The European Agency for Accreditation in Public Health Education (APHEA) was launched in 2011. This followed nearly two decades of efforts in a variety of programmes supported by international donor agencies, and others that provided experience and field testing of peer review systems for schools of public health in Europe. The Association of Schools of Public Health in the European Region (ASPHER) Public Health Education European Review (PEER) project, devised with the aid of WHO EURO in the early 1990s and later by the Open Society Institute (OSI) within the framework of a joint ASPHER-OSI Program from 2000-2005, helped to develop a cadre of expertise on the process of international peer review and standards that are compatible with a full accreditation process. The purpose of this paper is to provide a brief overview of the background, criteria and current pilot phase of European accreditation for the Master of Public Health degree and equivalent study programmes. Undergoing the accreditation process will help longstanding and new schools review their programmes to meet new European accreditation system standards and provide students, graduates and potential employers with confidence in the future acceptability of their credentials. The new accreditation agency was established by a consortium of European public health organisations and represents a new phase for development of standards and quality of education systems in Europe to face the challenges of workforce development for a "New Public Health" era in the 21 st century.

Outcome measures and training protocols were feasible in this sample of convenience of adults with CP who were ambulatory and who did not have visual impairment. The adults with CP in this study demonstrated individual improvements in gait and balance following training.

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Despite most children with cerebral palsy (CP) now living within typical life spans, little is known about how the effects of CP unfold across the life course and impact participation in everyday life during adulthood. In this study, we explored the experiences of 38 adults growing older with CP. Data were gathered using semi-structured interviews focused on participants’ engagement in activities in their community and analyzed using a life course perspective to deepen our understanding of the experiences of our participants. We found that individual agency, family and social contexts, as well as larger sociocultural contexts all shaped participants’ experiences as they grew older. The findings highlight the usefulness of the life course perspective for understanding how the effects of a diagnosis of CP unfold over time. Further use of this perspective can better inform health care services to meet the needs of adults with CP aging with a lifelong disability.