As a passionate public health professional with a particular focus on development issues, I chose the “Development studies” courses at The University of Melbourne and The University of Queensland. I wish to become a country’s health development leading specialist who has theories and practice to tackle development factors dealing with the disease. In the following, I will explain the reason for the study.
Mongolia has one of the highest tuberculosis (TB) rates globally. A study conducted by the Ministry of Health Mongolia showed that 50% of notified TB patients are unemployed, and 70% live below the poverty line.
From my six years of TB project experience, I’ve seen people diagnosed with TB through our project get treatment and become healthy. Unfortunately, usually 1-2 years later, they get infected with TB again and spread the disease among family members because of poverty, a lack of social services, and malnutrition. As TB passes from adult to child, the poverty binds its generation grip. Further, I realised that the health sector alone could not effectively combat diseases without addressing other underlying issues, such as poverty.
According to WHO End TB Strategy 2030, it needs a multisectoral response to the TB epidemic at global, regional and country levels to tackling the issue as a component of overall development issues. This is why there is a solid need to scale up services: poverty, education and inclusive health services to reach and serve the most vulnerable people in the fight against TB. This leads to my further study to contribute design and scale-up of social services related to health, focus on pro-poor populations to increase early and effective treatment through the engagement of the public and private sector.
My first choice is The University of Melbourne(UoM). The university has a tagline, “Teaching you how to think (not what to think)”, which inspired me the most. The university offers the opportunity to take specialisations on theories and policies around development. The course subjects are fit my interests and goals the best.
My second choice is The University of Queensland (UQ). The university provides a broad range of experiences and improves critical analysis, which will help address development challenges in my country. Through the UQ Women’s network, I want to get involved in a community of like-minded women passionate about addressing women issues.
When I studied the universities, I found that there are foreign student clubs in the universities. But yet there haven’t Mongolian Students Society. So, I would engage myself to establish the Mongolian Students Society to promote my culture and build long-term opportunities to improve my country with my peers.
I believe the study will transform my career from junior specialist to a health-background development expert capable of proposing and implementing innovative and holistic ideas, logical connections and consistent paths.
First, the project that I’m working on is planning to enhance size from Ulaanbaatar (capital of Mongolia) to a rural area in the future. Back in the country, I will take a higher role in this project. I feel passionate about having theoretical knowledge, concepts and debates about poverty and critical thinking skills to assess the field realities of rural and urban health issues. I’m planning to select subjects to study modern theories and approaches to health program development and the opportunity to learn from other countries’ examples, including Australia in UoM. Once I study development studies in-depth, I can contribute even better social support, such as permanent employment and public assistance, by offering a comprehensive approach.
Second, development studies are not being offered by the universities and new interdisciplinary science in Mongolia, especially given the handful of health professionals with the respective backgrounds. Addressing health challenges requires decisions and measures that include understanding development issues, access to essential social propose, and implementing stakeholder engagement. Earning masters degree will help enhance my achievement in the health sector and provide me with the tools I need to make more significant contributions within the country’s health development arena. Furthermore, I can impact pro-poor interventions within the framework of the tuberculosis control programme in Mongolia and expand access to TB services among the poor. Also, I will openly share Australia’s academic knowledge with the country’s public administration policymakers, professional institutes, university training programs, and research centres.
Third, Learning from some of the best minds in the world will gain my confidence and empowerment that strengthen my ability to contribute to the sector’s development, improve professionals’ skills, and increase competitiveness. I wish to enhance my leadership skills among women health professionals by studying Gender Issues in Development in UoM and becoming a Women’s Mentoring Network member because the Mongolian health industry personnel is 85% female. Still, far fewer women are in leadership roles. Therefore, I will work to ensure that women have equal opportunities to participate in decision-making.
I have always reached out to serve my community, and I have learned more than I could have ever expected. In the following, I will discuss two particular examples.
One of the most successful projects I was responsible for was the Directly Observed Therapy (DOT) for TB patients from 2017 to 2019. The project aimed to improve treatment outcomes and limit the risk of drug resistance with the help of volunteers. DOT volunteers consisted of elderly people, and it was quite challenging for them to understand the disease. Also, because of the heavy stigma surrounding TB, they fear the transmission of TB. Then I identified the needs for training. So, I implemented TB training and worked as both a guide and a facilitator to regularly enhance their understanding. While applying my teaching and communication skills, I could fully explain the disease and discrimination of TB. Thanks to volunteers, as a result of this project, the cure rate increased to 89%.
We all have been affected by the COVID-19 pandemic in our daily lives. During this lockdown, I led a voluntary advocacy project to motivate adolescents to prevent unemployment and poverty. It was very challenging for me to implement the project remotely with my team members. Our project team comprises people from different fields, and some are people with disabilities(vision impairment and deaf). As a project leader, I plan to schedule tasks appropriately and communicate effectively with members one-on-one and in groups. I split the project activities based on the members’ ability and resource. To ensure every member’s participation to leave no one behind, I found opportunities to make them feel less isolated, such as learning primary sign language and connecting them online and phone every day. By effective teamwork, we created the book with real-life success stories and advice from an expert. Our project team digitised books for visually impaired children and accessible e-books for children with print reading disabilities. I’m happy to say that through my team members, I have come to understand that “disability is an environmental and social problem, not a human one.”
Back in my country, I have a clear vision, leading to a more significant contribution to the community through what I plan to do. The scholarship is an immensely beneficial opportunity to learn new things, meeting people, building networks that I don’t have back home.
To reduce TB and have positive treatment outcomes, patients need to receive social support, such as permanent employment and public assistance. By studying the “Development Project Management&Design” subject at UoM, I will identify all the factors that affect disadvantaged groups and design the TB project using my knowledge. I will co-organize the project with public and private sectors and integrate them with one common goal to reduce TB with social, economic, and educational support. Besides health service, the project will train and advocates for unemployed or unqualified individuals to improve opportunities to work and generate income. I feel strongly about building engagement between the TB programme and the organizations focus on development issue.
Social factors, including poverty, effects the mass of disease and death. As health professionals study and research the disease and treatment, they also need to learn about social determinants of health. I am passionate about teaching and sharing my “Development Studies” academic knowledge with the country’s future health professionalists in the university training programs. As a result, health care providers comprehend the relations between development factors, environmental conditions and health and gender. Through this, I can contribute to the sector’s development, improve professionals’ skills, and increase competitiveness.
There is no clear-cut way to reduce the development gap. However, I strongly believe the necessary steps can be taken towards change through my experience in Australia. By studying the “Global Child Health” subject at UoM, I will implement the ‘Preparing Healthy Mothers’ project. The project focuses on teaching key associations of child health such as the mother’s health and nutrition to teenage girls and ensuring good nutrition. Through the project, I can reduce infant mortality and disability because children born to poor families where mothers suffer from malnourishment during pregnancies will severely affect the health and development of the children. Child from the poor environment is not able to catch the pace of the development with others. I’m planning on partnering with organizations to supply the nutrition needs of girls who don’t have the ability.
The constraints could be the lack of financial support and lack of cooperation experience of public and private sectors. For ‘Preparing Healthy Mothers’ project budget constraint to provide nutritious food for underprivileged community.
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