask or one would wonder how easy is it for institutional structures, frameworks and policies to embrace these nice requirements for one health education and practice, how practical, how easy is it? What is your experience in this? Thank you. I would say that it is not that easy because we have this very strong, strongly held beliefs and mindsets. Everybody is sticking to their own territory. And so any time you try to encroach, people feel like you are encroaching into somebody else's territory. And so one of the things that we also need to really equip those who are getting into implementation of one health is on its soft skills, soft skills of negotiating, conflict management, just managing expectations. Because once you get into the system and you challenge the status quo, then people all of a sudden become very hostile to you. So I would say we need those soft skills so that we can be able to manage some of these conflicts that are going to happen when you get to talk to a policymaker in health and why he should allocate budget, not just to the human health component, but also to share that budget with somebody from the environmental field, because then it means you are reaching or you're arriving at one goal of ensuring one health. All right. What about Dr. Rabuom, you talked about your program and the nice work that you are doing, all these good proposals. How easy was it or difficult was it to deal with the policy side of things, different faculties and the people in their institutional policies? How easy was it or how difficult was it and what do you do? Oh, thank you very much. This is something we did in conjunction. I can see Professor Nangami on the other side. But as you're saying, it wasn't easy trying to work with the many professions who are involved in one health. And first of all, there are issues of funding and we were lucky to get support from a partner who was able to to fund the whole exercise. We also got expertise from our partner universities. Most of them are from the US and this definitely helps to to ease in the burden of developing the program. We also had to look at our institutions because as we keep saying, we all have our mindsets and trying to change certain, I don't know what time to use, certain entrenched principles, trying to to tell, for instance, someone who's been working in microbiology for many years of public health that is soon going to to get graduates from from journalism, for instance, it's not easy. So trying to change that mindset was definitely a challenge. But we are lucky that through several workshops and engagements we had with faculty, as well as with various partners, we're able to to convince them that this is the way to go. The world is changing. The term health professional is a term that is quite fluid. And we need to accept that, for instance, someone who is a specialist in health economics is also a health professional. So we really need to change our mindsets, change the way we think. Someone had asked a question whereby he had mentioned that are we breaking silos or building bridges? We need to actually find ways of linking the silos or breaking them, as we always say, because it is these silos that lead to these emergence of these one health challenges, because we can no longer rely on one profession to protect the whole world from Challenge X or Challenge Y. We need to adopt these multidisciplinary approaches. And therefore we need to have multidisciplinary one health specialists out there who are ready to work together and manage these complex challenges that we have out there. Probably I'd ask Professor Nangami to add a few more comments on this, because we're working on this together with her. Yeah, in one minute. Thank you, chair. Thank you, Abo. Yes, getting into the policy space is a very tricky issue. It touches matters of governance and effective leadership to be able to navigate this change that we are seeking within institutions, but also beyond that, the policy network within the government level. So, yes, it's true that within more university, for example, any other university, one thing that we don't have is adequate policies to address some of these needs that we are more discussing and I would give an example. For example, when you hire a lecturer in a university, you are expected to demonstrate your own professional competences. If you are a medical doctor, they expect that you'll be working in a clinic as well as teaching the students. If you are sociologists, you'd expect to be publishing in a journal of sociology and not all these criscatting, cross-cutting multidisciplinary and so on. If you rise the career ladder to be a professor, you are expected again to profess in your own discipline. So until we have policies that properly recognize that multidisciplinary approach, give it its importance and place within universities, it will still continue to challenge us. The other aspect about university policies or institutional policies is the admission aspect. We struggled with this, but luckily in Kenya, we have the Kenya University Placement Board. So once you specify the minimum requirements within a curriculum that is feasible, but again, it speaks to how you have somebody with an arts background going to do a science-based program and so on. So it's the issue of both mindset at individual level, but also the policies that support the governance that will then lead to a location of adequate resources to be able to effectively address this. We need to probably lobby. Lobbying is one thing that we need to and you can't lobby empty-handed. We need evidence where we have proven that one help works to market to our policy makers, decision makers to be able to effect this change. Thank you. OK, thank you very much. Quite some homework to accomplish before we can make great lips in terms of process. So moving away from that and not to ambush the director of vet services in Narok, who is my friend, I talked to him yesterday. I would like to request you listening to all this as a government official, somebody who receives this graduates and somebody who manages lots of structures and policies downstream. What is your comment? What is your gut feeling about this discussion about one health education and how to get those competent graduates coming on your side and how do they fit in? Is there do you have a comment on this or some advice? Yeah, thank you. Yeah, I feel I personally feel that these are very, very critical aspect and approach to health delivery. That's why I'm really here for all the three days so I can listen in and get the most that I can from the presenters and all the members present. So it is it is actually very critical that we have trainees and graduates getting this one health approach in their in their learning and even to have some aspect of actual implementation. So I think it is very important that we bring in the end, we have to bring everybody to the same understanding in all the disciplines that are concerned so that we can begin the journey together. And we actually on the ground feel that there's some there's some resistance from certain aspects and it's just about attitudes. So we would in the end have to change these attitudes beginning from our trainees and and although we say that it's not easy to teach and all the new tricks, but we may try and and see how far we can go. It is it is very, very critical. We have these experiences in various aspects. Obviously, very easily in the area of zoonotic diseases, but we have the same experiences in food safety. So we have this feeling that there are some gaps that can only be filled if we are working together and working together. Thank you. OK, thank you very much. But just a quick follow up from your side of the story or from your side of the experience, looking at institutional aspects, structures and policies. How is it how easy is it to absorb this? The people we train, you know, when they come as people who are in one health. In one minute. Definitely, in the government system, once you have approved trainings, they are equally developed schemes of service for such trainees. So definitely as a curricula developed, there must be a sensitization in government that is these these people that have this shared knowledge and we need to develop new schemes because it is these schemes that separate the various careers in government and the ones that build the walls in service delivery or in working together to deliver services. So if we work together right from development of curricula to development of schemes, then it will be seamless when sending these people to the public service. OK, thanks very much for coming in very quickly to give those perspectives. Almost the last question as we draw towards your up up panelists, so very quickly, I would like each one of you just to highlight two key skills you think are very necessary for us to grow in our next generation, one health workforce. What are those two key skills that you feel are really critical? Let's start with Professor Ola Dele. What are those two key things they are very critical? Yeah, thank you. I put in the chat one of the outcomes of our International Delphi panel on one health competencies, one that came out strongly is implementation science and the second is translational science. These are terms that are used primarily in the health sciences to show that scientific knowledge that's published in the journals are not the end of the story. We need to make them into solutions that are sustainable. So implementation science really affects how we how we make knowledge relevant to local situations. Something that works in the United States may not work in Nairobi, Kenya, and we need to be able to recognize the social aspects of one health and its role in implementation. All of the topics on gender context and cultural context, relationships between humans and animals and the environment are very local. And so that has to be part of the one health implementation science and the translation about, for example, antimicrobial resistance, knowing that the exist is not the same as preventing the transmission of resistant infections. We need to be able to do that at the population level. So those, I think, are key that have not really been part of the discussion on competencies, but they are critical. Thank you. Great. Margaret. Sorry, my network. Yeah, so from where I stand, I see we need very strong science communication skills because they help us really engage and reach to the hearts and minds of the different actors, the policymakers, the people at the bottom, the people at the top. And so if you are able to do that, science communication is one of the sub skills that we must build along the way. The second, of course, is that of partnership building. I think if you're able to accommodate, to be more accommodative by just learning how best human relationships work, then it will be so much easier for us to get these disciplines working together in the same case with the people working together, because at the end of it is the people, is the people's skills that will really build this one health culture. Thank you. Thank you very much. Abum. Yes, thank you very much. I think I'd like to agree with Margaret that communication skills are key to the development of One Health, as well as how we develop partnerships. And I also like to think we need to find ways of how to influence policy, how to take that research from the publication to implementation at the level of the Mamamboga. So how do we do that? How do we influence policy? So it's something that I think is very key, and we need to find ways of enhancing this competency amongst the different players in One Health. Thank you very much. Good. Caroline, you are in a unique position forward-looking. What do you have to say? I also agree that science communication is a key competency and also collaboration. Yeah. OK. Last but not least, Mabel, in half a minute, what are your two key peaks? Digital data analytics as a skill, because without evidence will not advance too far. Second is skills around the area of knowledge management. In One Health, if it's multidisciplinary, multi-sector, we are communicating to diverse audience. So we must learn how to configure messages for the different audience right from the community local to the policymakers. So that's a skill that we need to be able to break down those silos. Thank you. OK, thank you very much for those insights. The last question, as we draw to a close and add heat to this. So putting everything in perspective, the discussions we have had from where you stand, from what you have heard, the panelists and even the discussions yesterday, what would be your key take home message? Very brief and sharp. What would be a key take home message and who should be listening to that message in particular? So again, I have a price. Everybody have a minute. So let's start with Margaret. Yeah, my message is that One Health is the way to go. It's an approach that is going to help us resolve many of the human, animal, agriculture, environmental challenges that are that are continues facing today, in fact, our global community. And we should be listening to that policy makers that they can allocate money and resources. Cool. Prof. Ola Dele. Thank you. We need to make sure that one health education is high quality, consistent and reproducible across institutions. And that requires a board that is respected. And their guidance of the competencies, in my view. Professor Nangami is one of them. We have many at this conference that quality control will ensure marketability, accreditation and support from all the professionals that contribute to One Health as an approach. Thank you. OK, thank you. Now that you mentioned, Professor Nangami, take your one minute or less to give us your key message and who should be listening to it? Evidence, evidence, evidence. Let the evidence speak for us. We cannot preach without something in the hand. Who should be listening to us? All those who are aligned in the education sector, including the researchers, as well as the implementers and the policy makers across all the disciplines, transdisciplinary and sector. Thank you. OK, cool. Caroline, as usual, we are in a unique position. You are next generation workforce. So what is your take home message to us? Let me put it that way. My key message is that the principles of One Health would really benefit not just the health sector, but solve several global issues, including climate change, biodiversity loss. And so I feel that One Health, and I know that One Health is an approach that would benefit several professions out there in order to solve it, even to achieve the SDGs. So yes, we should continually not share away from inviting various professions. Yes, and they will definitely benefit from the One Health principles. Thank you. Do you have any particular stakeholder who should be listening to that? Well, I believe this is important for all actors, policy makers, governments, civil society. OK, yes. Thank you very much. Last but not least, Aboum, what are we taking home from you? OK, thank you very much once again. I think I'd like to say one health workforce development is key. I don't I think lessons from covid show us that we are definitely not there as a whole world. We need to enhance the development of professionals who can work at as multidisciplinary teams and at different levels and also be able to influence the different stakeholders, including government, education, professionals, economists, the religious bodies, everyone. So we need to really widen the scope and be able to influence all these different professions and different colors from the Mamamboga to the president. Thank you. OK, thanks very much. So from what you are saying, there's lots of opportunity, lots of work to do, great space, lessons have been learned. We are beginning to see success. There's a lot of engagement, but we definitely have some homework to do jointly, even if it's creating coherence or creating boundaries or breaking down silos. It's quite some work to do in order to to unleash the potential of one health and what we can do with it. Let me stop here and thank all the presenters. For their contribution. Very nice presentations, very nice, very nice discussions. It has been a privilege to coordinate this. And I hope that the points that we have we have gathered will give us an agenda and inform the way forward as far as one health in Africa is concerned. So with those few remarks, let me hand over back to either Nick or Leon to close us up. Thank you very much. OK, care. Thank you so much to our panelists, both the panelists that we've just seen and all our presenters from today. Thank you so much to Dr. Wellington for that wonderful chairing and to Dr. Bernard Bette and Professor Salomi Bukatchi for their chairing of the session earlier today. So we are running over time. So thank you to all of you online who have lasted the course, and I'm just going to remind you that we reconvene tomorrow at thirteen forty five, so one forty five Nairobi time with our really great session on sort of we've worked through the research. We've looked at the capacity gaps. We've looked about gender mainstreaming. Now we really get to how we are going to put this into policy and implementation. And that's where we start again tomorrow. So we look forward to seeing you all then. Thank you very much and we'll close there. Bye.