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Apa itu ISIKHNAS? : What is iSIKHNAS?
FAQ:Pertanyaan Umum : FAQ
ISIKHNAS Kode-Kode : Codes
Pengguna : Users
Pelsa : Village reporters
Dinas : Field Staff
Laboratorium : Laboratory
Koordinator : Coordinators
Pengguna Data : Data Users
Teknis : Technical
Data Dikelola : Data managed
Referensi Teknis : Technical references
Kode-kode : Codes
Tabel Database : Database Tables
Struktur Database : Database ERDs
Fungsi Database : Database Functions
Panduan dan Standar : Guides and Standards
Menggunakan wiki : Using the Wiki
Pelatihan : Training
ISIKHNAS pelatihan pengguna : iSIKHNAS Training
Epidemiologi di lapangan : Field Epidemiology
Surveilans : Surveillance
Advokasi untuk Anggaran : Budget Advocacy
Analisis Epidemiologi data : Epi Data Analysis
GIS untuk kesehatan hewan : GIS for animal health
Excel
Investigasi penyakit untuk paravet : Disease Investigation
Mengenali tanda-tanda penyakit : Recognising Signs of Disease
Panduan fasilitasi : Facilitators Manual
Glosarium : Glossary
Komunikasi : Communication
Sosialisasi ISIKHNAS : Communicating about iSIKHNAS
ISIKHNAS Videos
ISIKHNAS Logos
Pertanyaan : FAQ
Informasi tentang ISIKHNAS : About iSIKHNAS
Menyerahkan data : Submitting data
Menggunakan kode : Using system queries
Terjemahkan
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Statistik bahasa
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Statistik kelompok pesan
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Ekspor
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Terjemahkan
Pengaturan
Kelompok
Terjemahan terkini
Penambahan terkini
Sandbox messages
Animal and Farmer Identification
Animal ID and health reporting
Basic Field Epi: Facilitator Guide
Basic Field Epi: Manual
Budget Advocacy
Budget Advocacy:Outline
Changing location data
Communication
Coordinator Checklist
Course objectives
Disease Investigation
District coordinators
District coordinators - in more detail
Epidemiological Data Analysis
FAQ: Frequently Asked Questions
Field Epidemiology
Field Epidemiology Advanced: Manual
GIS AH Answers
GIS for Animal Health
How can I get involved?
How does it work?
How is it managed?
Human health
Instant Messaging
Introduction
ISIKHNAS Training Resources
ISIKHNAS Training Toolkit
ISIKHNAS User References
Livestock insurance
Main Page
Manage
Manage : Manage Users
Manage Programs
Mangement of the System
Manual for Coordinators
Manually sending individual or bulk SMS messages
Manuals for Data Users
Manuals for Field Data Reporters
Manuals for Laboratory Users
Manuals:Abattoir Reporters
Manuals:Active Surveillance
Manuals:Animal Idenification
Manuals:Farmer Registration
Manuals:Field Staff
Manuals:General Introduction
Manuals:Insemination
Manuals:InstantMessaging
Manuals:Movement
Manuals:Population
Manuals:Priority disease investigation
Manuals:Registration
Manuals:SMS Reports
Manuals:SMS System Trainer's Manual
Manuals:System Coordinator
Manuals:Vaccination
Manuals:Village Reporters
New system features
Operational instructions:BB
Operational instructions:BH
Operational instructions:CKI
Operational instructions:CKJS
Operational instructions:CKL
Operational instructions:CKO
Operational instructions:CKP
Operational instructions:CKT
Operational instructions:CUL
Operational instructions:DH
Operational instructions:DHP
Operational instructions:DKB
Operational instructions:DKL
Operational instructions:DP
Operational instructions:DX
Operational instructions:IB
Operational instructions:IH
Operational instructions:KGG
Operational instructions:KODE
Operational instructions:KOM
Operational instructions:LAB
Operational instructions:LAPD
Operational instructions:LAPK
Operational instructions:LAPSK
Operational instructions:LH
Operational instructions:LTL
Operational instructions:OB
Operational instructions:P
Operational instructions:PK
Operational instructions:PKB
Operational instructions:POP
Operational instructions:R
Operational instructions:RP
Operational instructions:RVAK
Operational instructions:SK
Operational instructions:SLAB
Operational instructions:SLAP
Operational instructions:SP
Operational instructions:SUR
Operational instructions:TK
Operational instructions:TL
Operational instructions:U
Operational instructions:UC
Operational instructions:VAK
Operational instructions:VSK
Operational instructions:Z
Pelsa
Pelsa Facilitator Manual
Queries
Query message formats
Reports
Role of the Coordinators
Role of training facilitator
Roles and responsibilities:District coordinators
Roles and responsibilities:Regional and Provincial coordinators
SMS handler setup
SMS Handler: Step by step example
Spatial data management manual
Spreadsheet data submission manual
Staff Technical Development
Surveillance
Surveillance course facilitator
Surveillance course participant
Technical assistance modules
Training
Training and Facilitation Guide
Training and Facilitation Guide:Code Lists
Training and Facilitation Guide:Scenario Cards
Training and Facilitation Guide:SMS Message Training points
Training your staff
User References
User registration
User registration by email spreadsheet upload
User types
User:Ben
Using Book Creator
Using the data
Website
What are the benefits?
What is iSIKHNAS?
What is it for?
Who is involved?
Wiki Work
Bahasa
aa - Afar
ab - Abkhaz
ace - Aceh
ady - Adygei
ady-cyrl - адыгабзэ
aeb - Arab Tunisia
aeb-arab - تونسي
aeb-latn - Tûnsî
af - Afrikaans
ak - Akan
aln - Gheg Albanian
am - Amharik
an - Aragon
ang - Inggris Kuno
anp - Angika
ar - Arab
arc - Aram
arn - Araukan
arq - Arab Algeria
ary - Arab Maroko
arz - Arab Mesir
as - Assam
ase - Bahasa Isyarat Amerika
ast - Astur
atj - Atikamekw
av - Avar
avk - Kotava
awa - Awadhi
ay - Aymara
az - Azerbaijan
azb - تۆرکجه
ba - Bashkir
ban - Bali
bar - Bavaria
bbc - Batak Toba
bbc-latn - Batak Toba
bcc - Southern Balochi
bcl - Bikol Central
be - Belarusia
be-tarask - Belarusian (Taraškievica orthography)
bg - Bulgaria
bgn - Balochi Barat
bho - Bhojpuri
bi - Bislama
bjn - Banjar
bm - Bambara
bn - Bengali
bo - Tibet
bpy - Bishnupriya
bqi - Bakhtiari
br - Breton
brh - Brahui
bs - Bosnia
bto - Iriga Bicolano
bug - Bugis
bxr - буряад
ca - Katalan
cbk-zam - Chavacano de Zamboanga
cdo - Min Dong Chinese
ce - Chechen
ceb - Sebuano
ch - Chamorro
cho - Koktaw
chr - Cherokee
chy - Cheyenne
ckb - Kurdi Sorani
co - Korsika
cps - Capiznon
cr - Kree
crh - Tatar Krimea
crh-cyrl - Crimean Turkish (Cyrillic script)
crh-latn - Crimean Turkish (Latin script)
cs - Cheska
csb - Kashubia
cu - Bahasa Gereja Slavonia
cv - Chuvash
cy - Welsh
da - Dansk
de - Jerman
de-at - Austrian German
de-ch - Jerman Tinggi (Swiss)
de-formal - German (formal address)
din - Dinka
diq - Zazaki
dsb - Sorbia Rendah
dtp - Central Dusun
dty - डोटेली
dv - Divehi
dz - Dzongkha
ee - Ewe
egl - Emilian
el - Yunani
eml - Emiliano-Romagnolo
en - Inggris
en-ca - Canadian English
en-gb - British English
eo - Esperanto
es - Spanyol
es-formal - español (formal)
et - Esti
eu - Bask
ext - Extremaduran
fa - Persia
ff - Fula
fi - Suomi
fit - Tornedalen Finnish
fj - Fiji
fo - Faro
fr - Prancis
frc - Cajun French
frp - Arpitan
frr - Frisia Utara
fur - Friuli
fy - Frisia Barat
ga - Irlandia
gag - Gagauz
gan - Gan Chinese
gan-hans - Simplified Gan script
gan-hant - Traditional Gan script
gcr - kréyòl gwiyanè
gd - Gaelik Skotlandia
gl - Galisia
glk - Gilaki
gn - Guarani
gom - Goan Konkani
gom-deva - Goan Konkani (Devanagari script)
gom-latn - Goan Konkani (Latin script)
gor - Gorontalo
got - Gothik
grc - Yunani Kuno
gsw - Jerman (Swiss)
gu - Gujarati
gv - Manx
ha - Hausa
hak - Hakka Chinese
haw - Hawaii
he - Ibrani
hi - Hindi
hif - Hindi Fiji
hif-latn - Fiji Hindi (Latin script)
hil - Hiligaynon
ho - Hiri Motu
hr - Kroasia
hrx - Hunsrik
hsb - Sorbia Atas
ht - Haiti
hu - Hungaria
hu-formal - magyar (formal)
hy - Armenia
hz - Herero
ia - Interlingua
id - Bahasa Indonesia
ie - Interlingue
ig - Igbo
ii - Sichuan Yi
ik - Inupiak
ike-cans - Eastern Canadian (Aboriginal syllabics)
ike-latn - Eastern Canadian (Latin script)
ilo - Iloko
inh - Ingushetia
io - Ido
is - Islandia
it - Italia
iu - Inuktitut
ja - Jepang
jam - Jamaican Creole English
jbo - Lojban
jut - Jutish
jv - Jawa
ka - Georgia
kaa - Kara-Kalpak
kab - Kabyle
kbd - Kabardi
kbd-cyrl - Адыгэбзэ
kbp - Kabɩyɛ
kg - Kongo
khw - Khowar
ki - Kikuyu
kiu - Kirmanjki
kj - Kuanyama
kk - Kazakh
kk-arab - Kazakh (Arabic script)
kk-cn - Kazakh (China)
kk-cyrl - Kazakh (Cyrillic script)
kk-kz - Kazakh (Kazakhstan)
kk-latn - Kazakh (Latin script)
kk-tr - Kazakh (Turkey)
kl - Kalaallisut
km - Khmer
kn - Kannada
ko - Korea
ko-kp - 한국어 (조선)
koi - Komi-Permyak
kr - Kanuri
krc - Karachai Balkar
kri - Krio
krj - Kinaray-a
krl - Karelia
ks - Kashmir
ks-arab - Kashmiri (Arabic script)
ks-deva - Kashmiri (Devanagari script)
ksh - Dialek Kolsch
ku - Kurdi
ku-arab - كوردي (عەرەبی)
ku-latn - Kurdish (Latin script)
kum - Kumyk
kv - Komi
kw - Kornish
ky - Kirgiz
la - Latin
lad - Ladino
lb - Luksemburg
lbe - лакку
lez - Lezghia
lfn - Lingua Franca Nova
lg - Ganda
li - Limburgia
lij - Liguria
liv - Livonian
lki - Laki
lmo - Lombard
ln - Lingala
lo - Lao
loz - Lozi
lrc - Luri Utara
lt - Lituavi
ltg - Latgalian
lus - Mizo
luz - Southern Luri
lv - Latvi
lzh - Literary Chinese
lzz - Laz
mai - Maithili
map-bms - Basa Banyumasan
mdf - Moksha
mg - Malagasi
mh - Marshall
mhr - Eastern Mari
mi - Maori
min - Minangkabau
mk - Makedonia
ml - Malayalam
mn - Mongolia
mo - молдовеняскэ
mr - Marathi
mrj - Western Mari
ms - Melayu
mt - Malta
mus - Bahasa Muskogee
mwl - Miranda
my - Myanmar
myv - Eryza
mzn - Mazanderani
na - Nauru
nah - Nāhuatl
nan - Min Nan Chinese
nap - Neapolitan
nb - Bokmål Norwegia
nds - Jerman Rendah
nds-nl - Low Saxon
ne - Nepali
new - Newari
ng - Ndonga
niu - Niuea
nl - Belanda
nl-informal - Nederlands (informeel)
nn - Nynorsk Norwegia
nov - Novial
nrm - Nouormand
nso - Sotho Utara
nv - Navajo
ny - Nyanja
nys - Nyunga
oc - Ositania
olo - Livvi-Karelian
om - Oromo
or - Oriya
os - Ossetia
pa - Punjabi
pag - Pangasina
pam - Pampanga
pap - Papiamento
pcd - Picard
pdc - Jerman Pennsylvania
pdt - Plautdietsch
pfl - Palatine German
pi - Pali
pih - Norfuk / Pitkern
pl - Polski
pms - Piedmontese
pnb - Western Punjabi
pnt - Pontic
prg - Prussian
ps - Pashto
pt - Portugis
pt-br - Brazilian Portuguese
qqq - Dokumentasi pesan
qu - Quechua
qug - Chimborazo Highland Quichua
rgn - Romagnol
rif - Riffian
rm - Reto-Roman
rmy - Romani
rn - Rundi
ro - Rumania
roa-tara - tarandíne
ru - Rusia
rue - Rusyn
rup - Makedo-Rumania
ruq - Megleno-Romanian
ruq-cyrl - Megleno-Romanian (Cyrillic script)
ruq-latn - Megleno-Romanian (Latin script)
rw - Kinyarwanda
sa - Sanskerta
sah - Sakha
sat - Santali
sc - Sardinia
scn - Sisilia
sco - Skotlandia
sd - Sindhi
sdc - Sassarese Sardinian
sdh - Kurdi Selatan
se - Sami Utara
sei - Seri
ses - Koyraboro Senni
sg - Sango
sgs - Samogitian
sh - Serbo-Kroasia
shi - Tachelhit
shi-latn - Tašlḥiyt
shi-tfng - ⵜⴰⵛⵍⵃⵉⵜ
shn - Shan
si - Sinhala
sk - Slovak
skr - سرائیکی
skr-arab - سرائیکی
sl - Sloven
sli - Silesia Bawah
sm - Samoa
sma - Sami Selatan
sn - Shona
so - Somali
sq - Albania
sr - Serb
sr-ec - Serbian (Cyrillic script)
sr-el - Serbian (Latin script)
srn - Sranan Tongo
ss - Swati
st - Sotho Selatan
stq - Saterland Frisian
sty - cебертатар
su - Sunda
sv - Swedia
sw - Swahili
szl - Silesia
ta - Tamil
tay - Tayal
tcy - Tulu
te - Telugu
tet - Tetun
tg - Tajik
tg-cyrl - Tajik (Cyrillic script)
tg-latn - Tajik (Latin script)
th - Thai
ti - Tigrinya
tk - Turkmen
tl - Tagalog
tly - Talysh
tn - Tswana
to - Tonga
tpi - Tok Pisin
tr - Turki
tru - Turoyo
ts - Tsonga
tt - Tatar
tt-cyrl - Tatar (Cyrillic script)
tt-latn - Tatar (Latin script)
tum - Tumbuka
tw - Twi
ty - Tahiti
tyv - Tuvinia
tzm - Tamazight Maroko Tengah
udm - Udmurt
ug - Uyghur
ug-arab - Uyghur (Arabic script)
ug-latn - Uyghur (Latin script)
uk - Ukraina
ur - Urdu
uz - Uzbek
uz-cyrl - ўзбекча
uz-latn - oʻzbekcha
ve - Venda
vec - Venesia
vep - Veps
vi - Vietnam
vls - West Flemish
vmf - Main-Franconian
vo - Volapuk
vot - Votia
vro - Võro
wa - Walloon
war - Warai
wo - Wolof
wuu - Wu Chinese
xal - Kalmuk
xh - Xhosa
xmf - Mingrelian
yi - Yiddish
yo - Yoruba
yue - Kanton
za - Zhuang
zea - Zeelandic
zh - China
zh-cn - Chinese (China)
zh-hans - China (Aksara Sederhana)
zh-hant - China (Aksara Tradisional)
zh-hk - Chinese (Hong Kong)
zh-mo - 中文(澳門)
zh-my - 中文(马来西亚)
zh-sg - Chinese (Singapore)
zh-tw - Chinese (Taiwan)
zu - Zulu
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{{DISPLAYTITLE:Budget Advocacy:Outline}}==Using iSIKHNAS data to support budget advocacy in Indonesia== ===Course outline=== ==== Overview ==== This training course was developed as part of the Australian Indonesian Partnership for Emerging Infectious Disease - Animal Health Program. The overarching aim for Component 2.1 of the AIP-EID Animal Health Program is to improve the collection, management and use of animal health information to improve capacity for effective disease control and prevention''.'' The training in using iSIKHNAS data to support budget advocacy including basic animal health economics has been developed to provide the skills needed to analyse and present information to better negotiate allocations of budgets for improving animal health in Indonesia. Budget advocacy means getting involved in how resources are allocated and spent and how these allocations might address the needs of different population groups. ====Description ==== =====Purpose:===== To improve budget advocacy skills through * Better communication * Better use of iSIKHNAS data * Better skills in presenting economic justification =====Target audience: ===== * Primary target: District-level dinas staff (primarily veterinarians) with responsibility for preparing budget requests, either within their own organisation, or from Bappeda (the district planning council). * Secondary target: Provincial and central staff with budgeting responsibilities. * Participants will need to have access to a computer and have experience using Excel spreadsheets. * Total number in target group anticipated c. 500 ** assumed maximum of 25 participants per course =====Delivery:===== * Training facilitators supported by Trainer's manual, training material and participant handouts and additional resources =====Length:===== 3 days - 1 day each for: * Better communication in Budget Advocacy * Using iSIKHNAS data as performance indicators and * Applied animal health economics =====Trainers:===== Local, experienced training facilitators who have read and understood the Trainer's manual and objectives and are familiar with the training material. Not necessarily experts but a good communicator who is able to facilitate discussion, activities and share personal experiences. =====Support materials:===== * Facilitator's guide * Participant Manual * Participant workbook * Administration documents * Evaluation forms * Powerpoints * Spreadsheet(s) of basic economic analysis tools ====Competency statement ==== A competency statement is a description of what an individual may be expected to be able to do to be successful in their work. For Indonesian government staff who have responsibilities for preparing budgets requests, to be able to use analyses of animal health data together with animal health economics skills to support budget advocacy for improving animal health in Indonesia. In order to achieve this they will need to be able to: * Explain considerations due to the intended audience, that are taken when planning presentation of information or data * Describe how performance indicators can be used to measure progress or achievements of goals and how this data can support budget requests * Use iSIKHNAS data to estimate the cost of disease, estimate benefits from proposes animal health activities, and justify the proposed budget request ====Learning objectives and course content ==== Learning objectives are related to the training and describe what people should be able to do at the completion of the training. There are many learning objectives that need to be achieved before an individual may be capable to competency in the workplace. '''Using iSIKHNAS data to support budget advocacy in Indonesia''' {| class="wikitable" |- ! '''Topic''' !! '''Learning objectives''' |- | Overview || Define budget advocacy and why it is important for animal disease control |- | || Describe how iSIKHNAS data can be used to support budget advocacy |- | Developing a budget advocacy plan || Describe why defining objectives is important for budget advocacy |- | || Describe why understanding the audience is important |- | || Outline important motivators for decision-makers (personal motivators & political motivators) |- | || Describe audience considerations when planning to present information |- | || Describe audience presentation considerations when planning to presenting data |- | || Outline why understanding competing budget requests is important |- | Using iSIKHNAS data as performance indicators|| Explain what performance indicators are |- | || Outline how performance indicators can be used to support budget requests |- | || Outline how to avoid unfair comparisons with performance indicators (standardisation) |- | || Describe possible performance indicators for specific activities such as: * Animal health performance indicators - (lab submission, breeding) |- | || * Financial performance indicators - (operations, overheads) |- | || * Animal movement performance indicators |- | || * Abattoir performance indicators |- | || * Human resource performance indicators |- | Using iSIKHNAS data for animal health economic analyses || Describe the economic process of animal diseases |- | ||Describe possible methods to estimating the cost of disease |- | ||Data requirements for cost of disease estimates (population, disease frequency) |- | ||Cost of disease |- | ||Describe methods for estimating the benefits of animal health activities: Cost-benefit analysis |} ====Evaluation of participant performance ==== Participants will be evaluated on a combination of the following: * Attendance and active participation in discussion in all sessions. * Completion of exercises and short-answer questions either individually or in groups as required during the training ====Course structure and delivery approach ==== The ''Budget Advocacy'' course is designed to be delivered in 3 sections over 3 days: * Section 1 (Sessions 1 & 2): Better communication for budget advocacy * Section 2 (Sessions 3-5): Using iSIKHNAS data as performance indicators * Section 3 (Sessions 5-12): Applied animal health economics Each day is divided into four, 1.5 hour sessions. The course is designed to be delivered by local, experienced training facilitators who have read and understood the Trainer's manual and objectives and are familiar with the training material. Facilitators will be supported by the Facilitator's guide and the resource package for participants. Each session (1.5 hours) will consist of: *Facilitation of course material *Discussion to clarify important concepts *Exercises to practice and reinforce concepts *Feedback and evaluations to confirm understanding *Extension reading and exercises Class exercises and examples will use Excel spreadsheets, s** participants should have access to a computer for the course and should be used to working in Excel. ====Suggested Course Timetable ==== {| class="wikitable" |- ! '''Day''' !! '''Session''' !! '''Section''' !! '''Topic''' |- | '''Day 1''' || 1 || 1. Better communication for budget advocacy || Welcome and Introductions. Better communication for budget advocacy Part 1 |- | || 2 || || Better communication for budget advocacy Part 2 |- | || 3 || 2. Using iSIKHNAS data as performance indicators || 2.1 Introduction to iSIKHNAS. What are performance indicators? |- | || 4 || || 2.2 Using iSIKHNAS data to estimate and compare performance indicators |- | '''Day 2''' || 5 || 2. Using iSIKHNAS data as performance indicators (continued) || 2.3 Using performance indicators to support budget requests |- | || 6|| 3. Applied animal health economics|| 3.1 Introducing animal health economics – the economic impact of disease |- | || 7 || || 3.2 Estimating the costs of disease |- | || 8|| || 3.3 Estimating the costs and benefits of animal health activities |- | '''Day 3'''|| 9|| 3. Applied animal health economics (continued)|| 3.4 Using disease costs and benefits for budget advocacy |- | || 10 || || 3.5 Animal health economics tools: cost-benefit analysis |- | || 11|| || 3.5 Animal health economics tools: cost-benefit analysis continued |- | || 12|| 4. Wrap-up|| Course Evaluation, Presentations, Conclusion, and Closing |} ==== Course resources ==== The ''Budget Advocacy'' course resource documents will be provided in English and key documents will be translated into Bahsa Indonesian. The ''Budget Advocacy'' training package includes the following; * '''Facilitators guide ''' - for facilitators Containing detailed information with lesson plans arranged for each session and learning objective. Important points will be accompanied with suggestions for additional material to be covered, questions and examples to be posed by the facilitators and expected responses as well as tips for facilitating responses. *'''Powerpoint presentations''' - for facilitators Containing key content for presentations to participants. *'''Manual for participants''' - to be accessible to all participants. An easy-to-read manual containing the content covered in the course. The manual will be used by participants as reference material during the course and afterwards. The manual will als** be made available online and as a PDF file that can be downloaded and viewed on any computer or tablet device. *'''Excel Spreadsheets''' - to be provided to all participants. Containing simple economic tools for participants to use in exercises '''Administration documents''' - for facilitators. These documents include: facilitators training package information, participant pre-course information, training course preparation checklist, attendance list, certificate template, and are needed to effectively run the training. '''Evaluation forms - ''' - for all facilitators and participants. The evaluation forms are used for two purposes: evaluation of participant performance, and for collecting feedback on the course from participants and facilitators. ==== Session plans ==== {| class="wikitable" |- ! '''Session''' !! '''Topic''' !! '''Details''' |- | 1|| Welcome and introductions || Underdevelopment |- | 2 || Communication || Under development |- | 3 || Introduction to iSIKHNAS. 2.1 What are performance indicators? || *Powerpoint presentation *Powerpoint of concepts *discussion, questions and clarifications *group activity: **groups of 4-5 each **list up to 5 examples of possible performance indicators for different areas of activity **for each Performance Indicator (PI): ***what data is needed? ***where would you get the data? ***how would it be calculated? ***what could it be used for? *groups report back & discuss |- | 4 || 2.2 Using iSIKHNAS data to estimate and compare performance indicators || * Powerpoint of concepts * discussion, questions and clarifications * group activity: **individual or small groups (2-3) with shared computer **work through spreadsheet example of PI calculation and comparison * show worked example and discuss |- | 5 || 2.3 Using performance indicators to support budget requests || * Review of Day 1 and activities * Powerpoint of concepts and examples * discussion, questions and clarifications * group activity: **groups of 4-5 each **work through exercise on using performance indicators for budget advocacy *groups report back & discuss |- | 6 || 3.1 Introducing animal health economics – the economic impact of disease|| *Powerpoint of concepts *discussion, questions and clarifications *group activity: **groups of 4-5 each **each group list up to 10 things that might be considered “costs” of disease and classify as direct or indirect. Each group does a different disease from list: (brucellosis, rabies, HPAI, helminthiasis, foot-and-mouth disease, Haemorrhagic septicaemia, classical swine fever) *groups report back and discuss |- | 7|| 3.2 Estimating the costs of disease|| *Powerpoint of concepts *worked example on-screen *discussion, questions and clarifications *group activity: **individual or small groups with shared computer **work through spreadsheet examples of sensitivity analysis *show worked example and discuss |- | 8|| 3.3 Estimating the costs and benefits of animal health activities|| *Powerpoint of concepts *discussion, questions and clarifications *excel example: **individual or small groups with shared computer **work through spreadsheet examples of cost and benefits calculation on screen *group discussion |- | 9|| 3.4 Using disease costs and benefits for budget advocacy|| *Review of Day 2 and activities *Powerpoint of concepts *discussion, questions and clarifications *group activity: **groups of 4-5 each **each group to outline a case for a proposed animal health activity (lab testing for abortion investigations, HPAI control program, helminthiasis, haemorrhagic septicaemia?) *groups report back and discuss (after break) |- | 10|| 3.5 Animal health economics tools: cost-benefit analysis|| *Complete topic 3.4 *Powerpoint of concepts *discussion, questions and clarifications *spreadsheet exercise: **individual or small groups with shared computer **work through spreadsheet examples of cost-benefit analysis |- | 11|| 3.5 Animal health economics tools: cost-benefit analysis (continued)|| *continue spreadsheet exercise *show worked example and discuss |- | 12|| 4. Wrap-up|| *Course evaluation, presentations, conclusion and closing |}