PEP Ethiopia — Partnership for Education of Health Professions
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01 · Background & rationale
A rising burden the curriculum hasn't caught up with
Ethiopia carries a “triple burden” of communicable diseases, non-communicable diseases, and mental health conditions and injuries. Yet cardiometabolic content in health education remains uneven, fragmented, and largely curative-focused.
National prevalence estimates
Composite estimates, Ethiopia · 2022
Non-communicable diseases (composite)29–35%
NCDs account for ~75% of global mortality
Cardiovascular disease13–32%
Prevalence range across national estimates
Type II diabetes (2021)6.5%
Nearly doubled since 2015 — see right
35.5%
Chronic kidney disease affects 35.5% of diabetic patients — while overweight and obesity rise sharply among women, adolescents, and urban populations.
Type II diabetes, nearly doubled
Estimated prevalence, 2015 → 2021
×2
Estimates nearly doubled in six years, signalling accelerating cardiometabolic risk.
Leading causes of cardiovascular deaths
Ethiopia, 2020
CVD
DEATHS 2020
- Ischemic heart disease45%
- Stroke34%
- Hypertensive heart disease11%
- Other causes10%
02 · Theory of change
If
Education capacity & quality improve
The capacity and quality of CMD education for future and current health professionals in Ethiopia is strengthened.
→
Then
Professionals are equipped
More health professionals can provide quality prevention and care for cardiometabolic diseases.
→
So that
Communities gain access
More people — especially those living in vulnerable positions — access quality CMD prevention and care.
03 · Objectives
Four objectives, one institutional shift
The overarching objective: enhance institutional capacity for CMD education and research — with particular focus on advancing the professional capabilities of female health workers.
Objective 01
Strengthen curricula for quality CMD education
A comprehensive training, regulatory, and institutional capacity needs assessment (TCNA); competency-based curriculum updates for nursing, GP, and health officer programs; new CPD short courses; and advocacy for simulation and skills labs as core training components.
TCNACompetency-based curriculaCPD courses
Objective 02
Develop faculty competencies to teach
Faculty and clinical preceptors trained as mentors and champions of CMD education; Hubs established and equipped for education and research; a repository of local CMD experts; and full support for a PhD candidate in health professions education with international co-supervision.
MentorshipHubsPhD fellowship
Objective 03
Build capacity for innovative & digital teaching
Institutions enabled to design online and blended learning across all cadres; faculty digital skills built — including AI for content creation and learning analytics; learning management systems strengthened; digital pedagogy embedded in institutional and regulatory frameworks.
Blended learningAI & analyticsLMS
Objective 04
Generate evidence through research
Faculty trained to conduct educational and implementation research on CMD education; findings translated into policy briefs and position papers; advocacy for policy reform that elevates CMD/NCD prevention and care education nationally.
Implementation researchPolicy briefsAdvocacy
04 · Implementation approach
Three hubs, a network of spokes
Each hub is a Centre of Excellence serving three to four colleges and universities — and the hubs also connect laterally to standardize curricula, co-teach, run joint case conferences, and align referral pathways.
HUB
HUB
HUB
CENTRE OF EXCELLENCE
LATERAL COORDINATION
Hubs lead
Curriculum updates and quality assurance · training-of-trainers in simulation and case-based teaching · digital learning standards and LMS management · research capacity building.
Spokes deliver
Implement updated modules · run simulation sessions and skills labs · deliver courses through the LMS · feed back learner data to their hub.
Gender is mainstreamed
Baseline and mid-course gender analysis informs women-focused mentorship, women-only research opportunities, safeguarding mechanisms, and scholarship support — guided by Amref's dedicated Gender Advisor.
05 · Three-year arc
From assessment to a self-sustaining network
Phase · Plan & design
Assess and prioritize
The TCNA maps gaps in curricula, faculty competencies, simulation infrastructure, learning platforms, and gender equity — setting the foundation for competency-based CMD education.
Phase · Implement & monitor
Build and deliver
Priority CMD modules developed, faculty development launched, skills labs equipped as simulation centres, and the Centres of Excellence established with progress monitoring throughout.
Phase · Transition
Exit strategy & evaluation
A mid-course exit strategy and final evaluation guide the handover, with governance progressively transitioning to MoH- and MoE-led coordination.
06 · Key targets
What three years should leave behind
7,300≈
Pre-service trainees educated on CMDs
15,000+
In-service health professionals trained
1,500
Faculty & clinical mentors trained in medical and digital pedagogy
12
CPD short courses developed and converted to digital formats
10
Pre-service modules updated with CMD content
3
Fully equipped Centres of Excellence
14
Institutions with strengthened capacity
65
Conferences & symposia, plus peer-reviewed publications and policy briefs
Every module carries equity forward. All modules integrate non-discrimination, safeguarding, and gender equity as explicit learning outcomes — plus a national repository of CMD experts and services.
07 · Partnerships & governance
Led locally, connected globally
Lead implementer
Amref Health Africa
Nationwide health workforce programs and the Leap mobile learning platform — which has already trained over 35,000 health extension workers — under the guidance of the MoH and MoE.
Core academic partner
Addis Ababa University, College of Health Sciences
With three strategically selected universities as hubs, and additional universities and colleges engaged as co-implementers.
Resource partners
Professional associations
Associations in nursing, medicine, and health officers, together with the Ethiopian Diabetes Association.
Global cooperation
South–South & North–South
East African and Indian institutions plus the University of Copenhagen support knowledge exchange, co-supervision, and curriculum innovation.
Strategic direction
Regional Steering Committee
NNF, Amref country representatives, and PEP project leads provide strategic direction across the partnership.
National oversight
National Advisory Group
Chaired by the MoH — with the MoE, professional associations, and participating universities — meeting quarterly to review progress.
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