The ISIDORe consortium, made of the capacities of European ESFRI infrastructures and coordinated networks, proposes to assemble the largest and most diverse research and service providing instrument to study infectious diseases in Europe, from structural biology to clinical trials. Giving scientists access to the whole extent of our state of the art facilities, cutting edge services, advanced equipment and expertise, in an integrated way and with a common goal, will enable or accelerate the generation of new knowledge and intervention tools to ultimately help control SARS CoV 2 in particular, and epidemic prone pathogens in general, while avoiding fragmentation and duplication among European initiatives. Such a global and interdisciplinary approach is meant to allow the implementation of user projects that are larger, more ambitious and more impactful than the EU supported transnational activities that the consortium is used to run. Our proposition is ambitious but achievable in a timely fashion due to the relevance and previous experience of the partners that we have gathered and that have complementary fields of expertise, which addresses the need for an interdisciplinary effort. Leveraging all these existing strengths to develop synergies will create an additional value and enhance Europe capacity for controlling emerging or re emerging and epidemic infectious diseases, starting with the COVID 19 pandemic. Such a global and coordinated approach is consistent with the recommendations of the One Health concept and necessary to make significant contributions to solving complex societal problems like epidemics and pandemics.

SoNAR-Global is a global consortium led by social scientists specializing in emerging infectious diseases (EID) and antimicrobial resistance (AMR). It will build a sustainable international social science network to engage the active participation of social sciences and promote complementarity and synergy in the governance of prevention and response to infectious threats and AMR. As such, it will become an integral part of emergency response. Partnering with major international and regional institutions, it will lead activities through a program that builds governance from the ground up. It will: • Develop an open-access platform to support the SoNAR-Global activities and to share them broadly. • Adapt, test, and evaluate vulnerability assessment tools on the ground and engagement models to facilitate collaboration across multiple stakeholders. • Create, pilot, and evaluate curricula for training social scientists in preparedness and response to infectious threats and through curricular development and piloting social science knowledge of infectious threats among non-social sciences actors.

Chronic high-skilled workforce shortages in Bangladesh’s Public Health Sector are a formidable constraint to the nation’s sustainable human development. Primarily stemming from their Public Health programmes, HEI are unable to meet the priority skill demands of the sector’s NGOs, government agencies and other stakeholders. The academic learning model coupled with weak faculty teaching capacities, cannot equip graduates for the real-world professional skillsets to constructively engage community Public Health needs.BRACSPH, ICCCAD-IUB and AUW identified systemic challenges to their Public Health Curricula in the interrelated areas of course structure and underskilled faculty without professional development systems. In encountering faculty-centered, didactic lecture, rote-learning classrooms, students graduate without the competencies to professionally succeed. The partners recognize the economic imperative for Higher Education transformation to develop successive generations of professionals to positively impact the public health sector. Partners will ultimately invigorate their respective mandates of educational excellence, while averting the impending quality crisis across the Higher Education sector.It is therefore mission-critical to devise a multi-faceted solution to achieve the desired education outcomes for our valued students and future workforce. This model will be systemically redesigned around student learners’ competency development by introducing the following four interdependent components:1. Public Health Competency-based Curriculum 2. Public Health Learning Methodologies3. Faculty Facilitator Development 4. Faculty Professional Skills TrainingIt is only when these core Competency-based Curriculum features are integratively designed as an educational ecosystem that we will more fully realize our students’ innate potential and contributions in the Public Health sector.