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.