WHO ASPHER Public Health Workforce Europe Eng

WHO-ASPHER Competency Framework
for the Public Health Workforce

in the European Region
2020
1
Abstract
The WHO-ASPHER Competency Framework for the Public Health Workforce in the European Region is aimed at
policy-makers, human resources for health planners and professionals with a particular interest in the public health
workforce, and other stakeholders, such as education institutions, public health institutes and others responsible
for implementing policy and professional organizations. The WHO-ASPHER Competency Framework is intended to
support the implementation of the European Programme of Work, 2020-2025 (EPW) - “United action for better
health in Europe” and the pursuit of Sustainable Development Goals, in particular, Sustainable Development Goal 3
on universal health coverage. More specifically, they are produced in the context of WHO Regional Committee for
Europe resolution EUR/RC67/R5 towards a sustainable health workforce in the WHO European Region: framework
for action. Member States are requesting guidance on how to build the capacity of the public health workforce.
The WHO-ASPHER Competency Framework can serve as a point of departure for developing more context-specific
competencies. This publication is designed to support the application to the public health workforce of the tools
presented in The toolkit for a sustainable health workforce in the WHO European Region, including measures to
strengthen education and performance, planning and investment, capacity-building, analysis and monitoring.
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2
Contents
Acknowledgements 4
Introduction 7
What is a competency framework and why is it needed? 8
The WHO-ASPHER Competency Framework 12
The comprehensive set of competencies 14
Conclusions 26
Annex 1. 27
Annex 2. 31
Annex 3. 58
References 70
3
Acknowledgements
The overall effort to develop the WHO-ASPHER Competency Framework was coordinated by Katarzyna
Czabanowska, Maastricht University, President of ASPHER (Association of Schools of Public Health in
the European Region), in collaboration with members of the Public Health Services programme of the
WHO Regional Office for Europe.
Authorship:
• Katarzyna Czabanowska, Maastricht University, ASPHER
• Darren Shickle, University of Leeds
• Genc Burazeri, Maastricht University
• Olga Gershuni, Maastricht University
• Robert Otok, ASPHER
• Natasha Azzopardi Muscat, University of Malta, European Public Health Association.
In case of questions, please contact:
• At ASPHER: Katarzyna Czabanowska: kasia.czabanowska@maastrichtuniversity.nl
• At WHO: euphs@who.int
The WHO-ASPHER Competency Framework is a shared resource of the Coalition of Partners for
Strengthening Public Health Services in the European Region. The Coalition of Partners brings
together representatives of the multitude of stakeholders and disciplines that constitute public health
services, including leaders serving in national and subnational public health services, policy-makers
and colleagues serving in several international organizations. Together, these partners adopt shared
objectives, plan joint action, developed shared resources and share the learning from implementation.
Martin Krayer von Krauss and Danielle Agnello wrote the introduction and conclusion and edited the
text. Cris Scotter provided helpful peer-review comments and suggested edits to the text.
The work builds on the efforts of many ASPHER colleagues who have been active in developing public
health competencies for more than a decade, including those of Anders Foldspang and Christopher
Birt.
Colleagues from several organizations reviewed successive versions of the competencies:
Agency for Public Health Education Accreditation

Julien Goodman
Selena Gray
Association of Schools and Programs in Public Health

Allison Foster
Emily Gordon
Richard Kurz
Laura Magaña
James Yager
4
ASPHER
Robert Buckingham
Nino Kuenzli
Lore Leighton
José M. Martín-Moreno
Jacqueline Müller-Nordhorn
Louise Stjernberg
Polish Council for Public Health Workforce Development

Joanna Gotlib
Elzbieta Grochowska-Niedworok
Grzegorz Juszczyk
University of Cambridge
Christine Hill
Andres Roman-Urrestarazu
European Centre for Disease Prevention and Control

Jeanine Pommier
Carmen Varela Santos
European Public Health Association

Ellen Kuhlmann
Elena Petelos
EuroNet
Karen Buckley
Mariana Carrapatoso
Damiano Cerasulo
Francesco D’Aloisio
Viola Del Trete
Damir Ivankovic
Firmino Machado
Francesca Manca
Julio Munoz Maria
Alberto Mateo
Jo McCarthy
Gloria Raguzzoni
Matej Vinko
Europubhealth Consortium
Tomasz Bochenek
Richard Cooper
Oliver Grimaud
Laurence Theault
Global One Health Education

George Lueddeke
5
International Association of National Public Health Institutes
Anne Catherine Viso (IANPHI Secretariat)

IANPHI Europe directors (IANPHI Europe meeting, Warsaw, April 2018)
Public Health England

Claire Cotter
Santé publique France

Delphine Antoine
Public Health Wales

Phil Bushby
Public Health Norway

Bjørn Gunnar Iversen
National Institute for Public Health and the Environment

Marjan Soudant
Amber van Bijleveld
Maastricht University
Matt Commers
Jascha de Nooijer
Maria Jansen
Valia Kalaitzi
Dirk Ruwaard
Peter Schroder-Back
Temple University, USA

Scott Burris
WHO Regional Office for Europe

Anna Cichowska Myrup
Danielle Agnello
Martin Krayer von Krauss
Abbreviations
ASPHER Association of Schools of Public Health in the European Region

EPHOs The Essential Public Health Operations
OECD Organisation for Economic Co-operation and Development
6
Introduction
The need to invest in the public health workforce is as great now as it has ever been. The COVID-19
pandemic has illustrated the magnitude of the threat posed by communicable disease outbreaks and
the importance of the public health workforce in responding to such outbreaks. Against the back-drop
of an ageing population, the rising costs of health care and an epidemic of noncommunicable
diseases, society cannot afford not to invest in the public health workforce.
Already before the COVID-19 pandemic, several international resolutions had indicated the importance
of strengthening the competencies of the health workforce to achieve the Sustainable Development
Goals and universal health coverage. At the global level, the United Nations High-Level Commission
on Health Employment and Economic Growth (1) set out 10 recommendations and five immediate
actions on transforming the health workforce for achieving the Sustainable Development Goals. This
included a recommendation to scale up transformative, high-quality education and lifelong learning
and shift education models away from narrow specializations to focus on lifelong building of locally
relevant competencies. World Health Assembly resolution WHA69.19 on the Global Strategy on Human
Resources for Health: Workforce 2030 (2) called for professional councils, associations and regulatory
bodies to adopt regulations to optimize workforce competencies and to support interprofessional
collaboration for a skills mix responsive to population needs. In the European Region, resolution EUR/
RC67/R5 towards a sustainable health workforce in the WHO European Region: framework for action
(3) urged Member States to transform education and training and optimize the performance, quality
and impact of health workers and to align investment in human resources for health with the current
and future needs of the population and of health systems.
The WHO-ASPHER Competency Framework can serve as the point of departure for a variety of different
activities aiming to strengthen the public health workforce in the European Region. Public health is a
cornerstone of sustainable development, and the public health workforce is at the heart of society’s
efforts to prevent disease, prolong life and protect and promote the health of our communities.
7
What is a competency framework and
why is it needed?
Competencies represent combinations of individual attributes (such as knowledge, skills and personal
or professional attitudes) individuals require to undertake the role they are expected to take on (4,5).
Public health competencies transcend the traditional boundaries of specific disciplines and enable
public health professionals to deliver the essential public health operations (EPHOs) and apply the
public health approach required of their role (6).
Although other well-recognized competency frameworks (7,8) are mainly intended for use in
education, the WHO-ASPHER Competency Framework for the Public Health Workforce in the European
Region has been developed from a systems perspective and is designed to serve as input to a broad
range of applications, including policy measures that are relevant at various stages in the careers of
individual professionals and across the labour market (9,10). As such, the WHO-ASPHER Competency
Framework can be applied in developing measures to strengthen education and performance but
also in planning and investment, capacity-building and analysis and monitoring. For example, the
WHO-ASPHER Competency Framework can be useful:
• in designing the curricula of degree and continuing professional development programmes;
• in assessing existing capacity and capability and identifying training requirements;
• in ensuring the appropriate numbers, mix and distribution of staff and skills for public health teams
in various contexts;
8
• in planning and arguing for sustainable investment to support workforce development;
• in planning policies on production, policies to address the inflows and outflows and policies to deal
with misdistribution and inefficiencies that effect the public health workforce, including attraction,
recruitment and retention, productivity and skill mix of public health professionals and teams;
• in developing accreditation and credentialling systems;
• in developing job descriptions, interview questions and performance evaluation and quality assurance
systems; and
• in fostering collaboration across disciplinary and organizational boundaries.
The WHO-ASPHER Competency Framework will be useful at different levels of the organization,
including for individual professionals (such as career planning), service level (such as evaluating skills
mix and competency requirements), the organization level (such as human resources planning) and
the regional and national levels (such as workforce planning and policy).
For more information on the human resources for health tools, to which the WHO-ASPHER
Competency Framework can serve as input, see The toolkit for a sustainable health workforce in the
WHO European Region and associated tools and guidance (10).
9
The WHO-ASPHER Competency
Framework
For whom is it intended?

The definition of what constitutes the core public health workforce differs between countries, as does
the definition of public health and the organizational arrangements put in place to ensure the delivery
of public health services. In most cases, however, it is possible to distinguish between a core public
health workforce, a wider health workforce that contributes to public health and other professionals
whose activities may significantly affect population health (11).
The core public health workforce includes individuals for whom public health activities constitute
the primary part of their functions and who are expected to consistently possess all of the core
competencies at a basic level and to demonstrate increasing levels of competency as their careers
progress (12). This group constitutes the primary target audience for the WHO-ASPHER Competency
Framework.
There is also a wider health and care workforce contributing to public health activities and other
professionals whose work significantly affects population health, even though they do not always
perceive themselves as being part of the public health workforce (11). Professionals from both these
groups are not expected to demonstrate all the core competencies presented here but possess a
subset of the competencies, depending on their role.
10
The WHO-ASPHER Competency Framework responds to a need to move beyond professional silos
and adopt a broader understanding of public health professionals based on inclusive knowledge and
shared experience. The health needs of the population, not the interests of the profession, form the
point of departure for all the efforts to professionalize public health.
How was the Framework developed?

The development of the competencies started with a literature review and producing a first draft for
consultation. The literature review identified 10 existing competency frameworks for public health
professionals (7,8,13–20). Based on their perception, the authors selected from the 10 frameworks
the competencies that, in their opinion, fitted the context of the European Region best and produced
a first draft of the WHO-ASPHER Competency Framework.
A group of experts reviewed the first draft during an expert review meeting in June 2018 (21). Following
the meeting, six rounds of consultations were performed, in which public health professionals from a
wide array of public and civil society organizations were invited to review successive drafts. Following
each round of consultation, the feedback from the expert and stakeholder exchanges was carefully
scrutinized and revised for duplications, inconsistencies and formulation. Consultations were ended
when a consensus was reached on the final set of competencies presented in this publication. Annex 1
describes in more detail the methods used in developing the WHO-ASPHER Competency Framework.
The Framework is expected to evolve in response to the needs of the public health workforce in
different roles across the European Region. It will also need to adapt to changes in the needs of
population health in an evolving social and technological environment.
What does the Framework contain?

The WHO-ASPHER Competency Framework takes a more comprehensive and integrated approach
guided by a public health approach to serving the needs and demands of the population. It does so
by focusing on three major categories (Fig. 1):
• Content and context: the science, knowledge and theory that underpin public health practice;
• Relations and interactions: the communication, collaboration and networking competencies for
leadership and partnership with stakeholders; and
• Performance and achievements: the competencies needed to ensure that the right decisions and
actions are taken to improve the health of the public.
This approach helps to move beyond the classic forms of professional development based on the
interest-driven strategies of a specific professional group and take a broader perspective on how to
serve the population needs and create people-centred services.
The three categories are further subdivided into 10 sections (Fig. 2), which contain a total of 84
competencies.
11
Framework categories are:
1. Content and context

2. Relations and interactions
3. Performance and achievement
Fig. 1. The three categories of the

WHO-ASPHER Competency Framework
for Public Health in the European Region

Framework categories are:
Content and context

1. Science and practice
2. Promoting health
3. Law, policies and ethics
4. One Health and health security
Relations and interactions

5. Leadership and systems
thinking
6. Collaboration and partnerships
7. Communication, culture and
advocacy
Performance and achievement

8. Governance and resource
management
9. Professional development and
reflective ethical practice
10. Organizational literacy and
Fig. 2. The 10 sections of the
adaptability
WHO-ASPHER Competency
Framework for Public Health in
the European Region
For each competency in the Framework, level descriptors are provided to help guide the interpretation
of the extent to which competencies are mastered. To simplify the use of the Framework, only three
levels are used: competent, proficient and expert. These three levels are based on the Dreyfus model
of adult skill acquisition (22,23). Fig. 3 describes the three levels of proficiency, and Annex 2 provides
the descriptors illustrating how the expert, proficient or competent levels would be evidenced in the
practice of professionals.
12
Highest level
• Focuses on the central aspects of a
problem
• Performs intuitively and only occasionally

needs deliberation
• Reflects on how the system works
Level 1
(expert)
• Assesses the quality of the work done in
their organization
• Assumes leadership roles
• Develops strategies and assigns

leadership responsibilities to others
• Has substantial authority and

responsibility
• Supervises multiple tiers of staff
• Makes decisions via intuition and

analytical thinking
(Proficient)
Level 2
• Sees the situation and the

interconnectedness of the decisions they
make
• Assumes leadership roles
• Has supervisory responsibility
• Foundational training in a health

discipline
(Competent)
• Relies heavily on their core public health

Level 3
competencies
• Recognizes that complex work requires

non-routine decision-making, to which
hard and fast rules do not clearly apply
• May supervise smaller groups of staff
Lowest level
Fig. 3. Levels of the public health workforce
The WHO Regional Office for Europe EPHOs (6) offer a detailed definition of public health capacities
and services, allowing public health leaders and policy-makers to effectively communicate in ways to
strengthen national and regional public health. It is therefore essential to illustrate how each section
of the WHO-ASPHER Competency Framework aligns with the EPHOs. To do this, each competency
was linked to one or more of the EPHOs. Annex 3 outlines the interrelatedness of the EPHOs and the
WHO-ASPHER Competency Framework.
13
The comprehensive set
of competencies
Content and context

Epidemiology of communicable and noncommunicable diseases; demography; biostatistics; qualitative
and quantitative research methods; assessment, analysis and evaluation; evidence-based research;
measurement, monitoring and reporting; health indicators; health systems; population health; health
inequalities.
1.1 Knows the features of demographic structure in a given society or community and
understands the process of demographic change and its implications for public health
1.2 Is able to describe the key features of the epidemiology of the significant causes of
morbidity and mortality in the population for which they have responsibility
1.3 Uses vital statistics and health indicators effectively to increase knowledge and generate
evidence about population health, including within at-risk and vulnerable groups
14
1.4 Knows how to retrieve, analyse and appraise evidence from all data sources to support
decision-making
1.5 Is aware of the health needs of the population based on considerations of the burden of
disease, indicators, characterization of risks and demand for and access to health care
1.6 Contributes to or leads community-based health needs assessments, ensuring that these
assessments consider biological, social, economic, cultural, political and physical
determinants of health and wider determinants of health such as deprivation
1.7 Designs and conducts qualitative and/or quantitative research that builds on existing
evidence and adds to the evidence base for public health practice, involving relevant
stakeholders in this process
1.8 Evaluates local public health services and interventions, applying sound methods based on
recognized evaluation models
1.9 Develops and implements standards, protocols and procedures that incorporate national
and/or international best practices in the health system
1.10 Understands the health system structure and its governance and funding mechanisms and
how health-care services are organized
1.11 Knows and has intellectually incorporated the underlying concepts of the 10 EPHOs and
understands their implications for their own organization, the partners and the public
health system
15
Content and context
2. Promoting health
Education and promotion through social participation; health literacy at the community, organization
and individual levels; citizen empowerment; health needs assessment; screening and secondary
prevention; evaluation of health promotion interventions and programmes.
2.1 Assesses the focus and scope of initiatives to promote health by assessing the need to
achieve positive changes in individual and community health
2.2 Knows, supports and engages in and supports health-promoting and health literacy
activities and programmes for implementing good practice to promote health at a
population level and specific organization or institutional level
2.3 Uses evidence-based methods and strategies, social participation and intersectoral
approaches as tools for promoting health and influencing public policies affecting health
2.4 Evaluates the effectiveness of activities to promote health geared toward producing
changes at the community and individual levels, in public or social policy to benefit health
and quality of life
2.5 Fosters citizen empowerment and engagement within the community, developing
capabilities that are valuable to actively participate in the development and decision-making
of a healthy community
2.6 Where needed, generates or promulgates information to counteract industry marketing in

relation to nutrition, tobacco cessation, alcohol consumption reduction, etc.
2.7 Knows the basis of secondary prevention and screening programmes
2.8 Understands and addresses the upstream fundamental causes of health inequalities and
downstream consequences (such as drug and alcohol abuse and smoking) in ensuring
equitable access to health services
16
Content and context
3. Law, policy and ethics
International and European laws and regulations; European public health law; strategies and strategic
approach (international, national and local levels); policy development and planning; programme and
policy assessment and implementation; priority setting; ethics, ethical frameworks, ethical practice
and decision-making.
3.1 Knows, understands and applies the relevant international, European and national laws or
regulations to maximize opportunities to protect and promote health and well-being
3.2 Applies scientific principles and concepts to inform discussion of health-related, fiscal,
administrative, legal, social and political issues in the workplace
3.3 Compares and contrasts health and social service delivery systems among and between
countries, which reflect diverse political, organizational and legal contexts, and uses these
experiences to improve access to, regulation of and the fairness of health systems
3.4 Participates in implementing health and social policies and plans that help to guarantee the
right to equitable and effective health care and policies enabling environments favourable
to health
3.5 Develops and implements strategies based on relevant evidence, legislation, emergency
planning procedures, regulations and policies
3.6 Identifies and uses legislation, codes of ethical practice and standards that affect
public health professional practice in the interaction with individuals, organizations and
communities
17
Content and context
4. One Health and health security
Human health; health protection; occupational health; food safety; animal health; cross-border health;
international health; global risks and threats; preparedness and response; pandemics; environmental
health; climate change.
4.1 Understands the local implications of the One Health approach, its global interconnectivity
and how it affects health conditions in the population
4.2 Critically analyses the changing nature, key factors and resources that shape One Health
to influence actions (emergency preparedness planning and response) at the local and
international levels
4.3 Knows and, where needed, applies the International Health Regulations to coordinate
and develop strategic partnerships and resources in key sectors and disciplines for health
security purposes
4.4 Understands and promotes occupational safety and health as a multidisciplinary field
concerned with the safety, health and welfare of people at work
4.5 Knows the practical principles of food safety essential to public health
4.6 Understands the basics of vaccine-preventable diseases and can advise on the
organizational aspects of vaccination activities
4.7 Knows and participates in developing and applying multisectoral evidence-based guidelines
and systems for surveillance, prevention and control of diseases and other acute public
health events
4.8 Performs surveillance of risks and threats to the full continuum of factors that influence and
determine health to identify intervention needs
4.9 Identifies minimum or basic safety conditions in health care delivery, for designing
and implementing programmes and activities for surveillance, risk management and
sustainability inherent to health service delivery
4.10 Identifies and describes the environmental determinants of health and the connections
between environmental protection and public health policy
4.11 Knows and correctly identifies the main features of the climate change process, along with
its implications for public health, and understands the public health responsibility for the
natural environment
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5. Leadership and systems thinking
Vision, mission and strategy; individual task-team work; leading change and innovation; understanding
and applying the theories of complex systems in practice; organizational learning and development;
people development; emotional intelligence.
5.1 Inspires and motivates others to work towards a shared vision, programme and/or
organizational goals
5.2 Acts as a role model, builds trust and demonstrates positive and engaging behaviour
5.3 Facilitates the development of others as leaders
5.4 Clearly identifies and supports the roles and responsibilities of all team members, including
external stakeholders
5.5 Demonstrates emotional intelligence with awareness of how one’s own beliefs, values and
behaviours affect one’s own decision-making and the reactions of others
5.6 Demonstrates practicality, flexibility and adaptability in the process of working with others,
emphasizing achieving goals as opposed to rigidly adhering to traditional and commonly
used work methods
5.7 Effectively leads interdisciplinary teams to work in a coordinated manner in various areas of
public health practice
5.8 Catalyses change (behavioural and/or cultural) in the organization, communities and/or
individuals
5.9 Understands the principles of systems thinking and can apply them within systematic
enquiry to analyse, model and improve public health organizations and services at different
strategic levels
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6. Collaboration and partnerships
Effective collaboration; building alliances and partnerships; networking and connecting; working with
and building interdisciplinary and intersectoral networks; dealing with and managing stakeholders
6.1 Works across sectors in local, national and international organizational structures
6.2 Understands the interdependence, integration and competition among health-care sectors
and various actors who have interests in public health issues
6.3 Identifies, connects and manages relationships with stakeholders in interdisciplinary and
intersectoral projects to improve public health services and achieve public health goals
6.4 Builds, maintains and effectively uses strategic alliances, coalitions, professional networks
and partnerships to plan, generate evidence and implement programmes and services that
share common goals and priorities to improve the health and well-being of populations
6.5 Evaluates partnerships and addresses barriers to successful collaboration to improve public
health services
6.6 Understands and applies effective techniques for working with boards and governance
structures, including regulatory, professional and accreditation agencies
Tedros Adhanom Ghebreyesus, Director-General of the World Health Organization, Dr Hans Henri P. Kluge,
Regional Director for Europe of the World Health Organization.
20
7. Communication, culture and advocacy
Effective written and verbal communication, including communication with the media; scientific
communication; presentation, respect for diversity and inclusiveness; historical and cultural context;
advocacy and diplomacy.
7.1 Communicates strategically by defining the target audience, listening and developing
audience-appropriate messaging
7.2 Communicates and shares information and responsibility effectively at different

organizational levels to gain political commitment, policy support and social acceptance for
a health goal or programme
7.3 Communicates facts and evidence effectively within the context of translating science
and evidence into practice and policy for various actors in the system and populations of
concern to increase the effectiveness of responses to risks, threats and damages to health
7.4 Communicates health messages (including risks to health) effectively (both in writing and
verbally) through a range of modern media and social marketing to lay, professional,
academic and political audiences
7.5 Understands and applies cultural awareness and sensitivity in communication with diverse
populations
7.6 Communicates with respect when representing professional opinions and encourages
other team members, including community members and patients, to express their opinions
and contribute to decision-making
7.7 Prepares and delivers outputs to facilitate communication within and between
organizations such as meeting agendas, presentations, reports and project dissemination
7.8 Advocates for healthy public policies and services that promote and protect the health and
well-being of individuals and communities
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8. Governance and resource management
Human resource management; organization, administration and governance of resources; financial
planning; quality assurance; technical expertise and logistics; basics of health economics; economic
evaluation and analysis.
8.1 Effectively applies knowledge of organizational systems, theories and behaviour to

set priorities for, align and deploy all relevant resources towards clear strategic goals and
objectives
8.2 Effectively manages people, most specifically by providing clarity on task responsibility,
ensuring sufficient resources and training and providing regular feedback on performance
8.3 Effectively plans the allocation of work tasks to achieve the goals set by the organization
8.4 Develops job descriptions to assure staffing at different organizational levels, conducts
hiring interviews and evaluates candidates
8.5 Demonstrates knowledge of basic business practices, such as terms of reference, business
plans, contracting and project management
8.6 Is proactive in designing and monitoring quality standards and applies quality improvement
methods and tools to identify internal and external facilitators and barriers that may affect
the delivery of the 10 EPHOs
8.7 Effectively uses key accounting principles and financial management tools, such as financial
plans and measures of performance
8.8 Effectively uses risk management principles and programmes, such as risk assessment and
analysis
8.9 Understands and applies the principles of economic thinking in public health
8.10 Performs health economic evaluation and assessment of a given procedure, intervention,
strategy or policy
22
9. Professional development and reflective ethical
practice
Professional and reflective practice; continuing professional development; lifelong learning; values;
ethical professional conduct.
9.1 Demonstrates willingness to pursue lifelong learning in public health
9.2 Self-assesses and addresses own development needs based on career goals and required
competencies
9.3 Acts according to ethical standards and norms with integrity and promotes professional
accountability, social responsibility and the public good
9.4 Critically reviews and evaluates own practices in relation to public health principles,
including critical self-reflection
9.5 Acts on and promotes evidence-based professional practice
9.6 Ensures the availability of professional development opportunities
9.7 Demonstrates an ability to understand and manage conflict-of-interest situations, as

defined by organizational regulations, policies and procedures
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10. Organizational literacy and adaptability
Use of technology; data management; entrepreneurship; fundraising; creativity, analysis and synthesis;
digital health and social media; understanding of public health services and operations.
10.1 Shows entrepreneurial orientation through proactiveness, innovativeness, risk-taking,

generating potential solutions to critical situations and evaluating their feasibility
10.2 Demonstrates persistence, perseverance, resilience and the ability to call upon personal
resources and energy at times of threat or challenge
10.3 Is able to cope with uncertainty and to manage work-related stress
10.4 Actively prepares and adapts to changing professional environments and circumstances
10.5 Delivers tasks within a limited time frame to be able to work with deadlines
10.6 Applies methods, (digital) technologies and good practices for managing, analysing and
storing data and health information
10.7 Understands and applies a range of relevant information technology tools, social media and
software
10.8 Is aware of and knows how to apply for available funding sources and opportunities,
responds to calls for projects and develops and submits project applications and grants,
draft tenders and project briefs
24
25
Conclusions
Public health services vary tremendously across the European Region, and as such, how the
WHO-APSHER Competency Framework will be used will also be expected to vary significantly between
contexts. The intention has been to provide a resource that can be tailored to fit a broad spectrum of
specific needs and contexts.
In the same way that an inclusive approach has been adopted for developing the WHO-ASPHER
Competency Framework, users need to adopt an inclusive approach in tailoring this framework to
their context. Inherent to the WHO-ASPHER Competency Framework is a robust normative perspective
on what constitutes public health and which competencies matter most to ensure universal coverage
with efficient, effective and person-centred public health services. Stakeholders therefore need to
be involved in tailoring the competencies to fit their perspectives and need to commit to further
developing and using the competencies in practice. The stakeholders include:
• national and subnational governments;
• national and subnational public health authorities (the employers);
• professional associations and unions;
• public health associations;
• accrediting and credentialing bodies;
• human resource departments and managers; and
• academic, education and training institutions.
To remain relevant, the WHO-ASPHER Competency Framework will need to be periodically updated.
In addition to adapting the contents of the competencies to the evolving nature of public health
challenges, the format will preferably be adjusted to account for the experience of Member
States in working with this publication. WHO and ASPHER plan to continue their collaboration by
developing tools to facilitate the use of the WHO-ASPHER Competency Framework, which includes a
self-assessment tool individual professionals could use to assess their level of competence as well as a
self-assessment tool that organizations could use to determine the competencies required to deliver
the operations and functions of the organization and to assess the competencies of the staff currently
employed by the organization.
Given the epidemic of noncommunicable diseases, the ever-present threat of communicable diseases,
an ageing population and increasing health-care costs, public health services are as relevant now
as they have ever been. As the Member States across the European Region strive to pursue the
sustainable development agenda and achieve universal health coverage, the need for a competent
public health workforce cannot be understated. Every person and every community in the Region
has the right to enjoy the highest attainable standard of health and well-being. The WHO-ASPHER
Competency Framework will help to ensure the availability of the competent public health workforce
that necessarily plays a central role in fulfilling that right.
26
Annex 1.
WHO-ASPHER Competency Framework:
methods and theoretical approach
Methods
Public health competency frameworks developed elsewhere have taken various philosophical positions
on how they should be applied across the workforce. In New Zealand (13), for example, all members
of the core public health workforce are expected to have a minimum level of knowledge and skills
defined by the competencies. In comparison, the United States of America (14) and Canada (15) have
attempted to benchmark competencies against tiers.
The WHO-ASPHER Competency Framework uses a combination of these approaches and defines
a minimum expectation of being competent for all members of the core public health workforce
regardless of the country or sector of public health in which they work. In addition, the WHO-ASPHER
Competency Framework defines higher levels of competence (proficient or expert) that public health
professionals should have to deliver their more specific role. The levels of competent, proficient and
expert are based on the Dreyfus model of adult skill acquisition. Dreyfus identified two additional
levels of novice and advanced beginner (22,23). In the context of the public health workforce, these
may include students or members of the wider public health workforce. Further, some members
of the workforce will have advanced expert or luminary status (24). However, the WHO-ASPHER
Competency Framework does not formally describe these other levels since it focuses on the core
public health workforce.
The Dreyfus model was additionally used to define three levels of roles. Level 1 individuals are expected
to mainly possess expert competencies, with some competencies at the proficient or competent
levels. Level 2 is mainly proficient with some competent or expert competencies. Level 3 is mainly
competent but may be proficient or even expert in specific areas related to their role.
The development of the WHO-ASPHER Competency Framework consisted of a literature review

and six rounds of expert and stakeholder exchanges, including representatives from a wide array
of institutions and agencies such as: the WHO Regional Office for Europe, ASPHER, the European
Centre for Disease Prevention and Control, the European Public Health Association, the International
Association of National Public Health Institutes, EuroNet, Maastricht University, the Polish Council for
Public Health Workforce Development, the National Institute of Public Health Poland, members of
the Europubhealth Joint Diploma Master Consortium; and individual public health experts in Europe
and North America; as well as consultation with the WHO Coalition of Partners to Strengthen Public
Health Services in the European Region.
The literature review comprised a review of scientific articles indexed in Medline/PubMed and Embase
(until 31 October 2017) using the following search terms:
• (“education, public health professional”[Mesh]) AND “professional competence”[Mesh]
• (“competency-based education”[Mesh]) AND “education, public health professional”[Mesh].
These algorithms resulted in 119 and 54 articles, respectively, all of which were reviewed in detail. In
addition, there was an electronic search of national associations, relevant institutions and agencies in
27
each European Union country and several further key countries worldwide.
The literature search and country-based assessment identified 10 competency frameworks for public
health professionals (7,8,13–20).
The Australian framework had very useful categories; however, the competencies were specifically
developed for Aboriginal and Torres Strait Islander health in urban, rural and remote contexts (16).
In addition, the Organisation for Economic Co-operation and Development (OECD) framework (17)
was reviewed, which was developed outside the public health context. Nevertheless, it turned out to
be a prominent framework given the levels within the categories. Further, to strengthen the existing
sets of competencies and the definitions of categories throughout the whole process, other relevant
information containing competencies and specific category descriptions was used (25).
Two competency frameworks, that from the OECD (17) and the United Kingdom Public Health
Skills and Knowledge Framework (18), were singled out given the allocation of the competency
domains under broader categories, including: interpersonal competencies and building relationships
(later named relations and interactions), content and context and public health science (later named
content and context) and delivery and achievement (later named performance and achievement).
These three categories were introduced based on a brainstorming session with the experts and given
the rationale of underlying domains.
The feedback from the reviews was carefully scrutinized and revised for duplications, inconsistencies
and formulation to assure consistency and adequate content. The list of competencies was adapted
each time and sorted based on various perspectives from a wide range of expert reviewers and sent
for consensus. We also used additional materials suggested by the reviewers (such as the Leadership
Competencies for Healthcare Services Managers and the competency framework for public health
epidemiologists in communicable disease surveillance and response in the European Union (27)).
Additional materials were also used in the review process (26–32).
Theoretical approach
The selection of the competencies, composition of the domains and underlying principles resonate
with what Erwin & Brownson (33) describe as five critical capacities and capabilities that a public
health practitioner of the future should have, including: “systems thinking and systems methods,
communication capacities, an entrepreneurial orientation, transformational ethics and policy analysis
and response”. This also recalls the importance of understanding the scope of the public health
professional (34):
• to build and strategize the knowledge base and infrastructure for upstream public health
interventions;
• to activate system-wide and cross-sector networks of relations and interactions that enable
comprehensive responses to be implemented; and
• to deliver high-quality performance and achievements in public health.
• Ultimately, it is crucial to have a certain mix between disciplines and these types of capacities,
including ethics, systems and policy analysis.
The WHO-ASPHER Competency Framework can assist in creating a more unified workforce
by providing shared understanding and accomplishment of key concepts and practices. The
28
WHO-ASPHER Competency Framework should explain the nature of public health and public
health goals and identify the knowledge, skills and attitudes required across public health systems,
population needs, organizations or programmes to fulfil public health services or operations.
Furthermore, the WHO-ASPHER Competency Framework will provide the basis for a context-relevant
self-assessment process to help individual public health professionals in identifying their training
needs. The WHO-ASPHER Competency Framework will offer an organizing structure to guide the
development of education and training programmes (35). Finally, public health employers can also
use the framework to identify and target important competencies to fill the positions and develop job
descriptions, interview questions and frameworks for evaluation and appraisal to support development
and resource management and ensure skill transfer.
With this broad approach, the proposed WHO-ASPHER Competency Framework can be of value to
public health professionals, academic, education and training institutions, public health employer
organizations, national governments (health ministries), local governments’ public health departments,
accrediting bodies and professional chambers.
It is proposed to tailor this new framework in accordance with different levels and public health
workforce roles, as briefly outlined below:
• political level (strategic level): high-level officials and decision-makers;
• policy level: policy and law authorities and directors of key institutions;
• management level: ministries, ministerial departments and other key authorities that need to
understand public health issues and react accordingly;
• advocacy level: professionals who need to be spoken to, have their awareness raised and be
convinced to introduce positive changes and implement effective public health programmes; and
• operational level: professionals in charge of designing and implementing public health programmes
and practitioners responsible for taking appropriate measures.
• Human resources directors will be able to identify the specific competencies for a specific role
or level in an organization and use them for appraisal or job description. In addition, from an
all-inclusive perspective, the proposed framework may be applied extensively at different levels:
• individual level: performance assessment and development processes from professionals who
need to be competent, proficient or expert in the various competencies but also have some utility
for other levels of the Dreyfus scale;
• service level: assessment of competencies across a team or EPHO against what is required to
deliver a service, thus enabling workforce development needs and any additional expertise
required at the service level to be identified;
• organization level: organization-wide assessment against contracted requirements and strategic

plans to advise managers and leaders of the workforce development and inform workforce
planning by showing overlaps, gaps and insufficient use of existing competencies; and
• regional and national level: inform public health workforce planning and development.
• The WHO-ASPHER Competency Framework is expected to provide many benefits, including:
29
• opportunities for more consistent measurement of competencies across organizations and
countries, which makes knowledge and skills meaningful and more transferable; and
• a basis for open and transparent discussions about the competencies (knowledge, skills and
attitudes) required for a public health role or position that has the potential to result in further
development through training, greater job satisfaction, additional performance assessments or
appraisal.
Of note, the WHO-ASPHER Competency Framework will allow for adaptations, and systematically
using it will enable trends and changes in competency priorities to be observed. Moreover, the piloting
of the tool in different settings, public health systems, organizational structures and cultures will
enable priorities to be set for the competency areas and context-based adaptation and remodelling
(24).
The WHO-ASPHER Competency Framework moves beyond the professional silo approaches that are
characteristic for all competency frameworks; this is a crucial condition of effectively changing the
public health workforce and building a future sustainable and people-centred workforce (36,37).
The WHO-ASPHER Competency Framework illustrates a novel direction of travel in defining and
developing competencies. These innovations are especially important for two reasons. First, the
WHO-ASPHER Competency Framework embodies a new form of professionalism and of developing
professional knowledge that is not based on the traditional forms of elitist knowledge and exclusion
strategies. Second, the WHO-ASPHER Competency Framework no longer defines competencies along
the lines of professional traits, skills and competence. Moreover, it takes a more comprehensive and
integrated approach that is guided by a public health approach to serving the needs and demands
of the population. It does so by focusing on three major topics: content and contexts, relations and
interactions and performance and achievements. This approach helps to move beyond the classic
forms of professional development based on the interest-driven and power-based strategies of a
specific professional group and to take a broader perspective on how to serve best population needs
and create people-centred services.
The WHO-ASPHER Competency Framework is informed by a health system–based approach that

puts the connections between competencies and capabilities into perspective. It connects the
different levels of health systems, organizations and people that are relevant for developing public
health workforce competencies, thereby moving beyond the existing professional silo approaches of
defining competencies. Thus, the competencies of the public health workforce can be assessed and
strengthened at different levels of governance (institutions, organizations and individual professionals
and other people) by using different policy levers.
The WHO-ASPHER Competency Framework highlights an innovative way of defining and developing
professional competencies. The relevance, therefore, stretches far beyond the public health workforce.
Moreover, the innovative model may also illuminate more generally the role of public health and the
public health workforce in contributing new solutions to burning health issues (the need for better
disease prevention, stronger primary care, equity, diversity and solidarity, etc.) and the delivery of
integrated people-centred care services.
The Framework is expected to evolve in response to the needs of the public health workforce in
different roles across the European Region. It will also need to adapt to changes in population health
need in an evolving social and technological environment (38,39).
30
31
Annex 2.
Illustrations
Annex 2. Illustraof
tionlevel
s of levdescriptors
el descriptors fofor
r eaceach
h of theof
cothe core
re com petencompetencies
cies
C o n te n t a n d co n te xt
Epidemiology of communicable and noncommunicable diseases; demography; biostatistics; qualitative and quantitative research methods; assessment, analysis
and evaluation; evidence-based research; measurement, monitoring and reporting; health indicators; health systems; population health; health inequalities
Essential public Competency Level 1 – expert Level 2 – proficient Level 3 – competent

health operations
(EPHO)
EPHO 1 1.1 Knows the I have expert knowledge of the demographic I have proficient knowledge of the I know the demographic structure of the
features of structure of the population with which I demographic structure of the population population with which I work, including the
demographic work, including all relevant subgroups. I also with which I work, including all the relevant subgroup with which I work most often. I
structure in a know how to project population changes for subgroups. I also know how to project understand how an ageing population with
given society or these subgroups. I understand how an population changes for these subgroups. I multiple long-term conditions or an
community and ageing population with multiple long-term understand how an ageing population with increasingly multi-ethnic population could
understands the conditions or an increasingly multi-ethnic multiple long-term conditions or an affect health-care needs.
process of population could affect health-care needs. increasingly multi-ethnic population could
demographic affect health-care needs.
change and its
implications for
public health
EPHO 1 1.2 Is able to I have expertise in epidemiology and the I am proficient in epidemiology, and I am I am competent in epidemiology, and I know
describe the key trends, incidence and prevalence of the aware of the trends and approximate which diseases are significant public health
features of the common or otherwise significant diseases incidence and prevalence of the common or problems in my locality.
epidemiology of within the population. otherwise significant diseases that are most
the significant relevant to my role.
causes of
morbidity and
mortality in the
population for
which they have
responsibility
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EPHOs 1.3 Uses vital I have expertise in using routine data and I have proficiency in using routine data and I am aware of some of the routine data and
1 and 10 statistics and vital statistics. I know the strengths and vital statistics as part of assessing population vital statistics that are relevant to my role. I
health indicators weaknesses of the routine data I use. I am needs. know how to obtain the data I need or
effectively to experienced in using these data as part of a whom to contact for assistance to analyse
increase complex assessment of population health the data as part of an assessment of needs.
knowledge and needs.
generate evidence
about population
health, including
within at-risk and
vulnerable groups
EPHO 10 1.4 Knows how to I have expertise in searching the literature, I can search the literature, conduct a critical I know how to search the literature, conduct
retrieve, analyse conducting a critical review and using review and use routinely available data. I a simple review and use routinely available
and appraise routinely available data. When needed, I have the expertise to perform competent data. I have the expertise to perform simple
evidence from all have the expertise to perform complex analysis. I can access the necessary expertise analysis. I can access the necessary expertise
data sources to analysis. if more complex analysis is required. if more complex analysis is required.
support decision-
making
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EPHO Competency Level 1 – expert Level 2 – proficient Level 3 – competent
1.5 Is aware of the health I am responsible for identifying and I know the main population health needs in I know the main health needs of the
needs of the population addressing the needs of the population in my locality and how these relate to the population I work with.
EPHO 1
based on considerations of my locality. I have established and/or monitor services provided for my population relative
the burden of disease, indicators of population health. I compare to those provided in other similar areas.
indicators, characterization the services provided in my locality with the
of risks and demand for assessed needs and services provided
and access to health care elsewhere.
1.6 Contributes to or leads I have expertise in assessing health needs I have proficiency in assessing health needs. I I am competent in assessing health needs. I
community-based health and I have performed and supervised needs can perform health needs assessment or contribute to performing health needs
needs assessments, assessment. I also have the knowledge and request one of my colleagues to do this. I assessment or can quickly search routine
ensuring that these skills to review routine data and the have the knowledge and skills to quickly data and the literature to inform a discussion
EPHO 1
assessments consider literature to decide on what actions need to search routine data and the literature to of the next steps.
biological, social, be taken. inform a discussion of the next steps.
economic, cultural,
political and physical
determinants of health
and wider determinants of
health such as deprivation
1.7 Designs and conducts I have expertise in research. I design and I am proficient in research. I have day-to-day I am not an active researcher, but I have
qualitative and/or coordinate research and supervise a research project management responsibilities and lead responsibility for data collection and analysis.
quantitative research that team. I also collaborate with research led by small research, evaluation or audit projects. I I have had some training in research
EPHO 10 builds on existing evidence others. I have in-depth knowledge of am involved in data collection and analysis. I methods.
and adds to the evidence research methods and analysis techniques. have in-depth knowledge of research
base for public health methods and analysis techniques.
practice, involving relevant
stakeholders in this
process
1.8 Evaluates local public I have expertise in conducting evaluation. I I am proficient in conducting evaluation. I I provide input for the evaluation of large
health services and can identify when evaluation is required and am responsible for evaluating projects or projects or services. I contribute to evaluating
EPHO 10 interventions, applying guide the methods. I supervise teams services. I understand how to use evaluation small projects or services for which I am
sound methods based on conducting evaluation. I commission external models. I supervise junior staff conducting responsible.
recognized evaluation evaluation, as appropriate. evaluation.
models
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1.9 Develops and I have expertise in using protocols and I have proficiency in using protocols and I use protocols and guidelines based on
implements standards, guidelines based on national or international guidelines based on national or international national or international best practices. I
EPHO 10 protocols and procedures best practices. I also lead the development of best practices. I may lead the development contribute to developing and implementing
that incorporate national protocols and guidelines. I lead or contribute of local protocols and guidelines. local protocols and guidelines.
and/or international best to developing and/or implementing
practices in the health international, national or regional policies.
system
EPHOs 6 1.10 Understands the I have in-depth knowledge of my health I have good knowledge of my health system I know how health-care and social care
and 8 health system structure, its system structure, governance and funding structure, governance and funding services are organized and funded.
governance, funding mechanisms, and I am aware of those used mechanisms.
mechanisms and how elsewhere. I use this expertise to propose
health-care services are alternative models and to secure and give
organized priority to funding for change.
1.11 Knows and has I have expertise in the EPHOs and how they I can describe the public health functions in I understand how my role fits within the
EPHOs intellectually incorporated can be applied to reviewing the organization my organization in relation to the 10 EPHOs. wider public health agenda and the
the underlying concepts of of public health functions. functions delivered within public health
1–10 the EPHOs and organizations.
understands their
implications for their own
organization, the partners
and the public health
system
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Content and context
2 . P r o m o t in g h e a lt h
Education and promotion through social participation; health literacy at the community, organization and individual levels; health needs assessment;
evaluation of health promotion interventions and programmes

2.1 Assesses the focus and I have responsibility for health-promoting I am proficient in using health promotion I am competent in health promotion theory
EPHO scope of initiatives to activities that are informed by assessments of theory and the options for delivering health- and the options for delivering health-
4 promote health by assessing need. I have expertise in using health promoting initiatives. promoting initiatives.
the need to achieve positive promotion theory and use this knowledge
changes in individual and when appraising options for delivering
community health health-promoting initiatives.
EPHOs 2.2 Knows, supports and I have expertise in health promotion. I act on I am proficient in health promotion. As part I take every opportunity that I can to
4 and engages in health-promoting opportunities to raise awareness of public of my role, I raise awareness of public health promote the health of the public. This
9 and health literacy activities health issues among the people or groups issues among the people or groups with includes using opportunities to raise health
and programmes for with which I work. Whether it is a formal or which I work. Whether it is a formal or literacy.
implementing good practices informal setting, I ensure that health informal setting, I ensure that health
to promote health at the education and health literacy activities are education and health literacy activities are
population level and the informed by evidence and/or theory. informed by evidence and/or theory.
specific organization or
institutional level
2.3 Uses evidence-based I have expertise in using evidence-based I am proficient in using evidence-based I am competent in using evidence-based
methods and strategies, methods for influencing public policies and methods for influencing public policies and methods for promoting health in my daily
social participation and strategies affecting health across different strategies affecting health. I support others practice.
EPHOs intersectoral approaches as sectors and organizations. I provide guidance in using these methods.
4 and tools for promoting health and supervision for others in using these
9 and influencing public methods.
policies affecting health
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EPHOs 2.4 Evaluates the I have expertise in evaluating the I am proficient in evaluating the effectiveness I am competent in contributing to evaluating
4 and effectiveness of activities to effectiveness of activities to promote health of activities to promote health. The outputs the effectiveness of activities to promote
10 promote health geared and use this to lead change at various levels of these evaluations are used to influence health.
toward producing changes across different sectors. change.
at the community and
individual levels and in
public or social policy to
benefit health and the
quality of life
2.5 Fosters citizen I have expertise in methods to foster citizen I am proficient in methods to foster citizen I recognize that the public might find
EPHOs empowerment and empowerment and community engagement. empowerment and community engagement. engaging with public health agencies
4 and 9 engagement within the I am responsible for raising awareness of I have been involved with initiatives to intimidating. I understand the importance of
community, developing public health issues among the wider public consult with the public to engage in processes for the public to engage in
capabilities that are and to establish forums and processes for meaningful decision-making representing meaningful decision-making representing
valuable to actively the public to be supported to engage in wider societal views in ways that they find wider societal views.
participate in the meaningful decision-making. are less intimidating.
development and decision-
making of a healthy
community
EPHOs 2.6 When needed, I have expertise in challenging incorrect I am proficient in providing the public with I realize that the public is bombarded by
4, 5 generates or promulgates information promulgated to the public by information to enable them to make more information that can affect their health,
and 9 factual information to industry and other vested interests. I have informed choices. I am proficient in using a either positively or negatively, and that
counteract industry expertise in using a wide range of range of approaches to do this, including public health organizations are responsible
marketing in relation to approaches to do this, including communicating with the media. for providing the public with accurate
nutrition, tobacco communicating with the media and information.
cessation, reducing alcohol politicians.
consumption etc.
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2.7 Knows the basis of I know the principles that are used in my I know the circumstances when screening I am aware of the rationale for the main
secondary prevention and country to decide whether to establish or can be an effective strategy for identifying screening programmes offered in my locality.
screening programmes continue a screening programme. I know the disease at an early stage, when treatment is
EPHO 5 quality control procedures for screening more effective. I am aware of the main
programmes. I know the main screening screening programmes offered in my locality.
programmes offered in my locality. I know
the difference between primary, secondary
and tertiary prevention and the
circumstances relevant to each.
2.8 Understands and I have expertise in using upstream thinking When tasked with addressing public health I know that one of the strengths of the
EPHOs addresses the upstream to look for the causes of disease and issues, I always explore the underlying causes public health approach is the emphasis on
4 and 5 fundamental causes of instituting solutions as part of primary, of morbidity and mortality and recommend disease prevention, reducing inequalities and
health inequalities and secondary or tertiary prevention. Another action to address these determinants of equity in access to health services.
downstream consequences important factor that influences the choice health and inequalities in access to health
(such as drug and alcohol of solution is whether it helps to address services.
abuse and smoking) in health inequalities. I ensure that this
ensuring equitable access approach is embedded within my team.
to health services
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Content and context
3 . L a w , p o lic y a n d e t h ic s
International and European laws and regulations; European public health law; strategies and strategic approach (international, national and local
level); policy development and planning; programme and policy assessment and implementation; priority setting; ethics, ethical frameworks, ethical
practice and decision-making
3.1 Knows, understands and I have expertise in national and international I have a good working knowledge of the I know and comply with the laws and
EPHOs applies the relevant laws and regulations that directly or national and international laws and regulations directly or indirectly applicable to
3 and international, European and indirectly apply to the practice of public regulations that directly or indirectly apply to my area of public health practice.
6 national laws or regulations health in my country, such as in the context the practice of public health in my country. I
to maximize opportunities to of monitoring and control of the physical, comply with the legislation and regulations
protect and promote health radiological, chemical and biological relevant to my role.
and well-being environment, data protection, research,
cross-border care and patient safety. I
comply with the legislation and regulations
relevant to my role.
EPHOs 3.2 Applies scientific I have expertise in political and influencing I am proficient in using evidence and I endeavour to use and understand the
6 and principles and concepts to skills. The credibility of my arguments is scientific principles to underpin my public importance of evidence to back up
8 inform discussion of health- strengthened by having a strong evidence health arguments relevant to legal, social arguments relevant to legal, social and
related, fiscal, administrative, base and using scientific principles and and political issues within my role. political issues within public health.
legal, social and political concepts to inform the legal, social and
issues in the workplace political debate.
3.3 Compares and contrasts As a leader, I have expertise in the policy and I am proficient in the policy and legislative I am competent in the policy and legislative
EPHOs health and social service legislative environment. When developing environment in which I work. When environment in which I work. I am aware
6 and delivery systems between new approaches to public health problems, I developing new approaches to public health that alternative approaches may be used
8 countries, which reflect look at other areas or regions in my own or problems within my team, I look at other elsewhere.
diverse political, other countries for examples of good areas or regions in my own or other
organizational and legal practice worth exploring and the lessons to countries for examples of good practice
contexts, and using these be learned from elsewhere. worth exploring and the lessons to be
experiences to improve learned from elsewhere.
access, regulation and the
fairness of health systems
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3.4 Participates in As a public health leader, I have an My role involves helping to develop and My role in public health contributes to the
EPHOs implementing health and obligation to be an advocate for social implement health and social policies. When delivery of equitable and effective health
4 and 6 social policies and plans justice, even when a right to access specific devising these policies, I ensure that there is care and policies to improve the health of
that help to guarantee the health and social care services is contrary to evidence of effectiveness and equity the public.
right to equitable and the political and financial environments. I according to need.
effective health care and ensure that decisions are underpinned by
policies enabling evidence of effectiveness and that there is
environments favourable equity of access and resources according to
to health need, both within and between services.
EPHOs 3.5 Develops and I have expertise in developing and I am proficient in developing and I know what implementing strategy involves.
2 and 6 implements strategies implementing strategy at the local, regional implementing the strategy with my team. I contribute to developing strategies based
based on relevant or national level. I use my expertise in on available evidence.
evidence, legislation, obtaining and analysing evidence and my
emergency planning understanding of the local legislative and
procedures, regulations regulatory frameworks to develop more
and policies effective policies and strategies.
3.6 Identifies and uses I always comply with my legal obligations. I know and comply with the legislation and I am aware of and comply with any relevant
legislation, codes of ethical However, I also have moral obligations, and I professional codes of practice associated legislation and codes of professional practice
practice and standards consider professional codes of practice and with my role. I also use ethical frameworks in my interaction with others.
EPHO 6 that affect public health ethical frameworks in the context of the to guide my decisions.
professional practice in the decisions that I make. Public health practice
interaction with is ethically complex, and I use my expertise
individuals, organizations, to consider the competing interests of
and communities individuals, groups, communities and future
generations. I ensure that my staff members
also comply with these obligations.
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Content and context
4 . O n e H e a lt h a n d h e a lt h s e c u r it y
Human health; health protection; occupational health; food safety; animal health; cross-border health; international health; global risks and threats;
preparedness and response; pandemics; environmental health; climate change
4.1 Understands the local I have expertise in the One Health approach. I understand and apply the One Health I understand the value of improving health
EPHOs implications of the One In my role as a leader, I improve health and approach in my professional practice to and well-being via the One Health approach
2 and Health approach, its global well-being by preventing risks and mitigating improve health and well-being by preventing by preventing risks and mitigating the effects
3 interconnectivity and how it the effects of crises that originate at the risks and mitigating the effects of crises that of crises that originate at the interface
affects health conditions in interface between humans, animals and originate at the interface between humans, between humans, animals and
the population environments. Although One Health is animals and environments. Although One environments.
typically used in the context of Health is typically used in the context of
communicable diseases and environmental communicable diseases and environmental
health, I apply the principles across the health, I apply the principles across the
public health functions for which I am public health functions for which I am
responsible. responsible.
4.2 Critically analyses the In my leadership role, I both proactively I work proactively where I can, but also have I understand the One Health approach.
changing nature, key factors develop and deliver the public health agenda plans in place for when a reactive response is When needed, I support others in
EPHO
and resources that shape and react to rapidly changing events using required using the One Health approach for responding to emergencies and acute
2
One Health to influence the One Health approach. Where I need to emergency preparedness, planning and events.
actions (emergency respond reactively, I am more effective response at the local or national level.
preparedness planning and because of the incident plans or risk registers
response) at the local and that I have in place. I work at a local,
international levels national or international level.
4.3 Knows and, when I have in-depth expert knowledge of relevant I am proficient in my knowledge of the I have general awareness of the health
needed, applies the national and international regulations and health protection legislation and regulations, protection legislation and regulations that
EPHO
International Health legislation relating to health protection. I and I apply them as part of my role. I apply in my country. If I identify a health
2
Regulations to coordinate have a leadership role in developing strategic contribute to strategic networks and protection issue, I will alert my line manager
and develop strategic networks and coordinating investigations participate in teams to manage outbreaks and/or those with health protection
partnerships and resources into outbreaks and environmental health and environmental health incidents. responsibilities.
in key sectors and disciplines incidents.
for health security purposes
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4.4 Understands and I have in-depth expertise in the relevant I am proficient in occupational health and I have general awareness of the occupational
EPHOs promotes occupational national and international regulations and health and safety legislation and regulations health and health and safety legislation and
3 and 5 safety and health as a legislation relating to occupational health that cover where I work, and I apply them as regulations that apply in my country. If I
multidisciplinary field and health and safety in the workplace. I part of my role. Similarly, I will take identify a health and safety issue, I will alert
concerned with the safety, have a leadership role in ensuring that legal appropriate action if I become aware of a my line manager and/or those with health
health and welfare of obligations are met in relation to my role. significant health issue in myself or a and safety responsibilities. Similarly, I will
people at work Similarly, I will take appropriate action if I colleague. take appropriate action if I become aware of
become aware of a significant health issue in a significant health issue in myself or a
myself or a colleague. colleague.
EPHO 3 4.5 Knows the practical I have expertise in the principles of food I am proficient in the practical principles of I know and apply the practical principles of
principles of food safety safety essential to public health. I have a food safety essential to public health. My food safety essential to public health.
essential to public health leadership role in ensuring that these are role involves me ensuring that these are
applied in practice, including the ability to applied in practice, including the ability to
take enforcement action if necessary. take enforcement action if necessary.
EPHOs 4.6 Understands the basics I know the mechanism for preventing I understand the basis of vaccine-preventable I know the rationale for vaccination in
3 and 5 of vaccine-preventable disease by immunization. I have expertise in disease. I am proficient in delivering an preventing disease. I know the immunization
diseases and can advise on managing and delivering an immunization immunization programme supported by my programmes that are provided to the
organizational aspects of programme. team. population with which I work.
vaccination activities
EPHOs 4.7 Knows and I have expertise in developing and I am proficient in using multisectoral I use guidelines as an important mechanism
1, 2, participates in developing implementing multisectoral evidence-based evidence-based guidelines for preventing of ensuring that public health practice and
3 and 5 and applying multisectoral guidelines for preventing and controlling and controlling health risks and diseases. the delivery of health and social care are
evidence-based guidelines health risks and diseases. evidence based.
and systems for
surveillance, prevention
and control of diseases
and other acute public
health events
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EPHOs 4.8 Performs surveillance of I have expertise in risk assessment. I use and I am proficient in risk assessment. I use and I comply with the requirements of both
1–3 risks and threats to the full comply with surveillance systems developed comply with surveillance systems developed formal and informal surveillance systems. I
continuum of factors that inside and outside my organization. I also inside and outside my organization. I also endeavour to monitor the quality of my
influence and determine ensure that surveillance systems are in place conduct risks assessment with my team for work.
health to identify to identify risks associated with projects, projects, services, interventions etc. to
intervention needs services, interventions etc. at an early stage identify problems at an early stage so that
so that remedial action can be taken. remedial action can be taken.
4.9 Identifies minimum or In my leadership role, I have expertise in I am proficient in identifying and assuring I understand the importance of identifying
basic safety conditions in identifying and assuring minimum standards minimum standards in delivering health-care and assuring minimum safety standards in
health-care delivery for in delivering health-care services. I ensure services. delivering services.
EPHO 3 designing and that my staff members are also able to
implementing programmes identify basic safety conditions.
and activities for
surveillance, risk
management and
sustainability inherent to
health services delivery
4.10 Identifies and In my leadership role, I have expertise in I am proficient in environmental health and I am aware of the connection between
EPHO 3 describes the environmental environmental health and understand the understand the environmental determinants environmental protection and public health.
determinants of health and environmental determinants of health. I can of health. I am aware of its importance in
the connections between ensure that health policy addresses these relation to health policy.
environmental protection issues.
and public health policy
4.11 Knows and correctly I have expertise in the implications of climate I can identify specific implications of climate I am aware of the impact of climate on
identifies the main features change for public health. For example, change for public health. I also understand health. I also understand the responsibility of
of the climate change communicable diseases with a change in the the responsibility of public health for public health for protecting the natural
EPHO 3 process, along with its geographical distribution of vectors; food protecting the natural environment. environment.
implications for public and waterborne infections; and extreme
health, and understands climate events affecting morbidity and
the responsibility of public mortality. I have expertise in identifying the
health for the natural responsibility of public health for protecting
environment the natural environment.
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5 . L e a d e r s h ip a n d s y s t e m s t h in k in g
Vision, mission and strategy; individual task-team work; leading change and innovation; understanding and applying the theories of complex
systems in practice; organizational learning and development; people development; emotional intelligence
EPHO 5.1 Inspires and motivates I have in-depth expertise in developing a I have contributed to developing a vision for I am enthusiastic about my work and aim to
7 others to work towards a vision and effectively inspiring others to work a new programme or service and I am inspire and motivate others with whom I
common vision, programme towards common goals. proficient in inspiring others to work towards work.
and/or organizational goals these organizational goals.
5.2 Acts as a role model, As a leader, I act to build and maintain I recognize the importance of building and I recognize the importance of building and
EPHO builds trust and credibility and trust so that I can be more maintaining credibility and trust with those maintain credibility and trust with those with
7 demonstrates positive and effective in managing change. I aim to be a with whom I work. I aim to be a role model whom I work.
engaging behaviour role model for people within and outside my for people within my team by demonstrating
team by demonstrating positive and positive and engaging behaviour.
engaging behaviour.
5.3 Facilitates the As part of the leadership role, I have I have responsibility for a team and have Although I may not have a supervisory role, I
EPHO development of others as responsibility for a team and have supervisory responsibilities. I strive for recognize the importance of knowing how
7 leaders management responsibilities. I ensure that proficiency in understanding approaches to to develop individuals and teams so that I am
there are formal and informal opportunities developing individuals and teams. prepared to take on these responsibilities in
for members of my team to develop a future role.
leadership skills as appropriate for their stage
of career or aspirations.
EPHO 5.4 Clearly identifies and In my leadership role, I ensure that I set clear I ensure that I am clear about my role and I ensure that I am clear about my role and
7 supports the roles and responsibilities and tasks for my staff and responsibility and ensure that colleagues and responsibilities. If I am not clear, then I ask
responsibilities of all team that individuals have clarity about their own people that I supervise are clear about them. for clarification from my line manager.
members, including external personal role and responsibilities.
stakeholders
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EPHOs 5.5 Demonstrates emotional Emotional intelligence is one of my I make sure that I am aware of how my I realize that emotional intelligence is an
6 and intelligence with awareness strengths. I am aware of how my own emotions affect others. I attempt to use my important quality for a public health
7 of how one’s own beliefs, beliefs, values, and behaviour affect my emotions to maintain positive relations in my professional. I try to ensure that my personal
values and behaviour affect decision-making and the reactions of others. team. I seek opportunities to improve by views and feelings affect my professional
one’s decision-making and This helps me be a more effective advocate getting feedback on my emotional behaviour. I am looking for opportunities to
the reactions of others for the health of the public. intelligence behaviour. improve my emotional intelligence behaviour
through training and mentoring.
5.6 Demonstrates In my leadership role, I appraise options and I demonstrate practicality, flexibility and I know that I sometimes need to be flexible
practicality, flexibility and explore alternative approaches as part of adaptability in working with others to to deliver the role that I have been set. If I
EPHO adaptability in the process of partnership working, demonstrating achieve public health goals. am not sure, I consult my line manager.
6 working with others, practicality, flexibility and adaptability, to
emphasizing achieving goals achieve my public health goals and priorities.
as opposed to rigidly
adhering to traditional and
commonly used work
methods
EPHO 5.7 Effectively leads I effectively lead interdisciplinary teams so I lead and work as part of interdisciplinary Although I normally work as part of an
7 interdisciplinary teams to that they work in a coordinated manner to teams. interdisciplinary team, I sometimes lead a
work in a coordinated guarantee population health or proper small group of stakeholders to deliver a
manner in various areas of functioning of the public health system. defined task.
public health practice
EPHO 5.8 Catalyses change I have in-depth expertise based on training inI support initiatives for change at the I understand the principles of how to
4 (behavioural and/or cultural) how to facilitate and manage change at an organization, community or individual level. I facilitate change at the organizational,
in the organization, organizational, community or individual can also support colleagues in dealing with community or individual level. I can play a
communities and/or level. change at the individual or organizational role in introducing change within my
individuals level. network.
5.9 Understands the To devise interventions to address public I use systems thinking to improve the I understand that public health organizations
principles of systems health problems, I use a holistic systems delivery of public health services at the level are usually complex, involving many
EPHO
thinking and can apply them thinking approach to analyse how the of my organization. I can justify my decisions components. I therefore attempt to relate
6
within systematic inquiry to constituent parts of a system interrelate with the results of the systemic inquiry, elements of the situation together as part of
analyse, model and improve within the context of larger systems. I am an which helps to relate single elements a whole systems approach.
public health organizations expert in systemic inquiry and hence relate together as part of a whole systems
and services at different elements of the situation together as part of approach.
strategic levels a whole systems approach.
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6 . C o lla b o r a t io n a n d p a r t n e r s h ip s
Effective collaboration; building alliances and partnerships; networking and connecting; working with and building interdisciplinary and intersectoral
networks; dealing with and managing stakeholders
EPHO 6.1 Works across sectors in My leadership role requires me to have the My proficiency in public health means that I My competency in public health means that I
9 organizational structures at necessary expertise to establish and work effectively work with a range of stakeholders work with a range of stakeholders from
the local, national and with partner organizations in various sectors, from various organizations and sectors various organizations or sectors who are
international levels potentially at a local, national or across my local area and with others across mainly based within my locality.
international level. the region or country.
6.2 Understands the Given the importance of collaboration and I realize that to be proficient in my role and I understand that to be competent in my
interdependence, integration partnership working within public health, in to establish effective partnerships; I must role; I must work with a wide range of
EPHO and competition among my leadership role, I analyse the priorities understand the priorities and motivations of stakeholders. I attempt to understand their
6 health-care sectors and and motivations of individuals and a wide range of stakeholders. priorities and motivations.
various actors who have organizations. Based on this analysis and the
interests in public health goals I aim to address, I decide on the
issues approach I will take for future relationships,
such as accommodation, avoidance,
collaboration, competition and compromise.
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6.3 Identifies, connects and I connect with and manage relationships I develop and maintain relationships with I mainly work within the existing network,
manages relationships with with stakeholders such as business leaders, stakeholders in other organizations who although this does require me to develop
stakeholders in industry representatives, nongovernmental commission or provide health-care and social and maintain relationships with colleagues,
interdisciplinary and organizations, health professionals, care services, community and voluntary partner organizations and other
intersectoral projects to politicians, patients and vulnerable groups. groups and individuals patients and stakeholders, voluntary groups and patients
improve public health This helps me to build strategic alliances, members of the public. and the public.
services and achieve public coalitions, partnerships and professional
EPHO health goals networks to plan and implement
9 programmes and services that share
common goals.

6.4 Builds, maintains and I expertly build and maintain strategic I maintain relationships with stakeholders in I mainly work within existing networks,
effectively uses strategic alliances, coalitions, networks and other organizations who commission or although this requires me to develop and
alliances, coalitions, partnerships as a leader or collaborator. I do provide health-care and social care services maintain relationships with colleagues,
EPHO professional networks and this to effectively deliver on my and community and civil society partner organizations and other community
9 partnerships to plan, organizational priorities and priorities. This organizations. This is important to generate and voluntary groups. This is important to
generate evidence and enables me to plan, generate evidence and evidence for implementing programmes and assist in generating evidence and
implement programmes and implement programmes and common goals. achieving common goals. implementing programmes.
services that share common
goals and priorities to
improve the health and well-
being of populations
6.5 Evaluates partnerships I regularly evaluate the collaborations within I regularly reassess my partnerships and I regularly reassess whether there are
EPHO and addresses barriers to which I work to assess whether they need to networks to assess whether they are working interpersonal and other professional barriers
9 successful collaboration to be refocused or the membership of the effectively and how they can be that affect my ability to deliver my role.
improve public health partnership needs to change. When strengthened.
services relationship difficulties emerge, I develop
strategies to address these barriers.
6.6 Understands and applies My expertise in and ability to influence the I have proficient knowledge of the I comply with the governance structure of
EPHO effective techniques for operating procedures of my organization procedures within my organization and the my organization. Under supervision, I
6 working with boards and makes me more effective by ensuring that decision-making processes. When invited, I contribute to preparing papers and reports
governance structures, the right decisions happen at the right time. present information and proposals at board for board meetings within my organization.
including regulatory, meetings within my organization.
professional and
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7 . C o m m u n ic a t io n , c u lt u r e a n d a d v o c a c y
Effective communication, including written and verbal including communication with the media, scientific communication; presentation, respect for
diversity and inclusiveness; historical and cultural context; advocacy and diplomacy

7.1 Communicates I effectively use my communication skills Clear communication is important both for I communicate verbally, such as in meetings,
strategically by defining the verbally at board meetings and within my line manager and for the people I and in writing, such as through reports and
target audience, listening professional networks and conferences etc. supervise. In addition to communicating newsletters. As part of this, I consider the
EPHO and developing audience- Written communication includes papers for within my organization, I also communicate person with whom I am speaking or the
9 appropriate messaging meetings with senior colleagues and journal with people externally, whether other person for whom I am writing and tailor the
articles. I recognize the importance of organizations or individuals. The length and wording I use accordingly.
communicating through social media. communication style needs to be adjusted
Whether in formal or informal settings, according to the audience and the message.
when I communicate, I define the target
audience and develop audience-appropriate
messages.
7.2 Communicates and To be a successful leader, I need the I am a proficient communicator, which I am competent at communicating with
shares information and expertise to secure support from a range of enables me to build collaboration and colleagues at different organizational levels
EPHO responsibility effectively at stakeholders. The information needs of partnership across sectors and organizations. to increase their commitment to public
9 different organizational politicians, the general public and the media This enables me to be more effective in the health goals.
levels to gain political differ. Thus, when my staff or I develop a public health functions I deliver.
commitment, policy support formal or informal communication strategy, I
and social acceptance for a consider with whom to communicate, at
specific health goal or what stage, in what format etc.
programme
7.3 Communicates facts and Public health information is sometimes I am a proficient communicator, and I am I am a competent communicator. I try not to
evidence effectively within complex and difficult to convey succinctly. I usually able to convey information and use jargon and acronyms when I speak and
the context of translating have expertise in conveying this information complex scientific evidence in a way most write, because sometimes these can be
EPHO science and evidence into in appropriate language and complexity for people can understand. misunderstood.
9 practice and policy for the target audience. This is particularly
various actors in the system important during an emergency when
and populations of concern, important information needs to be conveyed
especially to increase the in a way that provides detail and limits the
effectiveness of responses to scope for misunderstanding.
risks, threats and damages
to health
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7.4 Communicates health I am an expert in using social media and I have some proficiency in using social media I recognize that social media and social
messages (including risks to social marketing tools, which are increasingly and social marketing tools. When needed, I marketing are increasingly important tools.
EPHO
health) effectively (both in important tools to help me engage with the know how to access social media expertise.
9
writing and verbally) through academics, professionals and the public.
a range of modern media
and social marketing to lay,
professional, academic and
political audiences
7.5 Understands and applies I have expertise in communicating with a I am proficient in communicating with a When communicating across diverse
cultural awareness and wide range of people. In the style and tone wide range of people. I am aware of some of populations with whom I have not worked
EPHO sensitivity in communication of language that I use, I recognize the the pitfalls for communicating with various before, I seek out advice to make sure that
9 with diverse populations importance of cultural competence with ethnic and cultural groups. my messages do not cause offence and
respect to socioeconomic status, education, hence may be counterproductive.
ethnicity, religion, age, sex, health status,
sexual orientation and ability. I ensure that
my staff members are trained in cultural
awareness.
7.6 Communicates with Since I am in a senior position, it important It is easy for senior people to dominate the It is important that patients and members of
respect when representing that I not dominate discussions and provide discussion with more junior people and for the public provide input into planning
EPHO professional opinions and space for more junior members of my team professionals to dominate the discussion decisions and give feedback on the services I
9 encourages other team to express their opinions. I also value the with lay groups. I therefore endeavour to provide. I therefore find ways for them to
members, including input of lay representatives in meetings etc. respectfully find ways for my views to be feel valued when they communicate with
community members and and seek to make them feel comfortable heard by more senior colleagues and for me me.
patients, to express their with contributing to meetings and to listen to more junior team members.
opinions and contribute to consultation processes.
decision-making
7.7 Prepares and delivers I am very effective at producing I am proficient in delivering administrative I know how to prepare a meeting agenda or
outputs to facilitate documentation that accurately states the and managerial tasks that require minutes with the input from more senior
communication within and position of a project or organizational communication within or across colleagues.
between organizations such thinking at a specific point in time. I also organizations.
as meeting agendas, have expertise in disseminating outputs to
EPHO presentations, reports and the appropriate people in a timely fashion. I
9 project dissemination also supervise staff members in effectively
delivering outputs.
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7.8 Advocates for healthy I have expertise in working with people and I am proficient in cross-sector working and I do not have much experience in cross-
EPHO
public policies and services organizations in other sectors to include looking for ways for other agencies to sector working. However, I recognize that it
4
that promote and protect health as a consideration in their work include health within their thinking. is important to work across a range of
the health and well-being of through health in all policies. sectors and advocate for healthy policies to
individuals and communities protect the health and well-being of
individuals and communities.
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8 . G o ve rn a n ce a n d re so u rc e m a n a g e m e n t
Human resource management, organization, administration and governance of resources; financial planning; quality assurance; technical expertise
and logistics; basics of health economics; economic evaluation and analysis
EPHOs 8.1 Effectively applies I have expertise in setting priorities for I am proficient in setting priorities and using I do not have responsibility for organizational
6 and knowledge of organizational resources to achieve clear strategic goals and the budget and time of team members so objectives and resources. However, I input
systems, theories and objectives. If appropriate, I use tools and that the goals and objectives of the into setting organizational priorities and my
behaviour to set priorities theories to help address this problem. I lead organization are met. personal objectives and managing my time.
8 for, align and deploy all teams in setting priorities for organizational
relevant resources towards objectives.
achieving clear strategic
goals and objectives
8.2 Effectively manages I have significant supervisory and I have some supervisory and management I do not have much, if any, supervisory and
people, most specifically by management responsibility. I ensure that responsibility. I am proficient in managing management responsibility. I sometimes
EPHO providing clarity on task performance is regularly appraised and people and resources, and I try to give have responsibility for junior administrative
6 responsibility, ensuring provide constructive feedback. When feedback on what people do well and not so staff, students on attachment etc., and I try
sufficient resources and necessary, I suggest how any areas needing well. to be supportive to help them be more
training and providing development can be addressed. effective.
regular feedback on
performance
EPHOs 8.3 Effectively plans the I delegate tasks and responsibilities to I delegate tasks and responsibilities within I raise concerns with my manager if my
6 and allocation of work tasks to managers and staff within my team. I know my team. I try to match work tasks to their allocated tasks are difficult for me to
7 achieve the goals set by the their expertise together with their current expertise and time available. perform without additional training or
organization and already planned future workload. This complete within the stated timeframe. I use
enables me to allocate work tasks more techniques and/or tools to help me achieve
effectively to achieve the goals set by my the allocated tasks.
organization.
8.4 Develops job I have expertise in applying employment I am proficient in applying the relevant I am sometimes asked to help shortlist
EPHO descriptions to assure legislation and organizational procedures aspects of employment legislation and applications or sit on interview panels, and
7 staffing at various within my organization. I conduct role organizational procedures, since I am so I need to be competent in the relevant
organizational levels, analysis to ensure that the skills are present involved with and sometimes lead the aspects of employment legislation and
conducts hiring interviews within the team required for delivering appointment of staff members within my procedures.
and evaluates candidates public health functions. I have a lead role in team.
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EPHOs 8.5 Demonstrates I use project management tools for larger Although I do not have formal project I know how to develop a business plan and
6 and 8 knowledge of basic projects in which risks and cost and time management training, I understand the terms of reference under supervision or in
business practices, such as overruns need to be managed. The general important of having a clear project plan with consultation with more senior staff
terms of reference, business principles also apply to smaller projects. I clarity about everyone’s roles and members.
plans, contracting and ensure that there are terms of reference with responsibility. Similarly, if I am organizing a
project management expected outcomes, time frames and meeting, I ensure that there are an agenda
resources available to guide groups that I and action list at the end of the meeting.
lead to achieving the goals.
8.6 Is proactive in designing I lead in designing and using quality I am proficient in using structured I follow structured approaches to assess
and monitoring quality improvement methods to identify barriers approaches to assess quality when quality when developing, managing and/or
standards and applies and facilitators to service delivery. I ensure developing, managing and/or evaluating the evaluating the quality of services. If I have
EPHO 6
quality improvement that my staff members meet quality quality of services. I also consider what concerns that quality standards are not met,
methods and tools to standards. action should be taken to address I discuss what to do with colleagues or my
identify internal and suboptimal quality. line manager.
external facilitators and
barriers that may affect the
delivery of the 10 EPHOs
8.7 Effectively uses key I have expertise in using accounting I proficiently use the main principles of I do not have responsibility for any large
EPHO 8 accounting principles and principles to guide and supervise finance accounting and financial management in budgets. However, when I have budgetary
financial management officers in my organization, either myself or managing the budget for which I am responsibilities, I know the income,
tools, such as financial in consultation with senior finance responsible and contribute to managing expenditure and committed spend on the
plans and measures of managers. bigger organizational budgets. budget.
performance
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8.8 Effectively uses risk I input into the regular review of risks to my I am aware of my principles of risk
management principles and I use risk registers to record the probability organization, individually or in a team so management. There may be risks associated
programmes, such as risk and consequences if things go wrong. I take risks can be managed appropriately. There with my work that are not recorded in a risk
assessment and analysis responsibility for ensuring that the risk may be risks associated with my work not register, and so I plan how to manage these
register or other organizational risk tool is recorded in a risk register or other tool, and risks.
kept up to date, so risks can be managed so I plan how to manage these risks.
appropriately. There may be risks associated
with my work that are not formally recorded,
EPHO 6 and so I plan or supervise others to manage
these risks effectively.
8.9 Understands and I have the expertise and apply the principles I am proficient in the principles of economic I understand the importance of evaluating
applies the principles of of economic thinking in terms of concepts of thinking. I understand the principles of public health services and interventions,
EPHO 8 economic thinking in public costs and benefits, opportunity cost, societal economic thinking in public health in terms including assessing the economic costs and
health cost and the trade-off between efficiency of concepts of costs and benefits, benefits and considering whether there are
and equity in developing the organizational opportunity cost, societal cost and the trade- better ways of using resources.
strategy. I advise others on economic off between efficiency and equity. When
thinking. needed, I can advise team members on
economic thinking.
8.10 Performs health I have expertise in economic appraisal. I use I am proficient in health economic evaluation I contribute to the economic evaluation and
EPHO 8 economic evaluation and health economic theory and methods to and assessment of a given procedure, assessment of services and other forms of
assessment of a given evaluate a given procedure, intervention, intervention, strategy or policy. When intervention.
procedure, intervention, strategy or policy to influence policy-making needed, I can consult more experienced
strategy or policy and decision-making. colleagues. I also supervise more junior staff
members.
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9 . P r o f e s s io n a l d e v e lo p m e n t a n d r e f le c t iv e e t h ic a l p r a c t ic e
Professional and reflective practice; continuing professional development and lifelong learning; values; ethical professional conduct
EPHO Competency Level 1 - Expert Level 2 – Proficient Level 3 - Competent

9.1 Demonstrates the I am committed to lifelong learning. I identify I am committed to lifelong learning. I identify I know the value of lifelong learning. I accept
willingness to pursue my development needs and engage in my development needs in conjunction with as many opportunities for training as I can. I
lifelong learning in public activities to address these needs, such as my manager during regular appraisals and participate in regular appraisals of my
EPHO 7 health supervision, formal and informal training, engage in professional development performance and engage in professional
reading professional journals and opportunities to improve my knowledge and development opportunities to improve my
membership in public health professional skills further. knowledge and skills further.
organizations. I am also responsible for
supporting my staff in thinking about their
career goals and development.
9.2 Self-assesses and I regularly assess my competencies in relation I regularly assess my competencies in relation I regularly discuss with my line manager how
EPHO 7 addresses their own to my role and the needs of my organization. to my role and what additional knowledge I am doing and what additional training
development needs based I develop and update my personal and skills would help advance my career. would help in relation to my role.
on career goals and the development plan accordingly. I ensure that
required competencies my staff members are supported to assess
their own needs.
9.3 Acts according to As a leader, I act according to ethical I act according to ethical standards and I act according to ethical standards and
ethical standards and standards and norms with integrity and norms with integrity and promote norms with integrity. I understand what
EPHO 6 norms with integrity and promote professional accountability, social professional accountability, social professional accountability and social
promotes professional responsibility and the public good. I have responsibility and the public good. I have responsibility entail.
accountability, social additional responsibilities to ensure that the additional responsibilities to ensure that the
responsibility and the public people I supervise fulfil these obligations and people I supervise fulfil these obligations and
good that the team as a collective whole delivers that the team as a collective whole delivers
on its ethical duties and responsibilities. on its ethical duties and responsibilities.
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9.4 Critically reviews and In addition to having regular internal and, In addition to having a regular appraisal by In addition to having a regular appraisal by
evaluates their own where appropriate, external appraisal, I my line manager, I critically review and my line manager, I evaluate my practices in
practices in relation to critically review and evaluate my practices in evaluate my practices in relation to public relation to public health principles, including
EPHO 7 public health principles, relation to public health principles, including health principles, including critical self- through critical self-reflection using self-
including critical self- critical self-reflection and multi-source reflection and multi-source feedback. In my assessment tools.
reflection feedback. In my leadership role, I have supervisory role, I formally and informally
additional responsibilities to formally and assess the performance of my team.
informally assess the performance of my
staff members.
EPHO 9.5 Acts on and promotes I seek out and act on evidence to deliver I seek out and act on evidence to deliver I seek out and act on evidence to deliver
10 evidence-based professional more effective public health activities. I more effective public health activities. I help
more effective public health activities. I am
practice ensure that my staff members have access to and encourage my team to use databases aware of databases and other sources of
databases and other sources of evidence and and other sources of evidence and research. evidence and research that can help me to
research. do this.
9.6 Ensures the availability I have the expertise, skills and knowledge I have proficiency, skills and knowledge that I have skills and knowledge that others
of professional that can be taught both formally and can be taught both formally and informally value. Hence, I am sometimes involved in
development opportunities informally to others through teaching, in- to others through teaching, in-service teaching, in-service training, mentoring, peer
EPHO 7 service training, mentoring, peer advising, training, mentoring, peer advising, coaching advising, coaching etc. This could be for
coaching etc. I am responsible for ensuring etc. others internally: for example, students who
the availability of professional development may have come on placement or colleagues
opportunities for members of my team. This in other parts of the organization who do
includes ensuring that there is money to not have a public health background. I may
cover this. also deliver information sessions to
community groups.
9.7 Demonstrates an ability In a senior leadership role, I face conflicts of I am proficient at identifying and resolving I face conflicts of interest from time to time,
to understand and manage interest at the individual or organizational conflicts of interest using advice from at the individual or organizational level. In
EPHO 6
conflict-of-interest level. In addition to professional, ethical colleagues or professional standards or codes these circumstances, I ask advice from my
situations as defined by standards to disclose these conflicts, I also of conduct to guide me. supervisor and others in leadership roles.
organizational regulations, follow organizational regulations, policies
policies and procedures and procedures to make these explicit and to
minimize the implications.
55
52 | P a g e
1 0 . O r g a n iz a t io n a l lit e r a c y a n d a d a p t a b ilit y
Use of technology; data management; entrepreneurship; fundraising; creativity, analysis and synthesis; digital health and social media;
understanding of public health services and operations
10.1 Shows entrepreneurial I am an entrepreneurial and innovative I endeavour to be proactive to identify and I generally work in accordance with the
EPHO orientation through leader who is willing to take risks when it is take opportunities when they arise. I will also instructions of my supervisor, but I am also
8 proactiveness, innovativeness prudent to do so. I have expertise in be reactive to support good proposals or proactive where doing so is prudent. I also
and risk-taking, generating generating potential solutions to critical constructively criticize poor proposals. make innovative suggestions when I see
potential solutions to critical situations and evaluating their feasibility. opportunities to work more effectively.
situations and evaluating
their feasibility
10.2 Demonstrates One of my strengths is my ability to cope I stay reasonably calm when things go I sometimes find things very challenging
persistence, perseverance, with and rise to the inevitable challenges, wrong, and after I have given myself some when they do not go according to plan. I like
EPHO problems and setbacks I encounter during
resilience and the ability to time to recover and come to terms with to analyse why things went wrong before
7 call on personal resources my life and to come back stronger. I am things, I try to push on to achieve my goals. I starting again, cautiously. I can use support
and energy at times of threat
confident in my ability to keep going until able to provide support for other colleagues. from family, friends and colleagues to help
or challenge my goals have been achieved. I have had to get myself back on track.
formal training in techniques to strengthen
resilience. I have expertise in mentoring
others to be more resilient.
10.3 Can cope with My leadership role can sometimes be My role can sometimes be stressful, with My role can sometimes be stressful, with
uncertainty and can manage stressful, with uncertainties to be addressed. uncertainties to be addressed. I try to find an uncertainties to be addressed. I have
EPHO work-related stress I have developed strategies to deal with appropriate balance between work and developed strategies to deal with these
7 these stresses. I try to find an appropriate private life. I have additional obligations to stresses. I try to find an appropriate balance
balance between work and private life. I try look out for colleagues who are struggling between work and private life. I look out for
to be aware of the stress and uncertainty and, when possible, to support them my colleagues to see whether they are
that my staff members experience and try to through their difficulties. struggling and need support.
manage these.
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56
10.4 Actively prepares and I adapt to changing professional I support my organization in planning for I endeavour to adapt to changing
EPHO adapts to changing environments and circumstances. I use my significant system and organizational professional environments and
8 professional environments expertise to plan for system and change. I am proficient in supporting circumstances. When I have anxieties about
and circumstances organizational change that may affect my colleagues who may be uncertain about their change, I raise these with my line manager
organization and the public health functions own roles at a time of change. or, if possible, seek solutions myself.
for which I am responsible and how they
should be delivered.
10.5 Delivers tasks within a I assess the amount of time needed for a I organize resources and team members to I work according to deadlines and deliver
limited time frame to be able task and set deadlines for delivering outputs. deliver outputs that have been set according outputs according to agreed timetables.
EPHO
to work with deadlines I ensure that everyone is clear about these. to agreed timetables. I ensure that all
6
When appropriate, I set intermediate members of the team involved are clear
checkpoints to assess that the timetable is on about these. If problems occur, I alert my line
track. Where necessary, I adjust the manager to discuss the next steps.
timetable, change approach or allocate
additional resources.
10.6 Applies methods, I have expertise in data protection I am proficient in data protection I recognize the importance of data
digital and other technologies and processes. I have access to technologies and processes. I ensure that protection and how to do this in practice. I
EPHO technologies and good sensitive or confidential information. I ensure there are safe physical storage, electronic comply with legislation and my
6 practices for managing, that there are safe physical storage, firewalls and organizational protocols for organization’s procedures.
analysing and storing data electronic firewalls and organizational data protection. I seek advice from people
and health information protocols for data protection. I ensure that with additional expertise if I have access to
my staff members know how to follow data sensitive or confidential data and
protection regulations. information.
10.7 Understands and I have expertise in the information I am proficient in information technology I am competent in the information
applies a range of relevant technology and software required for my and the software required for my role. I can technology and software required for my
EPHO information technology role. I can give expert advice to others about advise others about the use of such role. I also have some competence in social
9 tools, social media and the use of such technology and software. I technology and software. When additional media platforms and web service
software provide input into the information expertise is needed, I know how to access applications. When additional expertise is
technology strategy of my organization. people who can provide such expertise. needed, I know how to access people
internal or external to the organization who
can provide such expertise.
10.8 Is aware of and knows As a leader, I am responsible for a large I am proficient in managing the budgets for I am aware of the budget allocated to
how to apply for available number of budgets to cover the public which I am responsible. When the budget is delivering activities related to my role. If
EPHO funding sources and health functions delivered by my team. insufficient, I discuss with my manager appropriate, I raise concerns about the
8 opportunities, responds to When necessary, I have expertise in options for additional sources of funding to budget with my line manager. I may
calls for projects, develops successfully arguing for additional funds supplement the public health budget, contribute to seeking or applying for
and submits project from within my organization. I have also including submitting applications for external additional funding.
applications and grants and successfully applied for external funding by funding, responding to tenders etc.
drafts tender and project submitting grant applicants and responding
briefs to invitations to tender for funding or work.
54 | P a g e
57
Annex 3.
Interrelatedness of the WHO-ASPHER Com-
petency Framework and the WHO essential
public health operations
Annex 3. Interrelatedness of the WHO-ASPHER Competency
Framework and the WHO essential public health operations
Essential
public health
Description of the EPHO Corresponding core competencies
operation
(EPHO)
The purpose of this EPHO 1.1 Knows the features of demographic
is to feed information structure in a given society or community and
and intelligence to health understands the process of demographic
needs assessments, change and its implications for public health
EPHO 1: health impact 1.2 Is able to describe the key features of the
Surveillance of assessments and planning epidemiology of the significant causes of
population for health services. It is morbidity and mortality in the population for
health and essential for policy- which they have responsibility
well-being makers to have a reliable 1.3 Uses vital statistics and health indicators
and clear picture of how effectively to increase knowledge and
health is distributed in a generate evidence about population health,
given population and including within at-risk and vulnerable groups
what indicators 1.5 Is aware of the health needs of the
contribute to or reduce population based on considerations of the
opportunities to be burden of disease, indicators, characterization
healthy. Well-functioning of risks and demand for and access to health
public health laboratories care
are therefore critical to 1.6 Contributes to or leads community-
countries’ surveillance based health needs assessments, ensuring that
and response activities. these assessments consider biological, social,
economic, cultural, political and physical
determinants of health and broader
determinants of health such as deprivation
4.7 Knows and participates in developing
and applying multisectoral evidence-based
guidelines and systems for surveillance,
prevention and control of diseases and other
acute public health events
4.8 Performs surveillance of risks and threats
to the full continuum of factors that influence
and determine health to identify intervention
needs
58
EPHO Description of the EPHO Corresponding core competencies
The purpose of this EPHO 3.5 Develops and implements strategies
is to monitor infections based on relevant evidence, legislation,
and other health hazards emergency planning procedures, regulations
so that risks can be and policies
EPHO 2: assessed in a timely 4.1 Understands the local implications of the
Monitoring manner, priorities can be One Health approach, its global
and response set and emergency interconnectivity and how it affects health
to health responses can be conditions in the population
hazards and planned. 4.2 Critically analyses the changing nature,
emergencies key factors and resources that shape One
Health to influence actions (emergency
preparedness planning and response) at the
local and international levels
4.3 Knows and, where needed, applies the
International Health Regulations to coordinate
and develop strategic partnerships and
resources in key sectors and disciplines for
health security purposes
needs
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The purpose of this 3.1 Knows, understands and applies the
EPHO is to use relevant international, European and national
intelligence from laws or regulations to maximize opportunities
surveillance and to protect and promote health and well-being
EPHO 3: monitoring in developing 4.1 Understands the local implications of
Health services that are meant the One Health approach, its global
protection to protect health from interconnectivity and how it affects health
including communicable diseases conditions in the population
environmental, and environmental risks 4.4 Understands and promotes occupational
occupational, and hazards. safety and health as a multidisciplinary field
food safety and concerned with the safety, health and welfare
others of people at work
4.5 Knows the practical principles of food
safety essential to public health
4.6 Understands the basics of vaccine-
preventable diseases and can advise on
needs
4.9 Identifies minimum or basic safety
conditions in health-care delivery for
designing and implementing programmes and
activities for surveillance, risk management
and sustainability inherent to health services
delivery
4.10 Identifies and describes the
environmental determinants of health and the
connections between environmental
protection and public health policy
4.11 Knows and correctly identifies the main
features of the climate change process, along
with its implications for public health, and
understands the responsibility of public health
for the natural environment
60 57 | P a g e
The purpose of this 2.1 Assesses the focus and scope of
EPHO is to promote initiatives to promote health by assessing the
population health and need to achieve positive changes in individual
well-being by addressing and community health
EPHO 4: inequalities and the 2.2 Knows, supports and engages in health-
Health broader social and promoting and health literacy activities and
promotion environmental programmes for implementing good practices
including action determinants. Supportive to promote health at a population level and
to address environments need to be specific organization or institutional level
social created and community 2.3 Uses evidence-based methods and
determinants assets strengthened to strategies, social participation and
and health empower individuals and intersectoral approaches as tools for
inequity populations to have promoting health and influencing public
healthier lifestyles and policies affecting health
behaviour across the life- 2.4 Evaluates the effectiveness of activities
course. Multisectoral to promote health geared toward producing
action is needed to changes at the community and individual
create healthy levels and in public or social policy to benefit
environments and to health and quality of life
reduce inequalities and 2.5 Fosters citizen empowerment and
risk factors in social and engagement within the community,
environmental developing capabilities that are valuable to
determinants of health. actively participate in the development and
decision making of a healthy community
2.6 When needed, generates or
promulgates factual information to
counteract industry marketing in relation to
nutrition, tobacco cessation, reducing alcohol
consumption etc.
2.8 Understands and addresses the
upstream fundamental causes of health
inequalities and downstream consequences
(such as drug and alcohol abuse and smoking)
in ensuring equitable access to health services
5.8 Catalyses change (behavioural and/or
cultural) in the organization, communities
and/or individuals
7.8 Advocates for healthy public policies
and services that promote and protect the
health and well-being of individuals and
communities
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The purpose of this 2.6 When needed, generates or
EPHO is to prevent promulgates factual information to
disease through actions counteract industry marketing in relation to
at the primary, nutrition, tobacco cessation, reducing alcohol
EPHO 5: Disease secondary and tertiary consumption etc.
prevention, levels. Most of these 2.7 Knows the basis of secondary
including early actions fall within the prevention and screening programmes
detection of role of health 2.8 Understands and addresses the
illness professionals and health- upstream fundamental causes of health
care providers in primary inequalities and downstream consequences
care, hospitals and the (such as drug and alcohol abuse and smoking)
community services in ensuring equitable access to health services
environment. 4.4 Understands and promotes occupational
safety and health as a multidisciplinary field
concerned with the safety, health and welfare
of people at work
4.6 Understands the basics of vaccine-
preventable diseases and can advise on
acute public health events.
62 59 | P a g e
Description of the
EPHO Corresponding core competencies
EPHO
The purpose of this 1.10 Understands the health system structure,
EPHO is to ensure its governance, funding mechanisms, and how
that public health health-care services are organized
services are well 3.1 Knows, understands and applies the
EPHO 6: governed through relevant international, European and national
Assuring efficient methods, laws or regulations to maximize opportunities to
governance for processes and protect and promote health and well-being
health and well- institutions that 3.2 Applies scientific principles and concepts to
being maintain inform discussion of health-related, fiscal,
accountability, quality administrative, legal, social and political issues in
and equity. The the workplace
process that informs 3.3 Compares and contrasts health and social
decision-makers on service delivery systems among and between
issues related to countries, which reflect diverse political,
public health is organizational and legal contexts, and using
known as policy these experiences to improve access, regulation
development. It is a and the fairness of health systems
strategic planning 3.4 Participates in implementing health and
process that involves social policies and plans that help to guarantee
all internal and the right to equitable and effective health care
external stakeholders and policies enabling environments favourable
and defines the to health
vision, mission, 3.5 Develops and implements strategies based
measurable health on relevant evidence, legislation, emergency
goals and public planning procedures, regulations and policies
health activities at the 3.6 Identifies and uses legislation, codes of
national, regional and ethical practice and standards that affect public
local levels. health professional practice in the interaction
with individuals, organizations and communities
5.5 Demonstrates emotional intelligence with
an awareness of how one’s own beliefs, values
and behaviour affect one’s own decision-making
and the reactions of others
5.6 Demonstrates practicality, flexibility and
adaptability in the process of working with
others, emphasizing achieving goals as opposed
to rigidly adhering to traditional and commonly
used work methods
Description of the
EPHO
[EPHO 6 5.9 Understands the principles of systems
continued] thinking and can apply them within systematic
inquiry to analyse, model and improve public
health organizations and services at different
strategic levels
6.6 Understands and applies effective
techniques for working with boards and
governance structures including regulatory,
professional and accreditation agencies
8.1 Effectively applies knowledge of
organizational systems, theories and behaviour
to set priorities for, align and deploy all relevant
60 | P a g e 63
resources towards achieving clear strategic goals
and objectives
8.2 Effectively manages people, most
specifically by providing clarity on task
responsibility, ensuring sufficient resources and
training and providing regular feedback on
performance
8.3 Effectively plans the allocation of work
tasks to achieve the goals set by the
organization
8.5 Demonstrates knowledge of basic business
practices, such as terms of reference, business
plans, contracting and project management
8.6 Is proactive in designing and monitoring
quality standards and applies quality
improvement methods and tools to identify
internal and external facilitators and barriers that
may affect the delivery of the 10 EPHOs
8.8 Effectively uses risk management principles
and programmes, such as risk assessment and
analysis
9.3 Acts according to ethical standards and
norms with integrity and promotes professional
accountability, social responsibility and the
public good
9.7 Demonstrates an ability to understand and
manage conflict-of-interest situations as defined
by organizational regulations, policies and
procedures
10.5 Delivers tasks within a limited time frame
to be able to work with deadlines
10.6 Applies methods, digital and other
technologies and good practices for managing,
analysing and storing data and health
information
Description of the
EPHO
The purpose of this 5.1 Inspires and motivates others to work
EPHO is to ensure that towards a common vision, programme and/or
there is a relevant and organizational goals
competent public 5.2 Acts as a role model, builds trust and
EPHO 7: health workforce demonstrates positive and engaging behaviour
Assuring a sufficient for the needs
of the population it is 5.3 Facilitates the development of others as
sufficient and leaders
competent designed to serve.
health Investment in and 5.4 Clearly identifies and supports the roles
workforce development of a and responsibilities of all team members,
public health workforce including external stakeholders
are essential 5.5 Demonstrates emotional intelligence with
prerequisites for an awareness of how one’s own beliefs, values,
adequate delivery and and behaviour affect one’s decision-making
implementation of and the reactions of others
public health services 5.7 Effectively leads interdisciplinary teams to
and activities. Human work in a coordinated manner in various areas
resources are the most of public health practice
64 61 | P a g e
important resources in 8.2 Effectively manages people, most
delivering public health specifically by providing clarity on task
services. This operation responsibility, ensuring sufficient resources and
includes the education, training and providing regular feedback on
training, development performance
and evaluation of the 8.4 Develops job descriptions to assure
public health workforce staffing at various organizational levels,
to address priority conducts hiring interviews and evaluates
public health problems candidates
efficiently and to 9.1 Demonstrates the willingness to pursue
evaluate public health lifelong learning in public health
activities adequately.
9.2 Self-assesses and addresses their own
development needs based on career goals and
the required competencies
9.4 Critically reviews and evaluates their own
practices in relation to public health principles,
including critical self-reflection
9.6 Ensures the availability of professional
development opportunities
10.2 Demonstrates persistence, perseverance,
resilience and the ability to call on personal
resources and energy at times of threat or
challenge.
10.3 Can cope with uncertainty and can
manage work-related stress
Description of the
EPHO
The purpose of this 1.10 Understands the health system structure, its
EPHO is to ensure governance, funding mechanisms and how health-
sustainable care services are organized
organizations and 3.2 Applies scientific principles and concepts to
EPHO 8: financing for public inform discussion of health-related, fiscal,
Assuring health to provide administrative, legal, social and political issues in the
sustainable efficient, effective workplace
organizational and responsive 3.3 Compares and contrasts health and social
structures and services. This entails service delivery systems between countries, which
financing developing services reflect diverse political, organizational and legal
that are integrated, contexts, and using these experiences to improve
have a minimal access, regulation and the fairness of health systems
environmental 5.7 Effectively leads interdisciplinary teams to work
impact with in a coordinated manner in different areas of public
maximal health health practice.
gain and have 6.2 Understands the interdependence, integration
sufficient funding and competition among health-care sectors and
for long-term various actors who have interests in public health
planning. issues
Sustainability in 8.1 Effectively applies knowledge of organizational
public health systems, theories and behaviour to set priorities for,
services will ensure align and deploy all relevant resources towards clear
that health is strategic goals and objectives
protected and 8.5 Demonstrates knowledge of basic business
promoted today practices, such as terms of reference, business plans,
and in the future. contracting and project management
62 | P a g e 65
8.7 Effectively uses key accounting principles and
financial management tools, such as financial plans
and measures of performance
8.9 Understands and applies the principles of
economic thinking in public health
8.10 Performs health economic evaluation and
assessment of a given procedure, intervention,
strategy or policy
10.1 Shows entrepreneurial orientation through
proactiveness, innovativeness and risk-taking,
generating potential solutions to critical situations
and evaluating their feasibility
10.4 Actively prepares and adapts to changing
professional environments and circumstances
10.8 Is aware of and knows how to apply for
available funding sources and opportunities,
responds to calls for projects, develops and submits
project applications and grants and drafts tender and
project briefs
Description of the
EPHO
The purpose of this 2.2 Knows, supports and engages in and
EPHO is to use supports health-promoting and health literacy
modern activities and programmes for implementing
communication good practices to promote health at the
EPHO 9: methods and population level and the specific organization or
Advocacy technologies to institutional level
communication support leadership 2.3 Uses evidence-based methods and
and social and advocacy for strategies, social participation and intersectoral
mobilization for community approaches as tools for promoting health and
health engagement and influencing public policies affecting health
empowerment. 2.5 Fosters citizen empowerment and
Communication for engagement within the community, developing
public health should capabilities that are valuable to actively
improve health participate in the development and decision-
literacy and the status making of a healthy community
of individuals and 2.6 When needed, generates or promulgates
populations. factual information to counteract industry
Communication must marketing in relation to nutrition, tobacco
also enhance their cessation, reducing alcohol consumption etc.
capacity to access, 5.8 Catalyses change (behavioural and/or
understand and use cultural) in the organization, communities and/or
the information to: individuals
reduce risk; prevent 6.1 Works across sectors in organizational
disease; promote structures at the local, national and international
health; and navigate levels
and utilize health 6.3 Identifies, connects and manages
services. relationships with stakeholders in
interdisciplinary and intersectoral projects to
improve public health services and achieve public
health goals
6.4 Builds, maintains and effectively uses
strategic alliances, coalitions, professional
networks and partnerships to plan, generate
evidence and implement programmes and
services that share common goals and priorities
66 63 | P a g e
to improve the health and well-being of
populations
6.5 Evaluates partnerships and addresses
barriers to successful collaboration to improve
public health services
64 | P a g e 67
Description of the
EPHO
[EPHO 9 7.1 Communicates strategically by defining the
continued] target audience, listening and developing
audience-appropriate messaging
7.2 Communicates and shares information and
responsibility effectively at different
organizational levels to gain political
commitment, policy support and social
acceptance for a specific health goal or
programme
7.3 Communicates facts and evidence
effectively within the context of translating
science and evidence into practice and policy for
various actors in the system and populations of
concern, especially to increase the effectiveness
of responses to risks, threats and damages to
health
7.4 Communicates health messages (including
risks to health) effectively (both in writing and
verbally) through a range of modern media and
social marketing to lay, professional, academic
and political audiences
7.5 Understands and applies cultural
awareness and sensitivity in communication with
diverse populations
7.6 Communicates with respect when
representing professional opinions and
encourages other team members, including
community members and patients, to express
their opinions and contribute to decision-making
7.7 Prepares and delivers outputs to facilitate
communication within and between
organizations such as meeting agendas,
presentations, reports and project dissemination
10.7 Understands and applies a range of
relevant information technology tools, social
media and software
68 65 | P a g e
The purpose of this 1.3 Uses vital statistics and health indicators
EPHO is to ensure that effectively to increase knowledge and
research findings are generate evidence about population health,
summarized in an including within at-risk and vulnerable groups
EPHO 10: accessible way for policy-
1.4 Knows how to retrieve, analyse and
Advancing makers and practitioners
appraise evidence from all data sources to
public health to improve evidence-
support decision-making
research to informed policy and
inform policy practice. Research is
and practice fundamental to 1.7 Designs and conducts qualitative and/or
informing policy quantitative research that builds on existing
development and service evidence and adds to the evidence base for
delivery, and this public health practice, involving relevant
operation includes: stakeholders in this process
research to enlarge the
knowledge base that 1.8 Evaluates local public health services and
supports evidence- interventions, applying sound methods based
informed policy-making on recognized evaluation models
at all levels; development
of new research
methods, innovative 1.9 Develops and implements standards,
technologies and protocols and procedures that incorporate
solutions in public national and/or international best practices in
health; and the health system
establishment of
partnerships with
2.4 Evaluates the effectiveness of activities
research centres and
academic institutions to to promote health geared toward producing
changes at the community and individual
conduct timely studies
that support decision- levels and in public or social policy to benefit
making at all levels of health and the quality of life
public health. 9.5 Acts on and promotes evidence-based
professional practice
66 | P a g e 69
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WHO-ASPHER Competency Framework

for the Public Health Workforce

© World Health Organization 2020

Cover image: © World Health Organization

• Katarzyna Czabanowska, Maastricht University, ASPHER

• Darren Shickle, University of Leeds

• Genc Burazeri, Maastricht University

• Olga Gershuni, Maastricht University

• Robert Otok, ASPHER

• Natasha Azzopardi Muscat, University of Malta, European Public Health Association.

In case of questions, please contact:

• At ASPHER: Katarzyna Czabanowska: kasia.czabanowska@maastrichtuniversity.nl

Colleagues from several organizations reviewed successive versions of the competencies:

Agency for Public Health Education Accreditation

Association of Schools and Programs in Public Health

Polish Council for Public Health Workforce Development

European Centre for Disease Prevention and Control

European Public Health Association

Global One Health Education

Anne Catherine Viso (IANPHI Secretariat)

Public Health England

Santé publique France

Public Health Wales

Public Health Norway

National Institute for Public Health and the Environment

Temple University, USA

WHO Regional Office for Europe

ASPHER Association of Schools of Public Health in the European Region

• in designing the curricula of degree and continuing professional development programmes;

• in assessing existing capacity and capability and identifying training requirements;

• in developing accreditation and credentialling systems;

• in fostering collaboration across disciplinary and organizational boundaries.

For whom is it intended?

How was the Framework developed?

What does the Framework contain?

1. Content and context

Fig. 1. The three categories of the

The WHO-ASPHER Competency

Content and context

Relations and interactions

Performance and achievement

• Performs intuitively and only occasionally

• Reflects on how the system works

• Assumes leadership roles

• Develops strategies and assigns

• Has substantial authority and

• Supervises multiple tiers of staff

• Makes decisions via intuition and

• Sees the situation and the

• Assumes leadership roles

• Has supervisory responsibility

• Foundational training in a health

• Relies heavily on their core public health

• Recognizes that complex work requires

• May supervise smaller groups of staff

Content and context

2.6 Where needed, generates or promulgates information to counteract industry marketing in

2.7 Knows the basis of secondary prevention and screening programmes

5.3 Facilitates the development of others as leaders