In the realm of classical music, the orchestra stands as a formidable emblem of aesthetic grandeur and refinement. However, beneath the veneer of sophistication lies a deeply entrenched system that stymies the potential for creative exploration and spontaneity.

The ways of knowing of health professionals who work on the front lines are distinct because no one else is there every day . Yet they are typically absent from the global table, even though the significance of local knowledge and action is increasingly recognized. In the quest to achieve global health goals, what value should professionals within global health agencies ascribe to local experience?

“Some individuals are acknowledged as credible knowers within global health, while the knowledge held by others may be given less credibility.” – (Himani Bhakuni and Seye Abimbola in The Lancet , 2021) “Immunization Agenda 2030” or “IA2030” is a strategy that was unanimously adopted at the World Health Assembly in 2020.

This is the content of a poster presented today by The Geneva Learning Foundation (LinkedIn | YouTube | Podcast | Twitter)  at the International Social and Behavior Change Communication Summit 2022 (#SBCCSummit) held 5-9 December 2022 in Marrakech, Morocco. What is the Geneva Learning Foundation?

This is the preface by Heidi Larson for the report “Overcoming barriers to vaccine acceptance in the community: Key learning from the experiences of 734 frontline health workers”. This report is presented today by The Geneva Learning Foundation (LinkedIn | YouTube | Podcast | Twitter) at the International Social and Behavior Change Communication Summit 2022 (#SBCCSummit) held 5-9 December 2022 in Marrakech,

Rubrics are well-established, evidence-based tools in education, but largely unknown in global health. At the Geneva Learning Foundation (TGLF), the rubric is a key tool that we use – as part of a comprehensive package of interventions – to transform high-cost, low-volume training dependent on the limited availability of global experts into scalable peer learning to improve access, quality, and outcomes.

In the Geneva Learning Foundation’s approach to effective humanitarian learning, knowledge acquisition and competency development are both necessary but insufficient. This is why, in July 2019, we built the first Impact Accelerator, to support local practitioners beyond learning outcomes all the way to achieving actual health outcomes.

At the Geneva Learning Foundation (TGLF), we have just begun to share a publication like no other. It is titled Overcoming barriers to vaccine acceptance in the community: Key learning from the experiences of 734 frontline health workers . You can access the full report here in French and in English.

Question 1. Does supplementing face-to-face instruction with online instruction enhance learning?

**Unique learning experiences generate not just data points but complex stories about what it takes to make change actually happen. **By connecting the dots between ideas and implementation, we can zero in on the highest-value insights.  Our Insights Unit uses the latest advances in learning analytics to map how ideas and practices shared between countries and system levels make a difference.

**100% digital 100% human: **using the latest learning technologies and interfaces, we adapt our digital networking interfaces to learner needs and habits to augment their digital and networking capabilities.  **Grounded in experience: **we foster problem-solving that values *both *participants’ lived experience and the world’s best available global knowledge.