In 2012 The World Health Organization (WHO) estimated a shortfall of 7.2 million professional health workers (1) and in 2022 this prediction was revised upwards to a 10 million deficit by the year 2030 (2). There is universal agreement that low and lower-middle income countries will bear the brunt of these shortfalls, referred to as an 'inverse care law where areas in most need are least served. Previously in 2006, the World Health Organization had argued that "shortfalls will require building new institutions - for example, more schools of public health are needed" (3). More recently in 2022 the strategy focussed on building the "capacity of vocational and educational institutions, including related to faculty, competency‐based curriculum, clinical learning opportunities, infrastructure and technology for learning, accreditation, and regulatory mechanisms to enable increased student intake and improve and maintain the quality of education." Furthermore, these activities should be strengthened through harnessing global partnerships, financing, and technology (4). Aims and Objectives: The aim of this workshop is to transfer knowledge of some of the latest innovative practices in public health education and training identified through accreditations in four WHO regions. The objective is to increase audience knowledge and understanding of pioneering practices in public health, continuous professional development (CPD) training, curricula, programmes and schools. The longer term objective is to encourage use of online resources where examples of good practice can be shared and discussed. The format will allow for brief presentations of activities followed by discussion: 1.Integrating community outreach – Nigeria, 2. Engaging students in quality improvement - United Kingdom, 3. COVID-19 response: online workforce training – Jordan, 4. Innovating student research routes – Australia. Key question: How can accreditation and regulatory mechanisms help build and strengthen capacity of vocational and educational institutions to improve and maintain the quality of education through global partnerships and technology? References: 1. World Health Organization, Global Health Workforce Alliance 2.Health Workforce 2030: A global strategy on human resources for health. Geneva.2015 https://cdn.who.int/media/docs/default-source/health-workforce/2014-gshrh-strategy-brochure.pdf?sfvrsn=6754197a_37(6). 3. Chen L, Evans D, Evans T, Sadana R, Stilwell B, Travis P, et al. Working together for health: The world health report 2006. Geneva, Switzerland: The World Health Organization. 2006. 4. World Health Organization. Working for Health Action Plan 2022-2030. 2022. https://cdn.who.int/media/docs/default-source/health-workforce/working4health/w4h2-action-plan.pdf?sfvrsn=7c2b5c93_5&download=true [2].Links:------[1] https://cdn.who.int/media/docs/default-source/health-workforce/2014-gshrh-strategy-brochure.pdf?sfvrsn=6754197a_3&download=true[2] https://cdn.who.int/media/docs/default-source/health-workforce/working4health/w4h2-action-plan.pdf?sfvrsn=7c2b5c93_5&download=true