CCIH 2015 Linda Hiebert Plenary 1
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Transcript of CCIH 2015 Linda Hiebert Plenary 1
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Equipping children for life-long learning.
Integrating health and education across the life cycle
World Vision’s integrated programming approaches
Linda Hiebert, Senior Director, Education and Life Skills
World Vision International
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Equipping children for life-long learning.
Integration across the life cycle
■ Health and education can work together to improve and sustain child well-being outcomes
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Equipping children for life-long learning.
What does integration offer? ■ Responds to the holistic needs of a child and amplifies
collective impact on child learning outcomes ■ Helps children reach growth milestones ■ Provides high-impact, low cost, effective approaches to
achieving EdLS results
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Equipping children for life-long learning.
Early learning contributes to health ■ A child’s health needs are
tightly coupled to their developmental needs
■ Good health in early childhood is an essential component of school readiness
■ Children in poverty risk worse health and education outcomes
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Equipping children for life-long learning.
Early childhood integration opportunites
■ Nutrition, together with cognitive stimulation, is an investment with long term dividends
■ Child survivial to child “thrival”
■ ECD provides a window of opportunity for optimal growth and development
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Equipping children for life-long learning.
How we combine nutrition and education in early childhood
■ Enhance content and delivery of nutrition and health programs
■ Facilitate parent groups’ and CHW’s understanding of links between ECD cognitive play and nutrition and health
■ Empower caregivers with skills building that help them be more responsive parents
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Equipping children for life-long learning.
Examples of models World Vision has adapted
1. WHO Care for the Developing Child 2. “Crianza con Tenura”: Responsive parenting
program in several Latin American countries 3. Go Baby Go: Parenting education program
with emphasis on integrated programming and skills building
4. Learning through Play: University of Toronto
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Equipping children for life-long learning.
Evidence from World Vision ECD experiences
■ In Peru and Bolivia, integrated programs led to lower levels of anemia in babies under 3
■ In Laos, Reported increase in child immunization ■ • More likely to use or
sometimes use soap to wash hands
■ • More likely to have received advice about family planning
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Equipping children for life-long learning.
Holistic school-based approaches
■ Address some root causes of poor learning outcomes
■ Holistic responses optimize resources
■ Child/community participation is critical
■ Keep children healthy and optimize learning
PSYCHO-SOCIAL
SUPPORT
SKILLS-BASED
HEALTH EDUCATION
MALARIA PREVENTION MICRO-
NUTRIENT SUPPLEMEN-
TATION
QUALITY BASIC
EDUCATION
WATER, SANITATION
AND HYGIENE
FEEDING PROGRAM
HEALTH-RELATED SCHOOL POLICY
DEWORMING
Menstrual Hygiene
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Equipping children for life-long learning.
Whole School Framework
1. Ensuring a safe and healthy school environment
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Equipping children for life-long learning.
Menstrual Hygiene programs help girls continue learning ■ Girls in WV Ethiopia-
supported schools missed 3 to 5 days per month—as much as 60 days per year due to lack of sanitation in their school.
■ Today, because of new latrines, training and strong youth clubs, the attendance rate has soared. Grades are up as well.
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Equipping children for life-long learning.
Whole School Framework
2. Addressing essential health, food and nutrition security needs of students
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Equipping children for life-long learning.
Whole School Framework
3. Enhancing children’s learning opportunities through life skills-based education
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Equipping children for life-long learning.
Thank you
World Vision’s integrated programming approaches