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Called ‘task shifting’, this strategy involves re-delegating professional tasks to nonprofessional cadres according to a skills-based toolkit.
This study exposes our hidden assumption about an axiomatic transferability of Anglo American skills development models to a postcolonial, aid-dependent context. This paper therefore suggests redefining this toolkit by bridging health research into dialogue with non-health disciplinary concerns such as postcolonialism and aiddependence. In conclusion, it argues that professional skills development is context-laden; and in need of a human-centred approach that involves true indigenousparticipation–challenges not unlike those faced by the vocational skills discourse.
http://eprints.nottingham.ac.uk/1675/2/LAM.pdf