Global Benchmarking of Public Health Education: Opportunities for Harmonization to Advance Health Without Borders
1
World Federation of Public Health Associations, Geneva, Switzerland
2
Public Health, Oregon State University, Corvallis, United States
Popul. Med. 2026;8(Supplement Supplement 1):
ABSTRACT
INTRODUCTION:
This study presents findings from a global benchmarking of public health education programs, aiming to identify curriculum characteristics, regional disparities, and alignment with international standards. Understanding these differences is essential to bridge gaps in public health workforce development and harmonize curricula with evolving global health priorities.
METHODS:
A cross-sectional analysis was conducted on 247 institutions across six WHO regions, examining program types, accreditation status, curriculum content, and competency frameworks. Data were collected from publicly available institutional websites, focusing on core courses, practice-based training, and competency integration. Descriptive statistics and comparative analyses were used to assess regional similarities and differences.
RESULTS:
Programs predominantly offer master's degrees (73%) and are mainly located in the AMRO (45%) and WPRO (19%) regions. Accreditation status varied, with 43% accredited by CEPH and only 5% by APHEA. The curricula reveal significant regional differences in core course offerings; such as, environmental health and health systems courses are most prevalent in EURO and WPRO regions, while behavioral health and leadership competencies are emphasized in AMRO. Practice-based training components such as practicums and internships are integrated in 64% of programs, with regional variations. Across regions, curricula frequently include competencies in leadership, advocacy, and policy-making, though the extent varies across regions.
CONCLUSIONS:
The findings highlight significant heterogeneity in global public health education, reflecting broader inequities in training and opportunities and workforce preparedness. Harmonizing core curricula, strengthening competency-based and practice-oriented training, and expanding equitable accreditation pathways are necessary for developing a resilient and cross-border mobility of the public health workforce. Developing an inclusive educational system can be a tool for designing sustainable global health systems.
This study presents findings from a global benchmarking of public health education programs, aiming to identify curriculum characteristics, regional disparities, and alignment with international standards. Understanding these differences is essential to bridge gaps in public health workforce development and harmonize curricula with evolving global health priorities.
METHODS:
A cross-sectional analysis was conducted on 247 institutions across six WHO regions, examining program types, accreditation status, curriculum content, and competency frameworks. Data were collected from publicly available institutional websites, focusing on core courses, practice-based training, and competency integration. Descriptive statistics and comparative analyses were used to assess regional similarities and differences.
RESULTS:
Programs predominantly offer master's degrees (73%) and are mainly located in the AMRO (45%) and WPRO (19%) regions. Accreditation status varied, with 43% accredited by CEPH and only 5% by APHEA. The curricula reveal significant regional differences in core course offerings; such as, environmental health and health systems courses are most prevalent in EURO and WPRO regions, while behavioral health and leadership competencies are emphasized in AMRO. Practice-based training components such as practicums and internships are integrated in 64% of programs, with regional variations. Across regions, curricula frequently include competencies in leadership, advocacy, and policy-making, though the extent varies across regions.
CONCLUSIONS:
The findings highlight significant heterogeneity in global public health education, reflecting broader inequities in training and opportunities and workforce preparedness. Harmonizing core curricula, strengthening competency-based and practice-oriented training, and expanding equitable accreditation pathways are necessary for developing a resilient and cross-border mobility of the public health workforce. Developing an inclusive educational system can be a tool for designing sustainable global health systems.
| eISSN: | 2654-1459 |
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