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 Teaching aids

Health teachers should be provided with suitable resource materials and student workbooks covering the curriculum. Teaching aids such as films, radio, television, posters, pictures, charts and models are valuable particularly when based on local resources and problems. The teacher must have knowledge of, and easy access to, available resources in the neighbouring community.

2.3 Teacher preparation programmes

In addition to the areas of basic knowledge. prescribed students should receive adequate instruction on community and social organization, so that they may be able to work effectively with the local community in promoting the health of its children.

The health course should include a consideration of the health implications of other subjects in the school curriculum.

Praotical experiences of the health services of the college and its community should be an integral part of the training of the teacher.

The course should not overlook educational principles bas~c to curriculum development, preparation of materials, and practical teaching experiences.

In the training of nurse-teachers, an assessment should be made of the general educational background of the students with a view to appropriate courses to meet gaps in their previous educational background.

Efforts should be made to provide teachers with appropriate continuing in-service training during vacations, week-ends or evenings and by use of workshops. For teachers who live a considerable distance away from the training college, consideration might be given to the use of correspondence courses, radio teaching, and possibly the organization of itinerant teachers or teams.

2.4 Collaboration between teachers, government and community

It is unlikely that co-ordination at the school level will be satisfactory in the long term, unless it receives the support and example from higher administrative levels. • Collaboration is necessary at three levels. namely: administrative, college and school. - 5 -

2.4.1 Administrative level

Inter-departmental liaison ooncerns mainly the health and education departments. but other departments should be co-opted for consultation on special subjects (e.g. agriculture, public works. social welfare, etc.), A senior advisory health education counsellor may be valuable as an instrument of collaboration.

2.4.2 College level

At college level, co-ordination should occur between the various departments in the college, the local oommunity, teachers in the field, other health institutions and voluntary agenoies concerned with health, education and general welfare.

2.4.3 School level

At school level. co-operation is essential with teachers of other subjects to prevent overlap, as well as with any training colleges in the area. Full use should be made of local health personnel for advice and help as well as local community and parent groups. A school health council may be valuable in promoting collaboration. A particular need is for health teachers to develop close links with the communi"y health services.

2.5 Conclusion

In view of the nature and extent of present health problems in the Western PacifIc Region, there is a need for well-planned health teaching in schools by teachers who have the necessary underst,andings, attitudes and practicss developed through up-to-date pre-service and in-service continuing educatIon programmes in health.

The co-operation of government departments. teacher education institutions, community and professional agencies is necessary to achieve this goal.

3. RESUME OF TOPICS DISGUSSED

The objectives of teachers for each child must include equipping him with scienUf:l.c health knowledge, attitudes consistent with rational decision making concerning personal. family and national health problems and skills appropriate to ensure an active. safe and emotionally stable life in his community 0

Health ",ducatlon at school is the product of health instruction, healthful school living, adequate health services and close school-community relations on health matters. The teacher needs to use all available educational technique:::: In the ceognitive, affective and psycho-motor domains to make the health learning experiences of the school pupil effective. - 6 -

This requires that health teaching be related to L~e needs and interests of children at different stages of maturity. It should also take into consideration the sociological factors and cultural beliefs and practices of the society together with the health problems which it experiences.

In teaching health in the classroom, practical problem-solving and discussion methods are often more relevant than didactic instruction. The student teacher must develop attitudes and competencies in the health course of the training college which will enable him to:

(a) develop effective health learning experiences in the classroom;

(b) assist in the maintenance of a healthy environment, good working conditions and satisfactory inter-personal relationships both wi thin the school and in the local community; and

(c) co-operate with the official and private health agenc,ies in meeting the child's needs for health supervision and care, emergency treatment. and the maintenance of health recordsv

The effective preparation of teachers in health depends upon the interest and support of the college administration" The health education faculty in the college should regularly rev:'se the curriculum to adJust the teaching in the changing health status of the society. In so doing. it should consult with health services personnel" practicing teachers. parent aSSOCiations, professional teachLog asso~.i!l.tions and all others who may be able to contribute> Pilot testing of curricula. guides. resource materials and techniques should be undertaken to evaluate their effectiveness.

The task of health education cannot 00 effectively accomplished without the integrated functioning of a team whose common objective is the well-being of the child. Personnel of the health services, health and teaohing profeSSions, parents, community agencies should co-operate actively with the educational administration and the practicing teacher to this end.

3.1 TopiC 1 - Teaoher needs for the health education role

Teachers have a variety of health functions in the school setting in different oountries. In most countries, primary school teachers are generalists, teaching all subjects to their classes. the emphasis so far as health is concerned being placed on the acquisition of desirable habits of living and learning in preparation for the more intensive academic work of the secondary schools. At the seoondary school level, two alternative patterns of health education of pupils , are found, namely:

(a) a formal syllabus of health lessons; or • (b) incidental teaching either by means of insertIon of health topics in other syllabi of instruction such as SCience, home economics. social studies. history, language. physical education, e:'~ .. or informally as teachable moments arise in these subjects. - 7 -

Where a formal syllabus in health is included in the secondary school curriculum, it is often taught either by a specialist health teacher, a physical education teacher or in some countries, by a nurse-teacher, 1 but it may also be taught by teachers of science, biology, home economics and others. The demands of these various health functions upon the teachers who are given the responsibility for health instruction vary.

In addition to having needs contingent upon teaching the health syllabus in the school, each teacher, whether primary or secondary, has other needs which must be met during his training. These are related to the part he plays in the following:

(a) helping to secure a healthy environment in the school, including its intellectual. emotional, social and physical components;

(b) exemplifying a healthy way of life in his own behaviour;

(c) enabling the school health services to function harmoniously and efficiently by observing children for evidence of health imperfections, assisting with the organiz~tion of health inspections and procedures, following up children with disabilities, dealing with accidents and emergency situations and encouraging parents to seek recommended remedial measures where necessary;

Cd) working closely with community leaders and the local government administration with the representatives of health professions and public health services to improve the environment of children at school and at home;

(e) helping to bring all possible influences to bear wi thin the school and its local community Which might increase the child's understanding of community health needs.

The effective integration of such varied factors into continuous individual and social learning experiences for children is a complex task with which a school administrator needs assistance. Some countries have seen the need for a health co-ordinator in the schools for this purpose.

In the primary sohool. the co-ordinator is usually a senior member of the teaching staff, but in some countries a nurse-teacher may be given this role. In the secondary school where specialists in health education or in physical education with health education as sub-major are employed, the co-ordination role is usually a responsibility of such staff. Where no specialist teacher is available in secondary schools, the co-ordination role may be taken by the school head or assigned to a senior staff member. Co-ordinators who are not trained in health sciences or health education at the undergraduate level may have special needs for in-service health education training and for the consultative services of school health service personnel.

1 A nurse sometimes with public health qualifications and additional training in education theory and practice - 8 -

3.1.1 Needs of students in the teacher training institutions

All teachers in training, whether they are to teach health as an incidental function or as specialist health teachers, have specific needs which must be met during training for their actual and implied health education roles. These may be summarized as needs for:

(a) a healthy environment in the teachers' college;

(b) an efficient student health and counselling service to achieve a high personal standard of health and to treat existing defects;

(c) relating to and working with community health services to develop an understanding of their functions and problems;

(d) active involvement through student health councils or practice in demonstration school clinics in matters concerning school health services organizations;

(e) discussion of health issues with their peers in order to develop stable attitudes concerning health problems;

(f) a health education curriculum based upon:

(i) major health problems of the Go~~ity.

(ii) the cultural setting.

(iii) basic knowledge about health needed by children, and

(iv) health attitudes and practices considered desirable for their pupils;

(g) up-to-date and effective library, text and audio-visual resources for health instruction.

3.1.2 Needs of health teachers in the school

In addition to further training which may be necessary during the teachers' professional careers after graduation, the needs of health teachers in the school are as follows:

(a) an up-to-date and flexible health syllabus based on the levels of maturity, interest and needs of their pupils;

(b) a specific time allocation for health instruction in the classroom; - 9 -

(c) where incidental instruction is used, a need exists for co-ordination in the school;

(d) opportunities to influence the construction of health curricula both at the planning stage and in pilot evaluation of syllabi and resource materials;

(e) a healthful school environment in all its aspects;

(f) a health council within the teaming staff providing for representation of the views of pupils, parents, health services personnel and comnruni ty leaders;

(g) a good knowledge of local comnrunity health and welfare needs and resources, cultural beliefs and practices, sanitary environment, health problems, social and economic conditions;

(h) opportunities for assisting pupils in augmenting or improving nutritional status either through school oanteens, school feeding programmes or school gardens; (Partic~lar needs exist for these aspeots of sohool living to be made the foous of nutrition and food hygiene eduoation. This may with advantage be extended to the homes of pupils by means of visits, talks to parents, etc.)

(i) needs for consultation with experts regarding individual ohildren with physioal, emotional or learning problems;

(J) an effioient schOol health service providing, whether by official or private means, regular oversight of child health, immunization and other health procedures, screening tests for speoifio defeots and advioe on the sanitary and physioal environment of the school, nutritional status of children, eto.;l and

(k) good and up-to-date resouroe materials and referenoes, films and other visual aids and facilities for their employment.

Attitudes of the teacher

It is likely that a teacher will be best able to initiate positive attitudes and sound decision-making capabilities in his pupils if his own attitudes exemplify the principles of healthful living.

~e personnel of the school health service should have clearly defined and aocepted health eduoation roles, e.g. with individual children and parents. They may also with advantage assist in the in­ service education of teachers with special referenoe to suoh areas as child disabilities, dental health, mental health, parasitic disease, child development, emergenoy oare, emphasizing looal needs and problems. - 10 -

Considerable emphasis should therefore be placed on the development of the teacher's health values and attitudes in the training institution. It is wise when selecting teachers for the role of specialist health teachers to be rigorous in order to recruit the more stable and adaptable individuals for this demanding and influential career.

The more important general components of teacher attitudes to health education are as follows:

(a) that health as a value is fundamental to achieving most goals in 11fe;

(b) an appreciation at all times of the fact that he is the living image of his teaching;

(c) that the teaching of health must be child behaviour centred rather than subject centred;

Cd) that health education is all pervasive throughout the school and must be encouraged through all curricular and co-curricular activity and experience;

(e) that health education should be timely and opportune and should be closely linked to current health experiences in the community and school;

(f) that school, family and communi.ty experience are aspects of the same phenomenon in promoting the health of children and the teacher must be equally interested in all of them;

(g) that there must be constant concern for the individual child with special health needs in the education programme;

(h) that sensitivity to the values and beliefs of the community leading to regular communication and discussion with aommunity leaders and parents is essential if conflict is to be avoided between teacher and parents; 1

(i) a willingness to play an active role in promoting pupil and family health in his community; and

(j) a critical and evaluative approach to the methods used and results of health educati.on on his pupils.

1 Particularly in a community with several different ethnic groups, the teacher's attitude must be flexible concerning culturally determined behaviours. - 11 -

3.1.4 The teacher's needs for knowledge

The groups discussed the areas of knowledge required by the teacher at different levels in detail. They are summarized in item 2.2.1 on page 3.

3.1.5 The teacher's needs for continued personal development

If the concept that all teachers both teach and exemplify health behaviour is accepted. there is a basic and continuing need for his personal development in terms of physical. social and emotional health. Carriage and grooming. daily health habits. attitudes towards use of tobacco. alcohol and drugs. wise use of leisure and regular active participation in community activities. relationship to pupil representatives. skills in pupil counselling and manipulation of the classroom emotional climate are all matters requiring the active consideration of educational administrators, college and school principals.

Needs of the teacher for assistance

The participants desoribed the teacher's needs for various forms of assistanoe in promoting health education of pupils as: (1) appropriate courses of health instructionl and (2) resources. These resources include:

(a) adequate and up-to-date teacher's textbooks. supplemented by curriculum guides;

(b) workbooks. textbooks and references for all grades of the school;

(c) facilities for the production of simple teaching aids such as charts, models and slides for projections;2

(d) motion picture films Which. although considered generally less useful in schools as health teaching aids. may be valuable as discussion aids in teacher training institutions Where facilities for projection exist;

(e) eduoational radio and television programmes which offer good opportunities for health instruction in schools and are economic of highly-skilled professional resources. They may provide graphic demonstration of health situations in a oommunity. Recent developments of portable video-recording equipment allows for playback after the

1 See special topic 2.

2 Since they provide excellent opportunities for pupil involvement. they are particularly valuable and cheap aids to teaching if full u.~e is made of inexpensive and readily-available local materials. - 12 -

event but is relatively expensive, Whenever broadcasting of health programmes is planned, the following are import.ant;

(i) teachers and health services personnel should be involved :in planning the programmes;

(11) programmes shculd be co-ordinated with the heal th syllabus;

(111) teaching notes should be provided for teachers;

(iv) pupil handbook.s and exercises should be prepared;

(v) opportun.lt. Les should be provided for pupil involvement in the classroom or by oorrespondence with the educational broadcasting unit;

(vi) conslderatlon should be given t~o broadcasting times whioh are aooeptableto the school;

(vii) arrangements should be made for the provision or loan of receivers to schools;

(viii) a teaoher evaluation committee should be set up to report on the broadcasts and the useruiJ.de of them,

(f) additional mat.erials in the form of posters, pamphlets on various aspects of health and disease and exhib:Uons on topical heal th situations and programmes by the pubUc health author! ties and other health agencies are valuable addItional resources for health teaching, and regular liaison between educat.ion and health departments and agencies is needed to ensure that they are made aval.1able on the large scale required;

(g) resource persons on hE>alth, welfare and safety are needed to provide:

(1) occasional lectures in schools and colleges to introduce special heal;th tortes or to act as discussion leaders for senior students on important topical problems. e.g. personal hygiene, road. safety, or drug abuse;

(il) consultatIon for the teacher on child problems, notably emot1.onal and learn:!.ng problems. A good liaison with public health and mental health servIces is required to provide such services. - 13 -

3.2 Topic 2.- Pre-service, in-service and continu¥1g education programmes in health education

3.2.1 Pre-service training

There are many health learning experiences for teachers inherent in the environment of the teacher training institution. These include:

(a) the sanitary environment of the college and the attention given by the authorities to its maintenance;

(b) the dietary pattern provided and attention given to food hygiene;

(0) the activity and leisure programmes for students;

(d) the working conditions and policies applicable to students;

(e) the involvement of students in college administration;

(f) the student health and counselling services;

(g) the living accommodation and facilities;

(h) the safety of the premises.

All of these must be considered important aspects of teacher preparation for the health education role. In many countries where the college may represent the student's first encounter with urban life, these faotors may be orucia1 to the promotion of new health attitudes. It is also neoessary to provide for a variety of training oourses in health education to fit the generalist or the specialist health teacher to perform their health education roles effectively.

In all oases, the health imp1ioations of the oollege environment mentioned above must be closely related to the aotua1 teaching of health eduoation as a formal discipline in the college.

The general principles of health curriculum in the teacher training college which are applicable to all countries are the following:

(a) instruction must be practioa1 and based on the actual health problems of the community;

(b) it must be in keeping with the ethnic and cultural background and values of the community;

(c) it must rely principally on available resources in the country and not on theoretically ideal conditions; - 14 -

(d) it must be directed towards preparing the teacher to meet the needs and interests of the pupils he will teach according to their age and level of maturity.

The detailed outlines of curriculum content, levels of teaching and criteria of achievement must be determined by the responsible teacher education authority in each country. advised by the health authorities as necessary.

As in all fields of teacher training. practice teaching is necessary for effective teacher preparation in health. Demonstration health lessons are also effective tools for teacher education.

In health education preparation. an important need of students is to learn about the functions. policies and personnel of school health services and student health services. Visi ts to community health programmes are of great value and the involvement of health services personnel as occasional lecturers in the teachers' college is both practical and desirable.

Since so much health teaching is concerned with values and attitudes of children. considerable emphasis must be placed on discussion­ centred methods in the health curriculum, so that students are encouraged to consider their own attitudes towards health matters.

Health curricula in teachers' colleges should have the following objectives:

(a) to promote insight into the student teacher's own health attitudes and behaviour;

(b) to develop competencies which will enable the teacher to convey to his pupils the concepts and principles of healthy living applicable to their own society;

(c) to promote the teacher's ability to inspire pupil activities which will favourably influence their behaviour as it affects health;

Cd) to provide a body of scientific knowledge appropriate to the nature of his health education functions in the school according to his generalist or specialist role;

(e) to familiarize him with the members of the health team and their functions to enable him to work co-operatively with them in furthering health education of the pupils. - 15 -

3.2.1.1 Syllabus of health instruction for primary ~achers

Courses in health education should be required for all primary school teachers. The content of the course may include:

(a) growth and development of the child;

(b) ascertainment and management of deviations from the normal, both mental and physical;

(c) healthful living at school;

(d) the child health services;

(e) principles of personal and community health;

(f) available health resources in the community;

(g) methods of health teaching.

Courses of this nature should be provided. spread over the whole training period and including direct field experience in the schools and community.

3.2.1.2 Syllabus of health instruction for secondary teachers

A required course in health education similar to that for primary teachers is also considered necessary for all secondary school teachers, regardless of their basic teaching subject. While, unlike the primary teacher, they are not usually responsible for direct health teaching, health education training is important to them for at least the following reasons:

(a) indirect health teaching opportunities occur in almost all subjects;

(b) teachers in secondary schools are also concerned with healthful school living;

(c) dealing as they do with pupils passing through pubertal and other adolescent crises, they need a considerable understanding of the appropriate phases of growth and of emotional and social problems aocompanying them;

(d) in the secondary school, specialization of studies in many school systems leaves the child unsupported by a teacher of first contaot While they are at a vulnerable stage;

(e) the secondary pupil is greatly conoerned with community issues and problems of which health is a common example. - 16 -

The content of the secondary teacher's health education course must therefore provide for these needs of pupils. In addition, such optional courses as "family life education" and "mental health of children" may be valuable.

3.2.1.3 Courses for specialist health teachers in secondary schools

A specific time allocation and a definitive syllabus of health education at the secondary stage are necessary. By the age of completion of compulsory secondary studies, every child should have received courses of instruction in health which fits him for adult responsibilities as a citizen and a potential parent.

If this principle is accepted and a minimum of one hour per week provided for health instruction, a specialist health teacher wIll 1~ required in most secondary schools.

Health education and physical education may be con.bined in a single subject department as long as special consideration is given to aspects of health which are not covered by the normal physical education syllabus. The criteria for health specialization, namely suitability to deal with all aspects including emotional and social elements of the subject, as well as appropriate heal~~ training in the teachers' college should apply equally to those physical education teachers responsible for teaching health.

The undergraduate course of training for health specialization must vary according to each country's needs, but where possible, should be available in the home country rather than abroad. The broad areas of knowledge required are:

(a) growth and development;

(b) personal and community health;

(c) nutrition;

(d) environmental health;

(e) mental health;

(f) family life education;

(g) school health practice;

(h) principles and methodology of health education, including community organization;

(i) evaluation of health knowledge and practice;

(j) social and behavioural sciences as applied to health education; and - 17 -

(k) basic sCiences applioable to health.

Such specialist health studies should be a major subject in the basio eduoation degree or diploma for the health teacher.

3.2.1.4 Courses for nurse-teaohers

In general, the educational role of the nurse-teacher is best expressed in the primary school as an adjunct to the daily health education functions of primary teachers. The training required for suoh nurse-teachers should include courses in community health. sohool health practice, and theory and practice of education.

Nurse-teachers Who are employed as specialist health instructors at the secondary level should undergo similar undergraduate training as specialist health teachers.

3.2.2 In-service education programmes

The partiCipants discussed two basio types of in-servioe health education programmes for teachers, namely:

(a) courses for those who have had no previous health eduoation training and -

(i) who wish to become specialist health teachers, or

(11) who wish to acquire other competencies in health education at either primary or seoondary level;

(b) courses to provide continuing education for those who have received basic health education training -

(1) specialist health teaohers,

(i1) all other teachers, primary or seoondary.

3·2.2.1 Courses for teachers who laok undergraduate preparation

Intending specialist health teaohers

In many countries, health education has only reoently been accepted at seoondary level. Introduction of normal undergraduate courses for health teachers would require time to meet the staffing needs of the new syllabus during the early years. Extension oourses may accordingly be offered to trained teaohers considered eligible for health teaohing. Such oourses should be of a~equate duration employing evenings and week-ends for leotures. Periods of training in residenoe should be required if such courses are to lead to the award of recognized diplomas or degrees in school health eduoation. Supervised practice teaching in health subJeots is also desirable. Such oourses should be made available regionally, - 18 - close to the homes of teachers who will usually be continuing t~ teach during the day. If necessary, part of the course may be conduc ved by correspondence where geographic factors make this essential.

E.xa.mination standards for awards of diplomas and degrees should be the same as for full_time students.

It will usually be important for appropriate salary and promotional incentives to be provided in order to attract teacters +:'0 these courses.

Non-specialist teachers In-service course on health education generally or on specific health topics of current importance to a nation may be offered by thp. education authorities from time to time. Such courses may be full or part time and vary in length and content. They are particularly important when a health syllabus is introduced into t,.'1e schoo:!. curriculum for the first time, or when a new aspect of health such as family life education is introduced and large numbers of teachers M~st be trained in a short space of time. Syllabi, standar·d.s and resource materials must be specified clearly if reasonable uniformity is to be achieved. It will usually be advantageous for educatior:. and health ministries to combine their resources in providing such courses and in such cases, health personnel involved in the lecturing programme may require assistance with educational principles and practice.

3.2.3 Continuing in-service education 3.2.3.1 Specialist health teachers

To allow for the continued personal development of the specialist health teacher and to update his knowledge of health sciences and teaching methods. it is essential that periodic in-service courses, vacation projects, summer schools, etc. be provided. It may be advantageous if health services personnel, educational administrators, and supervisors are invited to attend such courses and to contribute to them.

Opportunities should also be made available for some specialist health teachers to seek higher degrees in health education or related studies, perhaps undertaking research into health education in their own communities as part of the academic requirements. Avenues will exist for promotion of such teachers to university. normal college or college of education lecturing posts. Administrative posts as s~'1ool health education supervisors or directors of programmes will also require personnel trained at the master's or doctoral level. Such postgraduate programmes are taken either in the country of origin or abroad. In the latter case, the teacher should return to his home country afterwards for several years. Some assurance of availability of a suitable post on return may be crucial in retaining the interest of the postgraduate student in remaining 1n his own country. - 19 -

3.2.3.2 Other teachers

A continuous programme of short in-service courses on various aspects of health education should be provided for all categories of teachers at both primary and secondary levels to bring their knowledge of health science and current health problems up-to-date. In this way, the teacher is helped to perform his school and community roles effectively. Some participants felt that leadership and community organization training might be offered in this type of programme, since in most ~ommunities the teacher commands the respect of the general population and he may be an important innovator of improved health practices.

In any such programme for teachers, consideration should be given to providing special courses for school health personnel and educational administrators and supervisors as well as for inviting them to join the courses for practicing teachers.

Advisory services and technical information

Specialist advisory services are desirable to assist practicing teachers in the full development of the health education programme in the schools. The appointment of qualified staff supervisors or co-ordinators of health education is therefore advisable at central. provincial or divisional levels.

Continued in-service education about health in the form of regular journals, digests, newsletters and similar advisory services may be provided by education or health ministries. health education councils or school health associations. The provision of regular technical information services of this kind is desirable. It may be initiated by teaching institutions, government departments or voluntary associations, but co-ordination is desirable it a number of progra~s are in operation. In some countries, a professional association of health education staff acts as the co-ordinating authority.

3.3 Topic 3 - Collaboration between teachers, government and cOlIl!l\lIl.ity

Both the health education of school children and the preparation of teachers for this task require the oombined resources and skills of a variety of education and health person.~el and the co-operation of the civil administration, voluntary association, profeSSional institutions and, of course, parents. Collaboration is necessary for harmonious relationships between all these authorities at several levels as follows:

(a) at the national level for determination of policy. agreement on objectives to be reached and responsibilities for particular activities; - 20 -

(b) at the level of institutions responsible for teacher education of undergraduates; and

(c) between the school and its community.

3.3.1 Collaboration at the national level Implementation and co-ordination of teacher preparation for health education cannot be entirely satisfactory unless there is co~operation between the appropriate governmental authorities at national level, approved and supported by the organized health and teaching professions.

In some countries, school health services are provided by the health ministry and olose co-operation is therefore necessary between the education and health ministries if sohool health and community health are to be well co-ordinated. In others, the school health service is a branch of the education ministry itself; in such cases, the ministry of health should be a collaborating partner in the determination of school health education policy, since school health and community health are not functionally divisible. Ministry of health staff can also make a considerable oontribution to health teaching at both college and school levels.

Such co-operation may be best achieved by a high level sChool health education council including senior representatives of both ministries and with alternating chairmanship. Representatives of the health professions and of university departments concerned with social and behavioural sciences may also be invited members of the council. A council of this nature operates best in an advisory role. an executive committee of officers of the two ministries providing the link with teacher education institutions and schools.

The participants recognized that acceptance of the need for such a council and, indeed, for comprehensive school health education and teacher preparation programmes rests initially on unassailable arguments being presented to governments. These arguments are well presented in the WHO/UNESCO source book, Planning for Health Education in Schools.l

In planning at the national level for health education programmes in colleges and schools, the needs of both public and privately-run institutions should be provided for.

~er, C.E., Planning for Health Education in Schools, UNESCO, Paris or Longmans, Green and Co., London, WHO/UNESCO 1966 (English and French) - 21 -

The functions of a national health education council may include:

(a) to determine the objectives of the school health education programme;

(b) to formulate national or area school health education policies;

(c) to exchange information relevant to health education curricula;

(d) to make recommendations concerning the preparation of curriculum guidelines and other resources for schools and colleges;

(e) to define the responsibility of various authorities;

(f) to undertake regular eValuation and make reassessments of the programmes;

(g) to review the need for in-service training and continuing education programmes for teachers; and

(h) to take active steps to encourage co-operation between officers of the respective departments.

3.3·2 Collaboration at college level

The health education faculty in a teachers' college is in most countries a recently-established department with limited resources and personnel. Much of its teaching must lean upon support from other departments within the college and from health personnel from government and civil agencies. It therefore has a great need to collaborate with many authorities in building the teaching programme and in securing that acceptance by other disciplines which is essential to a developing science.

The college health education faculty may therefore make arrangements for collaboration with the following:

(a) the various teaching departments within the college;

(b) the student health service;

(c) the health and education ministries;

(d) representatives of professional health organizations;

(e) university departments related to the health and behavioural sciences; - 22 -

(f) teachers in schools who are active in health education and who may provide practice teaching or pilot facilities for research in curriculum, use of resource materials, visual aids;

(g) the professional teachers' associations;

(h) the students' councils;

(i) the local health and welfare services; and

(j) international agency representatives concerned with school health and education.

Collaboration at the school level

The pattern of co-operative activity at the school level varies greatly according to the nature of the community. Generally, however, it is nece$sary for collaboration to occur within the school, between the school and the health services and between the school, parents and community leaders at the local level who should understand and support the health curriculum and reinforce its teaching at home.

In many cases, it will be valuable to form a school health council to ensure such co-operation. In other cases, a health co-ordinator appointed by the school administrator or the specialist health teacher may provide the necessary organizational links.

The various needs for collaboration are as follows:

(a) with qealth service personnel, whether official or private -

(i) of the school health team,

(ii) of the local public health service, including the mental health service;

(b) with parents -

(i) in the parent-teacher association,

(ii) with volunteer parents who assist with services such as school lunch programmes,

(iii) with parents of individual children needing advice and help both at school and in contacts with the home;

(c) wi th the teachers of all subjects in the school and with the school administration; - 23 -

(d) with other schools in the area concerning local health needs and problems;

(e) with local branches of medical professional associations. health agencies and foundations, e.g. Red Cross, dental foundations, etc.;

(f) with social institutions such as the churches, welfare agencies, voluntary organizations providing educational services, such as family life education or road safety programmes, for sohool children, youth groups, etc,;

(g) with the local government authority.

If most of the areas of co-operation enumerated above oan be established in a practical manner, any programme of health education in schools will have a very high expectancy of success with a very small risk of any significant aspects being omitted. - 24 -

ANNEX 1

LIST OF CONSULTANTS, PARTICIPANTS, OBSERVERS AND SECRETARIAT

1. CONSULTANTS

Seminar Director and - Dr S. John Krister Health Education Consultant Director, Health Education Division Department of Public Health New South Wales Sydney, Australia

Consultant on School - Dr Paz Ramos Heal th Education Dean of Admissions ar,d Professor of Health Education University of the Philippines Diliman, Quezon City Philippines 1 Adviser on Teacher Education - Dr Pedro T. Orata Special Consultant to the Secretary of Education Department of Education Manila, Philippines

2. PARTICIPANTS

AUSTRALIA - Dr Brian Strangways-Dixon Head Australian Capital Territory School Medical Service Canberra

BRITISH SOLOMON ISLANDS - Miss Alison Lindsay Marchant PROTECTORATE Education Officer B.S. Teacher's Training College Honiara

CAMI30DIA - Dr Ngo Kim Chin Director of Health Education Ministry of Health Phnom-Penh

~OrmerlY Programme Specialist, UNESCO Headq~arters and member, WHOjuNESCO Expert Advisory Committee on Teacher Preparation for Health Education - 25 -

CHINA - Dr S.P, Lee Head and Professor Health Education Department National Taiwan Normal University Taipei, Taiwan

- Miss Laura Pan Lu Chief, Health Eduoation Division Department of Health Taiwan Provincial Government Wufeng Hsiang, Taichung, Taiwan

COOK ISLANDS - Mr Terepai Moetaua Demonstrating Teaoher Nikao Teachers College Rarotonga

FIJI - Mr Lemeki Rasalato Health Eduoation Officer Eduoation Department Suva

GILBERT AND ELLICE ISLANDS - Miss J1.IDe Hioks Leoturer in Home Eoonomios Teaohers Training College Bikenlbeu, Tarawa

HONG KONG" - Mr Paul Fong King-wah Health Education Offioer and Head Health Education Seotion Department of Eduoation Lee Gardens. Hysan Avenue. Hong Kong

JAPAN - Dr Shu Hayashi J1.IDior College of Nursing and Medioal Technology Kanagawa Prefecture 50. Nakao-cho, Asahi-ku Yokohama

KOREA - Dr Chang Dong Min Researcher (teaching staff) National Institute of Health Seoul

- Dr Hyung Jong Park Associate Professor, Health Eduoation School of Public Health Seoul University Seoul - 26 -

LAOS Mr Khampao Phonekeo Direotor of Elementary and Adult Eduoation Ministry of Eduoation Vientiane

MALAYSIA - Dr Ezaddin bin Mohamed Chief, Health Eduoation Division Ministry of Health Young Road Kuala Lumpur

Mr Rahmat Hussin Senior Lecturer Physical Education and Health Education Lar~g~ Institute ~tlnistry of Education Kuala Lumpur Mr Roger Durand NEW HEBRIDES Adviser in Education, in charge ot Health Education'

Port-Vila._------NEW ZEALAND Mr l.W. Phillips Principal Lect1.. __ :"~r in Education Wellington Teachers College Wellington

PAPUA AND NEW GUINEA Miss Jackie Kini Lecturer Teaohers College Port Moresby

PHILIPPINES Dr Florenoia Herrera Chief, Health Education Division Office of Health Education and Personnel Training Department of Health Manila

Mrs Lilia V. Juele Teacher Education Specialist Bureau of Public Sohools Department of Education Manila

SnmAPORE Miss Lilian Tan Head Domestic Science Department Teachers' Training College Ministry of Education Singapore - 27 -

- Miss Mabel Veronica Chia Soo Khim Health Education Officer Ministry of Health Singapore

TONGA - Dr So Fanamanu Medical Officer (Health Education) Medical Department Nuku'alofa

VIEr-NAM - Mi.ss Luong Ngoc Uyen Health Education Service Ministry of Health Saigon

- Mr Luu Duc Khanh Senior Professor at the Ecole Normale de Tan An Long An Directorate of Pedagogy and Adult Education Saigon

WE3l'ERN SAMOA Dr Sale Ieremia Chief, Division of Public Health Department of Health Apia

OBSERVERS

UNITED NATIONS CHILDREN'S Mr AoE. Meager FUND (UNICEF) UNICEF Representative Manila

UNITED NATIONS EDUCATIONAL Mr MoS, Patel, UNESCO Specialist SCIENTIFIC AND CULTURAL in Teacher Education ORGANIZATION (UNESCO) University of the Philippines Diliman, Quezon City

PAPUA AND NEW GUINEA - Dr Eric Wright Assistant Director of Public Health (Health Education) Department of Public Health Port Moresby

PHILIPPINE GOVERNMENT - Mrs Luisa A. Alvarez Special Assistant to the Secretary Department of Education Manila

- Mrs Cristina E. Mamuri Co-ordinator in School Health Eduoation Department of Education Manila - 28 -

- Mr Honorio D. Pasion Acting Chief, Health Education and Nursing Service Section Bureau of Public Schools Department of Education Manila

- Dr Teodora V. Tiglao Associate Professor (Health Education) Institute, of Hygiene University of the Philippines Manila

- Mr Pascual Malilay Supervisor of Health Education Bureau of Public Schools Manila

- Mrs Zenaida L. Villaescusa Special Consultant (Health and Physical Education) Bureau of Private Schools Manila

- Mr Florencio M. Apolinar Chief. Trade and Industrial Education Division Bureau of Vocational Education Manila

- Dr Amparo Banzon Chief, Division of rllaternal and Child Health Department of Health Manila

- Mrs Leonor J. Zamora Health Education Adviser Office of Health Education and Personnel Training Department of Health Manila

- Mrs Magdalena Dugenia Instructor Graduate College of Education University of the Philippines Diliman, Quezon City

UNITED STATES AGENCY FOR - Mr Daniel Sprague INTERNATIONAL DEVELOPMENT Health Education Advisor Viet-Nam - 29 -

4. SECREI'ARIAT

OPERATIONAL OFFICER Mr Donald C. Johnson Regional Adviser on Health Education World Health Organization Regional Office for the Western Pacific Manila, Philippines

- 1-1iss G. Clement Mrs Nicole Scion Mr A. Chkiantz

TEMPORARY ADVISERS - Mrs Inez Gatmai tan ~nief. School Health Services Bureau of Public Scho02s Department of Education Manila. Philippines

- Miss Celerina Siongco Professor of School Health Education Department of Health Education College of Education University of the Philippines Dillman, Quezon City. Philippines

- Professor Carmen del Rosario Professor of Health Education Philippine Normal College Manila. Philippines

RESOURCE PERSONS Professor Elizabeth McMahon WHO Headquarters' Consultant on Post-graduate Preparation of Health Personnel 10 Health Education

- Mr Norman Scotney ~{O Headquarters' Consultant on Studies and Research in Health Education and the Related Social Sciences

- Dr Hartmut Dix WHO Representative Seoul, Korea

- Dr Manuel Escudero WHO Mental Health Adviser to the Philippines

- Dr Ida van DiJk Regional Adviser on Maternal and Child Health

Dr K. V. Bailey Regional Adviser on Nutrition - 30 -

- Mr A. Tomassi Regional Adviser on Environmental Health

- Miss M. de L. Verderese Regional Nursing Adviser

- Dr B. Velimirovic Regional Adviser on Communicable Diseases

- DrJ.C.Tao Regional Adviser on Tuberculosis

- Dr M.A. Farid Senior Regional Malaria Adviser

- Dr G.J.A. Ferrand Regional Adviser on Community Health Services

- Mr J.R.F. Leroy Public Information Officer

- Mr C. Tamondong Statistician - 31 -

ANNEX 2

AGENDA AND SCHEDULE OF WORK

1. AGElIDA

1. Registration

2. Opening Ceremony - Dr Francisco J. Dy, WHO Regional Director

3. Orienta~lon - Mr Donald C. Johnson, Regional Adviser on Health Education (Operational Officer)

4. Election of officers, organization of discussion groups and appoin~ment of working committees

5. Adoption of Agenda

6. Country Reports - Dr So John Krister, Seminar Director, and participants

7. Discussion of Expectations - Dr ~az G. Ramos, Consultant on School Health Educatlon

8. Action Programmes - Dr Pedro Orata. Teacher Education Adviser

9. Three Major Topics - Keyno~e address, group discussion, summary report

Topic 1 - "Teacher Needs for Health Education Role" Keynote Speaker - Dr Eza',~din bin Mohamed

Topic 2 - "Pre-Service, In-Service and Continuing Education Programmes" Keynote Speaker - .or S.P. Lee

Topic 3 - "Collaboration betweer.. Teachers, Government and Community" Keynote Speaker - fllr' Lemeki Rasalato

10. Plenary Panel Disc'.lssion on Topics of Special Interest -

a. The School's Role in Nutrition Improvement

MOderator: L'r Vernon Bailey Panel Miss June Hicks Mrs I;l,ez Gat-maltan Miss Lilian Tn

b. Health Education Role of School Health Service Personnel

Moderator: Dr GoJ,A. Ferrand Panel Dr Brian 3trar.gways-Dixon Dr Eric Wrig.ht Dr Florencia Herrera Dr Shu Hayashi - 32 -

c. Principles of Health Curriculum Construction " ~1oderator : Miss r~. de L. Verderese Panel Mr Paul Fong King-wah Mrs Lilia V. Juele Mr Luu Duc Khanh

d. Family Life Education in the School

Moderator: Dr Ida van DiJk Panel Mr Lemeki Rasalato Miss Mabel Chia Miss Alison Lindsay Mar·chant Professor Hyung Jong Park

e. Teacher-Parent Inter-Action for School Health Eduoation

Moderator: Mr Honorio Pasion Panel Dr Manuel Esoudero Mr I. W. Phillips Dr S. Fanamanu

11. Field Visits

a. Sohool Health Education Centre at Philippine Normal College and University of the Philippines

b. Morong and Tanay School-Community Health Eduoation Programmes

12. Library and Research

13. Reports on Action Programmes

14. Presentation of Guidelines for Preparation of Teachers in Health Education by the Editorial Committee

15. Seminar evaluation by Evaluation Committee

16. Closing Ceremonies

17. Adjournment 2. SCHEDULE OF WORK

WEDNESDAY THURSDAY FRIDA.Y SATURDAY Su1IDAY :5 December ..4 December 5 December 6 December 7 December 0800 - 0900 0800 - 08)0 0800 - 0930 REGISTRATION Ple-;lary Session Field Visit A 0900 - 09)0 - Opening Introduct.ion 'ropic 1 Community Health Ceremonies, WHOCon­ 0830 - 1000 Education Centre R ference Hall, corner . Group Discussions Philipfine Norma.l United Nations Avenue' Topic 1 College R and Taft Avenue : 09)0 - 1000 - Coffee 1000 - 1015 - Coffee F I Break Breal{ v 1000 12)0 1015 11)0 1000 - 1200 Plenary Session Group Discussions Field Visit - WHO/ R Orientation, Country Topic 1 (continued) UNICEF-assisted A Reports, Discussion 11)0 .- 1230 School Health Educ­ of Expectations Library and Research ation Centre, Univ,­ E L ersity of the (;j ____ .__ ~_.______Philippines 12)0 - 1400 - LUNCH • 12)0 - 1400 - LUNCH '1200- 1400 - LUNCH E 1400 - 1500 1400 - 14)0 Plenary Session Group D:t.scussion F L Action Programmes Topic 1 .. concluded 2. Organization of 14)0 - 1500 R discussion groups and: Summary Report working committees Topic 1 E 1500 - 1515 - Coffee 1500 - 1515 - Coffee Break Break i!: 1515 - 1615 1515 - 1600 Editorial Committ.ee First; Plenary Par.el Evaluation Committee DiSC'.lssion 1615 - 1700 1600 - 1700 Steering Committee Field Trip Orientatio~ 1800 - 19)0 2000 - 2100 Regional Director's Editorial Corrmittee Reception - WHOlounge Evaluation Committee EOl()i\Y TUESDAY 'IJED1'ESDAY Th'tiRSDAY FRIDAY -'---=-8 :Jecemoer 9 December 10 December 11 December l~December : 0800 - 0830 : 0800 - 08):) : 0800 - c8)O : 0800 - ()C 30 : Steering Committee : Steerins Committee : Steering Sommi~tee : Steeri:-~gCOlmni ttC·2 ALL Di-Y"!FlEW :0830 - 8930 :083CJ - 0980 :0830 - 100e :0830 - 093'J Plenary Session : Plenary Session Group Disc',lssio:'1s : Sixth pc.enary Panel VISIT TO : Discussion of Field : S~~maryReport Topic 2: Topic 3 (continued) : Discussion : Trips - 1000 SCEOOL CO;·TI',ltJTITY :0900 :U930 - 1030 :0930 - 1000 Third Plenary Panel Plenary Session - nepoc'ts: : Introduction Topic 2 Discussion on Action frograrrr2s HEALTH2DUCArr~OI'·~ COFFEE BREAX :1015 - 1115 :1015 - 1200 PRO.:ESTS IN :1015 - 1030 :1045 - 1230 : Group Photo : Fourth Plenary Panel : Group Discussions Library and Research :1030 - 1230 : Discussion : Topic 3 (concluded) TAHAYA.1\'D ;,10RONG Group Discussions :1115 - 1145 :1200 - 1230 Topic 2 : Plenary Session Plenary Session - RIZAL PROVINCE : Introduction Topic 3 Summary Report Topic 3: :1145 - 1230 - Group Discussi,:m - Topic 3 DEP~~TINGHILTON :1230 - Ill-GO Luncheo:l Meeti;1g at Jade '--~~ HOTEL AT 08CJO AND L U N C H Vine - Second Ple:l:lry Panel Discussion F.ETORI"INGAT ABOUT :1400 - 1515 :1400 1515 :1330 - 1500 :1400 - 1500 Group Disc~3sions Group Discussions Gro~!ptravel arrange- : Plenary Session ~.7~.JO Topic 2 (contin'-l'cl) Topic 3 ments and appointments: ?r·ese:-,,~::·tionof Guide­ lines by 3ditorial Ccrr-:nittee 2000 - 210J C 0 F FEE B REA ;{ : 15CO - 1530 Edi tori3.1 COITIl7Ii ttce :------: Semi!1al" E7alllation E~/all;.atiunCo:-!'!­ :15;0 - 1630 :1530 - 1630 :1530 - 1630 :;O?~'2~~3HEAK mittec : Slide ?resentati:m : Library and Research : Fifth Plonary Panel ---=-::.:. : from ,apa:1 :16}J - 1700 : Disc',lssion :1600 - 163() :1630 - ::'700 Editorial Committee :1630 - 1700 :::losin:.:; Seremo:::ies 3di torial C()I:lmit'::,:')e :valuation Committee Sditorial Com~ittec Evaluation Com~itt'2e : ::valuation Committee - 35 -

ANNEX 3 ADMlN!1mIAT::::ON OF THE SEM!NAR _ OFFICERS, COl«l'l'TEES AND DISCUSSION GROUPS

1. Chairmen of the Plenary Sessions

4 December (Opening of Seminar) - Mr Roger Durand 5 December - Miss Lil:!.an Tan 9 Deoember - Mr·:.iI.W. Phillips 10 December - Dr EzaO.d.in bin Mohamed 11 December- - Dr S. F anamanu 12 Deoember, Closing Sessic'n - Mise Laura Pan Lu 2. Committees

Day-to-day admlnisl;rat10n of: tl"le seminarI organization of sessions and reporting of prooeedings were in t.he hands ot oommIttees of partiCipants and observers, assisted as needed by ~~e oonsultants and secretariat.

2.1 The Steering Committee

2.1.1 Members

Dr S. John Krister, Seminar Dtreator (aonvenor)

Dr Paz: G. Ramos l Seminar Consul"jant on Schoe:l. Health :!:duoation Dr Pedro Orata, Adviser 0::1 Teacher Edl... cat:1on Mr Roger' Durand, ChaIrman ')1: Gt'~'up I

Mr Rahmat. iil..lsainl Chai.rrn&."'l d Group II Dr Br:l.all Strangways-D.1.xon. C!".al!'man oJ G~'oup III Dr Sa:e !erem!a,", Cha!.rma.1. ')f t;he Ed1 ~,orial. Colllll!1 ttee Professor Hyung J ong Park,·· Chairman of 'the Evaluation Committee Mr Dona.:d C. Johnson.. Opera+.!.c>rlal Ofticer

2.1.2 Terms ot ~ferenoe of ~he S~eering Committee

(a) adJusting the dally workir.g !;oLedule of the seminar in accordance with expressed views of the participants;

(b) selecting ohairmen i.'or CI..ll. pler..ary sessions;

(0) ensuring t.ha.t as ma.n7 pa.r-ticl.pant.<; as may be possible are provided with opportunities for ehal.rm.ar.sr.1p, rep~rting of sessions, speaking in panelr; arA spee:.i&.l pr·i.'-'\eQ't, !.nvolvereent·o

2.2 The Ed!tonal (!Oltll'J:t. ~e

2.2.1 Members

Dr Sale leremia~ Chairman Mr Paul Fong King-Wah, Ra.p~or·teur Mr Khampao PhonekeQ Miss Laura Pan Lv. Mr Terepai Moetaua

o 0 ~/ - j6 -

Mr Rahmat Hussin Miss Jackie Kini Dr Brian Strangways-Dixon Miss Mabel Chia Mrs Lilia V. Juele Miss Alison Marchant Three rapporteurs of the working groups

Consultant: Mr J.R.F. Leroy

Resource Person: Mrs Magdalena Dugenia

2.2.2 Terms of Reference of the Editorial Committee

(a) preparation of a daily bulletin of seminar ~ctivities;

(b) colleotion. seleotion and reoording of reports and data for the seminar reports from all working groups. resource persons and committees;

(c) presentation at a final plenary session of the collated guidelines for planning. implementation and development of teacher preparation in the Western Pacific Region;

(d) briefing of rapporteurs for working groups;

(e) appointments of rapporteurs for plenary sessions;

(f) organization of displays for speoific daily presentation for general purposes;

(g) reporting on the field visits in plenary sessions.

2.3 The Evaluation Committee 2.3.1 Members

Professor Hyung Jong Park. Chairman Dr Ezaddin bin Mohamed, Rapporteur Dr Shu Hayashi Mr I. W•. Phillips Mr Roger Durand Dr S. Fanamanu Dr S.P. Lee Mr L. Rasalato

Consultant: Mr C. Tamondong

Resource Person: Mrs Zenaida L. Villaescusa - 37 -

2.3.2 Terms of Reference of the Evaluation Comm:tttee

(a). evaluation of the achi.evement of seminar objectives;

(b) evaluation of individual benefits received by participants in the development of their action programmes;

(c) evaluat.ion of day-to-day activities of pler:ary ee",sions and discussions of t.he working groups;

(d) evaluation of the general organizational efficiency of the seminar administration;

(e) development of questiormaires, checklists and other tools for these activities.

3. Discussion Groups

3.1 Group I (French/English)

Dr Ezaddin bin Mohamed, Keynote speaker Mr Roger Durand, Chairman Miss Luong Ngoc Uyen Mr Kbampao Phonekeo Mr P au.!. Fong King-wah Dr Ngo Kim Chin Dr Florencia Herrera Dr Luu Due Khanh Dr S. Fanamanu

Resource Persons

Mr Pascual Malilay Mrs Inez Gatmaitan Dr Amparo Banzon Mr J.R.F. Leroy Dr Pedro Orata Dr M. Escudero

3.2 Group II (English)

Dr S.P. Lee, Keynote speaker Mr Rahrra t Hussin. Chairman Mrs Lilia Juel.e Miss Lilian Tan Mr I,W. Phillips Mr Terepai Moetaua Miss Alison Marchant Dr Chang Dong Min - 38 -

Resource Persons

Mrs Luisa Alvarez Mr Florenaio Apolinar Mrs Magdalena Dugenia Mr Honorio D. Pasion Mrs Zenaida Vi1laesousa

3.3 Group III (English)

Mr Lemeki Rasalato. Keynote speaker Dr Brian Strangways-Dixon. Chairman Miss Laura Pan Lu Miss J1.me Hicks Miss Jaokie Kini Dr Shu Hayashi Professor Hyung Jong Park Dr Sale Ieremia Miss Mabel Chia

Resource Persons

Mrs Cristina Mamuri Professor Carmen del Rosario Mrs Leonor Zamora Professor Teodora Tiglao - 39 -

ANNEX 4

LlS'r OF WORKING PAPERS

Consultants' Papers Documen t Number The Needs and Problems of Health Education in Schools - Dr S. John Krist.eI' WPR/IlE/7

Professional Preparation Programme in Health Education - Dr Paz G. Ramos WPR/HE/8

Preparation and Implementation of Action Programme in Health Education - Dr Pedro T. Orata WPR/HE/12

Keynote Papers

Teacher Needs for Health Education Role - Dr Ezaddin bin Mohamed WPR/HE/9

Pre-Service, In-Service and Continuing Education Programmes - Dr Shu-pei Lee vJPR/HE/IO

Collaboration between Teachers, G0vernmen t, and Community - Mr Lemeki Rasalalo VfPR/lE/11

Country SummarIes

Country Repurt, - Austral::'a by Dr Br1an Strangways Dixon \'JPR/HE/7 Add. 1

Country Report - Brl tish Solamon Island,s Protectorate by ML::i' Alison L:l.ndsay !1arehant, WPR/HE/7 Add. 2

Country Report - China by Miss Laurs. Pan Lu and Dr Shu-pei Lee HPR/HE/7 Add. 3

Country Report - Fiji by Mr Lemeki Rasalato WPR/HE/7 Add. 4

Country Report - GEbe>rt and Ell.,i(';e Islands by Miss June Hicks WPR/HE/7 Add. S

Country Report - Japan by Dr Sh'..l HayashI WPR/llE/7 Add. 6

Country Report - Korea by Dr Cha.ng Dong M:i,n WPR,!HE/7 Add. 7

Country Report - Laos by Mr Khampao Phonekeo WPR/HE/7 Add. 8

Country Report - Malays:1.a by Mr Rahffiat Russin WPR/HE/7 Add. 9

Country Report. - New Zealand by My 'I.Wo PhillIps WPR/HE/7 Add. 10

Country Report - Philippines by Dr Florenola "11 Herrera WPR/HE/7 Add. ->.,..J,.. - 40 -

Country Report - Singapore by Miss Lilian Tan WPR/HE/7 Add. 12

Country Report - Tonga by Dr S. Fanamanu WPR/HE/7 Add. 13

Country Report - Papua and New Guinea by Miss Jackie Kini WPR/HE/7 Add. 14

Country Report - New Hebrides by Mr R. Durand WPR/HE/7 Add. 15

Country Report - Cambodia by Dr Ngo Kim Chin WPR/HE/7 Add. 16

Country Report - Western Samoa by Dr Sale Ieremia WPR/HE/7 Add. 17

Country Report - Hong Kong by Mr Paul Fong King-wah WPR/HE/7 Add. 18

Country-Report - Viet-Nam by Ml1e Luong Ngoc Uyen WPR/HE/7 Add. 19 - 4-1 - ANNEX 5

REFERENCES AND SE12CTED BIBLIOGRAPh'Y 1. Ref",renc€s

1. WHO Technical Report Series No~ 193. Teacher P~eparation in Health Education - Report of a Joint WHO/1J:NESCO Committee. WHO, Geneva, 1960 (English and French)

Organisation mond.iale 1e 1a Sant6., Ser:e de Rapp.:,rts techniques No 193, Preparation des enseignant:; a l'educ:atLon sanitaire - Rapport d 'un Comite d' ex.pert.:: lr.ixi;,= OjVI.3/t1i!ESCO. OMS,. Geneve, 1960 (anglais et francais)

2. Turner, C.E., P1ann!.ng for Heal th E·iucatlon in Schools, tThI"ESCO. Paris or Longmans, Green ani Co.. L:xd.cn, W:;~O/UNE:=;CO 1966 (English and French)

Turner, C.E •• L'education san~taire 3. :'ecole, UNESCO, Paris. OMS/UNESCO 1966 (ang1ais e;t fr311c~L")

3. WHO/UNESCO, A Study Gulde on Teacr,er Preparation for Health Education, WHO, Geneva, 1957 (Eng:'l.",h aad French)

OMS/UNESCO, Guide pour l' IS tude de : a formatioD9. .ionner aux enseignants en matiere d'eduoa::;:cn 5arll.:;aire, OMS, Geneve, 1957 (anglals et francais)

4. UNESCO, "Health Education, Educati0r1 j'd:"5tra0':.~", 'hl.o TIV, Nc. 1, UNESCO, Paris, 1962 (English and F1"enr;h)

UNESCO, "L' eduoation sanl t.;aire, ~_?na.l;,-t;:lgue de l' e:ducation", Yolo L""'V, Noo 1, UNESCO s Pari~,y L962 : ·.1.nglal:=:: e'-t, fY'ancais)

5. SOPHE, "School Health Educa':::X;", PE.,,'j';.~,', =ducaTJ~{)r:. MOD£graph No. 28, Society of Public Heal t.;h Educa.tor£, Nf;" YOr"k, 1969 (English only) (anglais seulemenU

6. American School Health AssociatIon, "Health Inst.ruotion Suggestions for Teachers, Revised Edition lao9". The J oLLrual of SGhool Health. VoL XXXIX No. 5a, May 1969 (Engild1 only) (anglai". seulement) - 42 -

2. Selected Bibliography

I. The general philosophy and background of health education as related to school health education and teacher training in health education.

Anderson, C.L. (1967) Health principles and practice. St Louis, C.V. MosbYi

Bacon, L. (1964) Health education and the schools. Hlth. Educ. J. 22. 216-230~

Del Rosario, C.F. (1966) Training as a health aspect of community development. Phil. Health Journal 13, (3) 14-15. 19-20.

Grout, R.E~ (1967) Health education in the public practice, Hlth. Educ. J. 26, 23-29.

Grout, R.E. (1958) Health teaching in schools for teachers in elementary and secondary schools. Philadelphia, W.B. Saunders.

Haag. J .H. (1965) Health education for young adults. Austin, Steck-Vaughn. (together w~th teacher's manual).

Hampshire~County Council t1964) A new approach to health education in s.,hools. Report of a Working Party. Hlth. Educ. J. 22, 101-120.

Johns, E.B. (1968) The conceptual approach to health education for oollege and universities. J. Sch. Hlth. 38. 36-44. Knutson, A.L. (1965) The individual society and health behaviour. New York, Russel Sage Foundation.

Leff, S. - Leff, V. (1959) The school health service. London, J.K. Lewis.

LeMa.istre, E.H. (1966) The nature and role of health education in the school curriculum. Med. J. Aust. 2, 1002-1004.

Moss, B.R. et also (1961) Health education: a guide for teachers and a text for teaoher education. Washington, D.C. National Education Association.

Oberteuffer, D. (1960) School health education: a textbook for teachers. nurses, and other professional personnel. New York. Harper & Brothers.

Ramos, P.G. (1966) Health education: a total approach. Educ. Quart. 14, 25-35. Ramos, P.G. (1969) Philosophical and psychological foundations of health education. Educ. Quart. 16. 45-51. Robinson, W.P. Jr. (1968) Scheol :-:ealth ~,n.st;r:,('t-iont a pos.i1.ion j::apero J. Sch. HlL~. 38, 321-322.

Schneider, R.E. (1964) Methods and mat,erials of health education. Philadelphia, Vf... B. 3aunders

Sellery, C.M. et aL (1966) New dimens~,cn;:; in .school health education: the Los Angeles stor'y, ,Le:! AngEles" Welfare P1ar.r:ing CouncIl.

Simonds, S.K. \ 19f)J Hea;tb edUCOlU,OT; :;; the 5(1':;0015 - some "outrageous hypot.heses"" Hlth. Edue. ~T" 21, 192-201

Sliepcevich. E.M. (1968) School i:ea,l,ch edu.ca'tion study: a foundation for community hea1t.1-J. education. J. Scho H:l.1:..>;'o 38,1l5-47"

Smolensky, J" & Bonvechio, LR. (~9?Fj Pr.!YlclI)les :)f School Health. Boston. D.C. Heath.

Siongeo, C. (1966) Understanding "t"he heal"h erlu'oi'iUcn c1..lrr:j,c;ul1,mL Edue. Quarto 14, 14-23

Springett, J ,A. (1967) Health educac",~)n in sch'.:>01,::;. HIth. Educ. J 0 26. 84-96.

Turner. C oE. (1964) Communi'ty hea.hb educator' 12 compendium of knowledge

(CHECK) 0 Geneva. Intt'.rnat.L.::nal UnLon d. 583.101 E(lu(:'!Uon, (paperbound) 0

Turner, C.E. (196:.) School 1:ea1 t", '!U1 tl~"l.l.~. eju'':2:.tion. 3t Louis, C"V. Mosby.

II. Programme planning and researoh,

Cushman, WoP 0 (1969) An overview Cf"';:'}:T;)a.c.Qe.e t~c u;rr:!'cula and course construction in health

Evaluative criteria for health edu:3.t;'on :.n colleges and universities: a guide for self-appraisal oft;he (,0 lIege healt,h educatIon programe. J. Amero ColL HIth, Assoco (1965) 1.4, 88~91

Frame, W. (1968) Aspects of heaF:-c "i;.:;caticDo ~ Fla."1J1ing and E'valuat:i.on. Hlth. Edwo. J. 27. 143-149

Humphrey, J .Ho (1963) The appli.C'a:Ior c!' current resear0.h in methodology

to health teachIng in the elerr",;-,l",;y .2cho::JL .J 0 30.1'10 H.l'oho 33. 103-111

E. Hyoak Kwon. Tae Ryong Kim, CYiul Bw,,n CrlB, Hytmg Jang Park, Soon Young Park, Yong '.'look Lee. Bong J d Y1ffl, A 5tud;,' on health adrrd.nis tration status and measures to imprOVE phElcal Q·ond.:t trons Qf grimaI'Y, middle and high schools and univerzity .~tud.entso Se01.11 National University (July 1968). - 44 -

Los Angeles City Schools (1962) Evaluation of' the health program in the Los Angeles City Schools, 1954-1961. Los Angeles City Schools.

Means, R.K. (1966) The school health education study: a pattern in curriculum development. J. Sch. Hlth. 36, p. 1-11

Mondot. J .M. Nutrition Eduoation in Schools in the Philippines.

Mondot, J.M. Nutrition Education in Schools in Taiwan.

M1kio, Yamamoto, Conmrunity health oare and its background, a case report at the City of Iida, Nagano Prefecture, Japan.

Penicu, P. & Pavlid, V. (1962) Research on the effectiveness of health education methods in schools. Int. J. Hlth. Educ. 5, 195-198

School Health Education Study (1964) Summary report of a nationwide study of health instruction in the public sohools, 1961-1963. Washington, D.C., SHES.

Slipcevioh, E.M. (1964) Researoh in the teaohing-learning situation in school health. Int. J. Hlth. Educ. 7, 2-10

Smoking habits and attitudes of Australian sohool children. A national health and medical researah counoil report (1969).

Steuart, G. (1964) 800001 health eduoation: an appraisal of instruction. Hltho Educ. J. 22, 158-167

A survey of school canteens in the Sydney metropolitan area. (1968). A report of the division of health education. New South Wales Department of Public Health.

Tirio, A. (1967) Evaluation and researoh in school health education. Phil. Hlth. J. 14. (2) 3-6.

U.S. Milwaukee Public Sohools (1963) A suggested outline for health instruction. Milwaukee, Division of Curriculum and Instruction. (paperbound)

Veenker, C.H. (1963) SyntheSis of research in selected areas of health instruction. Washington, D.C., School Health Education Study (paperbound)

World Health Organization (1969) The Health Aspects of Food and Nutrition. (paperbound)

World Confederation of Orsanizations of the Teaching Profession (1960) Child health and the school: a study sponsored by the WCOTP. Washington, D.C. WCOTP. III. Professional preparation of heal th edUc.aL,ior; teaoterso

Asian Institute for Teacher Educators. 111 tll the co-operation of UNESCO Final Report (Pre-Publication Editlon - Regional Meeting of Teacher Educators in ASia. Theme; Currlculun:: Deve10Fment in Teacher Education in Asia, Sept,ember 23 - Oot;ober. 1,)69,

Australia, New South Wales Dept. cf Public He-alth (1969) Manual 0f Health

Education 0 Sydney. Dept. of Pub;!e Health.

Earslc, B. (1969) Health education in th"O Sc,hool of Publio Health, Zagreb. Hlth. Educ. J, 28, 21-28,

Bengisu, Bo (1968) Frofessionalprepal'a'::,or.' Ir: heaL lh, educ ation. Turkey assesses (,urrent status and f'xturE' rjeedL~r;l;, J. Hl.th. Educ. 11. 157-163.

Cromwell, Gertrude E. (1963) The nursE' in t,r,e s(;hool heaUh program. Philadelphia, W.E. SaundErs.

Drenckhahn, V. V. (1966) Professional rrE'paration of health educators. Health Educators at Work, 17, 9-l')

Department of Education, New Sou:b 'IIales" Curriculum fer Frima:r"y Schools, Natural Science Health and Phy,,''.ca~ Ede;.cati.cn (1965) Revision.

Department of Education, Man::! 1 a,. Pb: l1rr:l.flPt' - Te-a:hing GuIdes in Health

Eduoation, Grades I ':0 VI, Firs:.:'-; Fcurt.'1 Ye3..r, (:969) 0

Haag, J oH. (1968) Certifi.c,atlon requl .. rl"rr'ents for the t.ean'ner of health

education in the secondary senco 1.", 0 ~~(.;bo HI tho 38, (7) w)P..-443.

Harrison, Alta (1969) School. nUI'~:e a:: c:re of heal.th pre'gram. T.;>xas Health BulL 22, 4-5. Se,:,t.eroter,

Heal th education syllabus primar·y "T" :ochoo1 s, Terri.tor-y of Papua and New Guinea (June 1968).

Health education fC'r E'econdary s,:hc,t'}2, WYLt I (t,cpic.s .... to 9) 0 Educati.on Department. We"tern Au£tralia,

Health education for sE'.ccmiary sech:c',s, '.cn:', :=. (toptes J,C> ~;,o 18). Education Department. Perth, W<2st.crn AUf, t,ra, .:Ll,

Home Room \'lorkshop~ in Human FelationS:11j:c'. EdU:;:"'l,:ion Depa,rtrr,ent;, Perth. Western Australia.

Japan, Junior Ncrmal Colieg

heal th education. physi.cal. educat to<' stude::;~s 0 (1969), - 46 -

Malaysia, Ministries of Health and Education (1968) Report on the School Health Seminar held at the University of Malaya, Kuala Lumpur, 4-6 April 1968.

Malaysia, Ministry of Education. Proposed modified syllabus of health education for primary and seoondary teacher training colleges.

Marshall, J.M. (1966) Teacher p~eparation in health and health education in Canaa.f." Canad. J. Pub. Hlth. 57, 458-462

Mikio, Yamamoto, A curriculum of public health study in an undergraduate course of a professional university education, for fostering health specialists.

Seminar and training course on health education. Nuku' alofa. Kingdom of Tonga (1967).

Suggested syllabuses for primary schools. Health education, EdUcation Department, Hong Kong (1967).

Syllabus outline in health education. Prepared by students at the University of Sydney B.Ed. (Physical Education).

Syllabus in physical and health education, forms I-IV, for secondary schools board (1965) Dept. of Education, Sydney, Australia.

Wallace. J.M. (1962) Health education in the training of teachers. Hlth. EdUCe J. 20, 9-15

World Health Organization (1951) Expert Committee on School Health Services •. Report of the First Session. Geneva. WHO (WHO Technical Report Series No • .30).

World Hea~th Organization (1964) PAHo/WHo inter-regional conference on the post-graduate preparation of health workers for health education, Philadelphia. 8-17 July 1962. Geneva, WHO (WHO Technical Report Series No. 278).

World Health Organization. Eastern Mediterranean Region (1968) Seminar on School Health Education. KUWait, 14-20 Maroh 1966. Alexandria, WHOjEMRO (paperbOund) - 47 -

ANNEX 6

SUlIMARY OF REPORTS FROM COUNTRmS AND CONSUIJrANTS' OBSERVATION VISITS

1. Health problems of childrell

Health problems of ohildren whioh require consideration in the teaching of health in schools are the following in the order of the frequenoy mentioned in country reports~

Intestinal diseases 9 Nutritional problems 9 Respiratory diseases 8 Cultural bellefe and ~raotioes detriment.a.l to heal til 7 Sanitation 7 Industrial health probleres 5 Aocidents 4 Dental oaries 4 Personal health 4 Drugs 3 Mental healttl 3 Skin diseases 3

2. The teaching of health eduGat-i:>n in sohools

Most countries of the Region have adopted health teaching in primary' schools. A prescribed sylla.bus !.s ta';,.ght and a textbook provided in a number of countries ..

A smaller percentage of oountries provide health education in the lower secondary schools and a few ha.ve extended seoondary health teaching to the upper secondary grades. Three alternative patterns of health teaohing in secondary scheole are found:

(a) a presoribed geparate syllabus; (b) a combined health and physical eduoation syllabus; (0) incidental teaching in a variety of other subjects a:'lob. as soience. biology and home econ"mios.

Suoh inoidental instruotion may be deliberately inser~d into appropriate topics or left. to the discretion of 1nd!v1dual teachers.

3. Who teaches health?

• In pr1mary sohools of the R.,glon. :l.t is most usual for the classroom teacher to teach health. S0:tle countries hd.ve trained nurse­ teachers to combine child care and health teaching at the pr.1mary and oooasionally, lower seoondary level. - 48 -

In secondary schools where a health syllabus is prescribed, specialist health teachers or physical eduoation teachers are usually responsible for the main part of health teaching and for co-ordination wi th other teachers. Where no health syllabus is prescribed in the secondary school, relatively unstructured and unsupervised health teaching is the rule.

Over all, the proportion of well-trained personnel teaching health in schools of the Region is low, untrained ~ersonnel being given this teaching role where necessaFJ.

4. Existing health education programmes for teachers

A cOli.."l.try survey of pre-service and in-service health education programmes for teachers sLowed the follewingg

Courses available Pre-service In-service

Primary teachers 16 countries 11 countries Secondary teachers 10 counc;ries 9 countries College teachers 1 country I country

4.1 Pre-service training

1. As a rule, insufficient time is allocated to health education in the curriculum of teacher training and, sometimes, there is no provision at all.

2. Health education is often dispersed throughout the curriculum rather than taught as a separate subject.

3. Some pre-service courses in health education have the following shortcomings:

i. They are not closely related to community needs;

i1. They are net relat.ed suffioiently to the planning and implement ion of health education in schools.

1i1. They are too theoretical.

4. Tr!ere 1s a general shortage of staff at teachers' colleges who are botr. qualified in health education and at the same time convinced of the importance of the subject.

5. A few countries have the problem of training stUdents who enter a teacher's college with a limited educational background. - 49 -

4.2 In-service training

a. All countries appear to regard in-service training in health education as essential, but most are still striving to develop and improve existing programmes.

b. Conferences with health service personnel on community health projects, lecture courses, working parties, summer workshops and correspondence courses are all used in the in-service education of teachers in various countries.

c. Courses based on local needs seem to be considered the most effective particularly when ~~e participants include local teachers, school ruL~inistrators and health service personnel.

d. Health education courses are often organized and promoted by health or physical education advisers. health service personnel or education authorities, In some instances, the three groups work together.

e. Attendance at in-service courses does not often lead to increased status or financial reward,

5. Pro~lems encountered in teacher preparation in health education

The main problems encountered in incorporating heal+n education programmes for teachers at all levels can be summarized as fcllows~

(a) shortage of teachers who have preparation in health education;

(b) defective school premises inoluding inadequate sanitary facili ties such as water supply. toilets. hal'ld washing, food preparation, etc. ;

(c) lack of health resource materials including books and references for teachers and children;

(d) inadequate opportunities for research and studies on health teaching;

(e) too few positions available in the various fields of school and public health education, lack of salary inducements and oPFortunities for graduate studies in health educa"ticm;

(f) inadequate pre-service and in-service training resources in health education;

(g) laok of co-operation between the home and the school;

(h) absence of collaboration between teachers and school health services. - 50 - ANNEX 7

FIELD VISITS

1. Tanay and Morong School-Community Health Education Programmes

The visits to school-community health education programmes in Tanay and Morong were planned to demonstrate the impact of professional preparation programmes for teachers in health education in a primary and a secondary school setting.

In both places. healthful school living has been achieved through an integrated programme of community education pooling the efforts of all agencies in the area.

Health instruction is geared to the health needs of the children. A school health service operating in close co-operation with the rural health units makes health instruction more functional and meaningful.

2. School Health Education Centres at the Philippine Normal College and the University of the Philippines

The field visit to two teacher education institutions was made to observe how professional preparation programmes in health education are organized at the Philippine Normal College and the University of the Philippines.

Learning experiences are planned to prepare the elementary. secondary and college teachers to perform their respective health functions. ProviSion is made for the prospective teacher to co-operate with the school and public health service personnel and other agencies. Direct experiences in the classroom as well as in the community are provided in order that the student teacher will have a genuine understanding of the child as well as of his health needs in the home and community. The professional qualifications of the faculty as well as the facilities provided are considered significant for the success of the programme. - 51 -

ANNEX 8

SPECIAL INTEREST TOPICS

In addition to the discussions on the three major topics, plenary panel discussions were organized on five topics of special interest selected by the participants.

1. The school's role in nutrition improvement

Malnutrition was pointed out as a major health problem in the Region by participants who represen~ countries at all stages of development. The problem is aggravated by low food production, paraSitism and other diseases, low economic status, superstition, inadequate knowledge of proper food selection, preparation or preserva­ tion, and other socio-cultural factors in developing countries, while in more economically developed countries, the problem of overnutrition arises.

The school has an important role in improving nutrition in close co-operation with the home and community through a cQ-ordinated nutrition programme with the following features:

(a) education in food and nutrition;

i. Nutrition education should be integrated in many subjects in the curriculum at all levels, primary. secondary and college. Teacher training colleges should offer courses in nutrition to prepare prospective teachers for their role in nutrition education.

ii. Pre-service and in-service training for school health education personnel should consider reasons for food beliefs and practices, conducting a Simple nutrition survey, stUdies on the nutritional value of locally grown foods and emerging diet patterns, etc.

iii. Nutrition education in schools should be co-ordinated with community health education. Promotional projects by the schools to increase food production of local and valuable foods should be undertaken where necessary.

(b) provision of supplemental foods to school children through a well planned and supervised school nutrition programme. Local foods that are nutritionally wholesome but are not utilized effectively may be grown on the school premises and prepared and served at the school cafeteria;

(c) provision of medical and dental screening services for school children to detect problems associated with diet·ary habits such as the following: - 52 -

(i) undernourished ohildren who are suffering from diseases or oonditions oausing ineffioient food assimilation by the body,

(11) parasitism, mouth and throat infeotions, ohronio diarrhoea and metabolio disorders, and

(iii) dental problems whioh may interfere with the proper ohewing of foods.

II. Family life eduoation in the sohool

Family life eduoation aims to help ohildren and youth understand the needs and importanoe of the family, know the role of eaoh member in the family and assume the responsibility as a member of the family and of the oommunity.

It must be oarefully related to looal oustoms and oul ture of the people and so defined and taught as to meet the approval of parents and the oommuni ty.

Family life eduoation inoludes the following topios:

(a) the importance of the family (b) the relationships wi thin the family (0) maturation (d) human reproduotion (e) boy-girl relationship (f) marriage duties and responsibilities (g) preparation for family roles and home management (h) family plarming (i) the oare of ohildren

There is general agreement on the following points:

1. Family life eduoation is a responsibility shared by the parents and the sohool.

2. The role of the sohool varies with the cultural mores of the parents and the oommunity.

3. The need for parent eduoation beoomes more apparent. The school may beoome a valuable olearing house for resouroes and professional guidanoe for parents.

4. Many aspeots of family life education oan advantageously be integrated with other subjeots and areas of learning.

5. Further study is urgently needed in this field. - 53 -

III. Teacher-parent interaction for school health education

The home and the school have a common goal to promote the well­ being of the child. Each needs the support of the other in order to achieve this objective. In situations where they disagree in point of view about this common endeavour and ways and means of attaining it, the child is at a great disadvantage.

The child comes to school with established attitudes and habits on which the school is expected to build. It is the school's role to build and support the education in values started by the home and not to supplant it. However, in situations where health habits are unfavourable and/or non-eXistent, the school assumes a greater share of the~sponsibility with the stp port of community health services.

In the performance of the school's functions, teachers must be aware of the following problems and difficulties that may arise:

1. The health of children is usually assumed to be a family responsibility; hence, it may be a sensitive area for some parents;

2. The teachers' demands for the child's better health may conflict with the parents' attitudes, values, religious beliefs, customs and mores, socio-economic and cultural patterns of behaviour;

3. Children may be led by their teaching to seek higher levels of SUbsistence than their parents can afford.

In order to overcome these problems and to improve teacher-parent interaction in school health education, the following measures are proposed:

1. The teacher must understand and appreciate how people live in the community;

2. The teacher must learn how to understand his own class - know each pupil's background, note individual differences amongst the pupils, and deal with them individually in his efforts to assist them in improving their health values and habits;

3. The methods to be utilized by the teacher in illustrating health behaviour must be practical and realistic for the children. The teacher may be most effective by setting a good example;

4. The teacher must involve parents in solving health problems of the child which needs the co-operation of the home. In this connection, the teacher should develop skills in working with people;

5. The parents should be provided with opportunities to understand and support the health curriculum planned for the child. - 54 -

IV. Health eduoation role of sohool health servioe personnel

Sohool health servioes are the procedures which are established to appraise the health status of pupils and sabool personnel; oounsel parents. pupils and other persons involved ooncerning health findings; help prevent and oontrol disease; provide emergenoy oare for the injured and siok; and help plan for the health oare and education of children with speoial health problems.

The aforementioned fUnotions are made possible through a team of sohool health servioe personnel belonging to professional and sub­ professional levels. This team includes the nurse (nurse-teaoher or visiting publio health nurse), physioian and dentist. In areas where medioal help is unavailable. teaohers may assist in soreening prooedures and emergenoy situations.

The funotions of the sohool health servioe personnel may inolude taking an indireot part in health instruotion through individual and group oounselling during and after health appraisal. They should not as a rule take over the role of the olassroom teaoher who is assumed to be better prepared in organizing learning experienoes for pupils to influenoe knowledge, attitudes and health practice.

The educational opportunities to which these persons should be oapable of responding include:

(a) as consultant to the individual ohild and parent at school and in the home;

(b) as a technioal adviser to teachers, school officials and parents;

(c) as resouroe persons in olasses or guest speaker in general school assemblies;

(d) as community health eduoators and promoters of sohool health programmes;

(e) as interpreters to teachers of the results of health appraisal and of local health oonditions;

(f) as advisers on apparent health hazards in the sohool environment;

(g) as co-ordinators of school health services with cOIlDDUl11ty health care resouroes to provide immediate assistance for children with special health problems. - 55 -

V. Principles of health curriculum development

Curriculum includes the sum total of all the learning experiences offered by the school. Curriculum development puts emphasis on changes in the behaviour of the learner rather than on subjects or courses. It is therefore a qualitative on-going process involving all those persons who have a role to play in the education of the child.

Some principles to be considered in developing a health curriculum were pointed out:

1. Health education is an integral part of the total educational programme and should therefore refleot the philosophy or point of view of education of the society it serves. The curriculum should state clearly why health education is needed and what will be accomplished in health education;

2. The curriculum should have olear-out objectives. These objectives may be stated in terms of required behaviour and classified by areas of life activities, life problems or needs;

3. The curriculum should take into consideration the nature of the teaching-learning process and the oonditions that make it effective;

4. The curriculum should be based on the needs, health problems and motivation of the children and the community;

5. The curriculum should provide for the proper scope and sequence of subject matter to be taught. It should take note of growth and developmental charaoteristics and capacities of children at different age levels;

6. The curriculum should be flexible as to methods of teaching and kinds of learning experiences utilized in the community. It should allow for specialization and integration;

7. The curriculum should make use of eXisting legislation and scientific opinion of authorities as frames of reference and standards for health education;

8. The curriculum must be evaluated periodically by all those involved in planning and implementing it, including parents and pupils to determine the extent to whioh objectives are being met, - 56 -

ANNEX 9

ACTION PROGRAMMES

Dr Pedro Orata, Seminar Adviser on Teaoher Eduoation~ presented guidelines for the implementation of aotion programmes in health eduoation at the opening of the seminar. In the course of the seminar, participants were given opportunities to define problems in relation to professional preparation for teaohers in health eduoation and to plan ways and means of solving them.

Nine partioipants were able to identify speoifio problems and indioated that they have plans for an aotion programme in their own oountry.

The partioipants from Singapore presented an aotion programme whioh refleots oo-ordinated planning of the offioes they represent, namely, the Ministries of Health and Eduoation. Their plan aims to strengthen the eduoation of teaohers so that they oan better perform their health eduoation role. An advisory oounoil with members drawn from the two ministries and from teaohers' oolleges would plan ways and means of aohieving the desired objeotive. Guidelines formulated by the seminar partioipants will be used by the advisory counoil in programme planning.

The participant from Fiji Islands shared his experienoes on two aotion programmes that were planned with offioials from the Departments of Medioal Services and Eduoation after a year of study abroad. These aotion programmes deal with the preparation of teaching guides and improvement of environmental sanitation in sohools. Among other things, the importanoe of aooeptance of the need for the aotion programme by all those oonaerned, timing, involvement planning. oommunioation and periodio eValuation were pointed out as faotors to oonsider in the implementation of aotion programmes. - 57 -

ANNEX 10

FEPORT OF THE EVALUATION COMMITrEE

1. Methods for evaluation

To accomplish the objectives of the Committee, the following methods were applied:

a. Daily observations of the seminar proceedings and processes were made by the members of the Committee and day-to-day suggestions given to the Steering Committee for the improvement of the operation of the seminar;

b. Day-to-day evaluation questionnaire forms were provided for each participant to fill out;

c. A final comprehensive evaluation was conducted at the end of the seminar with a questionnaire form especially prepared by the Committee (forms are attached).

2. Evaluation of the seminar by the participants

Participants expressed their opinion about the seminar as follows:

a. Three objectives set up at the beginning of the seminar were clearly understood by most of the participants (2; out of 26 participants) ;

b. Most of the participants (22 out of 26 participants) agreed that the seminar succeeded in achieving the objectives either fully or partially;

c. Most participants agreed that the expectations given at the beginning of the seminar were largely met;

d. Participants found that the methods and techniques made use of during this seminar were very helpful. The majority of the participants found educational viSits, use of resource personnel, panel discussions and group discussions most he'.1Ji'ulj

e. Participants felt that they were benefited most from areas such as teacher needs for health education rolej pre-service and continuing education programmes; collaboration between teachers. government and community; health education role of school health service personnel and family life educationj

f. Most participants indicated that the prospects of adopting the ideas learned from the seminar in their own country Is eIther very good or good, while the remainder felt it is fair or poor; - 58 -

g. Most participants were satisfied with the general organization, daily schedule. educational visits, talks by special speakers. contribution by resource personnel. over-all orientation of the seminar. accommodations and social activities. They felt. however, that pre-se~ communication was not adequate and the length of seminar too short;

h. All of the participants were in favor of having a follow­ up seminar in the future;

i. In relation to aotion programmes. nine partioipants indicated that they have plans for speoific proJeots. - 59 -

EVALUATION OF THE SEMINAR

Directions:

Evaluation is the process by which one finds out the aChievement of programme objectives.

This is the main purpose of this questionnaire - to find out how far the seminar has accomplished what it is set out to do. We do hope that your responses and recommendations will help us in planning similar seminars in the future.

We would appreciate it very much if you will answer the following questions frankly and sincerely. Do not write or sign your name.

1. Objectives

At the beginning of the seminar, we set up the following objectives:

(a) to determine the needs of teachers for health education role;

(b) to know how pre-service. in-service and continuing education programmes for teachers can be effective;

(c) to know how to obtain the collaboration between teachers, government and community.

1.1 Did you understand the objectives of the seminar? Check. Very clearly Clearly Not at all

Objective (a)

Objective (b)

Objective (c)

1.2 If you did, at what point during the seminar did you understand such objectives? Check.

At the beginning At the middle At the end Objective (a)

Objective (b)

Objective (c) - 60 -

1.3 Has the seminar succeeded in achieving its objectives?

Fully Partially Not at all

Objective (a) Objective (b) ______

Objective (c) ______

1.4 Below is a list of the areas of expectations given by the participants at the beginning of the seminar. In so far as you are concerned, to what extent have they been realized? Please add other expectations you may have to the list.

Partially Not at all - To learn how to determine the needs of different kinds of teachers for training in health education

- To work out a plan of action to meet such needs for pre-service, in-service and continuing education of different types of teachers for health education'------To work out a plan to obtain the co-operation of parents, leaders, teachers and various authorities in strengthening health eduoatlon:- in the school in the home in the oonmruni ty

- To incorporate in the plan, significant features of the various country programmes that have been presented

- To prepare an action programme on each of the seminar objectives

- To get a greater understanding and insight about health education

- To share and discuss common problems related to health education

- To get ideas on teacher preparation for health education for implementation in own country - 61 -

Fully Partially Not at all - To learn how health teaching is to be done, e.g. as a separate subject, correlated with other subjects, integrated with other subjects

- To learn what kind of teachers to be developed if health teaching is to be a separate subject

- To learn the role of the School Health Team

- To find out the pitfalls in organizing teacher training programmes in the syllabi

- To learn if there is any need for specialist teachers for health education in the schools

- If there is such a need, then to learn what is their role

- To learn how health teaching is done in the local community

- To get ideas on co-ordination between teachers, community and administrators in planning an action programme for improving health status of school children

2. Methods and techniques

2.1 Some of the methods and techniques that have been found helpful in similar seminars are listed below. Which of these do you feel were made use of during this seminar and helped you most?

Fully Partially Not at all Specify the occasion - Problem Solving

- Demonstration

- Lecture

- Educational visits

- Use of resource persons ______

- Panel discussion

- Use of Audio-visual materials

- Group discussion - 62 -

;~.;~ Did you rind the following aspect. or phase of the seminar helpful'?

Very much Some Not at all Irrelevant

- Op·:mine; ceremony

- u]'icn l;a tion of the semj.no.r

- Country reports

- Discussion of expectations

- Talk on action programme. ______

- Group discussion

- Keynote addresses on main topic

- Panel discussion

- Field visit I (FMC-UP)

- Field visit II (Tanay and Morong)

- Slides

- Steering Committee

- Editorial Committee

- Evaluation Committee

3. Seminar content

3.1 To What c:{tent did you benefit from the following seminar areas?

Group discussion Not at all - Teacher needs for health education role

- Pre-service, in-service and continuing education programmes

- CoUaboration between teachers, government and community - 63 -

Panel discussion Very much Some Not at all - Nutrition education

- Health education role of school health service personnel

- Principle of curriculum construction

- Family life education

- Teacher-parent interaction for school health education

3.2 What are the prospects of adapting the ideas you learned from the seminar in your own country? Check.

a. Very good b. Good c. Fair • d. Poor

3.3 Comment on strengths and weaknesses of the seminar:-

Strengths -

Weaknesses -

4. Mechanics

Check what you think about the seminar relative to:

Adequate Inadequate

- Pre-seminar communication

- Physical set-up in the conference room

- Length of seminar

- Daily schedule - 64 - Adequate Inadeguate

- Eduoational visits

- Talks by speoial topio speakers

- Contributions b,y resouroe personnel

- Over-all orientation to the seminar

- Accommodations

- Sooial activities

5. Reaction to the seminar

5.1 Are you in favor of having a follow-up seminar in the future? Cheok and give your reasons. YES ____ NO ____

Reasons:

6. Did you plan an action programme? YES ____ NO ____

If YES, please describe it very briefly.

If NO, \dla.t are your proposed plans for using any of the ideas, methods. and oontent you may be exposed to during the seminar?

7. List your reoommendations to improve the seminar.