What changed at Teach to Reach 16?
On 6 August 2026, at Teach to Reach 16, health workers from more than 50 countries joined the sixteenth edition of the world’s largest peer learning…
What’s new at The Geneva Learning Foundation
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Malaria: nobody turns the tide alone
In online learning, 95 people out of a 100 quit. A network of health workers from malaria-endemic countries spent one summer proving that this is a…
What’s the buzz about new tools for malaria?
What do a rapid test, a preventive medicine, and a bed net have in common? Every one of them, somewhere, has met a parent who said…
Teach to Reach 17: Share your experience, find new ways to solve your challenges
You are stuck on a problem at work. A colleague in another country has already solved it. How can you connect? Request your invitation to join…
No child should die from malaria: Thierno Abdoulaye Baldé’s story
The Geneva Learning Foundation runs peer learning for the people who deliver health care where it is hardest to deliver. Its courses ask participants not for…
Teach to Reach 16 Replay: Defying distance to learn and lead change, from menopause to malaria
258 health workers. 1,534 real stories. One question: how do we turn the tide against malaria? In Teach to Reach 16, the Geneva Learning Foundation gives…
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Become a Teach to Reach 10 Partner: Help amplify frontline voices at the world’s largest health peer learning event
The Geneva Learning Foundation is pleased to announce the tenth edition of Teach to Reach, to be held 20-21 June 2024. Teach to Reach is a…
Calculating the relative effectiveness of expert coaching, peer learning, and cascade training
A formula for calculating learning efficacy, (E), considering the importance of each criterion and the specific ratings for peer learning, is: This abstract formula provides a…
Why does cascade training fail?
Cascade training remains widely used in global health. Cascade training can look great on paper: an expert trains a small group who, in turn, train others,…
The capability trap: Nobody ever gets credit for fixing problems that never happened
Here is a summary of the key points about the capability trap, from the article “Nobody ever gets credit for fixing problems that never happened: creating…
Gender analysis of the World Health Organization online learning program on Immunization Agenda 2030
The article “Gender analysis of the World Health Organization online learning program on Immunization Agenda 2030” is, according to the authors, “the first to showcase the…
Towards reimagined technical assistance: thinking beyond the current policy options
In the article “Towards reimagined technical assistance: the current policy options and opportunities for change”, Alexandra Nastase and her colleagues argues that technical assistance should be…
Protect, invest, together: strengthening health workforce through new learning models
In “Prioritising the health and care workforce shortage: protect, invest, together,” Agyeman-Manu et al. assert that the COVID-19 pandemic aggravated longstanding health workforce deficiencies globally, especially…
The imperative for climate action to protect health and the role of education
“The Imperative for Climate Action to Protect Health” is an article that examines the current and projected health impacts of climate change, as well as the…
Prioritizing the health and care workforce shortage: protect, invest, together
The severe global shortage of health and care workers poses a dangerous threat to health systems, especially in low- and middle-income countries (LMICs). The authors of…