Skills-based health education including life skills Making the links Unicef, New York Also go to .
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Transcript of Skills-based health education including life skills Making the links Unicef, New York Also go to .
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Skills-based health education
including life skills
Making the links
Unicef, New YorkAlso go to http://www.unicef.org/programme/lifeskills/mainmenu.html
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What is the link?
F.R.E.S.H.
Skills-based health education
Child Friendly Schools
Life skills
Health Promoting Schools
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Child Friendly SchoolsQuality learners: healthy, well-nourished, ready to learn, and
supported by their family and community
Quality content: curricula and materials for literacy, numeracy, knowledge, attitudes, and skills for life
Quality teaching-learning processes: child-centred; (life) skills-based approaches, technology
Quality learning environments: policies and practices, facilities (classrooms, water, sanitation), services (safety, physical and psycho-social health)
Quality outcomes: knowledge, attitudes and skills; suitable assessment, at classroom and national levels
And gender-sensitive throughout
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• Inclusive of children
• Effective for learning
• Healthy and protective for children
• Involved with children, families, and communities
• Gender-sensitive
Child-seeking and Child-centred
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What is FRESH ?
Focusing Resources on Effective School Health
A partnership: UNESCO, UNICEF, WHO, WORLD BANK
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FRESH Core intervention activities• Effective health, hygiene and nutrition policies for schools• Sanitation and access to safe water facilities for all schools• Skills based health, hygiene & nutrition education• School based health & nutrition services
Supporting activities• Effective partnerships between teachers and health workers
• Effective community partnerships
• Pupil participation
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What is skills-based health What is skills-based health education ?education ?
• part of good quality education
• not just for health issues• not just for schools
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Skills-based health education...
- has behaviour change as part of programme objectives
- has a balance of knowledge, attitudes and skills
- uses participatory teaching and learning methods
- is based on student needs
- is gender sensitive throughout
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ContentContent MethodsMethods
The
content areasof
skills-health education
The
methods
for teaching & learning
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ContentContent
Knowledge Attitudes Skills (life)
What topic? What issue?
About what? Towards what? For what?
Learning OutcomesLearning Outcomes
Methods
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(Life) Skills(Life) Skills
Values analysis & clarification skills
Communication skills
Decision making skills
Coping & stress management skills
Content
knowledgeattitudes
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Methods Methods for teaching & learning for teaching & learning
betterbetter- child-centred- interactive & participatory
- group work & discussion- brainstorming- role play- educational games- debates- practising people skills
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Who can facilitate?
- teachers- young people (peer educators)- community agencies- religious groups- others...
Just about anybody!
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What settings can be used?
- school- community - street- vocational - religious - existing groups or clubs- others...
Just about any setting!
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% adolescents everhad sex (at ages 13,15, 19)
% adolescents with STIs
% adolescents addicted to intravenous drugs
HEALTH & DEVELOPMENT
GOALS
% adolescents infected with HIV (15-19; m:f)
% adolescents able toresist unwanted sex
BEHAVIOURALOUTCOMES
ANTECEDENTS:PROTECTIVE &RISK FACTORS
% adolescents whoknow how to protectthemselves
% adolescents using intravenous drugs
Effort required
School, community plus...
policies, health services, community partnerships...
School, community, national plus...
media campaigns, national policies, health & social services
School ...Skills-based health ed plus...
Expected outcomesOutput depends on input
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Evaluation
Session/classroom level - immediate KAS outcome
Behaviour level - behavioural outcome
Epidemiological level - health outcome
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Barriersto the life skills approach
- poor policy support
- poor and uneven implementation
- poorly understood
- competing priorities
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3 main ways to implement
in schools
1. “carrier” subject 2. separate subjector unit of work (long term option) (short term option)
3. infusion/integration (not recommended)
Fast Track Slow Track
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Priority ActionsAway from… Towards….•small scale………………. national coverage
•isolated education programs……………….... comprehensive - FRESH
•integration……………….. Single carrier subject
•creating new materials…. better use of what is
•generic programs………. specific (health and social)outcomes
•HIV/AIDS & life skills as an add-on……………….. dedicated staff, training &
support over time