BEGIN:VCALENDAR VERSION:2.0 METHOD:PUBLISH PRODID:-//Telerik Inc.//Sitefinity CMS 15.2//EN BEGIN:VEVENT DESCRIPTION:Event highlightsModern laboratories need more than advanced equ ipment and technical expertise\; they also need leaders who can manage peo ple and resources\, respond to crises\, work effectively with government i nstitutions and build fair\, inclusive teams.Under the WHO Health Emergenc ies Programme\, the Better Labs for Better Health initiative supports coun tries in strengthening the laboratory capacities needed to detect\, confir m and monitor public health threats. Strong leadership and management are essential to ensure that laboratory services remain effective\, efficient and sustainable &ndash\; even when budgets are limited and costs are risin g.To help develop these leadership skills\, the Global Laboratory Leadersh ip Programme (GLLP) was created by WHO together with the Food and Agricult ure Organization of the United Nations\, the World Organisation for Animal Health\, the European Centre for Disease Prevention and Control\, the Uni ted States Centers for Disease Control and Prevention\, and the Associatio n of Public Health Laboratories.The programme develops and mentors current and emerging laboratory leaders across the human\, animal and environment al health sectors\, using a One Health approach that recognizes the close connections between the health of people\, animals and the environment.The GLLP combines four components: didactic learning\, mentorship\, practical projects and a community of practice. It is based on 9 core leadership co mpetencies that help participants manage laboratories and contribute to st ronger national laboratory systems.In central Asia\, implementation of the programme has expanded steadily. The GLLP was first launched in Kazakhsta n in 2021\, followed by Tajikistan and Kyrgyzstan in 2023 and Uzbekistan i n December 2024.Tajikistan develops 3 additional competenciesAs the progra mme continues to grow\, countries are adapting it to address their own lea dership priorities.Tajikistan has further strengthened its GLLP implementa tion by developing 3 additional\, context-relevant competencies: anti-corr uption policy\; gender equality\, crisis management and effective interact ion with government authorities\; and andragogy &ndash\; the principles an d methods of teaching adult learners.Together\, these competencies address issues laboratory leaders may face beyond the technical work of the labor atory\, including ethical decision-making\, crisis response\, cooperation with public authorities\, inclusive workforce management and the effective training of adult professionals.Dr Barno Barotova\, a GLLP facilitator in Tajikistan\, explained that the additional competencies were developed in response to needs identified during the country&rsquo\;s implementation o f the programme. They reflect the understanding that effective laboratory leadership requires not only professional knowledge and technical skills\, but also the ability to bring people together\, make decisions in difficu lt situations\, listen to different perspectives and ensure equal opportun ities for women and men.&ldquo\;I am proud that Tajikistan has been able t o adapt the GLLP to the national context and introduce competencies that r espond to the country&rsquo\;s real needs\,&rdquo\; said Dr Barotova. &ldq uo\;This experience shows that sustainable laboratory systems are built no t only on equipment and technologies\, but also on people\, partnerships\, trust and equal opportunities.&rdquo\;Putting gender-responsive leadershi p into practiceOn 16 June 2026\, during the Central Asian GLLP Facilitator s&rsquo\; Workshop on Laboratory Budgeting and Costing in Shymkent\, Kazak hstan\, Tajikistan&rsquo\;s facilitators team presented a demonstration se ssion from the competency on gender equality\, crisis management and effec tive interaction with government authorities.The presentation showed how g ender-responsive leadership can improve both workforce management and the quality of laboratory services.Participants explored how to distinguish be tween sex\, gender and gender equality\; recognize and assess gender stere otypes in laboratory workplaces\; apply a gender-responsive perspective wh en making management decisions\; and identify practical ways to create a f air and inclusive working environment.A central part of the session was an interactive group exercise based on the creation of a new molecular diagn ostics department. Participants were asked to consider how a laboratory ma nager should assign several important positions\, including head of depart ment\, quality manager\, procurement specialist\, staff training coordinat or\, and coordinator for patient and government relations.The scenario int roduced familiar stereotypes &ndash\; for example\, the assumption that a man might be better suited to lead the department or communicate with gove rnment authorities\, while women might be more appropriate for documentati on\, training or patient relations.Participants discussed how such assumpt ions could affect management decisions\, limit professional opportunities and prevent laboratories from making the best use of employees&rsquo\; kno wledge and abilities.They then considered how roles should be assigned mor e objectively.The key message was clear: decisions should be based on qual ifications\, experience\, competencies\, performance\, accountability and organizational needs &ndash\; not on gender\, family status or social ster eotypes.For Dr Ainagul Kuatbayeva\, Director of the Scientific and Practic al Centre for Sanitary and Epidemiological Expertise and Monitoring\, a br anch of Kazakhstan&rsquo\;s National Centre for Public Health\, and GLLP D irector in Kazakhstan\, the session also demonstrated the practical value of these skills for future laboratory leaders.&ldquo\;Understanding gender -related needs and barriers can strengthen the communication skills of fut ure leaders\, including their ability to negotiate\, mentor and work effec tively in teams\,&rdquo\; said Dr Kuatbayeva. &ldquo\;For laboratory servi ces as a whole\, this can help make better use of workforce potential\, cr eate equal opportunities for professional growth and reduce the risk of lo sing qualified specialists.&rdquo\;Fairer leadership\, stronger laboratori esGender-responsive leadership is not only about fairness\; it can help la boratories improve teamwork\, prevent discrimination\, create safer and mo re respectful workplaces and ensure that the most suitable people are sele cted for each responsibility.By developing additional competencies in inte grity\, inclusion\, crisis management\, government engagement and adult le arning\, Tajikistan is showing how countries can enrich GLLP implementatio n in ways that respond to real leadership challenges.This work can help bu ild laboratory services that are not only technically strong\, but also mo re resilient\, inclusive and effective.WHO congratulates the GLLP facilita tor team and its partners in Tajikistan on developing these additional com petencies and on their commitment to adapting the programme to the country &rsquo\;s priorities. Their work provides a valuable example of how locall y developed learning content can complement the global GLLP framework and support stronger laboratory leadership across the region.As highlighted du ring the presentation\, equality in the laboratory is not only fair\, it i s effective.This work was supported by the Public Health Laboratory Innova tion Platforms unit\, WHO Hub for Pandemic and Epidemic Intelligence in Be rlin\, with financial support from the Schmidt Initiative for Long Covid\, whose contributions are gratefully acknowledged. DTEND;VALUE=DATE:20260618 DTSTAMP:20260628T040230Z DTSTART;VALUE=DATE:20260616 LOCATION:Kazakhstan\,Shymkent SEQUENCE:0 SUMMARY:Strong leaders for stronger laboratories UID:RFCALITEM639182161502598394 X-ALT-DESC;FMTTYPE=text/html:

Event highlights

Modern laboratorie s need more than advanced equipment and technical expertise\; they also ne ed leaders who can manage people and resources\, respond to crises\, work effectively with government institutions and build fair\, inclusive teams.

Under the WHO Health Emergencies Programme\, the Better Labs for Be tter Health initiative supports countries in strengthening the laboratory capacities needed to detect\, confirm and monitor public health threats. S trong leadership and management are essential to ensure that laboratory se rvices remain effective\, efficient and sustainable &ndash\; even when bud gets are limited and costs are rising.

To help develop these leaders hip skills\, the Global Laboratory Leadership Programme (GLLP) was created by WHO together with the Food and Agriculture Organization of the United Nations\, the World Organisation for Animal Health\, the European Centre f or Disease Prevention and Control\, the United States Centers for Disease Control and Prevention\, and the Association of Public Health Laboratories .

The programme develops and mentors current and emerging laboratory leaders across the human\, animal and environmental health sectors\, usin g a One Health approach that recognizes the close connections between the health of people\, animals and the environment.

The GLLP combines fo ur components: didactic learning\, mentorship\, practical projects and a c ommunity of practice. It is based on 9 core leadership competencies that h elp participants manage laboratories and contribute to stronger national l aboratory systems.

In central Asia\, implementation of the programme has expanded steadily. The GLLP was first launched in Kazakhstan in 2021\ , followed by Tajikistan and Kyrgyzstan in 2023 and Uzbekistan in December 2024.

Tajikistan develops 3 additional competencies

As the programme continues to grow\, countries are adapting it to address their o wn leadership priorities.

Tajikistan has further strengthened its GL LP implementation by developing 3 additional\, context-relevant competenci es: anti-corruption policy\; gender equality\, crisis management and effec tive interaction with government authorities\; and andragogy &ndash\; the principles and methods of teaching adult learners.

Together\, these competencies address issues laboratory leaders may face beyond the technic al work of the laboratory\, including ethical decision-making\, crisis res ponse\, cooperation with public authorities\, inclusive workforce manageme nt and the effective training of adult professionals.

Dr Barno Barot ova\, a GLLP facilitator in Tajikistan\, explained that the additional com petencies were developed in response to needs identified during the countr y&rsquo\;s implementation of the programme. They reflect the understanding that effective laboratory leadership requires not only professional knowl edge and technical skills\, but also the ability to bring people together\ , make decisions in difficult situations\, listen to different perspective s and ensure equal opportunities for women and men.

&ldquo\;I am pro ud that Tajikistan has been able to adapt the GLLP to the national context and introduce competencies that respond to the country&rsquo\;s real need s\,&rdquo\; said Dr Barotova. &ldquo\;This experience shows that sustainab le laboratory systems are built not only on equipment and technologies\, b ut also on people\, partnerships\, trust and equal opportunities.&rdquo\;< /p>

Putting gender-responsive leadership into practice

On 16 Jun e 2026\, during the Central Asian GLLP Facilitators&rsquo\; Workshop on La boratory Budgeting and Costing in Shymkent\, Kazakhstan\, Tajikistan&rsquo \;s facilitators team presented a demonstration session from the competenc y on gender equality\, crisis management and effective interaction with go vernment authorities.

The presentation showed how gender-responsive leadership can improve both workforce management and the quality of labora tory services.

Participants explored how to distinguish between sex\ , gender and gender equality\; recognize and assess gender stereotypes in laboratory workplaces\; apply a gender-responsive perspective when making management decisions\; and identify practical ways to create a fair and in clusive working environment.

A central part of the session was an in teractive group exercise based on the creation of a new molecular diagnost ics department. Participants were asked to consider how a laboratory manag er should assign several important positions\, including head of departmen t\, quality manager\, procurement specialist\, staff training coordinator\ , and coordinator for patient and government relations.

The scenario introduced familiar stereotypes &ndash\; for example\, the assumption tha t a man might be better suited to lead the department or communicate with government authorities\, while women might be more appropriate for documen tation\, training or patient relations.

Participants discussed how s uch assumptions could affect management decisions\, limit professional opp ortunities and prevent laboratories from making the best use of employees& rsquo\; knowledge and abilities.

They then considered how roles shou ld be assigned more objectively.

The key message was clear: decision s should be based on qualifications\, experience\, competencies\, performa nce\, accountability and organizational needs &ndash\; not on gender\, fam ily status or social stereotypes.

For Dr Ainagul Kuatbayeva\, Direct or of the Scientific and Practical Centre for Sanitary and Epidemiological Expertise and Monitoring\, a branch of Kazakhstan&rsquo\;s National Centr e for Public Health\, and GLLP Director in Kazakhstan\, the session also d emonstrated the practical value of these skills for future laboratory lead ers.

&ldquo\;Understanding gender-related needs and barriers can str engthen the communication skills of future leaders\, including their abili ty to negotiate\, mentor and work effectively in teams\,&rdquo\; said Dr K uatbayeva. &ldquo\;For laboratory services as a whole\, this can help make better use of workforce potential\, create equal opportunities for profes sional growth and reduce the risk of losing qualified specialists.&rdquo\;

Fairer leadership\, stronger laboratories

Gender-responsive leadership is not only about fairness\; it can help laboratories improve teamwork\, prevent discrimination\, create safer and more respectful workp laces and ensure that the most suitable people are selected for each respo nsibility.

By developing additional competencies in integrity\, incl usion\, crisis management\, government engagement and adult learning\, Taj ikistan is showing how countries can enrich GLLP implementation in ways th at respond to real leadership challenges.

This work can help build l aboratory services that are not only technically strong\, but also more re silient\, inclusive and effective.

WHO congratulates the GLLP facili tator team and its partners in Tajikistan on developing these additional c ompetencies and on their commitment to adapting the programme to the count ry&rsquo\;s priorities. Their work provides a valuable example of how loca lly developed learning content can complement the global GLLP framework an d support stronger laboratory leadership across the region.

As highl ighted during the presentation\, equality in the laboratory is not only fa ir\, it is effective.

This work was supported by the Public Health L aboratory Innovation Platforms unit\, WHO Hub for Pandemic and Epidemic In telligence in Berlin\, with financial support from the Schmidt Initiative for Long Covid\, whose contributions are gratefully acknowledged.

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