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In the modern, globalized world, public research institutions are essential to innovation, knowledge creation and international development. With these functions at the forefront, research institutions can assist The U.N.’s Sustainable Development Goal 1, which is to eradicate extreme poverty by 2030.

Currently, 11 percent of the world’s population lives in extreme poverty, defined by The World Bank as living on less than $1.90 per day. Despite its persistence, poverty has decreased drastically since 1990, when 35 percent of the world’s population lived in extreme poverty. Global poverty reduction has been aided by the efforts of higher educational institutions like Arizona State University’s International Development team.

ASU’s International Development Team

Arizona State University (ASU), a public research university, is one of the only U.S. universities that actively pursues funding opportunities in the international aid landscape. As part of the Office of Knowledge Enterprise Development, ASU’s International Development team works to identify and provide solutions for complex challenges facing the developing world.

Stephen Feinson, associate vice president for ASU’s International Development team, told The Borgen Project that the primary objective of ASU’s International Development team is to, “[advance] a new model for university engagement with the developing world that collaboratively drives solutions to great development challenges through partnerships with local universities, governments, the private sector, and non-governmental entities.”

ASU International Development team is able to support and advance international development efforts with the assistance of its funding partners. Donors include USAID, U.S. Department of State, Inter-American Development Bank and World Bank. ASU also partners with implementing firms, such as Chemonics, Creative Associates, DAI, and IESC, and collaborates with over 100 universities worldwide to advance innovative solutions for the developing world.

ASU’s International Development team is currently involved in four development projects worldwide. These projects are:

  1. The US-Pakistan Centers for Advanced Studies in Energy (USPCAS-E) project was launched in 2015 and received an $18 million investment from USAID. In partnership with Pakistan’s National University for Science and Technology (NUST) and University of Engineering and Technology (UET), USPCAS-E works to create an energy research agenda for energy needs in Pakistan. Feinson told The Borgen Project, “to date, more than 136 students and faculty researchers […] have participated in the exchange program at ASU and subcontractor Oregon State University’s research labs working on energy-related projects.” Furthermore, “Over 30 master’s students have graduated from the center and have entered the energy workforce equipped to make an impact in Pakistan’s energy sector,” Feinson added.
  2. The Holistic Water Solutions project in Jordan and Lebanon received $2 million from USAID and serves refugee host communities by providing potable water to communities and household. “The project’s multifaceted approach includes community water desalination and purification kiosks equipped with on-grid/off-grid capacity, household air-to-water technology, entrepreneurial training for women and water demand management,” said Feinson.
  3. The Building University-Industry Learning and Development Through Innovation and Technology (BUILD-IT) project in Vietnam is the third major ASU project in Vietnam. Feinson told The Borgen Project that BUILD-IT is supported by USAID and aims to identify and respond to gaps in Vietnam’s technical workforce as well as build female empowerment.
  4. The Global Development Research (GDR) Scholars project allows ASU to support additional Research and Innovation Fellows through fundraising and cost sharing. Through The GDR Scholars Program, ASU provides fellowships to graduate students, encouraging collaboration and use-inspired research to improve conditions regarding The U.N.’s Sustainable Development Goals.

Feinson told The Borgen Project, “since its inception in 2015, the program has placed 70 scholars in 25 USAID priority countries [where they] worked to identify and conduct projects in USAID-defined sectors related to health, education, economic security, biodiversity, human trafficking, gender, supply chain, energy, water, innovation and entrepreneurship.”

The Goal of ASU’s International Development Team

According to Feinson, “ASU aims to become a global center for interdisciplinary research, discovery and development by 2025.” To reach this goal, ASU International Development team serves to establish ASU as a trusted partner for USAID, other funding agencies and donors, implementing firms and university partners.

The goals of ASU’s International Development team are to advance the New American University Model in the context of international development. Feinson said this model “offers ideas distinctly suited to the developing world, advancing use-inspired research that addresses epochal development challenges and scalable solutions tailored to the needs of developing countries.”

The efforts of ASU’s International Development team have already begun to make a difference in developing countries. For instance, their past successes include projects such as the Vocational Training and Education for Clean Energy (VOCTEC) in Vietnam, Liberia, Guyana, Kenya and South Pacific Island Nations; the India Support for Teacher Education Program (In-STEP) in India; the Higher Engineering Education Alliance Program (HEEAP) in Vietnam; and the Solucion El Salvador (SolucionES) in El Salvador.

The United Nations Development Programme is working hard to eradicate poverty. With an increasing number of U.S. higher educational institutions taking note of and emulating the successes of ASU’s International Development team, The U.N.’s Sustainable Development Goal 1 of eradicating extreme poverty can become reality.

– Kara Roberts

Photo: Flickr

A career in public health can mean a lot of different things; public health professionals analyze and develop programs that improve or protect the health of people in all corners of the globe.

There has been an increased focus on international health, which generally means the health of people living in low-income or developing countries, as part of the public health equation because global health falls under the public health umbrella.

This holistic approach has lead to the creation of new jobs. As a way to prepare those who are interested in a global health career, many universities now offer global health degrees, which focus on understanding the health of populations in a global context and making worldwide improvements.

Arizona State University began offering a global health degree program about six years ago. The first graduate from their program, Mackenzie Cotlow, has since then used what she learned in the classroom in the context of improving global health.

After graduating, Cotlow started working with Doctors Without Borders in South Africa as a fundraising consultant. She helps inform the public about what the organization does and works to raise the funds necessary for its work to continue to touch the lives of those it helps.

Like many global health degrees, part of Cotlow’s major requirements was studying and working abroad, which she fulfilled in New Zealand and Fiji.

When students are given the chance to widen their worldview by gaining first-hand experience with how people in their academic or career field tackle similar issues, they can expand the collective action toward accomplishing the same goals.

Global health degrees can prepare students for a vast variety of career paths. The global health sector includes international development, social justice and health care professionals.

Emmanuel Kamanzi worked in Rwanda as a program officer for Partners In Health (PIH) for more than five years.

According to PIH, when asked what advice he has for those considering a profession in global health, he said, “Building health care platforms that deliver high-quality care to the most poor and vulnerable communities requires a collaborative workforce that can build partnerships…[and this] requires a deep understanding of the local context and extensive assessment of financial, social and political perspectives.”

Students and professionals in the global health field must continue to work to understand the needs of the communities they are working in and for.

Often solutions or programs that work within one community can be adapted for many other communities, but they must be tailored to the demands present in each unique community. That is why global health work relies on an in-depth understanding of the people being served.

As global health gains a larger presence in the public health sector, global health degrees come with excellent job perspectives and a way to learn the tools that can make for an incredible global health professional and a step toward accomplishing the life mission of improving health worldwide.

Brittney Dimond

Sources: Explore Health Careers, PIH, Arizona State University
Photo: Flickr