The recent focus on Ebola in West Africa has reminded us of the need for strong and resilient health systems. Behind every quality health system is an army of available and accessible health workers. However, in facilities and communities across the globe, health worker vacancies and weak support systems hamper achievement of health goals and threaten overall preparedness for future infectious diseases.
In most countries with a high HIV burden, health workforce shortages are commonplace and create significant barriers to combating the epidemic.
Much has been accomplished. USAID is incredibly proud of its significant contributions to PEPFAR’s (the U.S. President’s Emergency Plan for AIDS Relief) achievements in strengthening the health workforce to deliver quality HIV services. On World AIDS Day, Secretary Kerry announced that PEPFAR has exceeded the target of 140,000 new health care workers, which was mandated by Congress in 2008. This is a great milestone not only for PEPFAR, but also for the broader global health workforce agenda. Read more »
As 2014 comes to an end, the international development community stands on the cusp of major new progress, particularly in global health and development—but the war and disease that marked this year could hinder that progress for decades to come. Health workers labored on the front lines of some of 2014’s most prominent events, which will likely affect global health and the well-being for all 7 billion of us as we move into 2015 and beyond. So let's take a look back at some of 2014’s biggest global health and development stories. Some good, some bad, all illuminating as we enter the new year. 
Lifelong learning is the ongoing, voluntary, and self-motivated pursuit of knowledge for either personal or professional reasons. It is not confined to the classroom but takes place throughout life and in a range of situations. To develop and maintain the competencies needed to deliver high-quality services, health workers must be lifelong learners. Formal continuing education and training activities can support lifelong learning. Yet to be effective, they must target identified gaps between each worker’s current knowledge and skills and what is actually needed on the job. Training needs assessments provide information to target learning activities toward identified competency gaps and learning needs of specific health workers.
