Public Health Update
  • Home
  • Public Health Update
  • Nepal Health Jobs
    • Public Health Job Board
    • Organization List
  • Opportunities
    • Fellowships, Studentship & Scholarships
    • Grants and Funding Opportunities
    • Fully funded
    • Conference
  • Downloads
    • International Plan, Policy & Guidelines
    • National Plan, Policy & Guidelines
    • Reports
    • Public Health Notes
    • Syllabus
    • Form Formats
  • School of Public Health
    • PhD
    • Master’s Degree
    • Online Courses
  • Notice
  • Home
  • Public Health Update
  • Nepal Health Jobs
    • Public Health Job Board
    • Organization List
  • Opportunities
    • Fellowships, Studentship & Scholarships
    • Grants and Funding Opportunities
    • Fully funded
    • Conference
  • Downloads
    • International Plan, Policy & Guidelines
    • National Plan, Policy & Guidelines
    • Reports
    • Public Health Notes
    • Syllabus
    • Form Formats
  • School of Public Health
    • PhD
    • Master’s Degree
    • Online Courses
  • Notice
LOGIN / REGISTER
Public Health Update
SUBSCRIBE
Public Health Update
Public Health Update
  • Home
  • Public Health Update
  • Nepal Health Jobs
    • Public Health Job Board
    • Organization List
  • Opportunities
    • Fellowships, Studentship & Scholarships
    • Grants and Funding Opportunities
    • Fully funded
    • Conference
  • Downloads
    • International Plan, Policy & Guidelines
    • National Plan, Policy & Guidelines
    • Reports
    • Public Health Notes
    • Syllabus
    • Form Formats
  • School of Public Health
    • PhD
    • Master’s Degree
    • Online Courses
  • Notice

All Right Reserved. Designed and Developed by PenciDesign

Call for Concept Note: Samartha – Citizens’ Voice & Social Accountability in Social Sectors
Grants and Funding OpportunitiesPublic HealthPublic Health OpportunitiesPublic Health UpdateResearch & Project GrantsSouth-East Asia Region

Call for Concept Note: Samartha – Citizens’ Voice & Social Accountability in Social Sectors

by Public Health Update August 14, 2024
written by Public Health Update

Summary

This is a programme funded by UK Foreign, Commonwealth & Development Office (FCDO), supporting the portfolio of the British Embassy Kathmandu (BEK) in Nepal. The agreement will follow FCDO accountable grant agreement (AGA) process, rules and regulations.

Up to £3 million will be made available over 3 years to eligible non-governmental organisations working in social sectors in Nepal. There is a potential to extend this for an additional 2 years, with an additional £2 million available for this extension. This funding will be allocated through the potential extension of a single award.

Introduction

Nepal’s recent history is dominated by natural disasters (including the 2015 mega-earthquake), the transition into a federal republic, and the immediate and protracted impacts of the COVID-19 pandemic. These significant occurrences have slowed progress in key areas of human development, from maternal and child health to learning outcomes, threatening the achievement of key Sustainable Development Goals (SDGs) targets by 2030.

This accountable grant is part of BEK’s new social sectors’ governance programme, Samartha, which plans to invest a total of £38.8 million over seven years. Samartha will support the Government of Nepal (GoN) to protect, sustain and expand hard-won gains in human development achieved over the last two decades and put delivery of basic services back on track to achieving 2030 SDGs) targets. The programme will:

  • support Local, Provincial and Federal governments to translate their constitutional mandates into people-centred policies and service delivery;
  • improve the allocation and use of intergovernmental transfers to expand and improve delivery of essential social services;
  • increase accountability and citizens’ participation, especially of women and marginalised groups, in the planning and oversight of social services.

To do this, the programme will support federal, provincial, and local government programming to deliver better human development outcomes and leverage Government and other development partners’ spend in the following areas:

  • Improved governance of social sectors across levels of government, with a specific focus on local level service delivery and staff capability, by improving their capacity and political appetite to plan, budget, rationally allocate and spend public resources.
  • Increased accountability and responsiveness to citizen demands in social sectors by strengthening social accountability and participatory processes at the local level.
  • Expanded access to quality services with a focus on excluded and marginalised groups by developing and implementing sectoral policies on gender equality and social inclusion that are integrated into local governments’ plans.

The proposed programme represents an evolution from successful legacy UK investments in the health and education sectors. It is part of a shift in BEK’s strategy to prioritise more comprehensively and coherently the needs and rights of women, girls and vulnerable people. BEK is focusing on governance strengthening efforts by sub-national governments to support equitable delivery of quality basic services, as per the mandates prescribed in the 2015 Nepal Constitution.

Samartha will support Nepal in building responsive and resilient systems to enhance the delivery of social services outcomes (with a focus on health and education) within the context of a federal constitutional commitment. The programme will do so by supporting intergovernmental coordination, rational and evidence-based planning and budgeting, expanding access to quality services, and improving both citizens participation in decision-making and responsiveness and preparedness to shocks.

Samartha’s objectives and links to this grant

At the impact level, Samartha will contribute to improved human development and gender outcomes, enhancing the Nepal’s trajectory towards a stable and prosperous middle-income country. At the outcome level, the programme will support the Government of Nepal to sustainably and equitably deliver their constitutional mandates and human development commitments.

The programme will focus on four intermediate outcome areas:

  • Intermediate Outcome Area 1. Improved governance of social services in selected provincial and local governments and at federal level ensures that they deliver on their constitutional mandates, with adequate and more efficient planning, budgeting and spending in social sectors.
  • Intermediate Outcome Area 2. Access to quality services is expanded in selected provinces and local governments, with a focus on underserved and under-represented groups, by operationalising sectoral plans & policies and mainstreaming gender equality and social inclusion within local delivery plans.
  • Intermediate Outcome Area 3. Demand for and social accountability of social services by intended beneficiaries increases, with citizens more empowered and better informed to challenge decision-makers and expect fulfilment of their basic constitutional rights.
  • Intermediate Outcome Area 4. Proactive planning for and preparedness against emergencies (including public health crises) and effective response capacity to disasters that impact on social services’ business continuity.

Interventions

This AGA will focus on Intermediate Outcome Area 3 described above. The aim behind this delivery area is to increase demand for social services by communities and individuals (including from marginalised groups) and enhance the control exercised by citizens on public sector officials. Specifically, the objectives of this AGA are to:

  • Increase the involvement of civil society movements / platforms / networks in human development issues, with a focus on Gender, Equity and Social Inclusion (GESI) dimensions of social services.
  • Increase citizens’ engagement in the planning, prioritising and monitoring the delivery of social services.

By investing in citizens’ awareness, participation and social accountability interventions, the expectation is that citizens will be more empowered and better informed to engage and negotiate with decision-makers, participate in planning and delivery of social services and expect the fulfilment of their basic constitutional rights.

Some outcomes BEK expected to achieve through this AGA include:

  • An enhanced appreciation of the importance of human development and social sectors’ interventions, both among leaders and through community champions to allow communities and individuals to understand and use information on essential services (including right to access)
  • Increased provincial and local political leadership engagement with citizens and the adoption of deliberative and inclusive decision-making, with a focus on the inclusion of women and girls (for instance through appropriate and realistic use of mothers and female community groups) and other excluded groups (such as people with disabilities, Dalits and other minorities. For instance, through representative committees that are consulted on local government planning decisions).
  • Citizens-led tracking of social service delivery and the use of scarce resources e.g., through social audits and other tools to improve transparency and accountability through civic engagement, as well as other deliberative decision techniques to monitor and evaluate outcomes.
  • Demand-led improvements in the quality of teaching and quality of care, including a focus on public providers’ behaviour change.

Interventions could include for instance:

  • Bespoke capacitation and support to formal and informal civil society (where civil society is intended in its most loose sense of all forms of social actors – individuals or groups – who are neither connected to nor managed by state authorities)
  • Non-financial technical support to issues-based citizens’ platforms, networks, rights-based associations, movements & coalitions
  • Support to the development of guidance for enhancing citizen engagement and accountability in social sectors
  • Set-up of transparency, communication and data platforms on social services entitlements and quality of service delivery to inform citizens
  • Reintroduction / strengthening of social audits for social services

The list above is just illustrative, and prospective implementing partners should feel free to dismiss the above suggestions and propose their approach to strengthening citizens’ voice and action in social services.

Coordination and collaboration with other actors
It is important that this programme ensures effective coordination and collaboration with other actors and programmes. These include:

  • BEK’s complementary programmes that deal with governance, justice, gender issues, locally-led development;
  • Other donors’ and development partners’ programmes working in similar thematic areas as in the previous point, with a focus on the geographic areas of Lumbini and Madhesh.
  • Established local civil society (as loosely defined above)
  • Academia and professional associations
  • Government authorities, where relevant.

Geographic Prioritisation
As mentioned above, project activities will be primarily focussed on the provinces of Lumbini and Madhesh, with a focus on areas that have relatively low human development indicators and show multiple dimensions of vulnerability. However, the programme should have the flexibility to change and adapt based on identified needs and opportunities. Locations proposed should be places where the organisation has a comparative advantage to offer such support (thematically and/or operationally).

Eligibility
The programme will be delivered through an initial accountable grant to an organisation whose primary purpose is not for profit (and for which we have verified its status). This will enable civil society, non-government or not-for-profit organisations to approach BEK with a proposal for funding for this work. The Call for Concept Notes is open to eligible organisations present and able to work in Nepal, who can deliver high quality activities as outlined above, have a proven operational record in the prioritised geographies and thematic areas, and can deliver value for money (VfM) for BEK and beneficiaries. Applicants must show that they’re allowed to operate in Nepal according to the relevant legislation.

Only one proposal will be eventually retained. While there’s no requirement for consortia, partnership with local actors is encouraged, as long as value for money is assured. In the case of partnerships or consortia, there must be an identified lead partner which will be subject to a Due Diligence Assessment by BEK Nepal, as per FCDO policies. The lead partner will need to provide assurance that Due Diligence Assessments will be carried out for other partners.

While there is no set limit on number of consortia members, the partnerships must be rational and avoid inefficient spread of administrative costs, and ideally favour a significant degree of localisation. Local partners should have relevant experience and expertise in the sub-themes where they are leading engagement with communities and local governments. An explanation of how the consortia will be able to take agile approaches and design interventions should be provided.

Funding from BEK will only be channelled through the lead consortia partner, who will then be responsible for disbursement to sub-leads and conducting downstream due diligence.

NOTE that only organisations that underwent a successful Due Diligence Assessment with FCDO / BEK within the last five years, or which can prove that they have undergone similarly stringent vetting processes by USAID or the EU within the same period, will be eligible to apply as lead partners for this AGA.

Expected Duration
Funding will be provided for a first phase of up to three years, beginning in late 2024 / early 2025. There is an ambition to extend this funding for an additional two years and £2 million. BEK will develop a performance management framework to monitor progress and will reserve the right to terminate agreements if performance falls below expectations.

Process
The concept note is the first stage in this process and will be expected to align the template provide in Annex 1.

Applicants are invited to submit concept notes by 2 September 2024, 23:59 by e-mail to bekathmandu@fcdo.gov.uk, with the subject heading Samartha AGA. Concept notes received after this deadline will not be considered. The concept note should not exceed eight (8) pages, font Arial pt. 11, based on the template annexed to this Call. Within the concept note, it must be evident be that proposed interventions meet the criteria indicated above related to: interventions, geographic prioritisation; eligibility; coordination and collaboration with other actors; and expected duration.

Any technical or procedural query should be submitted to the above-mentioned emails by August 16, 23:59. Responses will be circulated to all original recipients by August 23.

After receipt and review of the concept notes, BEK will invite shortlisted applicants to submit a full proposal of up to 20 pages in September 2024. BEK will only notify shortlisted applicants and will not be able to provide feedback on unsuccessful concept note submissions.

After receipt and review of the full proposals, BEK may invite applicants to meet to discuss questions and comments on their proposals, after which they may be invited to re-submit a final version. We are aiming to make a final decision in October 2024. BEK will notify all shortlisted applicants about the outcome of the process but will not be able to provide specific feedback on unsuccessful proposals. All decisions will be final. Templates for full proposal submission will be provided separately to shortlisted applicants.

ANNEX 1 – Concept Note Template
BEK | Samartha


Organisation(s) Name:
Name and Duration of the project:
Proposed geographic reach of project (provinces/local government(s)):
Background of your organisation:
Brief description of proposed activity:
Outputs and outcomes to be achieved:
Risks and mitigations:
Experience of implementing similar projects internationally and in Nepal, including in Lumbini and
Madhesh:
Estimated total budget and value for money considerations:
References to the evidence based for the proposed intervention(s):
Annex 2: Enhancing Gender Outcomes through Social Services Systems Strengthening (Samartha)

Deadline for submission of concept note: 2nd September 2024 at 23:59 (Kathmandu time).
Official announcement: AIN


  • World Water Day 2026 | Water & Gender Equality
  • Nepal Antimicrobial Resistance (AMR) Bulletin FY 2081/82
  • Call for applications! Short Course on Qualitative Research Methods in Public Health, 2026
  • World Obesity Day 2026 | 8 Billion Reasons to Act on Obesity
  • Salim Yusuf Emerging Leaders Programme 2026
August 14, 2024 0 comments
0 FacebookTwitterPinterestLinkedinTumblrVKOdnoklassnikiRedditStumbleuponWhatsappTelegramLINEPocketSkypeViberEmail
Guideline for Annual Health Review 2080/81
National Plan, Policy & GuidelinesNoticeProvincial Plan, Policies and GuidelinesResearch & Publication

Guideline for Annual Health Review 2080/81

by Public Health Update August 5, 2024
written by Public Health Update

MoHP Annual Health Review 2080/81

The Ministry of Health and Population has published a guideline for the annual health review program of health activities at the provincial, district, and local levels. The guideline consists of objectives, recommended activities, facilitators, participants, and major indicators to be covered during the review program.

Download Annual Health Review Guideline

Download Annual Health Review Guideline

Annual Review Presentation templates

  • Presentation template for Hospital Review Meeting  FY 2080/81
  • Presentation template for Province and Local Governments FY 2080/81

Related readings

  • Progress of Health and Population Sector 2022/23 (2079/80 BS)
  • Program Implementation Guideline (Local Level) 2081/082
  • Guidelines and Presentation Template for Annual Review Workshop 2076-77
  • Guidance for Annual Review Workshop- MoHP
  • National Annual Review, MoHP – 2017/18 (Presentation Slides)
  • Jointly Annual Review (JAR) 2018 Presentations
  • Joint Annual Review (JAR) Meeting #JAR2018
  • National Annual Review 2073/74 – DoHS, Ministry of Health
  • Joint Annual Review Meeting (JAR 2017) Presentations: Ministry of Health (7-8 February, 2017)
  • National Annual Performance Review Workshop FY 2072/73 (2015/16) – Presentations
  • SOP for Nepal Maternal Mortality Survey (NMMS 2078)
  • Nepal Health Facts Sheet 2023
  • Progress of the Health and Population Sector, 2019/20
  • Progress of the Health and Population Sector, 2020/21 (NJAR Report)
  • Annual Report of the Department of Health Services (DoHS) 2077/78 (2020/2021)
  • Nepal Health Sector Strategy (NHSS) Mid Term Review Report
August 5, 2024 0 comments
0 FacebookTwitterPinterestLinkedinTumblrVKOdnoklassnikiRedditStumbleuponWhatsappTelegramLINEPocketSkypeViberEmail
Chevening Scholarship
European RegionFellowships, Studentship & ScholarshipsFully fundedGrants and Funding OpportunitiesMaster's DegreePublic HealthPublic Health OpportunitiesPublic Health OpportunitySchool of Public HealthUniversities & School of Public Health

Chevening Scholarships 2025/2026

by Public Health Update August 4, 2024
written by Public Health Update

Overview

Chevening Scholarships is a Fully-funded scholarships to undertake any master’s course at any UK university and many more. Chevening Scholarships enable outstanding emerging leaders from all over the world to pursue one-year master’s degrees in the UK. Chevening enables outstanding emerging leaders from all over the world to pursue one-year master’s degrees in the UK. Because these scholarships are fully-funded (flights, accommodation, and course fees are all included), you are free to focus on achieving your professional goals and maximising the experience of a lifetime. You will live and study in the UK for a year, during which time you will develop professionally and academically, network extensively, experience UK culture, and build lasting positive relationships with the UK. On completing your studies, you will leave the UK equipped with the knowledge and networks necessary to bring your own ideas to life.

Previous announcements

  • Chevening Scholarships Program 2019/2020, UK
  • Chevening Fully-funded UK Government Scholarships 2020/2021
  • Chevening Scholarships: Fully-funded Scholarships for Master’s Cours2021-22
  • Chevening Scholarships: UK Government’s International Scholarships Programme 2023
  • Chevening Fully-funded UK Government Scholarships 2024/2025

Eligibility

  • Be a citizen of a Chevening-eligible country or territory.  
  • Commit to returning to your home country for at least two years after your scholarship ends. 
  • Have at least two years of work experience (2,800 hours).  
  • Hold an undergraduate degree that qualifies you for a UK master’s program. 
  • Not have studied in the UK previously with a UK government-funded scholarship.  

Postgraduate Public Health courses in United Kingdom (UK)

You are not eligible for a Chevening Scholarship if you: 

  • Hold British or dual British citizenship (unless you are a citizen of a British Overseas Territory or hold BN(O) and are applying from Hong Kong).
  • Hold refugee status in a country not eligible for Chevening. However, if you are a citizen of an eligible country and hold refugee status in another eligible country, you are eligible for a scholarship.
  • Are an employee, former employee, or relative of an employee of the UK government, British Embassies/High Commissions, the British Council, the Association of Commonwealth Universities, or sponsoring UK universities. Employees, former employees, or relatives* of an employee of Chevening Partner organisations are eligible to apply, but if the employment took place within the last two years, you cannot receive a Chevening Partner Award from the organisation from which you work, previously worked, or are affiliated with through relatives.
  • Have previously studied in the UK on a UK government-funded scholarship.
  • *Relatives are defined as parents or step-parents, siblings or step-siblings, children or step-children, spouse, civil partner or unmarried partner (where the couple have been in a relationship akin to marriage or civil partnership for at least two years)

Please note that having a master’s degree does not prevent you from applying for a second master’s degree in the UK, providing you can articulate how it aligns with your career goals and will help you to drive positive change in your home country. 

Work experience requirement

Before applying for a Chevening Scholarship, you need at least two years (2,800 hours) of work experience.  

This can include: 

  • Full-time employment 
  • Part-time employment 
  • Voluntary work 
  • Paid or unpaid internships 

Experience gained during mandatory employment for your degree does not count. You can combine up to fifteen different work periods to meet the requirement.

There is no such thing as a ‘typical’ Chevening Scholar, but those who are successful tend to have ambition, leadership qualities, and a passion for influencing positive change in their home countries.

Application timeline

The process of selecting Chevening Scholars takes a minimum of eight months from the application deadline to when applicants are conditionally selected for an award. Here is an overview of the application and selection process, so you always know what’s going on.

  • 6 August 2024: Applications open at 12:00 BST
  • 5 November 2024: Applications close at 11:59 UTC/ GMT
  • From 6 November 2024: Applications are sifted against eligibility criteria
  • Mid-November 2024 to January 2025: Reading committee assessments
  • Mid-February 2025: Applicants shortlisted for interviews: Once the embassy/high commission has reviewed the applications that were passed on to them, they produce a shortlist of those who they will invite to interview. Notifications will then follow.
  • 19 February 2025: Shortlisted candidates will be requested to submit two references and their education documents prior to their interview date
  • 26 February to 25 April 2025: Interviews take place. Candidates from all over the world are interviewed by panels at British embassies and high commissions.
  • From June 2025: Results. After months of preparation and trepidation, successful candidates will experience jubilation when interview results are announced from June onwards.
  • 11 July 2025: Offer deadline: The deadline to receive and submit at least one unconditional UK university offer is 17:00 BST (UK time) on 11 July 2025.
  • September/October 2025: Studies begin in the UK: 2025/2026 Chevening Scholars commence their studies in the UK, and enter into an international network that they’ll be a part of for the rest of their lives!

Are you ready to apply to Chevening?

Take our eligibility quiz to find out!

Applications for 2025/2026 Chevening Scholarships will open on 6 August at 12:00 BST. For more information visit official website.

Recommended readings
  • Public Health Courses in UK (For Chevening Applicants)
  • Master of Public Health
  • Study in UK
  • Postgraduate Public Health courses in UK
  • Jobs in UK
  • Public Health Courses in UK (For Chevening Applicants)
  • Postgraduate Public Health courses in United Kingdom (UK)
  • List of Universities for Master of Public Health in Australia
  • Discover Top ranked Public Health Schools and Universities
  • Grants and Funding Opportunities
  • Fellowships & Scholarships
  • International Jobs & Opportunities
August 4, 2024 0 comments
0 FacebookTwitterPinterestLinkedinTumblrVKOdnoklassnikiRedditStumbleuponWhatsappTelegramLINEPocketSkypeViberEmail
Program Implementation Guideline (Local Level) 2081/82
National Plan, Policy & GuidelinesPublic HealthPublic Health ProgramsPublic Health UpdateResearch & Publication

Program Implementation Guideline (Local Level) 2081/082

by Public Health Update August 2, 2024
written by Public Health Update

The Ministry of Health and Population (MoHP) Nepal has released new program implementation guidelines for local levels for the fiscal year 2081/082 to guide local governments in implementing conditional grant activities.

The guideline aims to provide technical and financial norms at the local level. It consists of a program introduction, objectives, expected outputs, process of implementation, recording and reporting, reference documents, and budget information for each activity designed for 2081/082 at the local level.

Download PDF

Download PDF

  • Program Implementation Guideline (Local Level) 2080/81
  • Program Implementation Guideline (Province Level) 2080/81
  • World Water Day 2026 | Water & Gender Equality
  • Nepal Antimicrobial Resistance (AMR) Bulletin FY 2081/82
  • Call for applications! Short Course on Qualitative Research Methods in Public Health, 2026
  • World Obesity Day 2026 | 8 Billion Reasons to Act on Obesity
  • Salim Yusuf Emerging Leaders Programme 2026
August 2, 2024 0 comments
0 FacebookTwitterPinterestLinkedinTumblrVKOdnoklassnikiRedditStumbleuponWhatsappTelegramLINEPocketSkypeViberEmail
Health National Adaptation Plan (NAP) - Climate Change 2023-2030
Environmental Health & Climate ChangeNational Plan, Policy & GuidelinesPublic HealthPublic Health UpdateResearch & Publication

Health National Adaptation Plan (NAP) – Climate Change 2023-2030

by Public Health Update July 30, 2024
written by Public Health Update

Health Sector National Adaptation Plan (NAP) for Climate Change 2023-2030

The Health Sector National Adaptation Plan (NAP) for Climate Change 2023-2030 is a strategic framework aimed at enhancing the resilience of the health sector to the impacts of climate change. It outlines key priorities and actions to address health vulnerabilities and ensure sustainable health systems amidst climate change.

Related: National Climate Change Policy, 2076 (2019)

Vision: Climate Resilient Health System.
Mission: Minimize the impacts of climate change on health through coordination and collaboration between federal, provincial and local levels and other stakeholders.
Goal: Adopt appropriate adaptation measures to minimize adverse impacts of climate change on Health.

Objectives

  1. Raise awareness, advocacy and build capacity on climate change.
  2. Manage the identification, prevention, control and treatment system of climate sensitive health risks
    including development of disease surveillance, preparedness and response system.
  3. Develop and promote environment friendly and climate-resilient physical infrastructure and
    technologies.
  4. Mainstream climate change adaptation in health policies, strategies, and plans at federal, provincial,
    and local levels.
  5. Collaborate and coordinate with multi-stakeholders to minimize health risks through study, research
    and knowledge promotion on climate change and health.

Implementation strategies

  1. Conduct advocacy, awareness and capacity building programs as needed in coordination and collaboration with the concerned agencies for mitigation and resilient based on the impacts of climate change at the federal, provincial and local levels.
  2. Include climate change-related topics in the curriculum and broadcast information on climate change and health through various media and social networks.
  3. Conduct studies, research and mapping of health risks that may occur due to climate change in addition to surveillance and survey of the main environmental health risks.
  4. Strengthen of rapid early warning and rescue system by developing and expanding climate-informed surveillance system through federal government coordination and provincial government initiation and local government involvement.
  5. Enhance the capacity of service provider health institutions, laboratories, human resources by coordinating with other stakeholders to control climate sensitive diseases and health risks.
  6. Produce skilled manpower and develop the modern technology and systems through regulatory agency for the construction of environment friendly physical infrastructure.
  7. Implement climate change resilient health services, water supply systems and sanitation services with a focus on social inclusion (including children, youth, women).
  8. Conduct programs and managing financial resources in coordination with multi-stakeholder agencies through a one-door system on climate change and health.
  9. Include the climate adaptation topic in all health-related policies.
  10. Provide basic information related to climate change and health through continuous study and research.

Download:HNAP (Nepali)

Download:HNAP (English)

  • World Water Day 2026 | Water & Gender Equality
  • Nepal Antimicrobial Resistance (AMR) Bulletin FY 2081/82
  • Call for applications! Short Course on Qualitative Research Methods in Public Health, 2026
  • World Obesity Day 2026 | 8 Billion Reasons to Act on Obesity
  • Salim Yusuf Emerging Leaders Programme 2026
July 30, 2024 0 comments
0 FacebookTwitterPinterestLinkedinTumblrVKOdnoklassnikiRedditStumbleuponWhatsappTelegramLINEPocketSkypeViberEmail
Call For Applications! Women Of The South Speak Out Fellowship``
Fellowships, Studentship & ScholarshipsInternational Jobs & OpportunitiesPublic Health OpportunitiesPublic Health Opportunity

Call For Applications! Women Of The South Speak Out Fellowship

by Public Health Update July 25, 2024
written by Public Health Update

Women of the South Speak Out (WOSSO), is a consortium formed by Gender Links (GL), Asian-Pacific Resource and Research Centre for Women (ARROW), and Mannion Daniels (MD). The WOSSO Fellowship is at the core of this consortium.

The consortium members were brought together by shared feminist values and deep concern regarding the narrowing civic space, particularly for young women in the Global South.

Over the next five years (2023-2027), the consortium will amplify the voices of young women in all their diversity from the global south to inform decision-making and policy-making that impact our lives. WOSSO will support and facilitate women’s rights organisations and young women leaders to meaningfully engage in key advocacy meetings and implement advocacy initiatives at the national level.

WOSSO Fellowship

WOSSO will offer fellowships to young women from the Global South, including the Asia-Pacific between the ages of 18 and 35 over an initial 18 month period starting from August 2024. These advocates must be affiliated to a women’s rights organisation or network, and have an advocacy initiative that they are working on that will be enhanced through regional and global advocacy.

The fellows will engage in regional advocacy spaces and participation in global conferences is subject to the nature of the advocacy initiative, logistics and other considerations.

WOSSO Fellowship Objectives

  • Guide Fellows in carrying out their personal advocacy plans, creating linkages and connections with local and regional levels.
  • Equip the Fellows with tools, knowledge, skills, and capacity to effective champion and advocate for gender equality in national, regional, and international levels and advocacy spaces.

Benefits

  • The fellowship includes a small grant paid in tranches upon achieving agreed-upon milestones and the advocacy plan.
  • Participation in at least one regional advocacy space.
  • Participation in global conference/advocacy space will depend on the nature of the advocacy initiative, logistics, and other factors.

Eligibility criteria

  1. Young women advocates in all their diversity.
  2. Between the ages of 18 and 35 years.
  3. Affiliated to a women’s rights organisation or network.
  4. Represent the Asia-Pacific Region.
How to apply

You can apply for the WOSSO Fellowship Programme through the WOSSO Good Grants* platform. Please sign up on the good grants platform and complete the online application like any other online forms. You will be asked to upload some documents as well. After completion, you can submit the application.

*Good Grants is an online grant management platform that streamlines the application, review, and decision-making process for various funding programmes, including fellowships.

Read More and Apply

  • World Water Day 2026 | Water & Gender Equality
  • Nepal Antimicrobial Resistance (AMR) Bulletin FY 2081/82
  • Call for applications! Short Course on Qualitative Research Methods in Public Health, 2026
  • World Obesity Day 2026 | 8 Billion Reasons to Act on Obesity
  • Salim Yusuf Emerging Leaders Programme 2026
July 25, 2024 0 comments
0 FacebookTwitterPinterestLinkedinTumblrVKOdnoklassnikiRedditStumbleuponWhatsappTelegramLINEPocketSkypeViberEmail
Criteria for opening New Medical College in Nepal
EducationNational Plan, Policy & GuidelinesPublic Health UpdateResearch & Publication

Criteria for opening New Medical College in Nepal

by Public Health Update July 22, 2024
written by Public Health Update

Newly established medical colleges should fulfill all the criteria like having their own infrastructure, hospital (approval from Ministry of Health and Population, Govt of Nepal), faculty, hostel etc. as per the MEC accreditation standard from the first day of starting the program. Infrastructure developments should be as per the standard norms prevailing in the country.

The Medical College In addition to fulfilling the requirement for the MEC accreditation to run the MBBS program, the medical college must maintain a good environment for imparting quality medical education in Nepal. The medical college must have the required number of departments, sections, together with an adequate number of faculty and staff, both administrative and technical. The head of the college may be designated the Principal/Campus Chief, as per the nomenclature adopted by the respective universities to which the college/campus is affiliated to, and must be a senior faculty of medical/dental background and meet the appointment criteria outlined by the affiliating University. Ideally, all the activities related to the academic program other than community training should be located at the same site. However, for those colleges which have physical infrastructure at geographically separated locations, or have already made arrangement to send students to different hospitals or health institutions for acquiring clinical/ community experiences, care should be taken to ensure that the students are not physically exhausted by commuting. Appropriate accommodation must be arranged for students during teaching- learning activities.

All the medical college should also have a own residential community training center, computer assisted and e-learning/ teaching learning facilities (platforms), skills laboratory and ambulatory teaching learning facilities in clinical departments.

At the start all medical college should have the following requirements fulfilled:

  • Minimum 300 bedded functional general hospital which is continuously in operation for three years with approval from Ministry of Health and Population Government of Nepal as teaching hospital.
  • Basic science laboratories with adequate facilities.
  • Community Training Centre (CTC) with adequate facilities.
  • Computer -assisted teaching- learning and e-learning facilities(platforms)
  • Well-equipped skill laboratory (minimum content of skill lab is given in Annex
  • Simulation based learning facility
  • Classrooms for problem-based learning, one for 20 to 25 students.
  • Ambulatory teaching learning facilities in each clinical department

Criteria for upgrading of existing MBBS intake for a Medical College:

  • All criteria laid down by MEC for allocated seats must be fulfilled.
  • Must abide by Rules and regulations of MEC/University and academy
  • Well maintained yearly academic calendar.
  • All dues/taxes of MEC University/Academy and Nepal government paid on time.
  • All infrastructures for upgraded number of seats must be well established as per MEC guidelines on top of provided seats.
  • Adequate number of faculties for increment number of seats must be recruited in advance as per MEC guidelines.

For running the MBBS program the following departments are required:

  • Human Anatomy
  • Physiology
  • Biochemistry
  • Pathology
  • Microbiology
  • Pharmacology
  • Community Medicine
  • Forensic Medicine
  • Internal Medicine
  • General Surgery
  • Obstetrics and Gynecology
  • Pediatrics
  • Orthopedics
  • Ophthalmology
  • Otorhinolaryngology-Head and Neck Surgery
  • Psychiatry
  • Dermatology
  • Dental Surgery
  • Radiology
  • Anesthesiology
  • General Practice and Emergency
  • Medical Education
  • Department of Humanities

Administrative structure

The administrative structure of the Medical College/Campus should comprise the following sections:

  1. General and Personnel Administration: All matters related to general and personnel administration of the college/campus should be looked after by this section.
  2. Fiscal and Internal Audit Section: The fiscal section should be responsible for the financial planning and management of the medical college/campus. A strong financial commitment must be ensured for the sustainability of the institution. An internal audit section must check and report on the budget, procurement, and store inventory according to the financial rules and regulations pertaining to the colleges/campus.
  3. Planning and Evaluation: This section should conduct annual planning, budgeting and annual program evaluation.
  4. Academic and Examination: The academic and examination section should look after the academic programs and prepare the academic calendar. An annual/semester academic calendar of operation 38 for all years / semesters must be prepared by the college/school/institute/campus specifying the details of teaching schedules of theory, practical/clinical teaching/learning activities. This section should also ensure that the examinations are held effectively, efficiently and confidentially and the results of the examinations are published in a timely manner and feedback given to individual students.
  5. Procurement and Store: All matters related to the procurement and store is carried out by this section.
  6. Learning Resources including Audio-visual and Medical Illustration

Library

  • A Central library with good ventilation and lighting must provide sufficient space with comfortable sitting arrangements for allowing double the number of admissions of students to sit and study at any given point in time.
  • For the core text books recommended by the curriculum there must be at least one book for every ten students in the class. In addition, there must also be adequate numbers of reference books (1 recommended text book for every 30 students) which are to be placed in the reference section and/or departmental libraries or students should have access to e library to text books and reference books. Softcopy of books should be available.
  • A good number of national/international medical journals related to all subjects either in paper or in digital form must be available.
  • Medical Colleges/Campuses must provide free e-library/e-learning and internet services to the faculty and students. The Central library should remain open preferably 16 hours a day, to provide the opportunity to learn during any hour of the day or night.
  • The Central Library must have an adequate number of personnel with relevant skills and expertise to provide library services are provided as mentioned above.

Computer Assisted Learning Platform:

  • Provision of computer assisted teaching learning classes with required facilities and human resources.
  • There should be adequate computers for E-learning facility of Students. College should maintain atleast 20-25 computers in smooth running condition in with dedicated e-learning area.
  • The institution musts create an academic management office with responsibility for oversight and records of all functional aspects of design, production, presentation and implementation of the course, its elements, students, and staff.

Audio-visual and Medical Illustration Section: An Audio-visual and Medical Illustration Section must be established to provide sufficient numbers of overhead projectors, multimedia, laptop, television and artist facilities for helping teachers to teach effectively and students to learn better. The colleges/campuses are encouraged to continuously adapt to new and innovative technologies for fostering effective teaching /learning activities.

Lecture Rooms: Adequate number of lecture halls with comfortable sitting arrangements together with good ventilation, lighting, acoustic system, cctv coverage and audio-visual aids should be made available for carrying out teaching/learning activities effectively. Tutorial Room for 1:10-15 students.

Examinations Hall: The academic/examination section must ensure that all examinations are held properly by maintaining the examination norms of the respective University. Sitting arrangements may be made in a separate examination hall or in classrooms with adequate invigilation. The examination halls should be mandatorily equipped with cctv for monitoring and record purposes by concerned authorities.

Auditorium: Medical college/campus/school must have an auditorium of at least 250 seating capacity for holding scientific and other activities.

  • Students’ Welfare including Hostel and Extra- curricular activities : The students’ Welfare Section should look after the welfare of the students including providing hostels and extracurricular activities. Students’ hostel for both female and male must provide adequate accommodation of adequate standard. (Hostel facility for at least 50% students). Hostels should be on the campus or in close vicinity for maximum use of library and participation in clinical learning activities, including off time hospital exposure for patient care and management.
  • Property, Security, Transport and Repair and Maintenance: The safety of the college/campus physical property and students, faculty and staff must be ensured by the property section by providing adequate security. The transport of staff and students is to be organized through the transport section. All matters related to the repair and maintenance of all infrastructures, electrical and sanitary and all others are looked after by the section.
  • Research and Publication
  • A Medical College/Campus must establish a Research, Ethical and Publication Unit/ section/department and must show evidences of research and publication by the faculty.
  • Medical education programs must provide opportunities, encourage, and support student participation in research and other scholarly activities mentored by faculty.
  • To facilitate the research activities of the universities and to facilitate statistical part of thesis of the postgraduate residents, employment of a biostatistician is mandatory for every medical college and number of biostatisticians should be determine by number of program and workload.
  • IT department with competent human resource
  • Waste Management

The Teaching Hospital:

  • The teaching hospital of a medical college/ campus/ school should run under a medical director who should be faculty of the medical college.
  • In order to widen the clinical and community field experiences, the medical colleges are encouraged to adequately expose their medical students to other hospitals and rural community settings in addition to clinical placements at the institutions’ own teaching hospital. However, the beds of those hospitals other than the own community centers hospitals which are adopted by the colleges will not be counted towards fulfillment of the MEC requirements.
  • In the case of those medical colleges/campus/schools/institutions/ either constituent or affiliated to a university, which have already been granted permission by Nepal Government to use government hospitals for running the MBBS program, a memorandum of understanding (MOU) must be signed between the Medical School/Institute/College/Campus and the management of the concerned Government Hospital. Appropriate faculty positions for the Senior Consultants, Consultants and Registrars working in those hospitals should be awarded as per university faculty norms. The commitment of such faculty must be obtained in writing for their involvement in and contribution to the clinical teaching learning activities of the medical students throughout the MBBS program. The MOU and the undertaking signed by the individual faculty members must be produced before MEC to ensure the environment and spirit of collaboration and cooperation between the Medical School/Institute/College and the Government hospitals for academic activities. The academic calendar and other related documentation should be in place.
  • The most important aspect of clinical teaching is to identify the learning objectives for different semesters/years by the concerned departments and their strict implementation of those objectives through fixed clinical placements schedules. In addition to acquiring basic insight into the disease manifestation and response to therapy, hands on skill development either on peers, mannequins or real patients under adequate supervision of the faculty/Senior Residents must be the core activity during the clinical rotations. It is also crucial to provide the students with timely feedback on their learning and performance. This will, among other things, provide the students an opportunity to realize their deficiencies and sharpen their clinical skills.
  • A fixed time table together with the clinical topics allocated for daily teaching either in wards or OPD must be clearly written in the attendance register of clinical teaching in every department.
  • Ambulatory teaching at OPD is to be scheduled in teaching-learning activities as ample common clinical materials are available in the OPD. Hence a separate OPD teaching/demonstration room is required for all departments of the teaching hospitals.

Human Resources: Following are the list of sections desirable to run the academic program and hospital services of the medical campus/school/college/institute and teaching hospital.

  • Principal/Dean/Campus Chief’s office
  • Hospital Directors Office 3. Academic/Examination Section 4. Administration Section/Admission Section
  • Fiscal Section
  • Public Relation Office
  • Transportation Section
  • Library
  • Centre for Medical Informatics
  • Medical Record Unit
  • Property Section
  • House Keeping Section
  • Security Section
  • Pantry
  • Accommodation/Hostel Section
  • Medical Illustration Section
  • Bio-Medical Engineering Section
  • Planning and Evaluation Section
  • Audit Section
  • Medical Education Department/Unit
  • Community Health Satellite Centre
  • Research Unit
  • Procurement Section

For the effective management of the academic activities and the clinical services, the management of the academic side and the service side may be looked after by separate administrations of the college/campus/school teaching hospital or may be amalgamated into one, as per the decision of the individual college/campus/institute. Likewise, staff recruitments in different positions shall be as per the needs of individual college/campus/school/institute and the teaching hospital.

Student support services: It should include student representatives, academic and clinical staff, student counsellors, and other support providers on the committee.

  • Develop a clear idea of the academic and social characteristics of students, their living and studying circumstances, and their access to technology and other resources.
  • Identify the disabilities that students might have and consider making appropriate reasonable adjustments to the course.
  • Given the range of academic, personal, and social characteristic of students, identify what support services might be needed.
  • Set out the structure, range, and purposes of student support services.
  • Design a student support system that is integral to the course process.
  • Consider a survey, conducted on a regular basis with students and staff to find out what issues they are facing, what support works well and where the challenges are to ensure that student support is fit for purpose.

Continuous Professional Development Unit: Continuing professional development (CPD) is the way in which registrants continue to learn and develop throughout their careers so they keep their skills and knowledge up to date and are able to practice safely and effectively. CPD involves capacity strengthening after completion of basic medical education and postgraduate training, thereafter extending throughout each health care professional working life. Continuous professional development (CPD) replaces the term “CME” to reflect the wider context in which this phase of medical education takes place and signifies that the responsibility to conduct CPD rests with the profession and individual doctor – WFME 2003.

Motivation for CPD:

  • Professional drive to provide optimal care for the patient
  • Obligations to honor the societal demands
  • Need to preserve job satisfaction and prevent ‘burn out”
  • Forms of knowledge required to practice: factual, procedural and intuitive and practical wisdom derived from their combination. All HCWs should mandatorily enroll into CPD system through their respective council. Respective Council should train their members with collaboration with concerned institutions. There should be a mandatory CPD unit in all health care institutions. An initiative should be made in organizing and finalizing the module applicable for various streams of health care with mutual objectives and coordination. Respective council should keep a record of all the CPD activities.

CPD unit should comprise of:

  • CPD Coordinator
  • CPD Administrative staffs
  • Trained Master trainers

Continuing Professional Development (CPD) is a combination of approaches, ideas and techniques that will help to manage own learning and growth. Establishment of such system in an academic institution will implant the basics of learning and continuous education desire throughout the professional life.

Licensing Examination: There is a provision of licensing examination by the respective council after acquiring the academic degree.

Humanistic Environment: Humanistic environment is of utmost need to facilitate enabling teaching learning environment. A humanistic pedagogy inculcates respect, tolerance, understanding, and concern for others and is fostered by mentoring, advising and small group interaction. A medical college environment should be characterized by respectful professional relationships between and among faculty and students that establishes a context for the development of interpersonal skills necessary for learning, for patient care, and for making meaningful contributions to the profession.

Technical Support: The institution should ensure that students have appropriate technology and access, and provides orientation to technology and ongoing technical support for students.

  • Ensure that all students have technical access to the course (computer, mobile telephone, and Wi-Fi). Where this is not so, the institution develops a policy and provides practical support.
  • Provide an introduction to using the technology and navigating technology-based course elements.
  • Provide guidance on access to e-library services.
  • Plan how students can record and track their study, and the resources they have accessed.
  • Map available platforms for characteristics such as: accessibility, cost, organisational requirements, one way communication, two-way communication, asynchronous, synchronous, one-to-one, and one-to-many communication.
  • Determine the reliability of connectivity and offer a back-up plan in the case of failure.
  • Provide a named contact or accessible helpdesk from whom technical advice can be obtained.
  • Intranet facilities for students and faculties.

Assuring Teacher’s Skills : Teachers should be prepared and supported to provide the distance learning. Teachers should be trained and supported in:

  • The process and principles of distributed and distance learning,
  • educational design,
  • writing and producing course elements,
  • assessment,
  • using information technology, media, and methods for DDL including social media,
  • communication style at a distance, including conveying personal presence,
  • teaching in small groups, large groups and individually both at a distance and faceto[1]face,
  • providing feedback in a variety of ways, using different methods and media,
  • supporting students,
  • problem-solving with students and colleagues,
  • working in teams and implementation,
  • identifying and helping students in difficulties,
  • working with the course management office,
  • Trained for monitoring and evaluation

Assuring Teacher’s Time

Teachers need to have sufficient time in their job plan to undertake the development and presentation of distributed and distance learning without threatening their research and other academic and clinical duties.

  • Undertake a study of the time required of teachers to develop and then implement DDL elements and processes. Time required will be different for each stage.
  • Organize each teacher’s job plan to ensure that there is sufficient time for both DDL and other academic, research, and clinical duties during course development and course presentation.

Application of Technology
Technology enables medical education programs to improve patient care, and to revolutionize all aspects of the curriculum, from didactic courses to clinical instruction. Contemporary medical education programs regularly assess their use of technology and explore new applications of technological advances to enhance student learning and to assist faculty as facilitators of learning and designers of learning environments. Use of technology must include systems and processes to safeguard the quality of patient care and ensure the integrity of student performance. Technology has the potential to reduce expenses for teaching and learning and help to alleviate increasing demands on faculty and student time. Use of technology in medical education programs can support learning in different ways, including self-directed, distance and asynchronous learning.

Collaboration with other Health Care Professionals:  Access to health care and changing demographics is driving a new vision of the health care workforce. Medical curricula can change to develop a new type of graduates, providing opportunities early in their educational experiences to engage allied colleagues and other health care professionals. Patient care by all team members will emphasize evidence-based practice, quality improvement approaches, the application of technology and emerging information, and outcomes assessment. Medical education programs are designed to seek and take advantage of opportunities to educate medical school graduates who will assume new roles in safeguarding, promoting, and caring the health care needs of the public.

Read more: Accreditation Standards for MBBS (Bachelor of Medicine and Bachelor of Surgery) 2024

Related organizations

  • Nepal Nursing Council (NNC)
  • Nepal Medical Council (NMC)
  • Nepal Health Professional Council (NHPC)
  • Nepal Pharmacy Council
  • Nepal Ayurvedic Medical Council (NAMC)

Related readings

  • Medical Education Commission (MEC)
  • Medical Education Commission (MEC) Eligibility Certificate
  • Syllabus for Undergraduate Common Entrance Examination 2020
  • List of Registered Postgraduate Medical (Health Professionals) Programs in Nepal
  • Medical Education Commission Syllabus for Postgraduate Entrance Examination (2020)
  • Syllabus for Postgraduate Integrated Entrance Examination
  • Syllabus for Bachelor in Public Health (BPH) Common Entrance Examination
  • Syllabus for MBBS/BDS/BSc Nursing/BASLP/B Perfusion Technology Common Entrance Examination
  • Syllabus for Bachelor in Nursing Science (BNS) Common Entrance Examination
  • Syllabus for BAMS/BSc MLT/BSc MIT/BPT/B Pharm/B Optometry Common Entrance Examination
July 22, 2024 0 comments
0 FacebookTwitterPinterestLinkedinTumblrVKOdnoklassnikiRedditStumbleuponWhatsappTelegramLINEPocketSkypeViberEmail
Accreditation Standards for MBBS (Bachelor of Medicine and Bachelor of Surgery) 2024
CoursesEducationNational Plan, Policy & GuidelinesPublic HealthPublic Health UpdateResearch & Publication

Accreditation Standards for MBBS (Bachelor of Medicine and Bachelor of Surgery) 2024

by Public Health Update July 22, 2024
written by Public Health Update

Overview of the MBBS Program

  • The MBBS program consists of a minimum of four-and-a-half-year academic course followed by one year of compulsory rotatory internship.
  • The core curriculum for the MBBS program shall be composed of following preclinical and clinical departments (Human Anatomy, Physiology, Biochemistry, Microbiology, Pathology, Pharmacology, Community Medicine, Forensic Medicine, Internal Medicine, General Surgery, Obstetrics and Gynecology, Pediatrics, Orthopedics, Psychiatry, Dermatology, Ophthalmology, Otorhinolaryngology-Head and Neck Surgery, Anesthesiology, Radiology, General Practice and Emergency Medicine, Dental Surgery, non-credit and soft skill courses such as health care management, medical ethics and professionalism, communications skills, etc.
  • The Compulsory Rotatory Internship (CRI) shall be of one calendar year as per the NMC guidelines.

The Core Curriculum

The aim of the core curriculum is to provide a broader framework for universities and academia’s to develop their own curriculum, defining specific learning objectives together with teaching hours (credit hours) in each discipline. The curriculum should be student-centered, organ system based, integrated within and between basic medical sciences and clinical subjects preferably with the use of community-based, self-directed, computer assisted and problem-based learning methods aspiring notion of compassionate care.

Considering the innovations, the increased number of students, limited access to patients, and increasing awareness of patients in recent days, learning in Lab, Computer assisted learning platform and Simulation based learning should be planned where it is applicable.

The horizontal integration of basic medical science subjects should be achieved by the concurrent integrated teaching/learning of human anatomy, physiology, biochemistry, pathology, microbiology, pharmacology and community medicine/community health sciences. Vertical integration of basic medical science subjects should be acquired through early clinical exposure. The curriculum should encompass the following components (interdisciplinary in orientation) that represent the broad categories or professional activities and concerns that occur in the general practice of medicine.

  • Scientific foundation of medicine
  • Comprehensive, Patient-Centered Care
  • Clinical Skills
  • Communication Skills
  • Leadership skills
  • Population Health and Health Systems
  • Information Management
  • Critical Thinking and Research
  • Professional values, attitudes, behavior and ethics
  • Teaching-Learning Methodology

Criteria for admission to the MBBS Program

Eligibility Criteria: To be considered eligible for selection to the MBBS program, a candidate:

  • Must have passed 10 + 2 or equivalent qualifications recognized by universities/boards in single attempt with physics, chemistry, and biology (PCB) securing a minimum of 50% in each subject.
  • Higher Secondary Education (Science); 10+2 (Science);
  • Cambridge University ‘A’ level with Biology, Physics, and Chemistry securing a minimum of 50% (equivalent) in each subject. Or equivalent Science education with Biology, Physics, and Chemistry.
  • Must have passed in the Bachelor level common Entrance Examination conducted by Medical Education Commission.
  • Students going to foreign countries to study medical course must get the eligibility certificate from MEC and must have passed the bachelor level Medical Entrance Examinations.

Selection of students: (As per MEC)

For Nepalese students:

  • Eligible candidates desirous of pursuing MBBS program must take and qualify the specific Bachelor level Medical Entrance Examination, conducted by the MEC. Test should qualify by fulfilling its enrollment criteria.

For International students:

  • Eligible candidates desirous of pursuing MBBS program must take and qualify the specific Bachelor level common entrance examination conducted by the MEC and other enrollment criteria laid down by MEC
  • Candidates should present valid document of passing recent years National Medical Entrance Test of their country of origin acquiring minimum of 50% score, SAT/GRE or equivalent exam of their country or letter from licensing authority of their country of origin.
  • However, the international candidate must have passed 10 + 2 or equivalent qualifications recognized by universities/boards with physics, chemistry, and biology (PCB) securing a minimum of 50% in aggregate. The validity of these national board exams is for two academic years only.
  • First priority will be given to the candidates passing MEC Entrance Examination.

Faculty Requirement for different departments

The roles and responsibilities of faculty in running the MBBS program is considered to be of utmost importance. The numbers of faculty required in different departments have been determined in a composite way on the basis of the following criteria:

  • The total number of teaching hours in each of the subjects contained in the existing MBBS curricula.
  • The total number of student admission per session.
  • The number of hospital beds and units in each clinical department will depend on the need of academic programs and hospital services;
  • Since the discipline of Community Medicine/Community Health Sciences consists of various components (Biostatistics, Sociology/Behavioral Sciences, Environmental Health, Health Education, Epidemiology, Demography and Family Health) the faculty of Community Medicine/Community Health Sciences must comprise of individuals with adequate expertise in the areas mentioned above.
  • Tutor/Demonstrator/Instructor with MBBS or equivalent degree may be appointed as required in each of the basic science departments to assist faculty members in practical/demonstrations. However, they will not be counted as the faculty.

A unit of a major clinical department shall be composed of the following:

  1. Professor- one,
  2. Associate Professor – One
  3. Assistant Professor – One or
  4. Professor/Associate Professor– one and
  5. Assistant Professor– two.
  • Senior Resident/Registrar/Teaching Assistant/ Clinical Tutor/House Officer as required.
  • Though the Senior Consultant/Consultant/Senior Registrar/Registrars are hospital positions for providing clinical services in the hospital, they may be accepted for clinical teaching of undergraduate medical students. But they will not be counted as teaching faculty for allocation of seat.
  • All faculties must be approved and renewed annually by the concerned University/Academy/Institution authorities and registered with the Nepal Medical Council or with other professional council, wherever applicable.
  • All the heads of the departments should be a professor/ or an associate professor.
  • Faculty Verification should be done quarterly basis in each institute.
Eligibility criteria for faculty
  1. All faculty appointments must be according to the rules of the concerned University/Academy/Institution. All affiliated institutions must have the teaching faculty approved by the parent University/Academy/Institutions as well as by Medical Education Commission.

Medical Education Commission approves faculties under two broader headings:

  1. With MD/MS/MDS or equivalent degrees after MBBS or BDS
  2. With Master degree/PhD in Clinical or Medical or Human Sciences.
  • All MBBS/BDS personnel must possess a basic university postgraduate degree (MD/MS/MDS) or equivalent qualifications in the relevant discipline in order to be eligible to become a faculty member. They should also have specialty registration with the Nepal Medical Council, prior to joining the faculty position.
  • All Personnel with other than MBBS/BDS or equivalent degrees must possess a Master degree/PhD in Clinical / Medical / Human sciences for the enrolment of initial faculty position. But to become Associate Professor/Reader, it is mandatory to possess Ph.D. in the appropriate discipline.
  • All faculties are allowed to do their academic and hospital-based practice within the premises of Teaching hospital, affiliated centers, satellite centers of allocated universities. They are not allowed to do private practice neither in any other medical institute or in hospitals.
  • All faculties should be fulltime and will not be allowed any assignment or practice outside their parent institute as per MEC Act/Regulation.
  • Foreign faculties must be registered with Nepal Medical Council and their registration status renewed up-to-date.

Designation of the faculty and their criteria: (As per MEC) The nomenclatures of the designation for faculty positions are:

  • Professor
  • Associate Professor
  • Assistant Professor

NB: Medical Education Commission strongly recommends that the designation/nomenclature of the faculties should be uniform among all the Universities/Academies/Institutions throughout the country as early as possible.

Basic requirement of undergraduate faculty

All affiliated institutions must have the teaching faculty appointment approved by the parent University/ Institution/ Academy. Similarly, the academic qualifications required for faculty position will be according to the rules and regulations of the University/Institutions/Academy. Visiting faculties are not counted for the allocation of seat in any undergraduate program. They may be appointed for the upliftment of overall academic standard and betterment of the training institution. Basic requirements and broad principles for appointment of faculties with medical qualifications to different levels are as follows: (as per MEC guidelines of faculty).

A. Professor

  • Should have DM/MCh or clinical Doctorate or Postgraduate Master degree (MD/MS) or equivalent qualification in the respective subject or specialty from University/Institution/Academy, recognized and registered by the Nepal Medical Council, together with teaching/working experience of minimum five years as Associate Professor or equivalent post. But the total duration of service counted under different faculty appointments held should not be less than ten years for becoming eligible for the post of Professor and
  • Should have minimum of two research/original articles as main author and four other publications in national/international indexed/peer reviewed scientific journal as main/co-author at the level of Associate Professor.

B. Associate Professor

  1. Should have DM/MCh or clinical Doctorate or Postgraduate Master degree (MD/MS) or equivalent qualification in the respective subject or specialty from University/Institution/Academy, recognized and registered by the Nepal Medical Council, together with teaching/working experience of minimum five years as Assistant Professor.
  2. Should have minimum of two research/original research as main author and two other publications in national/international indexed/peer reviewed scientific journal as main/ co-author at the level of Assistant Professor.

C. Assistant Professor

  • Should have Postgraduate Master Degree (MD/MS) or equivalent qualification in the respective subject or specialty, from University/ Institution/ Academy recognized and registered by the Nepal Medical Council.

Note:

  1. Research and publications already considered for the previous post shall not be taken into consideration.
  2. Case reports, case series and book review are not counted as a research article.
  3. For the entry faculty position, requirement of publication is not mandatory.

Criteria for Visiting Faculty

The posts of Professor Emeritus and Visiting Faculty may be conferred upon the teaching faculties holding posts in another University/Institutions/Academy.

  • The same criteria which are applicable for appointment of regular Undergraduate faculties will be also applicable to the visiting faculties.
  • The Visiting Faculty title may be awarded to a teacher involved in teaching/training of the Undergraduate program run by the University/Institution/Academy provided the candidate fulfills the following criteria:
  • Requirement of academic qualifications, teaching/working experiences and publications: as per regular faculty position, recognized by Medical Education Commission.
  • The appointment should be institution specific for a minimum of six months and time limited. 3. In case, the Visiting Faculty is no longer involved in the teaching/training program of the institution or is transferred to another institution, this title should be automatically cancelled.
  • Visiting faculties are not counted for the allocation of seat in undergraduate program, i.e. enrolment of undergraduate students. They may be appointed for the upliftment of overall academic standard and betterment of the training institution.
  • Note: Faculties having DM/MCh degree or PhD will get one time 2 years as grace for promotion of Associate Professor or Professor.

Minimum Faculty requirements

  • Minimum Faculty requirements in Basic Medical Sciences and Clinical Sciences for Intake of 50, 75, 100, 150 Students per session for MBBS program in all Universities/Academies/ Institutions of Nepal.

Read More: Accreditation Standards for MBBS 2024

Read More: Accreditation Standards for MBBS 2024

Related organizations

  • Nepal Nursing Council (NNC)
  • Nepal Medical Council (NMC)
  • Nepal Health Professional Council (NHPC)
  • Nepal Pharmacy Council
  • Nepal Ayurvedic Medical Council (NAMC)

Related readings

  • Medical Education Commission (MEC)
  • Medical Education Commission (MEC) Eligibility Certificate
  • Syllabus for Undergraduate Common Entrance Examination 2020
  • List of Registered Postgraduate Medical (Health Professionals) Programs in Nepal
  • Medical Education Commission Syllabus for Postgraduate Entrance Examination (2020)
  • Syllabus for Postgraduate Integrated Entrance Examination
  • Syllabus for Bachelor in Public Health (BPH) Common Entrance Examination
  • Syllabus for MBBS/BDS/BSc Nursing/BASLP/B Perfusion Technology Common Entrance Examination
  • Syllabus for Bachelor in Nursing Science (BNS) Common Entrance Examination
  • Syllabus for BAMS/BSc MLT/BSc MIT/BPT/B Pharm/B Optometry Common Entrance Examination
July 22, 2024 0 comments
0 FacebookTwitterPinterestLinkedinTumblrVKOdnoklassnikiRedditStumbleuponWhatsappTelegramLINEPocketSkypeViberEmail
Grants and Funding OpportunitiesInternational Jobs & OpportunitiesOpportunities by RegionPhDPublic Health OpportunitiesPublic Health Opportunity

PhD Opportunity! Disasters, Conflict and Shocks and Violence Against Women in the Indo-Pacific Region

by Public Health Update July 19, 2024
written by Public Health Update

The ARC Centre of Excellence for the Elimination of Violence Against Women (CEVAW) is the world’s first centre to tackle the full range of forms of violence against women in Australia and the Indo-Pacific region.  CEVAW aims to transform our understanding of the problem by:

  • examining the structural drivers that cause and compound violence against women (VAW)
  • pioneering new, evidence-based approaches to inform trajectory-altering practice and policy.

CEVAW will generate fundamental knowledge on the causes of violence, the contexts in which it occurs, and the most effective and efficient responses. This interdisciplinary research will be data-driven, Indigenous-centred and co-designed with partners.

CEVAW brings together more than 40 world-leading experts to develop scalable approaches to eliminate violence against women across the legal, security, economic, health and political systems of Australia and the region. By building strategic and strong partnerships with Australian and international research institutions and partner organisations, CEVAW will translate research into innovative tools and strengthened capacity to drive the elimination of violence against women.

Disasters, Conflict and Shocks and Violence Against Women in the Indo-Pacific Region

We are seeking 2 highly motivated PhD candidates to join our team and contribute to a significant research project focusing on the intersection of shocks and violence against women (VAW). This project aims to analyse how different shocks, such as climate-induced disasters, conflicts, political instability, and health emergencies, impact various forms of VAW in the Indo-Pacific region including Asia, Australia, Aotearoa New Zealand, and the Blue Pacific.

The scholarship recipient will be located at the Nathan campus with the Griffith University Node of the ARC Centre of Excellence for the Elimination of Violence Against Women (CEVAW), under the supervision of Professor Sara Davies, Deputy Director (Indo-Pacific Research), CEVAW.

The PhD candidate will benefit from multidisciplinary supervision provided by CEVAW’s Chief Investigators across different Australian universities as well as networking opportunities across academia and industry through conferences and CEVAW’s partner organisations, nationally and internationally.

Candidate profile

The selection of applicants for the award of higher degree research scholarships at Griffith University involves consideration of your academic merit and research background. To be successful within this role, you will have evidence of gender-based violence research, advocacy, or practitioner expertise.

You will have knowledge in applied research methodologies, and a strong desire to undertake field research across the Indo-Pacific.

  • Expressions of interest are welcome from domestic and international applicants (including citizens of Australia and or permanent residents of Aotearoa New Zealand)
  • If you are an international applicant who is currently offshore please consider the viability of travelling costs before submitting an expression of interest. Please see the FAQs web page for requirements for offshore international applicants.
  • Applicants must have completed, or expect to complete, a bachelors degree with honours equivalent to IIA/first class honours or a Masters degree (AQF Level 9) incorporating a significant research component of a standard comparable to a bachelor honours degree or be regarded by Griffith University as having an equivalent level of attainment in accordance with Schedule One of the HDR Scholarship Procedure.  For further information on the eligibility requirements for the program refer here.

Please note:

  • A master’s, honours, or bachelor degree in a relevant field such as Gender Studies, International Relations, Sociology, Social Work, Law, Public Health, or Environmental Studies will be favourably considered.
  • Strong background in research methodologies, both qualitative and quantitative, is desirable.
  • Experience in conducting research and/or working in contexts affected by shocks is desirable.
  • Prior experience with field research in the Indo-Pacific region (including Australia and Aotearoa New Zealand) is desirable.
  • Applicants of Aboriginal and Torres Strait Islander descent, who identify themselves as such, are strongly encouraged to apply.

International applicants should ensure that English Language Proficiency requirements for the program are met before formally applying. Applicants to research programs will need to show they meet:

  1. A minimum overall band score of 6.5 on the IELTS (Academic) with no band score less than 6.0 OR
  2. A minimum score of 575 on the paper-based TOEFL including a score of no less than 5.0 on the TWE OR
  3. A score of 79 on the internet-based (iBT) TOEFL with no sub-score less than 19.

Scholarships and offer

The 2024 Griffith University Postgraduate Research Scholarship has an annual stipend of $33,480 (indexed) for a period of up to three years of full-time study. Please see the GUPRS Conditions of Award for more information.  Competitive additional stipend rates available for successful Australian Indigenous applicants.

A successful International applicant will also be awarded a Griffith University International Postgraduate Research Scholarship to cover tuition fees for up to three years. Please see the GUIPRS Conditions of Award for more information.

As a scholarship holder, you will study with a University that ranks among the top 2% worldwide and spans across campuses in South East Queensland. At Griffith University, we’ve worked hard to create a culture that will challenge you to be curious, creative and courageous. We also support the professional and personal development of all our HDR candidates and invest in the skills of our people. Griffith University values diversity, inclusion and flexibility and we encourage Aboriginal and Torres Strait Islander, and people of all backgrounds to apply. Griffith’s strategic goals are to also increase the proportion of women in senior academic and administrative roles and in Science, Technology, Engineering, Mathematics and Medicine (STEMM).

More info:
For project related enquiries please contact:

Prof  Sara Davies
Phone: (07) 3735 9785
Email: sara.davies@griffith.edu.au
For administration enquiries please contact:
Griffith Graduate Research School
Email: hdr-scholarship@griffith.edu.au

All expressions of interest must be submitted to cevaw@griffith.edu.au containing:

  • Statement addressing your suitability for the project and how you meet the eligibility criteria (no more than one page)
  • Research proposal outlining your proposed research question, a brief literature review on VAW and shocks and proposed mixed method research design (1000 words).
  • A writing sample as lead author or co-author (e.g. published paper, thesis, report)
  • Evidence that you have completed a program with the required grades for eligibility
  • Names of two referees
  • A curriculum vitae (CV) using the Griffith CV template.

The closing date for expressions of interest is:  5pm  Wednesday 31 July 2024. The preferred applicant will then be invited to apply for the program and scholarship on-line.

Official Link

  • World Water Day 2026 | Water & Gender Equality
  • Nepal Antimicrobial Resistance (AMR) Bulletin FY 2081/82
  • Call for applications! Short Course on Qualitative Research Methods in Public Health, 2026
  • World Obesity Day 2026 | 8 Billion Reasons to Act on Obesity
  • Salim Yusuf Emerging Leaders Programme 2026
July 19, 2024 0 comments
0 FacebookTwitterPinterestLinkedinTumblrVKOdnoklassnikiRedditStumbleuponWhatsappTelegramLINEPocketSkypeViberEmail
Norwegian University of Science and Technology (NTNU)
European RegionGrants and Funding OpportunitiesInternational Jobs & OpportunitiesPhDPublic Health OpportunitiesPublic Health Opportunity

Call for Applications! PhD Candidate in Project management for sustainable health care environments

by Public Health Update July 14, 2024
written by Public Health Update

PhD Candidate in Project management for sustainable health care environments

The Norwegian University of Science and Technology (NTNU) creates knowledge for a better world and solutions that can change everyday life. NTNU is a broad-based university with a technical-scientific profile and a focus in professional education. The university is located in three cities with headquarters in Trondheim. At NTNU, 9,000 employees and 43,000 students work to create knowledge for a better world.

You will find more information about working at NTNU and the application process here.

About the job

We are looking for a PhD candidate with a passion for sustainability and eagerness to develop deeper understanding of how practice can continue to implement sustainability in complex building construction projects. Our focus is on how hospitals in Norway can move in a more sustainable direction when financial resources are restricted and implement changes that ensure that built health care environments contribute to a sustainable, circular and regenerative world. Relevant themes for this PhD candidate include decision-making, users’ needs, innovation, organisational learning and the like. 

The candidate will have the opportunity to continue developing a framework for sustainability knowledge  to ensure it fits organizations who wants to develop and implement common understanding and actions within the built environment. The research shall have particular focus on health care facilities, such as hospitals. The focus for this PhD candidate is not directly related to the facilities and how to construct them. The focus is on understanding the perspectives of different roles and actors that links to this issue at hand. Based on this understanding it is expected that the PhD candidate develops frameworks and knowledge that others (later research projects and practitioners) can use to improve their strategies and processes and as such advance their journey towards a sustainable, circular and regenerative built environment. 

Researchers and construction industry actors have desire to create sustainable business models and value chains. Many innovative solutions and state-of-art ideas exist that tend to be expensive. The high cost makes the funding organizations reject such ideas and solutions, thereby hampering the transformation into a sustainable future. So, what can we do? What projects and actions are possible to implement? In this PhD project, we aim to develop deeper understanding for the possibilities enabling project owners to contribute to a sustainable built hospital environment when they are constrained by limited funding.

The Norwegian health care sector’s core business, facility management and construction program are currently developing strategies to battle climate change, looking for sustainability improvement areas. In this PhD project, the aim is to:

  • Extend the framework for sustainability knowledge to provide guidance to practice 
  • Conduct literature reviews that focus on organizations room for maneuver 
  • Identify relevant roles to interview 
  • Developing a system sketch, an overview, of the different role’s focus and needs 

For a position as a PhD Candidate, the goal is a completed doctoral education up to an obtained doctoral degree.  Currently, we have a vacancy for a PhD candidate at the Department of Mechanical and Industrial Engineering in the Project and Quality Management Research Group (PKL). The person hired for this PhD position is expected to be an active and integrated part of the academic environment at the institute, in our research group and to participate in cooperation with industry in the private and public sectors. The research groups collaborate closely with the centre Project Norway (https://prosjektnorge.no/) – the world’s biggest research network in project management. In addition, this PhD candidate will be linked to NTNU’s Centre for Green Shift in the built environment (GREEN2050, https://www.ntnu.edu/green2050). 

Your immediate leader and main supervisor is associate professor Nora Johanne Klungseth.

Duties of the position

  • execute a PhD project within 3 years
  • take part in and complete the mandatory PhD research education programme
  • prepare scientific journal articles and conference papers under supervision and developing minimum three research publications of high quality
  • present results from the research at international scientific conferences and in dissertation.

Required selection criteria

  • you must have a professionally relevant background in project management, real estate / facilities / service or construction management, business or health care administration management, information and communication technology
  • your education must correspond to a five-year Norwegian degree program, where 120 credits are obtained at master’s level
  • you must have a strong academic background from your previous studies and an average grade from the master’s degree program, or equivalent education, which is equal to B or better compared with NTNU’s grading scale. If you do not have letter grades from previous studies, you must have an equally good academic basis. If you have a weaker grade background, you may be assessed if you can document that you are particularly suitable for a PhD education.
  • you must meet the requirements for admission to the faculty’s doctoral program
  • good knowledge of engineering, health care and/or innovation field
  • good sustainability knowledge 
  • good written and oral English 

The appointment is to be made in accordance with Regulations on terms of employment for positions such as postdoctoral fellow, Phd candidate, research assistant and specialist candidate and Regulations concerning the degrees of Philosophiae Doctor (PhD) and Philosodophiae Doctor (PhD) in artistic research national guidelines for appointment as PhD, post doctor and research assistant 

Preferred selection criteria

  • work experience from project-oriented business
  • good knowledge of the Norwegian AEC/FM industry and Norwegian health care industry
  • good understanding of the connection between technology, process and human interaction
  • fluent in a Scandinavian language.

Personal characteristics

  • analytical, respectful and excellent at thinking «out-of-the-box» 
  • motivated, ambitious and eager to «walk new paths» 
  • collaborative, positive, open-minded and able to take initiatives, open to feedback and input from others as well as able to respect and negotiate with others
  • able to work independently and in team, with high degree of personal responsibility
  • excellent communication skills, both written and orally
  • eager to disseminate knowledge, both nationally and internationally

Emphasis will be placed on personal and interpersonal qualities.

We offer

  • exciting and stimulating tasks in a strong international academic environment
  • an open and inclusive work environment with dedicated colleagues
  • favourable terms in the Norwegian Public Service Pension Fund
  • employee benefits

Salary and conditions

As a PhD candidate (code 1017) you are normally paid from gross NOK 532 200 per annum before tax, depending on qualifications and seniority. From the salary, 2% is deducted as a contribution to the Norwegian Public Service Pension Fund.


The period of employment is 3 years.

Appointment to a PhD position requires that you are admitted to the PhD programme in Engineering within three months of employment, and that you participate in an organized PhD programme during the employment period.

——————————–

After the appointment you must assume that there may be changes in the area of work.

It is a prerequisite you can be present at and accessible to the institution daily.

About the application

The application and supporting documentation to be used as the basis for the assessment must be in English.

Publications and other scientific work must be attached to the application. Please note that your application will be considered based solely on information submitted by the application deadline. You must therefore ensure that your application clearly demonstrates how your skills and experience fulfil the criteria specified above.

The application must include: 

  • CV and certificates
  • transcripts and diplomas for bachelor’s and master’s degrees. If you have not completed the master’s degree, you must submit a confirmation that the master’s thesis has been submitted.
  • a copy of the master’s thesis. If you recently have submitted your master’s thesis, you can attach a draft of the thesis. Documentation of a completed master’s degree must be presented before taking up the position.
  • a motivational letter describing what makes you interested in this position
  • a brief project proposal (2-5 pages) outlining the research topic and research methods; showing your ability to structure a 3-years research study with clear motivation, objectives, research questions, methodologies, expected results and dissemination plan incl. the mandatory education for PhD candidates
  • name and contact information of three referees
  • if you have publications or other relevant research work

If all, or parts, of your education has been taken abroad, we also ask you to attach documentation of the scope and quality of your entire education, both bachelor’s and master’s education, in addition to other higher education. Description of the documentation required can be found here. If you already have a statement from Norwegian Directorate for Higher Education and Skills, please attach this as well.

We will take joint work into account. If it is difficult to identify your efforts in the joint work, you must enclose a short description of your participation.

In the evaluation of which candidate is best qualified, emphasis will be placed on education, experience and personal and interpersonal qualities. Motivation, ambitions, and potential will also count in the assessment of the candidates. 

NTNU is committed to following evaluation criteria for research quality according to The San Francisco Declaration on Research Assessment – DORA.

While developing your research proposal you may find the following resources useful:

  • Information about hospitals in Norway, https://www.regjeringen.no/en/topics/health-and-care/hospitals/id10935/ 
  • Ademi, B., Sætre, A.S. and Klungseth, N.J. (2024) Advancing the understanding of sustainable business models through organizational learning, Business Strategy and the Environment, 1-21, https://doi.org/10.1002/bse.3746 
  • Beste, T. and Klakegg, O.J. (2022) Strategic change towards cost-efficient public construction projects. International Journal of Project Management. Volume 40, Issue 4, May 2022, Pages 372-384. https://doi.org/10.1016/j.ijproman.2022.04.006
  • Martinsuo, M., Klakegg, O.J. and van Marrewijk, A. (2019) Special Issue: Delivering Value in Projects and Project-Based Business. Editorial. International Journal of Project Management. Volume 37, Issue 5, Pages 631-635 (July 2019), https://doi.org/10.1016/j.ijproman.2019.01.011
  • The Norwegian’s  Minister of Health and Care Services’ assignment for hospitals in 2023, https://www.regjeringen.no/en/aktuelt/the-minister-of-health-and-care-services-assignment-for-hospitals-in-2023/id2959577/ 
July 14, 2024 0 comments
0 FacebookTwitterPinterestLinkedinTumblrVKOdnoklassnikiRedditStumbleuponWhatsappTelegramLINEPocketSkypeViberEmail
Newer Posts
Older Posts

Search

Follow Us

Facebook Twitter Instagram Pinterest Linkedin Youtube

Categories

  • Abstracts (25)
  • Activities (91)
  • Adolescent Sexual and Reproductive Health (ASRH) (25)
  • Advice & Tips (3)
  • African Region (5)
  • AI and Health (1)
  • Annual Meeting (6)
  • Antimicrobial Resistance (AMR) (21)
  • Award (19)
  • Awards (16)
  • Books (9)
  • Call for Proposal, EOI & RFP (103)
  • Call for Research Participants (8)
  • Clinical Doctor Jobs (6)
  • Communicable Diseases (107)
  • Competition (20)
  • Conference (128)
  • Consultant (1)
  • Courses (205)
  • Dashboard (2)
  • Digital Health & Health Informatics (10)
  • Drug and Medicine (18)
  • Eastern Mediterranean Region (3)
  • Education (15)
  • Environment (3)
  • Environmental Health & Climate Change (47)
  • European Region (42)
  • Exchange Program (1)
  • Fact Sheet (117)
  • FCHVs (1)
  • Fellowships, Studentship & Scholarships (168)
  • Financial Aid (13)
  • Form Formats (2)
  • Fully funded (22)
  • Global Health News (433)
  • Grants and Funding Opportunities (193)
  • Guest Post (44)
  • Health Assistant Jobs (1)
  • Health Equity (7)
  • Health Financing and Economics (24)
  • Health in Data (115)
  • Health Insurance (5)
  • Health Jobs (52)
  • Health Literacy, Health Education & Promotion (49)
  • Health Organization Profile (42)
  • Health Systems (83)
  • Human Resource for Health (33)
  • Humanitarian Health & Emergency Response (44)
  • Hypertension (5)
  • Implementation Research (48)
  • International Health (3)
  • International Jobs & Opportunities (373)
  • International Plan, Policy & Guidelines (210)
  • Internships (4)
  • Jobs Vacancies (56)
  • Journals (8)
  • Life Style & Public Health Nutrition (39)
  • Live (10)
  • Master's Degree (48)
  • Maternal, Newborn and Child Health (88)
  • Mentorship Program (2)
  • Miscellaneous (16)
  • National Health News (157)
  • National Plan, Policy & Guidelines (468)
  • Neglected Tropical Diseases (NTDs) (51)
  • Non- Communicable Diseases (NCDs) (120)
  • Notice (103)
  • Nursing Jobs (6)
  • Nutritionist Jobs (1)
  • One Health (17)
  • Online & Distance Learning (22)
  • Online Courses (90)
  • Op-Ed Article (3)
  • Opportunities by Region (83)
  • Outbreak News (213)
  • Partially funded (6)
  • PCL Health Science Jobs (3)
  • PH Important Day (533)
  • Pharmacist Jobs (3)
  • PhD (54)
  • Photos (5)
  • Planetary Health (4)
  • PostDoc (14)
  • Presentation Slides (26)
  • Primary Health Care (25)
  • Provincial Plan, Policies and Guidelines (14)
  • Public Health (1,281)
  • Public Health Epidemiology & Biostatistics (13)
  • Public Health Events (306)
  • Public Health Information (20)
  • Public Health Innovation (9)
  • Public Health Jobs (52)
  • Public Health News (552)
  • Public Health Notes (120)
  • Public Health Opportunities (507)
  • Public Health Opportunity (491)
  • Public Health Programs (108)
  • Public Health Seminar (2)
  • Public Health Tools (1)
  • Public Health Update (561)
  • Quality Improvement & Infection Prevention (20)
  • Region of America (8)
  • Reports (184)
  • Research & Project Grants (39)
  • Research & Project Grants (32)
  • Research & Publication (647)
  • Research Articles (10)
  • Road Traffic Accidents (RTA) (9)
  • School of Public Health (60)
  • Self funded (2)
  • South-East Asia Region (26)
  • Success Stories (17)
  • Summer and Winter Courses (40)
  • Summer Courses (28)
  • Sustainable Development Goals (SDGs) (14)
  • Syllabus (61)
  • Symposium (9)
  • Tobacco Control (35)
  • Training (40)
  • Travel Grants (15)
  • Trick, Technique & Skills (8)
  • Uncategorized (3)
  • Undergraduate Degree (7)
  • Universal Health Coverage (36)
  • Universities (29)
  • Universities & School of Public Health (58)
  • Vacancy Announcement (26)
  • Vaccine Preventable Diseases (40)
  • Vector-Borne Diseases(VBDs) (30)
  • Videos (3)
  • View Points (1)
  • Webinar (4)
  • Western Pacific Region (13)
  • Workshop (18)
  • World News (116)
Post New Jobs: Vacancy Announcement Service
Post New Jobs: Vacancy Announcement Service

Public Health Update (Sagun’s Blog) is a popular public health portal in Nepal. Thousands of health professionals are connected with Public Health Update to get up-to-date public health updates, search for jobs, and explore opportunities.
#1 Public Health Blog for sharing Job opportunities and updates in Nepal

”Public Health Information For All”
– – Sagun Paudel, Founder

  • HOT JOBS
    • Public Health Jobs
    • Medical Doctor Jobs
    • Nursing Jobs
    • Health Assistant Jobs
    • Pharmacist Jobs
    • NGOs Jobs
    • Government Jobs
  • Top Categories
    • National Plan, Policy & Guidelines Top
    • Public Health Calendar
    • Fellowships & Scholarships
    • Health Systems
    • Health Organization Profiles
    • International Jobs & Opportunities
    • Public Health Opportunity

PUBLIC HEALTH INITIATIVE

    • Submit your Vacancies New
    • Partnership Opportunities

Contact: blog.publichealthupdate@gmail.com

https://wa.me/+9779856036932

Public Health Initiative, A Registered Non-profit organization – All Right Reserved. 2011-2024. Contact us. 

Facebook Twitter Instagram Youtube Envelope
Public Health Update
  • Home
  • Public Health
    • Home 1
      • Adolescent Sexual and Reproductive Health (ASRH)
      • Antimicrobial Resistance (AMR)
      • Communicable Diseases
      • Digital Health & Health Informatics
      • Environmental Health & Climate Change
      • Health Financing and Economics
      • Health Equity
    • Home 2
      • Health Literacy, Health Education & Promotion
      • Human Resource for Health
      • Humanitarian Health & Emergency Response
      • Implementation Research
      • International Health
      • Life Style & Public Health Nutrition
      • Maternal, Newborn and Child Health
    • Home 3
      • Neglected Tropical Diseases (NTDs)
      • Non- Communicable Diseases (NCDs)
      • One Health
      • Planetary Health
      • Public Health Epidemiology & Biostatistics
      • Primary Health Care
      • Quality Improvement & Infection Prevention
    • Home 4
      • Road Traffic Accidents (RTA)
      • Sustainable Development Goals (SDGs)
      • Tobacco Control
      • Universal Health Coverage
      • Vaccine Preventable Diseases
      • Vector-Borne Diseases(VBDs)
      • Notices
  • Public Health Update
    • Home 1
      • Public Health News
      • Global Health News
      • Outbreak News
      • National Health News
      • COVID-19
    • Home 2
      • Fact Sheet
      • Health in Data
      • PH Important Day
      • Public Health Events
      • Public Health Programs
    • Home 3
      • Health Systems
      • Health Insurance
      • Health Organization Profile
      • Success Stories
      • Public Health Innovation
  • Public Health Opportunities
    • Fully funded
    • Travel Grants
    • Grants and Funding Opportunities
    • Opportunities by Region
    • International Jobs & Opportunities
    • Research & Project Grants
    • Fellowships, Studentship & Scholarships
    • Conference
  • Jobs
    • Home 1
      • Health Jobs
      • Public Health Jobs
      • Clinical doctor Jobs
      • Health Assistant Jobs
      • Nursing Jobs
      • PCL Health Science Jobs
    • Home 2
      • Dental Jobs
      • Pharmacist Jobs
      • TSLC (Health Jobs)
      • Laboratory Jobs
      • Nutritionist Jobs
  • Downloads
    • International Plan, Policy & Guidelines
    • National Plan, Policy & Guidelines
    • Reports
    • Books
    • Research Articles
  • School of Public Health
    • Home 1
      • Courses
      • Master’s Degree
      • Undergraduate Degree
      • PhD
    • Home 2
      • Universities
      • Syllabus
      • Public Health Notes
      • Mentorship Program
      • Startup Project
    • Home
      • Summer and Winter Courses
      • Summer Courses
      • Online Courses
      • Workshop
      • Training
Public Health Update
  • Home
  • Public Health
    • Home 1
      • Adolescent Sexual and Reproductive Health (ASRH)
      • Antimicrobial Resistance (AMR)
      • Communicable Diseases
      • Digital Health & Health Informatics
      • Environmental Health & Climate Change
      • Health Financing and Economics
      • Health Equity
    • Home 2
      • Health Literacy, Health Education & Promotion
      • Human Resource for Health
      • Humanitarian Health & Emergency Response
      • Implementation Research
      • International Health
      • Life Style & Public Health Nutrition
      • Maternal, Newborn and Child Health
    • Home 3
      • Neglected Tropical Diseases (NTDs)
      • Non- Communicable Diseases (NCDs)
      • One Health
      • Planetary Health
      • Public Health Epidemiology & Biostatistics
      • Primary Health Care
      • Quality Improvement & Infection Prevention
    • Home 4
      • Road Traffic Accidents (RTA)
      • Sustainable Development Goals (SDGs)
      • Tobacco Control
      • Universal Health Coverage
      • Vaccine Preventable Diseases
      • Vector-Borne Diseases(VBDs)
      • Notices
  • Public Health Update
    • Home 1
      • Public Health News
      • Global Health News
      • Outbreak News
      • National Health News
      • COVID-19
    • Home 2
      • Fact Sheet
      • Health in Data
      • PH Important Day
      • Public Health Events
      • Public Health Programs
    • Home 3
      • Health Systems
      • Health Insurance
      • Health Organization Profile
      • Success Stories
      • Public Health Innovation
  • Public Health Opportunities
    • Fully funded
    • Travel Grants
    • Grants and Funding Opportunities
    • Opportunities by Region
    • International Jobs & Opportunities
    • Research & Project Grants
    • Fellowships, Studentship & Scholarships
    • Conference
  • Jobs
    • Home 1
      • Health Jobs
      • Public Health Jobs
      • Clinical doctor Jobs
      • Health Assistant Jobs
      • Nursing Jobs
      • PCL Health Science Jobs
    • Home 2
      • Dental Jobs
      • Pharmacist Jobs
      • TSLC (Health Jobs)
      • Laboratory Jobs
      • Nutritionist Jobs
  • Downloads
    • International Plan, Policy & Guidelines
    • National Plan, Policy & Guidelines
    • Reports
    • Books
    • Research Articles
  • School of Public Health
    • Home 1
      • Courses
      • Master’s Degree
      • Undergraduate Degree
      • PhD
    • Home 2
      • Universities
      • Syllabus
      • Public Health Notes
      • Mentorship Program
      • Startup Project
    • Home
      • Summer and Winter Courses
      • Summer Courses
      • Online Courses
      • Workshop
      • Training
Public Health Initiative, A Registered Non-profit organization – All Right Reserved. 2011-2023