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WPRO 0147 Eng.Pdf WPRO 0147 SE:OOND REGIWAL smINAR ON HEAIlrH EDUCATION Sponsored by the WORID HEAIlrH ORGANIZATION REGIONAL OFFICE FOR THE WESTERN PACIFIC Manila# Philippines 4 to 12 Deoember 1969 NOT FOR SAm PRllll'ED AND DISl'RIl3t1rED by the REGIONAL OFFICE FOR THE WESTERN PACIFIC of the World Health Organization .... Manlla# Philippines July 1970 .. • NOTE The views expressed in this report are those of the consultants and participants at the seminar and do not necessarily reflect the policy of the World Health Organization. This report has been prepared by the Western Pacific Regional Office of the World Health Organization for Governments of Member States in the Region and for those who participated in the Second Regional Seminar on Health Education which was held in Manila, Philippines, from 4 to 12 December 1969. .' • ·~ PNe • 1. I:?r:".oDUCTlon. • • . • • • • • . • . • • • • . • • . .. •.••••••••...•..•. 1 2. 3\Jr·t·t'\."'lY OF C::.NCLtJSlmm ron PLAInmlG AIID D1P~.mt~ATIO!i OF TEAC"nm PllEPARATION FOR lISAIJl'H EDUCATION •••••••••• .3 2.1 r lBllll1ng needs ."...................................... ....... "........ 3 2.2 Tea~her ;.eeds .................................................................. 3 ~eaoher preparation programmes •........••••..•.• 4 2.4 Collaboration between teachers, government all.d ooJnlDllIl1 ty ......................................""...".".......... l~ 2.5 Conolusion.""" .................. "" .. " .. " .. " .... " ... " ... " " " .. .. .. .. .. 5 3. ~"CS-vl~ OF TOPICS DISCUSSED ........................... 5 :;5.1 . Topio 1 - Teaoher needs for the health eduoatiOll role .......... " .. ".... "" ....... ".. "... ".. "" .. ".......... .. 6 Topic 2 - Pre-3er\~ce, L~-servioe and oontinuing eduoation programmes in health education •.•..••• 13 3.3 Topic.3 - Collaboration 1:>ett'leen teaohors, government and commur.ity •...•••..••..•.••....••• 19 4 • Am:~:::rzs .......... " .... " ......................... " .. " • " .. " " " " " ...... " ..... " .. .. • • 24 Alnn::x 1 - List of oonsultants, partioipants, observers and secretariat ••.•..••....•...•• 24 A1'1113X 2 - Agenda and schedule of work •••....••••••••• 31 ..u~r..lX .3 - Administration of the seminar ,- officers, oommittees and discussion groups •.•..•..••• 35 Alll-EX !~ - List of workin.:; papers ..................... 39 AlJUEX ;; - References and seleoted bibliography... .. •• 41 Al-lNEX 6 - Summa.ry of' reports from oountries and oonsultants' observation visits ••.•.......• 47 .. · Aln-~\: 7 - Field visits •.•....•............•...••..... 50 • ... / - 11 - • ~ ANNEX 8 - Special interest topics ••••••••••••••••••••• 6 51 ANNEX 9 - Action programmes •....••.................•••• 56 ANNEX 10 - Report of the Evaluation Committee •.......•• 57 1. INTRODUCTION Preparation of school teachers for heal th education was the subject of the Second Regional Seminar on Health Education held in the WHO Conference Hall, Manila, from 4 to 12 December 1969. Twenty-six participants from twenty countries and territories attended, inCLlding heads of departments and leoturers in health educat.ion in teacher training institutions, educational administrators. school health personnel. and health services personnel.l Dr Francisco J. Dy, WHO Regional Director'. opened the seminar by referring to the need to utilize the resources of -whe educational system to reduce the burden of preventable child w~rbidity and mortality in the Region. He emphasized the importal1.Ce of the careful preparation of teachers for their health education role and for teamwork between school, parents and community in determining and meeting the objectives of health education at school. Ministries of EdUcation and Health should collaborate in providing tile training resources which are needed. The principal objectives of the seminar were: (a) to provide teacher educators and others responsible for health education in the schools with an opportunity to consider the needs and problems faced, to exchange views and information, and t.o establish guidelines on the preparation of school teacners for health education; (b) to consider how pre-service, in-service and. contil1.uing education programmes for teachers can prepare them to carry out effective health education through health instruction in the classroom. the school health services, a healthy school environment and cO-c,p6rativ€' efforts wi th the home and community; and (c) to consider how to obtain the oo-operati.on of parents, health and medical authorities, leaders. governmental dnd volun'tary agencies and the public at large, in developing and strengthening health education in the school, the home and the commun.i ty 0 lConsultants, participants, observers and secretarlat - See Annex 1; Agenda and schedule of work - See Annex 2; Planning al1d administration of the seminar - See Annex 3. - 2 - • Three major topics were considered: (a) Teacher needs for the health education role; (b) Pre-service, in-service and continuing education programmes in health education; and (c) Collaboration between teachers, government and cOllllllUl'lity. Each topic was introduced by a short keynote address1 prepared by one of the participants and was further discussed by three working groups of participants and observers. A summary of the discussions for each topic was presented in plenary session by the chairman of the working groups. Panel discussions ~re held on five topics of special interest selected by the participants. Participants were also invited to define specific problems and prepare aotion programmes ~ solutions with assistance from consultants and resouroe persons. Field visits were made to observe professional preparation in health education programmes for prospective primary, secondary and college teachers. Health instruction in schools and SChoOl-c~mmunity liaison in local health education programmes were also observed. Library references and a display of curricular and resource materials were available for the benefit of participants and observers. At the conclusion of the seminar, an evaluation indicated that most participants felt that the seminar's obje~tives had been substantially aohieved. Strong views were expvessed that a most important follow-up requirement will be the organization of intra-country seminars on similar lines and held at appropriate levels, in order to examine in detail each oountry's needs for teacher preparation in health education, the resouroes available and the most effeotive ways of implementing or developing existing programmes for preparing teachers for health education. ~r Ezaddin bin Mohamed, "Needs of the Teacher, It WPR/HE/9; Dr S.P. Lee, "Preparation of Health Education Teachers in Taiwan, Republic of China," WPR/HE/IO; Mr L. Rasalato. "Collaboration between Teachers, Government and Community," WPR/HE/ll 2See Annex 8 Special interest topios 3See Annex 9 - Action programmes • 4 See Annex_7 - Field visits - 3 - 2. SUMMARY OF CONCllJSIONS FOR PLANNING AND IMPLEMENTATION OF TEACHER PREPARATION FOR HEALTH EDUCATION 2.1 Planning needs There is a general shortage of teachers prepared for health education in most countries of the Region. Most countries need to examine and evaluate their existing health education programmes for all teachers. The largest group of teachers needing health training are those in elementary schools who teach all subjects to a particular class. This need is particularly important since the pupils are in a most impressionable age group for attitude and habit formation. All primary teachers must therefore be fully aware of the significance of their health education function. their exemplary role, their needs for up-to­ date health knowledge and the significance of their contribution to community health. The provision of training for health and other teachers in secondary schools is more complex. depending upon the cultural and social setting. the nature of the major health problems and the administrative curriculum and school personnel policies of each country. Opportunities should be provided for teachers to increase their professional level of competence in the subject by means of refresher and specialization courses. Such courses should be of sufficient standard to allow for promotional advancement. Adequate flexible and up-to-date syllabi of health instruction are required in schools and colleges. 2.2 Teacher needs 2.2.1 Knowledge The teacher should possess an adequate basic background knowledge of health which may include the principles of growth and development of normal children and the recognition of significant deviations from the normal. both mental and physical; basic environmental hygiene; personal hygiene; control of communicable diseases; a knowledge of the community resources likely to be available to the school; a good understanding of accident prevention. first-aid and minor ailments. 2.2.2 Teacher attitudes to health The student teaoher should, as a result of his training. develop an attitude of responsibility for the health care for his pupils. both as individuals and as a group. Other oomponents of teacher attitudes whioh should develop in the training period are that health is an asset to normal living which is to be valued and that he has an important health exemplary role with his pupils. - 4 - He should also develop the concept that his role as a teacher of health must be played in the community as well as in the school. He should be trained to take immediate advantage of any opportunities that arise in the surrounding community to demonstrate the relevant health principles. 2.2.3
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