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Skills-based health education including life skills. Making the links Unicef, New York. Also go to http://www.unicef.org/programme/lifeskills/mainmenu.html. What is the link?. Child Friendly Schools. F.R.E.S.H. Health Promoting Schools. Skills-based health education. Life skills.

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Skills-based health educationincluding life skills

Making the links

Unicef, New York

Also go to http://www.unicef.org/programme/lifeskills/mainmenu.html


What is the link?

Child Friendly Schools

F.R.E.S.H.

Health Promoting Schools

Skills-based health education

Life skills


Child Friendly Schools

  • Quality learners:healthy, well-nourished, ready to learn, and supported by their family and community

  • Quality content:curricula and materials for literacy, numeracy, knowledge, attitudes, and skills for life

  • Quality teaching-learning processes:child-centred; (life) skills-based approaches, technology

  • Quality learning environments:policies and practices, facilities (classrooms, water, sanitation), services (safety, physical and psycho-social health)

  • Quality outcomes:knowledge, attitudes and skills; suitable assessment, at classroom and national levels

  • And gender-sensitive throughout


Child-seeking

and Child-centred

  • Inclusive of children

  • Effective for learning

  • Healthy and protective for children

  • Involved with children, families, and communities

  • Gender-sensitive


What is FRESH ?

Focusing

Resources on

Effective

School

Health

A partnership: UNESCO, UNICEF, WHO, WORLD BANK


FRESH

Core intervention activities

  • Effective health, hygiene and nutrition policies for schools

  • Sanitation and access to safe water facilities for all schools

  • Skills based health, hygiene & nutrition education

  • School based health & nutrition services

    Supporting activities

  • Effective partnerships between teachers and health workers

  • Effective community partnerships

  • Pupil participation


What is skills-based health education ?

  • part of good quality education

  • not just for health issues

  • not just for schools


Skills-based health education...

- hasbehaviour change as part of programme objectives

- has a balance of knowledge, attitudes and skills

- uses participatory teaching and learning methods

- is based on student needs

- is gender sensitive throughout


Content Methods

The

content areas

of

skills-health education

The

methods

for teaching & learning


Content

Methods

What topic? What issue?

Knowledge Attitudes Skills

(life)

About what? Towards what? For what?

Learning Outcomes


Content

(Life) Skills

knowledge

attitudes

Communication skills

Values analysis & clarification skills

Decision making skills

Coping & stress management skills


Methods for teaching & learning better

- child-centred

- interactive & participatory

- group work & discussion

- brainstorming

- role play

- educational games

- debates

- practising people skills


Who can facilitate?

Just about anybody!

- teachers

- young people (peer educators)

- community agencies

- religious groups

- others...


What settings can be used?

Just about any setting!

- school

- community

- street

- vocational

- religious

- existing groups or clubs

- others...


% adolescents ever

had sex (at ages 13,

15, 19)

% adolescents who

know how to protect

themselves

% adolescents infected

with HIV (15-19; m:f)

% adolescents able to

resist unwanted sex

% adolescents using

intravenous drugs

% adolescents

with STIs

% adolescents addicted

to intravenous drugs

Expected outcomesOutput depends on input

HEALTH &

DEVELOPMENT

GOALS

BEHAVIOURAL

OUTCOMES

ANTECEDENTS:

PROTECTIVE &

RISK FACTORS

School, community, national plus...

media campaigns, national policies, health & social services

School, community plus...

policies, health services, community partnerships...

Effort required

School ...

Skills-based health ed plus...


Evaluation

Session/classroom level - immediate

KAS outcome

Behaviour level - behavioural outcome

Epidemiological level - health outcome


Barriersto the life skills approach

- poorly understood

- competing priorities

- poor policy support

- poor and uneven implementation


3 main ways to implement in schools

Fast TrackSlow Track

  • 1. “carrier” subject 2. separate subject

  • or unit of work(long term option)

  • (short term option)

  • 3. infusion/integration (not recommended)


Priority Actions

  • Away from…Towards….

  • small scale………………. national coverage

  • isolated education

  • programs……………….... comprehensive - FRESH

  • integration………………..Single carrier subject

  • creating new materials…. better use of what is

  • generic programs……….specific (health and social)

    • outcomes

  • HIV/AIDS & life skills as

  • an add-on………………..dedicated staff, training &

  • support over time


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