School Health & Nutration Supervisors (SH&NS)

ulum Wing
Government of Pakistan, Islamabad
In Collaboration With:
United Nations Educational, Scientific and Cultural Organization (UNESCO)
February, 2010
School Health Programme:
A Strategic Approach for Improving Health & Education in Pakistan
1. Child Development and Role of School
Development of children and quality of their learning depends on a number of factors, including
their own health status. Health promoting behaviour inculcated by the school not only contributes
in physical development and health care of students, its spin-off improves awareness about health
issues among the parents and local community as well. Strong relationship between health of
students and their learning had inspired planners and educators to hundred years ago in developed
countries to launch health related interventions in schools. Gradually, developing countries are
also realizing importance of school health programme for quality education and over health of the
society, and are introducing its various components in their education systems.
2. Concept of School Health Programme
Improving the health conditions and process of learning among school children through schoolbased
health and nutrition programmes is not a new concept. At present, most of the developed
countries have institutionalized school health programmes as an integral part of their education
systems. A number of national and international agencies have decades of experience in this area. School Health Programmes are primarily based on two pertinent premises. Firstly, the relationship
of quality of learning with the health conditions of students, and secondly, responsibility of the
state to facilitate smooth physical and mental growth of children for their future role as productive
members of the society. A third dimension emphasized in certain situations is the potential
contribution of students in dissemination of health and hygiene education messages to their parents
and community at large. This phenomenon is also termed as child to child, and child to community
transmission of information relating to health care and disease control. Global experiences link success in school health programme with partnership between various
departments and agencies, including Education, Health, and Environment. Partnership and
networking between relevant departments and agencies provide an opportunity for concerted
action to broaden the scope of school health programmes and make them more effective and
beneficial for the target groups. Effective school health programmes will transform schools into
child-friendly environment, and contribute significantly to the promotion of Education for All and.
3. Why School Health Programme?: Rationale and Significance
Education sector not only trains or prepares human resources needed for the economy; it also
produces leadership for various spheres of life. The leadership coming out of the educational
institutions influences social and political dynamics in the country. Teachers, professors, and
education managers enjoy respect in the community, and they have the potential to contribute
significantly as catalysts of social change and development. According to latest statistics issued,
over 34 million children and young people of age 5-24 are enrolled in 228,304 educational institutions
in Pakistan (Pakistan Economic Survey (2008-09), Ministry of Finance, Govt. of Pakistan, Islamabad,
page 161). Health sector can not afford to ignore this large group of 34 million students and 1.28
million teachers in Pakistan. There is a need to reach out this important population group, the
future builders of Pakistan. School Health Programme will yield following benefits to the country:
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Reduction in drop out rate
Enhancement of quality of education and learning outcomes
Improvement in health conditions of young population
Disease control and an overall improvement in health conditions in the society at large. There is an urgent need to plan and launch a comprehensive School Health Programme
under the auspices and partnership of Ministries of Health, Environment and Education,
and with the technical support from various UN agencies and other donors and professional
organizations.
4. Basic components or pillars of SHP
A number of factors influence the physical and
mental health of school children, and their learning
process. These factors include health conditions
of the children themselves, physical and social
environment in their school, quality of life of their
parents, their own knowledge about health promoting
practices, and availability of health services around
them. Modalities and delivery forms of school health
related interventions can be grouped into following
categories:
1. School Health Environment.
2. School Health Education.
3. School Health Services.
4. School Nutrition Programme. Detailed information about each component is given below:
School Health Environment. School environment
plays a pivotal role in the retention and learning
outcomes of students. Availability of proper facilities
is a pre-requisite for creating a healthy environment
in a school. Provision of following facilities contributes
in creating a conducive environment for the children
in the school:
Safe clean drinking water (with regular water quality
monitoring)
Gender and culturally appropriate sanitation/toilet
facilities
Adequately spacious class rooms
Comfortable seating arrangements
Play grounds etc. A child friendly environment
Access for disabled and physically challenged
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Safe drinking water is essential for
health of children. To improve school
environment, UNICEF is building toilets
and installing water pumps in schools. School
Health
Environment
School
Health
Education
School
Health
Services
School
Nutrition
Programme
In the absence of above facilities, overall health and mental concentration of students will be
negatively affected. Many children are likely to leave the school due to its uncomfortable and
unattractive environment. School Health Education: Young children are at a greater risk of various infections and diseases. Schools have the responsibility to educate their students and foster among them healthy and
hygienic behaviour. They need to warn their students about various health risks, and guide them
how to protect themselves and others against diseases and other forms of ill-health by adopting
health and hygiene promoting habits and practices. Education of students on health and hygiene
issues, through integration of health and hygiene information messages into the curriculum, and
training of teachers on following themes form part of the School Health programmes:
Education about cleanliness, personal hygiene, and sanitation
Preventive information against various non- communicable common diseases
Prevention against communicable diseases, including H1N1 and Hepatitis,
HIV and AIDS Prevention Education
Guidance and Counseling for adolescent students on puberty issues
Anti-drugs and anti to***co education
Healthy food (balanced diet) and clean drinking water
Sports and Physical education
Population education and Adolescence Education
Environment education
Life skills based education
Orientation of teachers and PTAs/SMCs to stop Corporal Punishment in schools
Provision of information, knowledge, and skills to the children on above subjects enable them to
develop healthy behaviour and protect themselves from diseases and practices which can make
them vulnerable to various hazards in their life.
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Dental care: Teacher has organized demonstration
in the class as how to brush teeth. A number of
diseases are linked with bad dental care. School Health Services:
Young children are prone to many diseases. In the developing countries, where health services
for the general public are poor and overall knowledge about health care is low, parents and teachers
are unable to detect health problem of children which impede their learning as well. Provision of
health services to the children and young students in following forms fall under this category:
Health screening (medical check up) of students on regular basis
Referral of students with health problems to medical centres for treatment or rehabilitation
De-worming campaigns. A number of children can be saved from loosing interest in their studies and dropping out of school
when their learning difficulties or disorders are detected through health screening and addressed
at early stages. Collaboration between health and education sectors is crucial for this component
of school health programme.
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Chances of educational achievement improved. Girls with weak eyesight provided with glasses in
2006- GGPS # 4 Rajanpur
Children are being examined to detect
any sickness or health deficiency in a
school: Timely diagnose of ailments and
health defects among children enables
school or parents to take corrective
measures
During Health Screening the eye sight of school children being examined and
tested by Health officials and teachers
School Nutrition Programmes:
Nutritional level affects overall health, and
consequently the pace of learning among
the children. In Pakistan, a substantial ratio
of children is malnourished, particularly in
underdeveloped areas, and among the
disadvantaged groups. Nutritional inputs
can increase both attendance and quality
of education. Provision of following inputs
to schools can be grouped under nutrition
component of school health programme. Good supplements for malnourished
children
Food as incentive to enhance
enrolment and attendance
Promotion of use of iodized salt
School feeding or school lunch programme for all students in schools
In the developed countries, school lunch or school feeding programmes are widely supported. In
a number of neighbouring countries, school feeding programmes are in being implemented. Pakistan had launched this programme in the past and its results were encouraging. However, it
was stopped mainly due to mismanagement.
5. Good practices of SHP: Recent
examples
School Health Programme has been
institutionalized in most of the developed
countries. In the recent past, a number of
developing countries have also come
forward to launch some form of health
related interventions for their schools. Summary of few case studies is given
below:
5.1. Iran: Ministry of Health and Medical
Education, in collaboration with Ministry
of Education and Training has launched
National Integrated School Health
Screening Programme in Iran. This
programme aims to identify children
who have early signs of health
problems. For example, during 2007-
08, screening of 3.1 million students was completed. Out of these 12.48 had weight disorders,
4.77% had visual disorders, 3.95 had head lice, 2.24 had behavioral disorders, and 0.6 had
hearing disorders. Students with health problems are referred to outpatient clinics or hospitals
and all services are offered free of charge.
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World Food Programme provides Food incentives in
selected schools to improve girls' enrolment and retention
Cooking oil provided by WFP is being distributed among
girl students
5.2. ‘CHERISH’ in Singapore: The CHERISH (CHampioning Efforts Resulting in Improved
School Health) Award was launched in
August 2000 to give recognition to and
encourage schools to establish
comprehensive health promotion
programmes for students and staff
through the fostering of good physical,
social and emotional health for optimal
learning. The CHERISH Award provides
a framework for establishing
comprehensive health promotion
programmes in the school. Modeled
following the recommendations of the
WHO's Health Promoting School initiative,
it uses a whole school approach towards
health promotion. The Health Promotion
Board introduced the School Health
Promotion (SHP) Grant in 2003 to
encourage more schools to establish
comprehensive school health promotion
programmes. The grant can be used to
partially fund health promotion
programmes targeted at students and/or
staff in schools. HPB will reimburse the
school 50% of the total amount spent by
the school for health promotion activities,
up to a maximum of $5,000. Schools must
co-fund the project by contributing an
equal or higher amount.
5.3. ‘Fit for School’ programme in Philippines: Since 2003, ‘Fit for School’ programme is being
implemented in Philippines. Interventions at school level include, daily supervised hand washing
with soap prior to recess, daily supervised tooth brushing with fluoride toothpaste, and biannual
de-worming of all children. The costs are comparatively low but benefits are high. Selected evaluation of the programme have confirmed following impact:
Infectious diseases including diarrhea and respiratory infections are reduced by 30 to 50%
The progression of (dental) caries is reduced by 40 to 50%
The prevalence of helminth (parasitic worm) infections sinks by 80%
The number of children wit below-normal height and weight is reduced by 20%
School attendance rises by 20 to 25%
Currently the programme is implemented by Philippines Department of Education in close
cooperation with 20 different units of local government. The Department of Education has also
launched a new school health programme which seeks to address both malnutrition and
academic performance of elementary schools in selected schools nation wide. Programme
is focusing on Pre-school and Grades I pupils Each recipient child is given a ration of one kilo
of rice on each school day. In 2007, about 2.7 million children were benefitting from this
programme.
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5.4. India - School Health Programme through NRHM
National Rural Health Mission (NRHM), Ministry of Health, in collaboration with Education sector
and States has launched a School Health Programme, which is nation wide is comprehensive in
its scope and nation wide in its coverage. It intends to cover 1.288 million schools, benefiting 220
million school children. SHP in India consists of following components and interventions:
i. Health Screening and Remedial Measures: At least annual health screening covering
general health and personal hygiene, clinical assessment of anemia, eye examination, ear discharge
and hearing problems, common dental conditions, common skin diseases and infestations, heart
defects, disabilities, learning disorders. Remedial measures include remedial actions at school
level and referral to laboratories and hospitals. Student Health Cards and transport facility for
referral are provided. For documentation purposes, School Health Register is maintained. Bigger
schools are provided necessary (basic) equipment by the Health Department for health screening. Health and Nutrition Education: Health and nutrition education messages are transmitted
using multiple approaches, including infusion into curriculum, extra curriculum activities, physical
education and sports, and health counseling etc. Nutritional Interventions: An important component of nutritional interventions in Mid-day
meal programme. This programme has led to improvement in enrolment, retention, and learning
achievement. Second intervention is provision of Micronutrients, including weekly provision of Iron-
Folate tablets, and administration of Vitamin-A in needy cases. De-worming interventions are
provided as per national guidelines, with biannually supervised schedule. Siblings of students are
also covered. iv. Safe and Supportive Environment in School: Under this component provision of sanitary
facilities in schools are ensured This means schools must be able to provide sanitary environment,
functionary sanitary latrines, facility for hand washing, supply of potable water. v. Capacity building for Health Screening: This includes training of heath department staff
to be involved in health screening, training of nodal teachers, and provision of a tool kit to schools
consisting of training and resource manuals, audio-visual aids, and guidebooks etc. School Health Programme in being implemented in most of the States in India. Framework and
Guidelines for SHP have been developed by the central government, whereas implementation is
undertaken by the States. For additional information please visit following web page of National Rural Health Programme
of Ministry of Health and Family Welfare, Govt. of India.
5.5. SHP in other countries:
In Asia, A number of other countries, including Sri Lanka, Bangladesh, Thailand, and Malaysia
are implementing some components of School Health Programme. Sri Lanka has School Health
and Nutrition Brach established as part of Ministry of Education. In Malaysia School Health
Programme is implementing through Health Promoting Schools.
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6. Health and Education Indicators in Pakistan
In Pakistan, about one third children under 5 years of age are underweight, 60% rural population
does not have adequate facilities of sanitation, and 23% people live below poverty line (The State
of the World’s Children 2009). Pakistan is spending merely a small ratio of its GDP on health and
education. Under these circumstances, there is a need to accord priority to health and education
of new generations through school health programme. More than 45% or over 50 million people in Pakistan are illiterate, mainly because basic education
opportunities has not been made available by the state to all of its citizens. At present, about one
third school aged children in Pakistan are not enrolled in primary schools. About 30-40% enrolled
children leave the school before completion of primary education and join the lot of illiterates in
the country. Due to resource constraints, the government has been mainly focusing on opening
of new schools, appointing additional teachers, and provision of missing facilities in existing schools. Expansion of access to schooling, including construction of school buildings and the provision
of missing facilities in the existing schools are certainly a priority. Latest statistics of EMIS reveal
that most schools are sparsely equipped and lack basic facilities. Rooms per school in Government Primary Schools (Pakistan)
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No of Rooms
No of Schools
Percentage %
1 Room
Schools
16,154
16
2 Room
Schools
54,887
54
3 Room
Schools
11,745
12
4 Room
Schools
7,316
7
5 Rooms
or more
11,198
11
Total Schools reported
data to EMIS
101,300
100
Source: Govt. of Pakistan, Ministry of Education, AEPAM, Pakistan Education Statistics (2006-07),
Table 1.15, page 69, Islamabad
Class Rooms in Govt. Primary Schools (Pakistan)
1 RoomSchools
16%
2 RoomSchools
54%
3 RoomSchools
12%
4 RoomSchools
7%
5 Rooms or more
11%
1 RoomSchools
2 RoomSchools
3 RoomSchools
4 RoomSchools
5 Rooms or more
Above table shows that 70% primary schools in Pakistan have only 2-room building for five classes. Many children in rural schools either sit in congested class rooms, or study in open air, in veranda,
or under a tree. Inadequacy of space not only hinders learning achievement of students, it also
negatively affects their health and physical growth at this early stage.
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Above table show that 61% Govt. Primary schools lack drinking water and 56% do not have latrine
facilities. 33% Govt. Primary Schools are without electricity (EMIS 2006-07, AEPAM). Many schools
do not have boundary walls. Under these circumstances, not enough is being done to address
quality aspects, particularly for the provision of required teaching-learning environment and facilities
to meet developmental needs of young students.
7. History and status of School Health programme in Pakistan
Historically, various elements of school health programme have been delivered in Pakistan in a
fragmented manner. In the early 70’s, School Health Services remained a component of Health
Service Delivery. During 1980s, some form of School Health Programme was started, with focus
on health screening etc., and medical doctors were specifically appointed for this purpose at the
grass root level. In most of the cases, medical doctors avoided going to rural areas and an effective
system of monitoring of their attendance could not be evolved. Resultantly, this initiative could not
succeed in achieving desired results as was discontinued. Recently, School Health Programme
was launched in Punjab by Punjab Health Sector Reforms Programme (PHSRP) and National
Commission for Human Development. Summaries of their projects are given below. Facility/ Schools
Percentage % of Schools
With out
Latrines
56
Without Drinking
water
61
Without
Electricity
33
Without boundary
wall
87
Missing Facilities in Govt. Primary Schools
56
61
33
87
0
10
20
30
40
50
60
70
80
90
100
With out
Latrines
Without
Drinking Water
Without
Electricity
Without
boundary wall
With out Latrines
Without Drinking Water
Without Electricity
Without boundary wall
Missing Facilities in Government Primary Schools
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7.1. School Health programme by
PHSRP: Punjab Health Sector Reforms
Programme (PHSRP) perceived that there
is a dire need of a Health and Nutrition
Programme for the school children studying
in rural areas. School Health Programme
was therefore designed and launched to
improve health, nutrition, and learning
performance of students, to increase school
enrolment, attendance, to introduce better
hygiene practices in the community. SHP
by PHSRP was conceived and initiated to
achieve the Millennium Development Goals
(MDGs) for health, education and child
protection. SHP in Punjab has following
features and achievements:
i. Appointments: School Health and Nutrition Supervisors (SH and NS) have been appointed
at Basic Health Unit (BHU) level in 22 districts. Training Modules: Training materials including manual for SH & N Supervisors and School
Teachers on School Health Programme has been prepared with the assistance of UNICEF. Training of SH and NS: All the recruited SH & N Supervisors have been given training
in their roles and tasks relating to School Health Programme. Training of Teachers: SH & N Supervisors are also training school teachers in screening
of common ailments of students relating to Eye, ENT, Dental, Skin and general physical
problems
v. Health Screening: SH and N Supervisors and teachers have started conducting health
screening in schools. vi. Referral and Treatment: After screening, if any problem is detected, the students are
referred to Health Officer of concerned BHU. Health Officers examine the referred students
and provide treatment. In case the student needs any specialized treatment, Health Officer
refers him/her to the concerned specialty available at the nearest hospital i.e. RHC, THQ,
DHQ & Tertiary Care Hospital. All these health services are provided free of cost. With a view to ensure coordination between Health and Education Department, donors and
implementation partners, Govt. of Punjab has formed a Steering Committee on School Health
Programme. A Working Group on School Health Programme has also been formed. School Health
Programme by PHSRP in Punjab is still at its early stages. At present, it is mainly focusing on one
component i.e. School Health Services. UNICEF is extending support in selected districts for
improving school environment by constructing toilets and water pumps in schools, promoting
Hygiene Education. It has supported testing water quality of about 46000 schools. UNICEF is also
supporting capacity building and involvement of School Councils to facilitate implementation of
School Health Programme at grass root level. Punjab Education Sector Reforms Programme
(PESRP) is extending full support and cooperation to PHSRP for the success of SHP in the
province.
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7.2. School Health Programme by NCHD: In June 2005, National Commission for Human
Development (NCHD) launched School Health Program in 17 districts of Pakistan with funding
from Bill and Melinda Gates Foundation. The programme covered 23,266
Primary Schools of these districts and
benefited 1.86 million students. These
students were screened bi-annually for
health problems and were referred for
corrective actions to the established
referral outlets. For example, out of
1.86 Million students screened during
2006-07, 3.31 % had weak eyesight,
1.31% had eye disease, 1.04% had
weak hearing, 1.2% had ear diseases,
5.02% suffered from dental problems
and 2.94% students suffered from skin
problems. During the year, 53543
students found with weak eyesight were
provided free eyeglasses under the
program. Gujrat Model of School
Health Programme in Punjab,
coordinated by NCHD, has earned
appreciation of stakeholders. Although School Health Programme in Punjab is a laudable initiative, it does not include
interventions relating to other two other important components, particularly School Nutritional
support and a well organized campaign on Health Education for students. There is a need to
sustain and expand this good initiative in Punjab and replicate the same to other provinces
as well. Pakistan needs a country wide and comprehensive School Health Programme, which
equally addresses all the four areas, including School Health services, School Health Education,
School Health Environment, and School Nutritional support etc.
8. Implications of not launching School Health Programme (SHP)
As explained above, school health programmes contribute in improving both health indicators
among children as well as enhancing efficiency of the education system. Undernourishment due
to poverty, illiteracy, and lack of awareness about health and nutritional aspects contribute toward
deterioration of health conditions of the children from disadvantaged groups. In the absence of a
comprehensive school health programme, following problems will continue to emerge:
Learning environment in schools will not improve
Parents and teachers will not be aware of the prevalence of various ailments and disorders
among the children, which affect their learning, & can be treated at early stages. A number of children will face difficulty in their studies due to physical disorders, and may
leave the school without knowing nature of their health problem. A considerable proportion of children will remain malnourished, particularly from disadvantaged
groups, and their smooth physical and mental growth will be inhibited. Children and their parents, particularly in rural areas, will be more vulnerable to various
diseases and infections. Higher drop out rate will lead to wastage of resources and will negatively affect efficiency of
education system
Overall health indicators among next generations will remain low. Social and economic disparities among different segments of the society will widen. A ceremony for launching of School Health Programme
by NCHD
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Experts believe that investment on school health programmes yield higher social returns, in the
areas of education, productivity of human resources, their health, and environmental protection
in a given country. By investing on school health programme, Pakistan can overcome problems,
deficiencies, and implications referred above.
9. UN Support for School Health Programmes
UN is committed to assist member states in the achievement of Millennium Development Goals
(MDGs), Education For All (EFA), and other international norms and Conventions aimed to improve
quality of life of the people. On the occasion of World Education Forum in Dakar (Senegal), in
April 2000, four UN agencies (WHO, UNICEF, UNESCO and World Bank) signed a framework
titled “Focusing Resources for Effective School Health Programme (FRESH) to affirm their
commitment for the School Health Programmes. A number of UN agencies have been supporting
different components of School Health Programme, although a holistic approach has been lacking. Agencies contributing towards this programme include WHO, UNICEF, WFP, UNFPA, UNESCO,
UNODC and UNDP. S. No
1
2
3
4
5
6
7
8
9
10
Supporting Agencies
UNICEF
WHO, UNICEF
UNICEF, WHO, UNDP, UNPFA
UNESCO, UNAIDS, UNICEF
UNICEF, UNESCO, UNFPA
UNODC, UNESCO
UNFPA, UNESCO
WFP
WHO, UNICEF
UNESCO, WHO
Activity/component of SHP
Water and Sanitation facilities (provision of water pumps
and toilets etc.) and water quality monitoring
Health Screening
Hygiene, sanitation and environment education
AIDS Prevention Education, Adolescence Education
Life Skills based Education
Drug Education
Population Education
Food for education- School Feeding programmes
Training of teachers on Health Education, training of teachers
on School Sanitation and Hygiene Education (SSHE)
Advocacy and policy dialogue for SHP and material
development on health education
School Health Programme (SHP) has been envisaged in the Joint UN Programme on Health and
Population (2008-09). As is evident from its name, School Health Programme requires collaborative
work between two sectors, namely education and health. As is evident from above, a number of
UN agencies have been supporting different components of School Health Program, although a
holistic approach has been lacking. All these individual agency based scattered interventions can
be harmonized and inter-linked to form a focused programme of school health. However, this can
be achieved with strong interest and leadership of Govt. of Pakistan, and increased coordination
among UN agencies under One UN or Delivering as One approach.
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10. Health Education interventions by Ministry of Education
An important component of School Health Programme (SHP) is Health Education. The Curriculum
Wing, Ministry of Education has contributed significantly towards the inclusion of health and hygiene
education and environment related content into school textbooks. In collaboration with UN agencies
like UNDP, UNESCO, UNFPA, and UNICEF special training manuals and supplementary reading
material for teachers have been prepared and teacher training workshops organized on following
themes:
Environment education
Population education
AIDS Prevention Education
Life Skills Based Education (LSBE)
However, above interventions have remained limited in their scope and coverage, due to financial
constraints. Secondly, these interventions have not been institutionalized and their sustainability
depends on support from donors.
11. Policy commitment of Pakistan with respect to SHP
The National Education Policy 2009 provides for the following Policy Actions regarding School
Health Program and related emerging trends.
“Emerging trends and concepts such as School Health, Prevention Education against
HIV/AIDS and other infectious diseases, Life Skills Based Education, Environmental Education,
Population and Development Education, Human Rights Education, School Safety and
Disaster and Risk Management, Peace Education and inter-faith harmony, detection and
prevention of child abuse, etc shall be infused in the curricula and awareness and training
materials shall be developed for students and teachers in this context, keeping in view
cultural values and sensitivities”. (Policy Action No 9, page 45). Above provision of National Education Policy, under the section on Curriculum Reform,
are comprehensive. This provision shows commitment of the Government of Pakistan to
include content on health related issues like AIDS Prevention Education; Life skills based
Education, Human Rights, Population Education and other pertinent areas in the curriculum. Another important Policy Action is quoted below:
“School Health Education and School Safety shall be infused within the curricula and learning
materials with focus on improving school environment, enriching health education content,
instituting regular mechanism for health screening and health services of students and
nutritional support to needy children in coordination with Departments of Health, Environment
and Population at the Federal, Provincial and District levels”. (Policy Action No 10, pages
45-46).
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Policy Action No 10 of the new National Education Policy clearly supports regular mechanism for
health services for schools, including health screening and nutritional support to needy children
in schools. Now since the new National Education Policy has been approved on 09 September 2009, the
Federal and Provincial Governments stand committed to implement policy actions envisaged
referred above. National Drinking Water Policy (Sept 2009) envisages to provide access to safe and sustainable
water supply to entire population of Pakistan. Similarly, the National Sanitation Policy (2006) aims
at providing adequate sanitation coverage for improving quality of life of people of Pakistan, and
provide physical environment necessary for health life. Both these Policies support the provision
of water and sanitation facilities to all, including in schools. Water and sanitation facilities contribute
towards improving School Health Environment, which is an important component of School Health
Programme.
12. What needs to be done? Proposed Strategic Actions
Pakistan needs to take concrete steps for launching of a country programme of School Health,
and then its institutionalization and sustainability. Types of strategic actions to be taken for
implementation of School Health Programme in Pakistan are listed below.
1) Legislation and policy reforms for provision of health and nutritional support to all children
in schools.
2) Formulation and enforcement of equitable standards of school facilities for all schools
3) Resource mobilization for School Health Programme (SHP)
4) Coordination mechanisms between Health and Education sectors
5) Institutional capacity development, i.e. technical and administrative support to the relevant
organizations and institutions at national, provincial, and district level.
6) Advocacy and research in favour of increased attention to education and health of school
children.
7) Sustainability mechanisms, to ensure that projects launched are consequently integrated into
the regular system.
13. Desired Actions at National level
There is an urgent need for advocacy and consultations with key officials in the Ministries of
Education and Health for institutionalization of School Health Programme in the country. Outcome
of this consultation may be in the form of a clear national policy on school health programme. Other actions at the federal level may include development of advocacy material on SHP,
organization of orientation seminars for key officials, and preparation of curriculum for training of
teachers on this theme etc. Main actions are listed below. Units on SHP: Separate units or sections on School Health Programme may be established
at the federal level, in both relevant Ministries i.e. Ministry of Education and Ministry of Health
Advocacy: Policy dialogue with Ministry of Education, Ministry of Health and Environment
including orientation of key officials on the concept and rationale of SHP. Decision makers
should be convinced to invest on different components of school health programme.
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Material Development: Preparation and production of advocacy and teaching-learning material
on school health programme, for the officials, educators, school heads and teachers. Students Curricula: Integration of new and more explicit messages relating to health, nutrition,
HIV and AIDS Prevention Education and Population Education in the textbooks for students
Teacher Training Curricula: Inclusion/enrichment of health education or school based health
related activities and approaches in the teacher training curriculum
Research work: Studies (e.g. pilot surveys) on pertinent issues and indicators relating to
health status of school children, and building a data base.
14. Desired Actions at Provincial level
Following the pattern at the federal level, provincial governments should also take policy actions
and concrete steps for planning and launching of school health programme. Few are listed below.. Mechanisms for coordination between various actors of SHP may be instituted. Roles and
responsibilities of various departments and officials at different levels may be spelled out along
with allocation of necessary budget required for this programme. Relevant focal point organizations
at provincial level should also undertake the tasks of material development, training, and research
in this important area. Coordination Mechanisms: Provinces should constitute Steering Committees or Task Forces
for policy level work on School Health Programme. These Committees should include
representatives from both Health and Education sectors. SHP Units: Provincial Departments of Education and Health should establish School Health
Units to plan, implement, and monitor interventions relating to School Health Programme
Consultation: Policy dialogue with provincial departments of education for launching of a pilot
project of school health. Pilot Projects: Provincial governments should formulate and launch pilot projects, either
focusing on selected districts, or few interventions for the whole province, e.g. School Feeding
or Health Screening etc. Lessons learnt and experience gained from pilot phase may lead
to the replication and up scaling. Networking: Identification, mapping and networking of relevant provincial level institutes and
organizations which can extend technical support (in the area of school health) at the district
level
Roles and responsibilities of various departments and officials at different levels may be spelled
out along with allocation of necessary budget required for this programme. Relevant focal point
organizations at provincial level should also undertake the tasks of material development, training,
and research in this important area.
15. Desired Actions at District level
District governments and public sector offices at district and sub district level play a pivotal role
in the implementation of interventions relating to School Health Programme. Few important actions
are listed below. Orientation: District education authorities, District level Health staff and district Nazims need
to be provided orientation about the concept and rationale of school health programmes,
including roles and responsibilities of different departments. Visits of Health staff: Periodical visits of medical doctors to the schools for undertaking
following tasks:
Annual/or six-monthly Medical check up of all students, particularly their eyesight, weight,
and other indicators of fitness
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Informative lectures on health, hygiene, and nutrition etc. for the students
Special lessons in Secondary/higher secondary schools on issues and diseases related
to adolescence (e.g. STIs, AIDS Prevention etc)
Capacity building: Orientation of school heads for organizing school-based health and nutritional
interventions and provision of necessary financial and administrative support to the schools
for this purpose. Teacher Training: Organization of short courses for training of school teachers in methodologies
for communication of key messages on health and population to the students in the class
rooms. Training may also cover basic steps for health screening of students in the absence
of medical staff. Informative Material: Provision of resource material on population and health issues to the
teachers and students
Community Involvement: Sensitization of Parent Teacher Associations (PTAs) and/or School
Management Committees (SMCs) on school health programmes for mobilization of support
of local communities for the programme
School level interventions: Possible interventions at the school level may include:
De-worming campaigns,
Anti-smoking drive,
Drug education,
Sports and physical education etc. Food as incentive to enhance enrolment and attendance
Special food supplements for malnourished children
Promotion of use of iodized salt
Provision of water and sanitation/toilet facilities and promotion of hygiene education
Training of teachers to undertake screening
Health screening by teachers themselves in the absence of medical staff
Training of teachers to undertake screening
Role of Civil Society: Partnership with civil society organizations and CBOs to promote
school health and population education etc.
16. Political will and partnership building for School Health Programme
Success of any future country wide School Health Programme will largely depend on two factors. Firstly, the will and determination of political leadership to invest on this important area which will
affect health and education of next generations in Pakistan. Secondly, interest and willingness
of various stakeholder organizations at national and international levels to join hands to collectively
plan and implement this unique programme, which can not be implemented by one Ministry or
Department alone. International community, including donors, UN agencies, and professional
institutions to come forward to build a partnership for School Health Programme. Ministry of Education, Curriculum Wing
Government of Pakistan, Islamabad
In Collaboration With:
United Nations Educational, Scientific and Cultural Organization (UNESCO)
February, 2010
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