s. I think one of the biggest challenges in my personal view is that political rallies in Kenya should be banned and all countries be put to hunt their votes in the media. Now with a new Omicron variant, which is now affecting even people who have been vaccinated, the whole population is put at risk by political meetings. And I think it is only responsible that anybody who wants to ask for votes should do it online and be using media rather than for public meetings. And I think we should also shorten the periods of campaigns. Otherwise there's a lot of wastage of human talent and human labor. I think that brings me to the end of my presentation. And I want to say this, ladies and gentlemen. It has been a pleasure to share with you my few thoughts about how we should handle the issue of one hell. I don't think this representation can take cognizance of all the facts that are required for one hell. But it behoves all of us to appreciate that the world we are in is highly interactive and our environment and our animals and humans as human beings need to share the world and ensure that we live in it, in hell, both for our animals and ourselves, because essentially we are all interconnected. So I want to wish you everybody well and God's blessings and pray that all of you remain safe. OK, so thanks very much, Professor Jenga Munene, in absentia. We can give you an applaud. So a number of a number of critical issues that have bearing on one health, education and capacity strengthening. Of course, I cannot summarize all those, but the presentation sets an excellent launchpad for our next session where we have a number of speakers who will be using some of this information or building on some of this information to give extra perspectives. I think Professor Jenga has really narrowed down on some of the key challenges in the context of one health that we are facing, and these have a big implication on how we structure our one health education and capacity strengthening, the interconnection between human environment and animals. And even beyond that, issues of information, communication, policy, other sectors, it is a complex equation. If I reflect on some of the mathematics that we used to do. And then, of course, some important lessons which can inform our one health education and capacity strengthening agenda. So without further ado, I know there are one or two questions in the chat, but let's keep those in the fridge until at a later point, since we are a bit impressed with time. So let me now move over to the next session where we have five speakers. Each speaker has a topic. And I will implore on them in the interest of time if they can take a maximum of 10 minutes and there will be a prize for anyone who will take less than 10 minutes, that price shall remain. I will not mention it now. But let's take a maximum of 10 minutes, please, to give our presentation, because after that, and then we have a very interesting panel discussion. And that's why we would like to engage more. All right. So for this session, we have five presenters. I will not introduce them. As I said, they are triple E experienced, engaging and very excited about this session. But for each one of them, as you start your presentation, just say who you are and the institution you come from or what you do in less than 10 seconds, then you proceed with your presentation. So the first presenter, Professor Ola Dele, Ogun Satan, he is going to talk about framework for sustainable implementation of collaborative One Health. So, Professor, I hope you are online. If you are hearing me. You may confirm whether I'm audible or you are there. Professor Ola Dele. Yes, I'm here. Thank you very much. I'm sharing my screen as well. OK, so everyone, good day.  So over to you. Thank you very much. And I will also try to be brief if I can win that price for for less than 10 minutes, I will. Thank you very much. I, Dele Ogun Satan, I'm a professor of population health and disease prevention at the University of California, Irvine, and I direct the training and empowerment for the One Health workforce next generation project, which is supported by US AID. And I want to thank Sam Wang-Johi for inviting me to this wonderful conference and my colleagues at Afro-Hoon all over Africa. I've been very supportive of this work. I'm expected to talk to you today about the framework for sustainable implementation and collaborative One Health, particularly in education. So I will cover three major topics. One is the definitions of One Health that demands collaboration. I think the previous speaker really addressed this point in taking us through all of the pandemics from the last century up until COVID-19 and some of the gaps in collaboration that made those pandemics spread and have impacts beyond what we could control. Then I'll talk about the strategic framework describing core competencies for One Health, which is really the goal of this session. How do we decide what professionals need to know when we want to fill those gaps in collaboration that prevent pandemics from happening and other health risks as well? And then sustainability, how do we maintain the collaborations over time, especially during the periods where we do not have problems such as pandemics? I think a lot of the infrastructure that we're building now may respond to COVID-19, but we need to make sure that when the pandemic recedes that we don't let things relax too much. And that sustainability will be important. And I will talk about what we're doing with the One Health workforce academy. So the definition of One Health demands collaboration. You may all have seen last week, the release of the definition of One Health by the high level expert panel, assembled by the tri-partite FAO or EWHO and UNEP. And that definition, if you haven't seen it, really talks about an approach that mobilizes multiple sectors, disciplines and communities, which I highlighted on this slide. It is very important for us to not just take these words as mere words. How do we implement them in training and education that builds bridges across sectors, across society and in the One Health framework of ecosystems, animals and humans. And so in the middle of this diagram, you have communication, collaboration, coordination, capacity building. Some of these competencies that we need to make sure that we're all aware of, but also that experts have the capacity to deliver on these words as promised. An example of that collaboration is a very recent last month. My participation in the technical advisory group for the tri-partite One Health field epidemiology training program, a competency framework. Many, many people contributed to this effort. I am particularly proud of working with colleagues in the environment and ecosystem health sector. And I think the results of this will come hopefully early next year so that we can all learn from it. Very recently, I published in the Imaging Magazine at the invitation of colleagues in Indonesia, the Indonesia One Health University Network. And I talked about ensuring excellence in interprofessional skills for competent workforce. I can share the link to that magazine for those who want to read it. But one of the things I mentioned consistent with the work on COVID-19 is that the need for international collaboration and training in integrative surveillance is more pressing than ever. And integrative surveillance, in my view, is one of those gaps that we need to feel with epidemiological training. I also want to share with you that we assembled a Delphi panel of experts across many disciplines and professions to help us think through the next generation of One Health competencies. This was presented at the IMED conference that just concluded and a brief summary of the presentation will be published in the International Journal of Infectious Diseases in January, and I will be able to share the link to those who are interested to look at the poster and hear my discussion of the disciplinary diversity and consensus on the panel. And then in terms of sustainability, I mentioned that we're building a One Health Workforce Academy. We want to have an opportunity to develop a One Health certificate program based on the core competencies that come out of the Delphi panel. We have lessons on this academy. We will eventually have a test for completion of the competencies and acquisition of the skills. And this academy, we're hoping will live forever with trainees coming and going and employers and students making sure that we have a competent workforce. There is a pathway to certification clearly defined on the academy. For those who are interested, we encourage you to visit and explore what you can do for continuing professional development and for employers to recognize those skills. You can preview courses and pre-enroll. They are competency based and we're beginning to launch case studies, a sequence of courses. The quality assurance is important. And we assembled an international board of One Health examiners consisting of Afro-Hoon and Siohoon Southeast Asian members that will make sure that what we build on the academy is of high quality, competency based and prepares people for the workforce. And those in the workforce can come back for continuing professional development. So that's what I want to share with you. I look forward to hearing the other presentations and joining the panel for further discussion. Thank you so much. Thank you, Professor Aladele. You are definitely on the prize list. So that's a good thing. So very interesting perspectives, but of course the time was short. So as you promised, those would be important links for people to have, for people to see what their good work you are doing. So please share the links if you can put them in the chat box. That would be that would be excellent. Thank you very much. Let's move on to the next speaker. Just to confirm, the next speaker is Professor Marble Nangami. Are you online? No, not online. Dr. Aboum. OK, so the next speaker is not. I'm not online. OK, so we'll move over to you. We are seeing that is Marble's iPhone. OK, so the stage is yours, Professor. Take a few seconds to introduce yourself and then you have the stage. And the first professor has already set the president by being on the prize list. So we look forward to you joining on joining him on stage. So over to you, Prof. OK, thank you very much for the invitation and the opportunity to present. I sincerely apologize. I was rushing to to get to a point where I would have better connectivity only to realize there was a power outage. So I'm not able to share my screen. That's why I'm on my my iPhone just to try and cover for the time that I've been allocated. My name is Marble Nangami, a nursing professor of health, policy and health systems management and I'm serving as the dean of the School of Public Health at Moore University in Kenya, we are based in Eldoray. My presentation is on designing programs for sustainable and functional collaboration among animal, human and environmental health practitioners. I'm going to present in two phases. First, I'll talk about the rationale and approaches and how we engaged with stakeholders to develop a curriculum on MSc infectious disease and global health. And then I'll give my own reflections on implications for sustainability and dynamics of one health and how we can grow beyond the current collaboration. The rationale for any program would have to engage the stakeholders in terms of asking the following questions. How many people do we want to train and for what purpose? How do we want to train these people differently using the one health approach? How are we going to create or intend to create a professional cadre of people who can practice one health? What kind of support or new approaches are available for us to engage in one health research? And finally, how are we going to create new leaders or movement that will address one health challenges and one health related diseases in the 21st century? There are several approaches for designing a program. And as Del has mentioned, one approach would be to focus on short or certificate level courses where you can modify the content of your existing curricula through the in service training. You can either mainstream or integrate various content. You can also design standalone courses or even have electives that the learners can take. What I want to address today is regarding a program level program which would focus on postgraduate training. This program was jointly developed by the Afro-Hoon Network, under which Dr. Samoan Johi is our country manager. And the specific institutions were more university and School of Public Health at the University of Nairobi, as well as Faculty of Veterinary Medicine. The program development, as we all know, one health is not just multidisciplinary, but transdisciplinary. It also requires multisectorial and approach in design and development. So in developing our program, we set out hired a consultant to, first of all, document the existing literature and what gaps exist in terms of training needs for one health in the country. We then held a stakeholder workshop in April of 2018 to map out our own understanding as stakeholders, what we really want to get out of this program. Then we held a series of workshops to develop the content between 2018 and 2019 and had a final stakeholder validation meeting in July 2019 to look at the complete program. Since then, each institution, University of Nairobi, as well as more university, have then been pursuing through internal institutional mechanisms to have the curricula approved. What did the needs, what does the needs assessment indicate? In our curriculum, the needs assessment covered both the training requirements, as well as the market survey. We then mapped the required competences. We mapped the required competences in terms of knowledge, skills and behavior and aligned them to the various disciplines looking at both human animal as well as the environment. And then we looked at the competences of the graduates who are already in the field because this is a master's program and how we would be able to enhance these competences or improve their performance at their various workplace. And then lastly, we aligned these training needs assessment with the national as well as regional. And we also try to benchmark with the best institutions in the world by aligning our competences to the global One Health competences. The program is a two track curricula which focuses on infectious diseases as well as the global health component. We employed the principles of systems approach. We infused leadership and governance, entrepreneurial skills, gender, data science, as well as implementation science. In looking at the syllabus, the most important thing that I want to point out is the learning outcomes that in developing the learning outcomes of any program, one needs to pay attention to the level, but also the sequencing of these outcomes. In our case, we know that we are dealing with students from various backgrounds, both in animal as well as in health. That, for example, in health, there would be public health. There would be people in laboratory. There would be those from medical sciences and biological sciences and so on. So we had to be careful in terms of lining up the learning outcomes to ensure that we are building from the known to the unknown. But more importantly, spiraling the learning in a way that we build the basic conditions of building blocks towards the specialization for each learner. We also looked at the importance of making sure the learning objectives and outcomes are measurable, understandable, attainable. This is not a very easy undertaking given the nature of one health and the importance of working across different disciplines to arrive at consensus. We use the Bloom-Staxonomy to guide us in trying to understand the different levels, as well as the importance of trying to spiral our teaching and aligning the content to the various learning outcomes. When it came to the content, we had to break up in various disciplines or subject matter expert teams to work on the various curricula that we had as or subject areas or topics that we had identified from the needs assessment and the first workshop. And here each team was supposed to outline the scope as well as the level in terms of learning. I must say also that the content we purpose to say that about 70 percent of that content should lead to directly to experiential learning focusing on research, given the importance of one health. One health is not a discipline. One health is an approach. The other aspect that I would like to mention is the collaboration in terms of the mode of delivery. This was also challenging in the way we try to structure our two-tire program. Our program is, first of all, we have the common courses taken in semester one and then the second semester of the first year. The students then go into specialization, whether they want to focus on infectious disease or they want to focus on global health, and then the second year of the program is specific to research. The teaching methodologies, this is where we get very excited because one health requires that we are hands on. So we adopted the problem-based learning approach, where we are also enhancing experiential learning through demo sites or field placements where students learn through the interface of animal, human and the environment, such as Impala Ranch or going to other areas where we have the interface with wildlife ecosystem. We also promote team or group-based learning, independent study. And also we promote use of seminars for students to learn from each other. In terms of instructional material, again, the collaboration in one health requires that we draw from different disciplines. So this is not a standard curriculum where you just pick your own area and outline the various cortex or the other materials that you need. So we had to, again, work in groups to ensure that each discipline is represented in the materials we pick and also in terms of the experiences, the practical elements, we identified the laboratories that are required, the sites that are required and mapped those to the various competences that we had identified in the course. And finally, on assessment, we noted that the kind of assessment required when you're applying a one health approach to your curriculum is to focus more on the practical aspect as opposed to the theoretical elements. So 70 percent of the assessment is under formative or what you call continuous assessment, field placements and practicums and so on. We also had industrial attachment where our learners would go out to about three months and work within a specific industry of their choice, depending on the specialization. So the summative, the final exam is weighted less, about 30 to 40 percent. So to wrap up, program accreditation is important. And as you well know, we do not have many international accreditation bodies within Africa or even in Kenya. We are just in the process of establishing such regulatory bodies and even a policy that would help guide our capacity building in the field of one health as we engage with other stakeholders. So structuring our program to ensure that we have self assessment. We also have assessment that takes account of stakeholder needs in industry, as well as those of regulators. And regulation is very important because most of the professionals involved already anchored in professional bodies that would also want to know if there is any gain in taking up a course like the one we have developed. So it's important to also trust in terms of part of that accreditation, the alumni, and we have developed mechanisms or follow up and also the labor market to ensure that the competences we infuse and ensure that our graduates are going to perform and perform efficiently and effectively. Lastly, on reflections, to be able to develop a sustainable curricula or program in one health, it requires that you start off with a very clear analysis, gap analysis, the training needs and also a situation assessment because the economic, the social environment are also important, not just the academic environment. You need clear purpose and rationale and goal. Why you are doing this and who your target is. You need a clear roadmap on how you are going to engage as partners, stakeholders and also map out the end process in terms of what is in it for each stakeholder during admission, during training and the placement of this graduate. Adhering to regulatory and institutional guidelines is very important. And finally, that partnership and networking essential for the resources you require for program. Any one health program cannot be implemented in one institution. We have to share resources, laboratories, practicum sites, demo sites and engagement. And so we need MOUs, we need the memorandum of agreement and also tap into existing networks, as has been mentioned, the Africa One Health Workforce Academy that's coming up, the Eco Program series and other virtual communities of practice. I would like to thank you for this opportunity, for sharing what we have done in terms of developing a program that would use one health approach to improve our competences in this country. Thank you. Back to you, Chair. OK, thank you very much, Professor Nagami, for that detailed presentation. Just a comment from the chair. It's a very interesting approach and myself having been responsible for designing and managing programs for close to seven years, one would wonder, this is all good, but how do we implement it? How do we resource them? How do we create all these good things? So that is some food for thought. I didn't have a chance to type it there, but something probably during the panel discussion, you may address that. So thanks very much. I'm really running against time. So without further ado, let me invite Dr. Boom, who is going to talk to us, of course, with the prize in mind about from theory to practice, developing shared competencies among one health practitioners at multiple levels. So, Dr. Boom, you're welcome. Take a few seconds to tell us about yourself in terms of intro, and then you can take the stage over to you. Good afternoon. Good evening. Yes, my name is Tequero Boom, and I'm from the University of Nairobi, Department of Clinical Studies, Faculty of Medicine. So my talk is from theory to practice, developing shared competencies amongst one health practitioners at multiple levels. Part of what I'm going to talk about has been described by, I think, the first two or three presenters. So my work is very easy, and I believe I'm going to take the prize because I'll take the least amount of time. So that's the outline of my presentation. So competency is the ability to do something successfully or efficiently. And some of the important attributes is the person has to demonstrate sufficient expertise. It also enables the organization to recruit and select staff more effectively. It also helps in evaluation of performance, identifying of skills and competency gaps. It also provides for customized training and professional development, helps for planning, and especially for succession. And it also makes change management processes to work more efficiently. So we talk about the competencies and one health. We need to think about one health professional education courses. And it's important to note that the world over, they often have similar cost content as well as similar expectations for learners. But they often employ multidisciplinary approaches, especially during curriculum development, as has been mentioned by Professor Nangami. This often will involve the inclusion of stakeholders, such as professional and regulatory bodies industry, alumni and many others. If you look at this from Amoguni et al. in 2018, you can see that we have the technical one health competencies that tend to be similar across various curricula of the world over. But what do we do or what do we? What is the thought of various bodies or various professionals on the non-technical competencies? I know Edna had mentioned something about in the previous presentation about the social sciences, the gender issues, such as project management and communication. This is where we tend to have a lot of different sets in the curricula. And this is where we sometimes do not lay enough emphasis, but it's very important that we do so when we're developing curricula for training different caddes. If you talk about pre-service training, what we have undertaken at the university over the past few years, we've had joint development of curricula, especially for deducted courses. And I know certain undergraduate programs already have one help as a standalone course that is examinable and is also in their transcripts. We also have views of community-based education approaches to multidisciplinary groups of students. As you can see there, I don't want to talk about what Carol will come with next. But this is basically some of the things that we do. Use of simulations and there's also joint response to one health events, especially disease outbreaks. We've talked about in-service training. We have short courses, seminars, workshops and conferences. And this is just an example of a series of trainings we've been carrying out in collaboration with One Health Echo and various other partners. And of course, these help in creation of communities of practice, as well as in development of partnerships, as well as continuous professional development. We also have post-graduates and diploma stroke degree programs. This is the degree program Professor Nangami was talking about. And it was a joint development between the University of Nairobi, School of Public Health, Faculty of Veteran Medicine, as well as the Mui University School of Public Health and our various partners. And it's part of what we envision to have for in-service training so people can end up with postgraduate degrees in one health and related courses. So some of the challenges we've seen over the years is in scheduling of joint events. For instance, when you have multiple institutions working together, multiple faculties working together, we all have our timetables and schedules. So bringing multidisciplinary students to work together sometimes can be a challenge because one group is doing exams, another group has done exams and are free for training, so that has always been a challenge. There have also been challenges in funding. This, of course, is an ongoing cosine for it comes to most aspects of training, not just in Kenya, but the world over. The silo mentality and team building is something that is not very easy to to surmount. It's a very serious problem. But I think it's something that needs to be done. We probably during the discussion have to look at how would we break the silos or do we link the silos? OK, because this is a very serious problem when it comes to development of one help and training of one help in this country and the region. We also have issues of changing government and institutional policies and priorities. You find that, for instance, with the diminishing funding, some institutions might want to reduce the number of courses that they offer, especially if the student numbers are low. And this definitely affects the training of students and the offering of different courses. And the other problem is sometimes there's expertise that isn't locally available. Luckily, as we'll see later on, this issue has been solved for the most part by the use of digital technologies, because we're now able to communicate and like the pre-COVID days where we had to ship people from all over the world, these days we can have trainings online. So some of the recommendations or lessons learned is that we need to have a way of affecting culture change, because this is what will help different professions to work together and in the formation of one help teams. We also need to build sustainability in our training programs at all levels, whether it's at primary school, secondary school, tertiary education, we need to build sustainability. Because if any program or any activity is not sustainable, then of course it will die off once it on the leaves. We also need to work as multiple institutions so that we take advantage of the expertise. If the expertise is not available at the University of Nairobi, but we have it at Moe University, who have been our partners for many years, then it is very easy for us to get this expertise and share it and use it to enhance one health training in the country and the region. There's also South to South collaboration. And this is also something that is very possible. We need to, as much as possible, try to also use the expertise available in the region, and this also makes it more affordable when you want to have face to face training, but of course online training now also helps to enhance this. We also need to have ways of influencing policy on training. And this can only be done by having high quality research, sorry for the spelling error. So high quality research would help to enhance this and also the dissemination of findings to all relevant stakeholders. So this would help us to influence policy and talk to government, talk to the people who hold the money and ask them to assist us in training some of these. So one health competency development at all levels is key for workforce growth in this dynamic world with emerging threats, as had been mentioned by Professor Jenga Munene and my last slide is just references and I say thank you. OK, thanks very much. Definitely a prize for the time and very interesting perspectives. Again, just from the chair's perspective and building on my experience designing programs in a university network. This is not for you, but again, it's food for thought for the panel. This can be addressed during the panel. So I often wonder, one of the challenges I experienced is framing in terms of a question, how easy is it or how challenging is it for institutional structures, frameworks and policies to embrace these nice requirements we are talking about regarding one health education and capacity strengthening because those are the challenges that we do face often. So some food for thought, probably the panel members will address that. So thank you very much. Moving forward, the next presentation on our schedule is from Miss Caroline Kimani, you are here, right? Yes, so welcome. We are glad to have you in person and even more glad to listen to a socio-ecologist talking about one health matters. So this is really important for us and I would even like to give you an extra minute just to listen to your presentation. All right. Yes, and the prize, of course. So please, the stage is yours. Introduce yourself briefly, then let's listen to you. Good evening, everyone. My name is Caroline Kimani. I am an alumnus of the One Health Training Democytes. Thank you. I am also a postgraduate student at the University of Nairobi, taking MSc in range management. And I am glad to present you my experiences learning and working in the One Health framework. Thank you. So let me just start by saying that as a child, my dream was to become a neurosurgeon. So clearly that didn't happen because you can see I'm in sociology. But One Health has brought me close enough. So I'm grateful for that. Anyway. So up until the One Health Training Democytes, the demo site is a training, a pre-workforce training where students are trained for one week in theory. And then there's a field training for a couple of three or so weeks. And up until then, I thought One Health was a preserve of vets here. And it was not until from the members of the students One Health Innovations clubs that I learned that I was I could apply for the demo site training. And so I jumped at the opportunity. And I was privileged to be among the pre-workforce trainees. And the demo site happened in Southern Kenya, in the Amboseli ecosystem. And as you can see, some of the trainees went through was one participatory approaches. And what you see there is a lot of community engagement, which started with the colder mapping and just a needs assessment of community challenges through tools such as proportional piling and prioritizing the needs of the community as presented by them. And we were a very diverse range of professions in the training, which also opened my mind to how interconnected we are. And it is clear that you can always point to any challenge there is globally. You can always point the problem of a lack of multi-sectoral, multi-disciplinary approach. And so One Health really brought me to break in the perspective of being a hardcore ecologist with no interactions from other professions and also just the role of social ecology in One Health or in the health sector. So yes, we identified needs and then we together also with the community. We prioritized identified possible interventions and also means in which to address some of those some of those challenges put forward. And a couple of them were a human-whole of conflict, diseases such as diarrhea. And in our in our community, we prioritized diarrheal diseases because of open defecation. After doing a root cause analysis, it was identified that open defecation was the priority challenge. And therefore we came up with community outreach programs to just educate the community on on healthier practices. And as you can see from the images, this was some of the just some of the tools I would say we used to to bring the message to the community. What you see in the first image is a skit just explaining to the community how these diseases would spread. And the second is how the the cycle of pathogens in diarrheal diseases. And as you can see, the community were really interested and fascinated by just the images we were showing them. And it was also a really eye-opening experience for each one of us. So the one sitting in a court is a nurse and the one I am in pink. And the one holding me is a public health practitioner. Yes. And we were able to through various platforms just spread or share information or the trainings we had gathered through the demo site experience. And one is a nurse is the International Nurse's Conference in 2019. And also we're able to share to an audience of young people through TV, just share on the one hand approaches and zoonotic diseases and the interplay and interlinkages of all the all the professions when it comes to health challenges. And it was pretty interesting. I mean, I never thought I would be able to attend a nurse's conference. And they were also really fascinated to have an ecologist. And some of the key lessons, the multidisciplinary approach and the need to have various professions in carrying out community interventions. And this has the learnings from the demo site have been crucial for me. It is true. Also the demo site experience that I developed my concept for my master's research projects and came up with the research on human elephant conflicts. And I also carried it out in the same place where we had the demo site. So the networks there were really important. And through that, I was also able to get a grant. And later I am still I'm still in touch with the various professions that I was able to come into contact with. So it has also taught me to to to develop a wide network of professions that are not just in ecology or environment and whatnot. Key lesson was also systems thinking, taking a systems approach to every challenge and not just like in my case, not just think the environmental way and so on, but to to think really not just in parts, but in systems and also how interconnected we are. And I don't think this this can be emphasized anymore, especially with the covid. I think we have all seen how interconnected we are. And yes, sharing information freely between various professions and breaking silos. I was also a key lesson. And this was some of the challenges which I've seen have been mentioned. And these are these are great global crisis of our times like biodiversity loss, land use, wildlife habitat encroachment, climate change, food systems. It is it is important for one health to continually keep aligning to these environmental challenges. And with that, I would like to conclude with a quote from the other chapter, which I think is which I personally love. And I think it reminds me of also one health that we stand at a critical moment in our history. A time when humanity must choose its future as the world becomes increasingly interdependent and fragile and the future at once holds great peril and great promise. I don't think there has ever been a more appropriate time when one health approaches should be implemented than now. Thank you. Thanks very much, Caroline, for that brief and sharp presentation. You may be happy to know that I was once in the department where you were, but that was way back in the 80s. So it's good to know that we still have some seeds coming out of that department. Coming from our social ecologists, I think that was a different kind of presentation, but connecting very well some of the key issues we are talking about regarding one health. So ladies and gentlemen, last but not least at all, I would like to invite Dr. Margaret Karimu, who is going to talk to us about science communication as an enabler of one health culture and practice. Margaret is over to you. Take a few seconds to introduce yourself. And then you have about 10 minutes to make your presentation. The price is still there. So over to you, Margaret. Thank you. Thank you very much, Wellington, for this opportunity and greetings to you all. Wherever you are listening from. My name is Margaret Karimu. I work for ISA, a center which is one of the hosted institutions in Hillary. My training is in environmental science, but my practice is science communication, which like my predecessors, Cathy, Helen and others have said they came into areas that they are not trained for, but they have developed passion for. So let me say I have great passion for science communication. Let me also thank Hillary and partners for this opportunity and the partnership we have had over the last more than two decades that Hillary has hosted us at the beautiful Hillary campus. So I'm going to take you through science communication as an enabler of one health culture and practice. And just to start us with, I noted from the participants that we have very few medics, pure medics or human medics. And so I thought of giving just one example to demonstrate what it is and what we mean by ensuring that we incorporate all of us. So I have this. This slide is a real life life experience where I was with my daughter in a social function and sitting, we were sitting next to a politician. And when we're introducing ourselves, he's a dental surgeon. And she mentioned that, you know, she does a lot of root canal. So the politicians said, oh, you know, the doctor asked me to report next week for a root canal. Can you explain to me, who does it entail? So my good dear daughter said it requires just three simple steps. Three simple procedures. The first one is extirpation. The second one is chemo mechanical preparation. And finally, we do operation. So the politician was just left based and was wondering what all these terminologies were all about, but of course, to professionals in that field, that is really how you explain root canal among your peers. So looking at this actually led to one of the Nobel Rates in the early 1925, Banatru to proclaim that the big, the single biggest problem in communication is the illusion that it has taken place. And indeed, what we have seen over time, the common practice has been that communication is almost usually an afterthought. We confuse science communication with corporate or public relations communications. There is this notion that one size fits it all. And so once you develop a communication plan, it should fit across sectors. Then as I review some of the publications that scientists and researchers work on, most of the times when they are asked about communication, how they communicate, their findings, they say they will do a general publication good, but that does not go beyond your peers. Then, of course, we need to differentiate between information and communication. And these two are not the same. So then what is science communication? So here we are. We have the scientists of the researcher, and this applies to both social scientists and natural scientists. And then we have these big crowd here, which is made of the public. But remember, there is no audience like a public. And when it comes to one health, we'll be confronted with engaging with these multitude of players or actors in the one health system. And all will require different approaches. And so we talk about science communication about about putting research into context by helping stakeholders understand research results and make informed, evidence based decisions. So in a nutshell, science communication strengthens the connection between science and society or between research. Researchers in society. It also helps build confidence about scientific information and one key message about what science communication is all about. And our role as researchers is that we have an obligation to communicate our work. It is not the job of others to do that. But then we have this big communication challenge comes to the to the one health. And just again to demonstrate why it is so important to put communication into context. There is this conference that happened a while back at the UN conference. And the moderator, what we thought was a very simple question. What in your opinion? What is your opinion about food shortage in the rest of the world? And of course, there were from the Middle East, the Americas, the Europeans and the Africans. And one, the arabesque, what opinion means? The Americas asked, what the rest of the world mean? Then Europe asked, what shortage means? And then Africa, I'm sorry to use that. This was really I could not edit it because it was a cartoon that was put up out there. Yes, what does food mean? And we know for sure. This is the challenge that we have with the one health that we have diverse cultures and disciplines. We have from yesterday talked about the multidisciplinary, the transdisciplinary nature of one health, varied interests and needs, inability to simplify technical research findings. And we have a lot of jargon and acronyms. As I was listening from yesterday, I have a whole range of acronyms. AMR, we have toxicity, we have epidemiology, we have pathogens. And all these mean different have different meanings for different groups. And then, of course, we have the gender insensitivity in messaging, as Helen mentioned very clearly. And so we say context will determine how messages are received. So if you're not careful about or sensitive about this big of communication, then we are not likely to do communication at all. It would just be an illusion. So what are some of the key watchers that I wanted to share with you? This evening, we have realized that there are three key gaps. Among many, there is the language gap when it comes to one health. There's the communication gap, and then the silo mentality. My predecessors in this session have just reemphasized about this silo mentality. Looking at the communication gap in the African wisdom, we always know that words are responsible for cutting down a tree. The act is only an instrument. So what we need to do is to ensure we get the relevance of our communication. There is what we want to say. And there is also what our audiences are interested in. And to do that, we need to develop our skills training among the researchers and the OH partners, including risk communication and very, very importantly, storytelling about our work, about our audiences, about those who receive our interventions. It means to increase social media and conventional media engagement to enhance OH visibility and also to influence policy because our policy makers will mainly get information about one health from the media. Also, if as researchers, we are not there or as actors, then you get the wrong information. Now, one of the other big challenges about the silo mentality is about addressing the overlapping mandates between the different ministries, between the various disciplines. So we have the ministries of agriculture, health, we have finance, we have environment. And if we don't do that through the houses that make laws like the parliamentary sessions, then we are not likely to get to become these overlapping mandates and so we will not be able to close this communication gap. Then the other major challenge is the major challenge of the language, the language gap. And this is really to do with how scientists or technical experts and non-technical experts think or contextualize communications for scientists. We start with technical theory, collecting data, and then we come to the conclusion. But if you're going beyond your comfort zone to communicate with people who are not in your discipline like you're going to do in one health, we need to be aware that most of the non-technical people who are not in your area are interested in the bottom line. What is it? What is the conclusion? How does this intervention align with the one health goals? Then of course, you can go to the rest of the story. You can go to the background and so on. But you have only a few minutes to communicate that. So scientists, you start with the context, historical context, the public wants to know the bottom line of what we call the so-called. Then one of the golden rules is to really make sure that we simplify our language, we unpack or become conscious of the technical jargon and acronyms we use in our disciplines so that we can be able to reach out to people who are not within our main domain or main area of operation. So we have this sometimes scientists are accused, but even the social scientists, we also have jargon elasticity. We have recession. All this means differently for the scientific, for the natural scientists. And then finally, my other that we have seen is what we have belabored this afternoon and yesterday that really we need to break this insulation or silo mentality. And this is because, again, if you want to go first with the implementation of one health, we need to really go together. And some of the proposed interventions among many, we need to do a lot of us code and net mapping going beyond the code analysis to understand the relationships and connections of the actors so that our messages will be based on the kind of connections that the actors are having within an ecosystem. We also need to identify the key territorial issues so that again, we identify these shared values so that we are able to communicate better. Then increase engagement across which sectors to address conflicts and appropriate platforms are so key because again, if you don't communicate using the appropriate key platforms, then you will not be able to reach out. So in conclusion, I would say that we need to understand the relationships among each actors for message context. That is the most important because if message is out of context, then even the interventions will not be taken up. Then we need to show integrity and shared values that align with the actors. Very, very importantly, we need to simplify language and jointly develop a one-health glossary of terminologies and acronyms. I'm not sure if the actors have already started doing this, but I didn't see a paper recently from the One Health European Union joint program where they have actually developed a very concise glossary so that we get to understand and interpret the messages in a more harmonized way. Then we need to work with the media and policy makers right from the onset. Let us not wait until we have an intervention to bring the media. Let's work with them together. Let's build their capacity. Then we also need to be more proactive and reactive in order to build trust. For indeed, people want to know that you care before they care about what you know. And with that, I say, I'm looking forward to the discussion and just to getting to know how best we build healthy people, healthy environment and healthy animals through the One Health approach. Thank you. Thanks very much, Margaret, for that brief presentation. I know this presentation takes almost an hour under normal circumstances, but you have done well to summarize it and to hammer the main points. On your behalf, let me just comment that the cartoon you used is basically for certain purposes. It's not the real situation. So we normally clarify that when using that cartoon so that people don't misinterpret. Let me say that on your behalf as chair. So thanks very much. So at this point, I'll invite Nicholas for a few minutes to deal with the mentee in the meantime. The presenters, please get ready for the panel discussion. It's going to be exciting. So you will get pinned on the screen. But before that, Nicholas, you are welcome for the mentee so that we prepare for the panel discussion. So over to you. Thank you very much, Wellington, for running the session and also for our speakers for today's session. So many surprises, especially for non-scientists would say great. Now we are going to hear from you and how your thoughts are evolving based on attending this conference and we'd love to know your thoughts, especially on how, based on what has been shared today, how can we bring down the silos? Because this is normally what normally comes up when discussing one health. How can we bring down the silos? Cooperate more, collaborate more. So and the mentee code remains the same. Let's hear. Yep. So before saying engage more, we change the mindset and we communicate better. Joint activities, teamwork. We deliberately engage, yeah. Reduce conflicts among the among the disciplines. We collaborate more. So let's see how far we are doing. We're having 20, 20 responses. But the message across Wellington is that people asking for more collaboration, more engagement among the various disciplines. So I think the message is coming across. So maybe from there, I'll hand it over to you for panel discussion. Then we can hear more questions. Thank you. Thanks very much. So let me welcome our presenters for this afternoon for a panel discussion and from the program, as you can see, we want to dive deep into strategies for developing, implementing and sustaining one health education in our higher learning institutions. I don't know whether we're able to see our panelists. You are five, I think. Yes. So let me welcome you on board and let me thank you for the exciting and provoking presentations that you have just made. This is highly appreciated on behalf of all participants. So we now have an opportunity to engage you or for you to explain further and dive deeper into the discussions, engage through this panel discussion. Let me just quickly explain how it's structured so that I don't get you by surprise. So we'll start off by setting the scene. By a bit of what I call cross fertilization of ideas and perspectives and just giving you an opportunity to give a comment or add a point to someone else's presentation for clarity and that should take a very short time. And then we will go to specific questions. I have some specific questions which I'll be asking you to comment on or to give some perspectives on and then, of course, we'll go to a wrap up. And in the wrap up, I will be asking you to give us your take home message. What is your take home message and who should be listening to that message? So I think that gives you a bit of what to expect. So let's start it off. Let's cross fertilize our ideas. I want to invite any of you in any order to take half a minute just to comment or give an additional perspective to any of the presentations that your colleagues, your colleagues gave. I don't know that you'd like me to mention names, but if you are really just unmute and go ahead. My name is Maybo. I just wanted to add to the presentations that have been made that one one thing for us to really sustain collaborations around one health, we have to take on board the fact that it's not short term or a bullet magic that we we are aiming for to build trust and across the partners or amongst partners across various sectors and to meaningfully engage takes time. So my point is that it is we are in it for the long haul. And we should expect that this will be also an expensive undertaking that it's not cheap to to find the opportunities to break the silos and persistence will also help at least nurture that that team spirit to break down the silos that we tend to experience over time. The undoing is that at times we give it a try and then we say it's not working. We are too quick to to give up. So that's my perspective. Thank you. Yes, so it doesn't come easy, takes time, needs patience and persistence. And sometimes you have to put in a lot of your personal energy and a lot of focus. So it's not that easy. Cool. Anyone else? I can go next. Thank you. Half a minute. Half a minute. Yes, very quickly. Thank you. So cats are notoriously independent animals. But somebody once said if you want to herd cats, you have to move the food. And I think the collaboration that we seek requires that we reward collaborations instead of independent performance. This has to change in academic departments and schools where veterinary medicine and even medicine and environmental science and the social sciences are rewarded for performing within their disciplines. And it's very difficult to judge collaboration across disciplines, but we have to recognize that as a one health imperative and do it not just for faculty, but in-service professionals and not sure that in our students. Thank you. OK, so some new homework, new ways of doing things, new ways of looking at systems and new ways of looking at performance and all that within our institutions. All right. Good. Yes, Margaret. Yeah, thank you. Just a very quick one to add on that, you know, the longest journey starts with a step and the step that we have to start making is in our institutions because this is where we have the young people. We have very large groups of students and we can change culture in practice when they are coming into the university. So if we can have, we can purpose to have a day where the disciplines, you know, the health sciences meet up with the agricultural scientists, the agricultural scientists meet up with the School of Journalism, because we have seen that even within the universities, we have talent in who can help us in communication, but we never meet. So if we can purpose to do that so that two or three disciplines get a day where they meet up and trash out some of the issues, especially in one health, I think that that will make a big difference. And within the four or five years when these students are in the universities and beyond, then they'll have started bonding together and then they go out now to various institutions, then they already have that culture. They already have that collaborative spirit. Thank you. Yeah, it's very true. And I remember in one of the workshops we had some time back with students and scientists and lecturers, the students actually were asking in this conference or in this workshop, how come we don't have people from discipline X and faculties and that and yet you are telling us we are supposed to, you know, to act in this way. So it's a challenge. We talk about these things, but then we have to reflect back and see exactly how we do it, where we start and where we have to end. OK, very well put. So moving on, let's move to the individual questions. So yesterday, I think one of the issues that came up, somebody said that they took a course in designing interdisciplinary research and they think that that was more useful or more helpful in thinking about one health than a second course that was actually about one health. All right. So I wonder, Prof. Nangami, what would be your your gut feeling about this? How would you respond to this? What do you think about this? That actually taking a course in designing interdisciplinary research, somebody say that they found that more useful than an individual course about one health. Thank you very much. Sorry, I although I didn't attend yesterday's, but I can appropriate respond to this question. It's true when you think of one health, it is an approach. It's not a discipline. So at times we tend to put a lot of emphasis on designing separate courses that and even at university are challenged whether this has enough theory need to stand alone as a course. So to me, that question directs our attention to always think that one remember that one health is an approach and this approach can best be demonstrated through the practice and part of the practice in academia is the research that we are trying to at least grow as an area so that we nurture the other aspects or principles of multidisciplinary, interdisciplinary, the interconnectedness that we desire to see. So yes, it is true, but learning the approach alone without the theoretical background can also create another gap in terms of comprehension and application of the knowledge. So I would say that going forward, we need to balance depending on your background, we need to balance the two. So if you are from a social background and you've not engaged in any of the science fields, there is a strong recommendation that you need the theoretical foundations in some of those areas, not the technical aspects, but just for understanding to be able to meaningfully apply. But also if you are well versed in some of the areas, depending on your earlier degree, then that application through research is worth it in terms of then focusing on another theoretical course that would bring you the foundations of either microbiology or whatever it is that may be necessary. Thank you. Thanks. Professor Ola Dele, I think you presented a very comprehensive approach, highlighting some of the things you are doing within your program. I wonder, putting all that into perspective, what would be your response to these or your comments on that particular observation by the participant yesterday? Half a minute, please. Thank you. I think when we speak about an approach that needs to be demonstrated, the importance of one health is to prepare us effectively and we can't wait till an emergency situation happens for people to figure out how to communicate, for example, how to talk to surveillance teams in animal sector or human sector or environmental sector. So it is an approach, but it still needs that competency to be acquired and verified and delivered on demand. And that's why the education is so important in addition to the technical skills, of course. Thank you. OK, thanks very much. Moving on, let me turn to Dr. Abum, right, what we have been listening to and all these good perspectives and successes, lessons learned, what we are doing, what we are planning. One would ask, is one health marketable? Is one health marketable? And how can we foresight its value and embed findings in the curricula? At the last pass. So is one health marketable? Yes, that is the first bit of it. And how can we foresight its value and embed the findings in curricula? So thank you very much for that. I'd like to say one health is marketable. If you look at the various areas in one health that need to be need to be to be tackled, then we'd see that it's a very wide concept. And from the different engagements we've had with stakeholders, including needs assessment, we find that many people really want to undertake this program. And I think that was part of the justification for development of the curriculum in infectious disease and global health. So the market surveys shows that there are multiple people who want to undertake the course and therefore multiple disciplines. And it is for that reason why when we are developing the curriculum, which we which we spoke about earlier in the presentations by Professor Mabel and I, you find that it's a curriculum that's open to all professions so that we can have the multidisciplinary groups of people trained in one health principles. And we can also have an opportunity to develop workforce that are ready to respond to one health challenges. If the second question is about. Foresighting its value. I think it's important that we look at it in terms of. As I said, again, workforce, how much workforce do you require to respond to these emerging threats, not just infectious disease, but also climate change and several other factors. So it is a discipline that definitely needs to be enhanced. But then we also need to be careful not to have a program that creates generalists if I can use a term or one that can create opportunity for quacks to join certain professions. But it's something that when you engage with the regulatory authorities, then we're able to curtail that and prevent that from occurring. So that's what I'd say. Thank you. All right, so I think you answer you mentioned a number of things. Which to me, give me a bit of thin lines between a number of perspectives or a number of issues, regulatory authorities and. You know, generalities and that kind of thing. So it makes me wonder, so how how is this structured? How is the one health, you know, training structured? What is it targeting or who is it targeting? And how do you define marketability? Just wondering in my, how do you define that? OK, that's any of the panelists can also jump in just for sake of clarity. Yes, that's an interesting question because I'm not an expert in marketing. So I'd like to add throw marketability to the rest of my panelists. But as you say, the value of having the regulatory bodies on board whenever you're developing any curricula is that it enables it to be to have a robust control mechanism for the students who are actually undertaking the course and it also helps to improve marketability because they know, for instance, I think we're having a situation currently between the TSC and the graduate teachers. So the TSC, I assume, is a regulatory authority and we have the graduate teachers and they're having these issues when it comes to promotions. And if you have regulatory authorities on board during the curriculum development process, you find that whoever is graduating from the course, for instance, if he's registered by the veterinary board, by the medical and dentist practitioners board, they are ready. It's a degree program that is acceptable to them. So when this person graduates, he has opportunities for career development within his profession, and that definitely enhances the marketability. And for us, we look at it in terms of workforce that is available to respond. Because if you have workforce who are available, but they're not marketable in their profession, very few people would want to join that actual course. So it's a win-win for us. Thank you. So marketability, I'll throw it to the rest of the panelists. OK, I'm sure the one or two panelists are thinking about that. But in the meantime, Caroline, given the path you have walked, do you have do you have a comment that is itching in that perspective that you would like to contribute at this moment? Less than a minute. Thank you. I think in my case, I would I would just put forward or recommend engagement of alumni from the one held the workforce trainings, pre-workforce trainings. And I think there's a wealth of. Of potentially can tap into using them as one held ambassadors and also to mainstream one held, which will benefit very many sectors at all levels. OK, and also motivates the environment professions more into one held. Thank you. OK. So over to the other panels, the issue of marketability, anybody with a would like to give. Yeah, I can jump in quickly. Yeah, yes, thank you. So I did put a link to the chat for a stakeholder survey for the one health workforce academy that we are conducting. We had hundreds of responses so far, but everybody is welcome to share their point. And we have questions about this marketability. One health has to add value to employers. The question is, why would I as a minister of health or nonprofit organization charge with protecting public health and global health security, why would I want somebody who's trained in one health than simply hiring public health masters in public health or a physician or vet or social scientists? I think, you know, the employers have to show us, the trainers, that they need people who are ready to hit the ground running without additional training when we have spillover events. And it's not easy to do that in a single discipline. So having the experience of working together, learning the skills of collaboration and partnerships and communication and the kind of transdisciplinary surveillance research is not something, as I previously mentioned, that you learn very quickly at the time of crisis. So I think that when we have a lot of trained one health graduates in employment and the employers reward them and put them in positions of authority and decision making, then we would have succeeded in demonstrating the marketability of one health. Our survey results so far show that employers want this kind of training, but they are not yet sure how to reward those who are trained beyond those who are independent, more independently trained in single disciplines. So we need to match the training with the reward system at the employment sector. Thank you. OK, thank you very much. Fair enough, quite complex. And it's good you shared the link with some of the studies that you have conducted and the findings that you have so far that will be useful to to our participants now turning over to Margaret. And this is something you have been talking about for a while. Now, looking at one health and what we are discussing since yesterday, one would ask or one would wonder how easy is it for institutional structures, frameworks and policies to embrace these nice requirements for one health education and practice, how practical, how easy is it? What is your experience in this? Thank you. I would say that it is not that easy because we have this very strong, strongly held beliefs and mindsets. Everybody is sticking to their own territory. And so any time you try to encroach, people feel like you are encroaching into somebody else's territory. And so one of the things that we also need to really equip those who are getting into implementation of one health is on its soft skills, soft skills of negotiating, conflict management, just managing expectations. Because once you get into the system and you challenge the status quo, then people all of a sudden become very hostile to you. So I would say we need those soft skills so that we can be able to manage some of these conflicts that are going to happen when you get to talk to a policymaker in health and why he should allocate budget, not just to the human health component, but also to share that budget with somebody from the environmental field, because then it means you are reaching or you're arriving at one goal of ensuring one health. All right. What about Dr. Rabuom, you talked about your program and the nice work that you are doing, all these good proposals. How easy was it or difficult was it to deal with the policy side of things, different faculties and the people in their institutional policies? How easy was it or how difficult was it and what do you do? Oh, thank you very much. This is something we did in conjunction. I can see Professor Nangami on the other side. But as you're saying, it wasn't easy trying to work with the many professions who are involved in one health. And first of all, there are issues of funding and we were lucky to get support from a partner who was able to to fund the whole exercise. We also got expertise from our partner universities. Most of them are from the US and this definitely helps to to ease in the burden of developing the program. We also had to look at our institutions because as we keep saying, we all have our mindsets and trying to change certain, I don't know what time to use, certain entrenched principles, trying to to tell, for instance, someone who's been working in microbiology for many years of public health that is soon going to to get graduates from from journalism, for instance, it's not easy. So trying to change that mindset was definitely a challenge. But we are lucky that through several workshops and engagements we had with faculty, as well as with various partners, we're able to to convince them that this is the way to go. The world is changing. The term health professional is a term that is quite fluid. And we need to accept that, for instance, someone who is a specialist in health economics is also a health professional. So we really need to change our mindsets, change the way we think. Someone had asked a question whereby he had mentioned that are we breaking silos or building bridges? We need to actually find ways of linking the silos or breaking them, as we always say, because it is these silos that lead to these emergence of these one health challenges, because we can no longer rely on one profession to protect the whole world from Challenge X or Challenge Y. We need to adopt these multidisciplinary approaches. And therefore we need to have multidisciplinary one health specialists out there who are ready to work together and manage these complex challenges that we have out there. Probably I'd ask Professor Nangami to add a few more comments on this, because we're working on this together with her. Yeah, in one minute. Thank you, chair. Thank you, Abo. Yes, getting into the policy space is a very tricky issue. It touches matters of governance and effective leadership to be able to navigate this change that we are seeking within institutions, but also beyond that, the policy network within the government level. So, yes, it's true that within more university, for example, any other university, one thing that we don't have is adequate policies to address some of these needs that we are more discussing and I would give an example. For example, when you hire a lecturer in a university, you are expected to demonstrate your own professional competences. If you are a medical doctor, they expect that you'll be working in a clinic as well as teaching the students. If you are sociologists, you'd expect to be publishing in a journal of sociology and not all these criscatting, cross-cutting multidisciplinary and so on. If you rise the career ladder to be a professor, you are expected again to profess in your own discipline. So until we have policies that properly recognize that multidisciplinary approach, give it its importance and place within universities, it will still continue to challenge us. The other aspect about university policies or institutional policies is the admission aspect. We struggled with this, but luckily in Kenya, we have the Kenya University Placement Board. So once you specify the minimum requirements within a curriculum that is feasible, but again, it speaks to how you have somebody with an arts background going to do a science-based program and so on. So it's the issue of both mindset at individual level, but also the policies that support the governance that will then lead to a location of adequate resources to be able to effectively address this. We need to probably lobby. Lobbying is one thing that we need to and you can't lobby empty-handed. We need evidence where we have proven that one help works to market to our policy makers, decision makers to be able to effect this change. Thank you. OK, thank you very much. Quite some homework to accomplish before we can make great lips in terms of process. So moving away from that and not to ambush the director of vet services in Narok, who is my friend, I talked to him yesterday. I would like to request you listening to all this as a government official, somebody who receives this graduates and somebody who manages lots of structures and policies downstream. What is your comment? What is your gut feeling about this discussion about one health education and how to get those competent graduates coming on your side and how do they fit in? Is there do you have a comment on this or some advice? Yeah, thank you. Yeah, I feel I personally feel that these are very, very critical aspect and approach to health delivery. That's why I'm really here for all the three days so I can listen in and get the most that I can from the presenters and all the members present. So it is it is actually very critical that we have trainees and graduates getting this one health approach in their in their learning and even to have some aspect of actual implementation. So I think it is very important that we bring in the end, we have to bring everybody to the same understanding in all the disciplines that are concerned so that we can begin the journey together. And we actually on the ground feel that there's some there's some resistance from certain aspects and it's just about attitudes. So we would in the end have to change these attitudes beginning from our trainees and and although we say that it's not easy to teach and all the new tricks, but we may try and and see how far we can go. It is it is very, very critical. We have these experiences in various aspects. Obviously, very easily in the area of zoonotic diseases, but we have the same experiences in food safety. So we have this feeling that there are some gaps that can only be filled if we are working together and working together. Thank you. OK, thank you very much. But just a quick follow up from your side of the story or from your side of the experience, looking at institutional aspects, structures and policies. How is it how easy is it to absorb this? The people we train, you know, when they come as people who are in one health. In one minute. Definitely, in the government system, once you have approved trainings, they are equally developed schemes of service for such trainees. So definitely as a curricula developed, there must be a sensitization in government that is these these people that have this shared knowledge and we need to develop new schemes because it is these schemes that separate the various careers in government and the ones that build the walls in service delivery or in working together to deliver services. So if we work together right from development of curricula to development of schemes, then it will be seamless when sending these people to the public service. OK, thanks very much for coming in very quickly to give those perspectives. Almost the last question as we draw towards your up up panelists, so very quickly, I would like each one of you just to highlight two key skills you think are very necessary for us to grow in our next generation, one health workforce. What are those two key skills that you feel are really critical? Let's start with Professor Ola Dele. What are those two key things they are very critical? Yeah, thank you. I put in the chat one of the outcomes of our International Delphi panel on one health competencies, one that came out strongly is implementation science and the second is translational science. These are terms that are used primarily in the health sciences to show that scientific knowledge that's published in the journals are not the end of the story. We need to make them into solutions that are sustainable. So implementation science really affects how we how we make knowledge relevant to local situations. Something that works in the United States may not work in Nairobi, Kenya, and we need to be able to recognize the social aspects of one health and its role in implementation. All of the topics on gender context and cultural context, relationships between humans and animals and the environment are very local. And so that has to be part of the one health implementation science and the translation about, for example, antimicrobial resistance, knowing that the exist is not the same as preventing the transmission of resistant infections. We need to be able to do that at the population level. So those, I think, are key that have not really been part of the discussion on competencies, but they are critical. Thank you. Great. Margaret. Sorry, my network. Yeah, so from where I stand, I see we need very strong science communication skills because they help us really engage and reach to the hearts and minds of the different actors, the policymakers, the people at the bottom, the people at the top. And so if you are able to do that, science communication is one of the sub skills that we must build along the way. The second, of course, is that of partnership building. I think if you're able to accommodate, to be more accommodative by just learning how best human relationships work, then it will be so much easier for us to get these disciplines working together in the same case with the people working together, because at the end of it is the people, is the people's skills that will really build this one health culture. Thank you. Thank you very much. Abum. Yes, thank you very much. I think I'd like to agree with Margaret that communication skills are key to the development of One Health, as well as how we develop partnerships. And I also like to think we need to find ways of how to influence policy, how to take that research from the publication to implementation at the level of the Mamamboga. So how do we do that? How do we influence policy? So it's something that I think is very key, and we need to find ways of enhancing this competency amongst the different players in One Health. Thank you very much. Good. Caroline, you are in a unique position forward-looking. What do you have to say? I also agree that science communication is a key competency and also collaboration. Yeah. OK. Last but not least, Mabel, in half a minute, what are your two key peaks? Digital data analytics as a skill, because without evidence will not advance too far. Second is skills around the area of knowledge management. In One Health, if it's multidisciplinary, multi-sector, we are communicating to diverse audience. So we must learn how to configure messages for the different audience right from the community local to the policymakers. So that's a skill that we need to be able to break down those silos. Thank you. OK, thank you very much for those insights. The last question, as we draw to a close and add heat to this. So putting everything in perspective, the discussions we have had from where you stand, from what you have heard, the panelists and even the discussions yesterday, what would be your key take home message? Very brief and sharp. What would be a key take home message and who should be listening to that message in particular? So again, I have a price. Everybody have a minute. So let's start with Margaret. Yeah, my message is that One Health is the way to go. It's an approach that is going to help us resolve many of the human, animal, agriculture, environmental challenges that are that are continues facing today, in fact, our global community. And we should be listening to that policy makers that they can allocate money and resources. Cool. Prof. Ola Dele. Thank you. We need to make sure that one health education is high quality, consistent and reproducible across institutions. And that requires a board that is respected. And their guidance of the competencies, in my view. Professor Nangami is one of them. We have many at this conference that quality control will ensure marketability, accreditation and support from all the professionals that contribute to One Health as an approach. Thank you. OK, thank you. Now that you mentioned, Professor Nangami, take your one minute or less to give us your key message and who should be listening to it? Evidence, evidence, evidence. Let the evidence speak for us. We cannot preach without something in the hand. Who should be listening to us? All those who are aligned in the education sector, including the researchers, as well as the implementers and the policy makers across all the disciplines, transdisciplinary and sector. Thank you. OK, cool. Caroline, as usual, we are in a unique position. You are next generation workforce. So what is your take home message to us? Let me put it that way. My key message is that the principles of One Health would really benefit not just the health sector, but solve several global issues, including climate change, biodiversity loss. And so I feel that One Health, and I know that One Health is an approach that would benefit several professions out there in order to solve it, even to achieve the SDGs. So yes, we should continually not share away from inviting various professions. Yes, and they will definitely benefit from the One Health principles. Thank you. Do you have any particular stakeholder who should be listening to that? Well, I believe this is important for all actors, policy makers, governments, civil society. OK, yes. Thank you very much. Last but not least, Aboum, what are we taking home from you? OK, thank you very much once again. I think I'd like to say one health workforce development is key. I don't I think lessons from covid show us that we are definitely not there as a whole world. We need to enhance the development of professionals who can work at as multidisciplinary teams and at different levels and also be able to influence the different stakeholders, including government, education, professionals, economists, the religious bodies, everyone. So we need to really widen the scope and be able to influence all these different professions and different colors from the Mamamboga to the president. Thank you. OK, thanks very much. So from what you are saying, there's lots of opportunity, lots of work to do, great space, lessons have been learned. We are beginning to see success. There's a lot of engagement, but we definitely have some homework to do jointly, even if it's creating coherence or creating boundaries or breaking down silos. It's quite some work to do in order to to unleash the potential of one health and what we can do with it. Let me stop here and thank all the presenters. For their contribution. Very nice presentations, very nice, very nice discussions. It has been a privilege to coordinate this. And I hope that the points that we have we have gathered will give us an agenda and inform the way forward as far as one health in Africa is concerned. So with those few remarks, let me hand over back to either Nick or Leon to close us up. Thank you very much. OK, care. Thank you so much to our panelists, both the panelists that we've just seen and all our presenters from today. Thank you so much to Dr. Wellington for that wonderful chairing and to Dr. Bernard Bette and Professor Salomi Bukatchi for their chairing of the session earlier today. So we are running over time. So thank you to all of you online who have lasted the course, and I'm just going to remind you that we reconvene tomorrow at thirteen forty five, so one forty five Nairobi time with our really great session on sort of we've worked through the research. We've looked at the capacity gaps. We've looked about gender mainstreaming. Now we really get to how we are going to put this into policy and implementation. And that's where we start again tomorrow. So we look forward to seeing you all then. Thank you very much and we'll close there. Bye.