In the fourth article in our thought leadership series - Stronger together: Health supply chain voices - Sanjay Saha, CEO of Bee Skilled Global considers the unique characteristics of the new generation.
Africa and Asia are experiencing a demographic pivot. By 2030, it is estimated that Gen Z (cohort born between 1997 and 2012) will comprise 30 percent of the workforce. This demographic shift will be evident within health systems, where a significant proportion of key supply chain roles will be managed by this generation. The question is: Are stakeholders in the public and development sectors prepared for this transition?
The new generation learns differently
A recent demographic and learning research study of supply chain micro eLearning at health facilities in Kenya and Tanzania, conducted by inSupply Health, found that 48 percent of professionals enrolled in the courses were under the age of 30.
Unlike previous generations, Gen Z—often referred to as digital natives—prefer to learn through digital media and in short bursts, shaped by their exposure to bite-sized content on social platforms. They are also driven by values and purpose, making them more receptive to interactive stories, learner-centred pathways and online social engagement—rather than traditional day-long workshops or instructor-led lectures.
Learning strategies must integrate social elements
Gen Z, raised in a digitally immersive environment, naturally gravitates toward online social interactions – even when learning. This cohort prefers a social constructivist learning environment in which collaboration among peers is embedded in the educational experience. They tend to favour digital platforms that incorporate collaborative tools and real-time feedback loops, enabling them to digest knowledge and work toward shared goals. Gen Z is benefitting from this new technology that fosters interactive and communal learning experiences.
For this generation to develop the skills necessary to manage health supply chains, the learning methods and platforms must align with their learning preferences and be digitally engaging, bite-sized and self-directed. However, digital learning may not be able to foster resilience, emotional intelligence and real-world social skills; offline strategies such as in-person mentorship, peer-to-peer engagement and on-ground supervision must be used to supplement digital learning systems.
Designing capacity development programmes for the next generation
The model of teaching technical skills through venue-based training workshops is rapidly becoming obsolete. In the years ahead, the development sector – particularly those working to strengthen national health supply chains – will be compelled to rethink capacity development strategies to better meet the expectations of Gen Z.
Forward-looking technical assistance programmes must embed technology-driven learning approaches that accelerate skills acquisition and application. Approaches such as micro-learning, discussed by Andrew Brown in his article on modernisation and innovation, mobile-first delivery exemplified by GaneshAID’s Vacciform platform and Bee Skilled’s Hive learning application, and gamified peer learning through apps like Rapid Immunization Skill Enhancement (RISE) for immunisation workers – implemented by JSI in India – will become essential tools for institutional learning.
A mobile-delivered, interactive micro-video focused on key supply chain competencies is far more likely to be engaged with and retained than a traditional two-hour lecture. In terms of testing: summative or formative assessments will still be required.
What this means for governments, donors and partners
Ministries and national supply chain organisations should establish centralised digital learning and collaboration platforms for professionals nationwide. These digital academies should complement the existing in-person learning systems and enable multi-stakeholder collaboration, integrate micro-learning, continuous professional development-certified content by accredited providers and peer learning, and include built-in M&E systems to ensure long-term sustainability beyond the lifecycle of any donor-funded initiative.
Donors must prioritise funding for learning ecosystems that focus on the comprehensive professionalisation of the supply chain workforce rather than limiting investments to workshops (something echoed in PtD’s Business case for investment in human resources for health supply chain management). Technical assistance budgets should include provisions for developing a combination of in-person training, eLearning bundles, data packages and deploying AI-powered dashboards that measure competency – not just participation.
Technical and implementing partners must assist governments in launching and maintaining these centralised digital academies, positioning themselves as community managers. Proven models like the IAPHL community of practice should be adopted at the country level to build capacity through tools and platforms that resonate with the next generation.
By embracing micro-learning, mobile delivery and gamified peer networks, we can rise to meet Gen Z's expectations. Modernising capacity development is no longer optional – the demographic window is shifting and the time for action is now.
Together, we must equip this emerging generation with the skills they need to reimagine and strengthen the systems they will lead.
Gen Z is ready. Are we?
Read Andrew Brown's peice on Modernisation and innovation
References
inSupply Health. (2025). Multigenerational Learning: Adapting to a Diverse Health Supply Chain Workforce
Johns Hopkins University. (2023). Gen Z in the workplace: How should companies adapt?
Elizelle Juanee Cilliers. (2021). Reflecting on Social Learning Tools to Enhance the Teaching-Learning Experience of Generation Z Learners.
