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Short- term experiences in global health (STEGH), also known as short-term medical missions continue to be a popular mode of engagement in global health activities for students, healthcare providers, and religious groups, driven primarily by organizations from high-income countries. While STEGH have the potential to be beneficial, a large proportion of these do not sustainably benefit the communities they intend to serve, may undermine local health systems, operate without appropriate licenses, go beyond their intended purposes, and may cause harm to patients. With heightened calls to \"decolonize\" global health, and to achieve ethical, sustainable, and practical engagements, there is a need to establish strong guiding principles for global health engagements. The Advocacy for Global Health Partnerships (AGHP), a multi-sectoral coalition, was established to reflect on and address the concerns relating to STEGH. Towards this end, AGHP created the to lay out six main principles that should guide ethical and appropriate STEGH practices. A variety of organizations have accepted the Declaration and are using it to provide guidance for effective implementation of appropriate global health efforts. The Declaration joins broader efforts to promote equity in global health and a critical reevaluation of volunteer-centric, charity-based missions. The current state of the world's health demands a new model of collaboration - one that sparks deep discussions of shared innovation and builds ethical partnerships to address pressing issues in global health.

Background Growing concerns about the value and effectiveness of short-term volunteer trips intending to improve health in underserved Global South communities has driven the development of guidelines by multiple organizations and individuals. These are intended to mitigate potential harms and maximize benefits associated with such efforts. Method This paper analyzes 27 guidelines derived from a scoping review of the literature available in early 2017, describing their authorship, intended audiences, the aspects of short term medical missions (STMMs) they address, and their attention to guideline implementation. It further considers how these guidelines relate to the desires of host communities, as seen in studies of host country staff who work with volunteers. Results Existing guidelines are almost entirely written by and addressed to educators and practitioners in the Global North. There is broad consensus on key principles for responsible, effective, and ethical programs--need for host partners, proper preparation and supervision of visitors, needs assessment and evaluation, sustainability, and adherence to pertinent legal and ethical standards. Host country staff studies suggest agreement with the main elements of this guideline consensus, but they add the importance of mutual learning and respect for hosts. Conclusions Guidelines must be informed by research and policy directives from host countries that is now mostly absent. Also, a comprehensive strategy to support adherence to best practice guidelines is needed, given limited regulation and enforcement capacity in host country contexts and strong incentives for involved stakeholders to undertake or host STMMs that do not respect key principles.

I, the Citizen is an attempt to understand citizen development and engagement. R. Balasubramaniam takes the reader through interpretations of development initiatives at the grassroots and what good governance means to ordinary people. He unravels the power of citizen engagement through his experiences of leading civil society campaigns against corruption and towards strengthening democratic participation of people. I, the Citizen also deals with the philosophical underpinnings of public policies, drawing from his on-the-ground experience as well as engagement with those in the higher echelons of policymaking and implementation. The last section of the book provides glimpses into milestones of a development movement, which Balu founded and led, milestones that are responsible for a continued faith in citizen engagement despite the hindering forces.

Doc number: O25

A comprehensive guide to service-learning for social justice written by an international panel of experts The Wiley International Handbook of Service-Learning for Social Justice offers a review of recent trends in social justice that have been, until recently, marginalized in the field of service-learning. The authors offer a guide for establishing and nurturing social justice in a variety of service-learning programs, and show that incorporating the principles of social justice in service-learning can empower communities to resist and disrupt oppressive power structures, and work for solidarity with host and partner communities. With contributions from an international panel of experts, the Handbook contains a critique of the field's roots in charity; a review of the problematization of Whitenormativity, paired with the bolstering of diverse voices and perspectives; and information on the embrace of emotional elements including tension, ambiguity, and discomfort. This important resource: * Considers the role of the community in service-learning and other community?engaged models of education and practice * Explores the necessity of disruption and dissonance in service-learning * Discusses a number of targeted issues that often arise in service-learning contexts * Offers a practical guide to establishing and nurturing social justice at the heart of an international service-learning program Written for advanced undergraduate students, graduate students, scholars, and educators, The Wiley International Handbook of Service-Learning for Social Justice highlights social justice as a conflict?ridden struggle against inequality, xenophobia, and oppression, and offers practical suggestions for incorporating service-learning programs in various arenas.

In response to paternalistic forms of international volunteering, voluntourism, global service‐learning, and similar versions of “community tourism” – an approach to ethical global development cooperation – Fair Trade Learning (FTL), takes an abiding commitment to reciprocity as a foundational assumption. This commitment grew from a partnership with a community organization in rural Jamaica, and therefore has its genesis in the Global South. However, the individuals who have been the primary presenters of and authors about FTL are from the Global North. While there are some defensible reasons for this, this pattern of Northern authorship embodies a conflict with the commitments intended by FTL standards, which include deliberate co‐generation and co‐production of knowledge as components of reciprocity. This chapter first considers the practical repercussions of coupling the notion of global standards with continuous commitment to co‐generation and co‐ownership, while highlighting the importance of embracing that struggle. It then shares perspectives on FTL standards from development and academic professionals in India and South Africa. Finally, it concludes with recommendations for deliberate coupling of standards, continuous criticality, and commitment to co‐generation.