regional office for the eastern mediterranean m)r … · united nations world health organization...

UNITED NATIONS

WORLD H E A L T H O R G A N I Z A T I O N

REGIONAL OFFICE FOR THE

EASTERN MEDITERRANEAN

REGIONhL CO>jEJITTEE M)R THE EASTERN b 3 D I TT3RIL;NEl.N

S i x t h Sess ion

SUB-CO?T,fIT'iTE C

~ C E N I C ! ~ L DISCUSS~ONS

ORGANISATION MONDIALE DE LA SANTE

BUREAU R~GIONAL DE LA

M~DITERRAN~E ORIENTALE

EM/kC6/'lech,Disc./l9 31 December 1956

ORIGIKrL: ENGLISH

SUI~L?ARY WFORT O N T&CHI$ICI,L DISCUSSIONS

HEALTH EDUCATION OF THE PUBLIC

24-25 September 1956 Teheran, I r a n

I n accordance wi th t h e r e s o l u t i o n ( ~ ~ 5 i & b f h 2 2 ) passed by t h e F i f t h s e s s i o n

of Sub-committee A, Regional Committee f o r t h e Eas tern Mediterranean, the s u b j e e t

of the t e c h n i c a l d i scuss ions f ea tu red a t t h e S i x t h Sess ion he ld i n Teheran was

Heal th Educat ion of tho Publ ic , w i t h D r HAFEZ AMIN of Egypt serv ing a s t h e General

Chairman.

Main purposes

As s t r e s s e d by the WGIONIIL DIRE'CTOR, i n h i s opening remarks a t the

opening p lena ry se s s ions he ld on Konday, 24 September, the main purposes o f the

Technical Discussions were twofold, namely:

1. To provide a n oppor tun i ty f o r exchange of ideas and p r a c t i c a l exper iences

on h e a l t h educat ion a spec t s of pub l i c h e a l t h development;

2. t o cons ider some of the p r i n c i p a l requirements and p o s s i b i l i t i e s f o r

f u t u r e development of h e a l t h educat ion activities throughout t h e Region.

Programme

A s o u t l i n e d i n finnox I, a n opening p lenary s e s s i o n was he ld on Idondny,

24 September, w i t h the speakers p re sen t ing in t roduc to ry comments on t h e main

a speo t s s e l e c t e d f o r f u r t h e r d i s c u s s i o n i n the four d i s c u s s i o n groups which

were he ld immediately fol lowing the f i r s t p lenary sess ion . The four main

a spec t s of h e a l t h educat ion of the publ ic considered were as follows:

i. Organiea t ion o f h e a l t h educat ion i n adminis t ra t ion; co-ordinat ion o f h e a l t h

educat ion prograumes;

8. t r a i n i n g i n h e a l t h educat ion;

3 . h o a l t h educat ion i n schools;

4. the production, eva lua t ion and use of v i s u a l a i d s .

The c los ing p lenary s e s s i o n was held on Tuesday mcrning, 2 5 September, a t

which r e p o r t s from each of the four d i scuss ion groups were presented and discussec

A r e s o l u t i o n on t h e Technical Discussions on Health Education of the Publ ic ( see

Annex 2 ) was endorsed and subsequently o f f i c i a l l y approved by the f i n a l p lenary

s e s s i o n of Sub-committee A of the Regional Meeting on Tuesday, 25 September.

Acknowledgements

Speoia l commendation and apprec ia t ion i s due t o the Min i s t ry of Health of

I r a n and i n p a r t i c u l a r te t he Divis ion of Health Education, f e r t h e invaluable

assistance provided i n preparing a d i s p l a y of the illustrative m a t e r i a l s from the

h o s t country and those submitted by va r ious governments and t h e Arab S t a t e s

Fundamental Education Centre i n Egypt.

General Comment

The increas ing importance a t tached t o h e a l t h educat ion a spec t s of

developing h e a l t h s e r v i c e s throughout the Region was c l e a r l y r e f l e c t e d by the

l i v e l y d i scuss ion and i n t e r e s t manifested i n the t e c h n i c a l d iscuss ions . This

was a l s o borne o u t by the very informative and thoughtfu l background statements

submit ted a s s p e c i a l documcntstion by the l a rge m a j o r i t y e f t h e governmental

h e a l t h a u t h o r i t i e s i n the Region.

Herewith a r c presented f ind ings and recommendations from each of the four

d i s c u s s i o n groups according t o the main s u b j e c t s a s presented i n t h e i r r e p o r t s

t o the o los ing p lena ry s e s s i o n of the Technical Discussions. The ques t ions used

a s the b a s i s f o r d i scuss ion i n each group a r e contained i n Annex 3.

I 0RGI;NIZATION OF H E U T H EDUCATION I N AD~INIS~iTION, CO-ORDINATION OF HEILtTE EDUCHTION PROQUiXUES

Functions of a Technical Section i n Health E6ucation

The most important functions of a technical heal th education sect ion i n

the contra1 administration of national heal th servioos ware oonsidered t o be

thq following:

1. Ra in ing of professional and auxi l ia ry heal th workers of a l l categories in

the pr inciples and methods of health education;

2. co-operation with other technical sections and departments within the

national heal th service t o ensure t h a t provision i s made for health education

i n the planning and execution of various technical health projects and servioes;

3 . co-operation and co-ordination of e f f o r t with other govermental agencies

and voluntary organizations engaged i n health education a c t i v i t i e s ;

4. ass is tance i n planning, preparing and producing visual materials needed

by heal th workers i n t h e i r educational work with the publio, and providing

experirgmtal lpboratory services t o t e s t v isual material before it is produced

i n quantity.

5. maintaining professional contact and co-operating with facu l t ies , univers i ty

deparbents , and schools responsible for t ra ining doctors i n preventive medicine,

t r a in ing of nurses, and other prospective health personnel i n order t o promote

ins t ruc t ion i n health education;

6. co-operation i n t ra in ing of teachers and other school personnel. The need

and importance of in-service t ra ining of teachers was pa r t i cu l a r ly emphasized;

7. maintaining and providing continuing teohnical leadership and guidanoe i n

select ion, t ra in ing and supervision of professional health educationists.

Health Education Services a t the Provincial Level

The pr incipal functions i n health eduoation of provincial heal th depa rben t s

were considered t o be very comparable t o those of cen t ra l health administrations

a t the national level . I n addition, it was proposed t h a t the following flulotione

are of par t i*ular importance a t the provincial level:

1. In-servioo t ra in ing of medical and hoa l th ro rke r s , soc i a l workers and

school teachers was considored t o be a funotion of major importance;

2. t r a in ing of re l ig ious leaders t o i n s t i l appreciation of t h e i r ro le i n

heal th education;

3. planning and organization of seminars and confdrences;

4. continuing encouragement and tochnioal tie'lp t o a l l local hea-lth workers

i n ~ r d e r t h a t t hcy may become more aotivu and able i n making usb of hea l th

education methods and modia i n t h e i r work with the people.

Support f o r Local Hoalth Education Ac t iv i t i e s

Since workcrs e t the l oca l hcal th u n i t l eve l have an important ro l e i n

heal th education, it was proposed t h a t the following typos of support and help

from nat ional and provincial le-ols of heal th administrat ion were very essen t ia l :

1. Enoouraging and helping loca l heal th workers t o e n l i s t the i n t u r e s t of

recognized leadars i n v i l l age l i f e and t o i n s t ruc t them i n some of the most

important he s l t h problems. The important ro le of looal re l ig ious leaders was

s t ressed i n t h i s conneotionj

2. helping t o organize and conduct in-service t ra in ing of school teachers:

3. helping looal workers t o plan and organize prac t ioa l demonstaations and

exh ib i t s featur ing l oca l problems and methods for improvemantl

4. encouraging local heal th workers t o recognize tho importance of various

educational mothods whioh appeal t o the people, e.g. bringing heal th content

i n to the a r t of s t o r y t o l l i n g was mentioned a s one useful approach;

5. helping local heal th and medical s t a f f t o recognize t h a t curative se rv iess

when properly conducted can serve a s a very prqot ical approaoh f o r educating the

public on heal th matters.

Role of Special Campaigns and Projects

Vririous membors suggestod t h a t specia l projects (malaria e r d i o a t i o n ) or

emergency campaigns (vaooination against smallpox) can serve, wi th proper planning

t o promote publ ic i n t e r e s t i n heal th problems. The main conolusions reached were

the followingt

1. It is important t h a t appropriate publ ic i ty and educational methods are

used t o prepare the way fo r the people t o understand what plans a re being made

for speoial campaigns (e.g. malaria eradicat ion) , t o e n l i s t t h e i r par t ic ipat ion,

and t o i n t e rp re t what i s expeoted of them. It was emphasieed t h a t specia l

campaigns aga ins t spec i f ic heal th problems, i f properly carr ied out, can serve

a s the bas i s fo r es tabl ishing goodwill with people and prepare the way for

es tab l i sh ing other hea l th services needed by the poople;

2. two important needs f o r hea l th education were emphasiced i n ro l a t i on t o

a n l i s t i n g publ ia co-operation when epidemics a re i n progress o r threaton t o

develop. F i r s t l y , the people need t o be informed i n advance of t he specia l

measures they a r e t o take and what t he heal th service proposes t o do, 0.g.

vaccination, e tc . Secondly, onoe the epidemic i s brought under control , it is

important t o follow up with educational work among the people i n thc areas where

the epidemics occurred or threatened t o develop. Often, the people a re re l ieved

that the epidemic has stopped and aro s a t i s f i e d with the rosul t . However, t h i s

i s the time whcn people may welcome more explanation and careful discussion of

the spec i f i c problem a s t o 'ts cause, p rac t ioa l methods of control , what the

people can do t o help prevent i t s recurrence and the prac t ica l bene f i t s which

have resul ted.

Budget f o r Health Education Services

I t d id not plore possible t o estimate what proportion of the t o t a l budget

fo r hea l th services i s being a l l o t t e d fo r heal th edwc t ion swrvices since i n m o s t

nat ional heal th administrations heal th oducation a c t i v i t i e s are oarrieA out by

d i f fe ren t technical sect ions i n the heal th minis t ry and i n some countries by

several min is t r ies a t the nat ional level .

One member, speaking from h i s experience a s a nat ional public hea l th

administrator, proposed t h a t i n making preparations for spec i f ic f i e l d projects

or campaigns whioh require par t i c ipa t ion o f the people f r r t h e i r success,

approximately one t h i r d of the pro jec t costs should be earmarked f o r heal th

education purposes.

I t was agreed t h a t the funds a l l o t t e d fo r heal th education wi th in the

t o t a l nat ional hea l th budget are very inadequate. I t was emphasieed a la , that

every e f f o r t noods t o be made t o increase the f'unds i n the caning years owing

t o the growing importance being given t o t h i s aspect of public heal th and

medical care.

Co-ordination

The need nins stressed for improving c o - o r d i ~ t i ~ n of heal th education

c c t i v i t i e s within the national health services and part icularIy among various

gcvermental agencies and voluntary health associations. It was suggested tha t

i n some countries it would be advisable a t t h i s juncture t e form a 00-ordinating

committee t o ensure closer co-operation and t o minimize unmbmsary duplication

One member suggested tkiat the production of visual a ids and i l l u s t r a t i v e

mater ials could useful ly be assigned to a competent central p r o d u a t i o ~ u n i t in

the country t o service several technioal deparbents and minis tr ies who are i n

nee& of having materials produced which the i r respective technical uni t s have

prepared and tosted.

The need and major importance fo r co-operation between health and education

author i t ies and technical s t a f f a t a l l administrative levels was emphaaised

partibularly.

I1 21UIINING I N HEALTH EDUCATION

The maln conclusions and recommendations formulated with regard t o t r a i n i q

i n health education were the following:

Basic h a i n i n g

I t was recommended t h a t the principles of public heal th education be included

i n the courses of hygiene and preventive medicine on a theoret ical and pract ical

bas is during the basic education of students i n sohools of mediolne, nursing,

midwifery and related f i e lds .

Advanced h a i n i n g

It was s t ressed tha5 more advanced and specialized t ra in ing $n the

principles and application of heal th education should beosme an essent ia l pa r t

of t ra in ing courses fo r public heal th administrators, public heal th nUrB%B, nurse

midwives, sani tary engineers, s a n i t a r h s , nu t r i t ibn is t s . and other health workere.

I t was recommended t h a t t ra in ing i n heal th education be included i n the

t ra in ing of school teachers, soc ia l workers, home economists. I n addit ion,

consideration should be given by the appropriate au thor i t i es for such t ra in ing

for agr icu l tura l spec i a l i s t s due t o the increasingly important educational

contribution they can make par t icu la r ly i n r e l a t i on t o ewirolrmantal san i ta t ion

work i n ru rc l areas and the increasing use of insect ic ides .

In-Service Training

Realizing tha t many henlth workers have not received t ra in ing i n heal th

education, it was suggested thn t health administrations endeavour t o privide

in-service t ra in ing i n the form of s ta f f mectings, special short-teqa study

groups and or ien ta t ion coursos, establishment of p rac t ica l centres for

demonstrating v j r i cus educational methods and by organizing and conducting

seminars, leotures and discussions.

Needs f o r Spec ia l i s t s i n Health Education

It was agreed t h a t every cen t ra l heal th administration should have a

qual i f iod public heal th educat ionis t t o provide technical guidance and euper-

v i s ion t o the planning, organization and develognnent of heal th education

ac+iv i t ies on a national scale. I t was proposed also t h a t the servioes of a

heal th educat ionis t may be needed a t the p r o v j n ~ i a l l eve l in countries where

provincial heal th departments e x i s t and operat& with a oonsiderable degree of

autonomy.

Functions and Training of Health Education Spec ia l i s t s - The pr incipal functions proposed for heal th education spec i a l i s t s on the

national and provincial l eve ls of heal th administration were the followingr

1. To promote a c t i v i t i e s t o prepare other hea l th personnel i n the pract ices

and pr inciples of heal th education;

2. t o promote and a s s i s t with the development of heal th education aspeots of

public heal th progrnmmcs;

3. t o produce educational mater ia ls on heal th subjects required by hea l th

workers and others i n t h e i r work;

4. t o adviac on and a e s i s t with thc planning cf hcal th educcMsn ccmponents of

nat i~nak campaigns a?@ proposale f o r health leg is la t ion ;

5. t o a s s i s t i n the co-ordination of heal th education a c t i v i t i e s rendered by

govormental and nonLgovermenta1 agenoies.

It was recommended t h a t prospoctive candidates f o r professional careers i n

heal th education should have a s minimum oducation qua l i f ica t ions a univers i ty

background and i n addit ion one year of special t ra in ing i n public hoalth education.

Tho importance of good personal qua l i t i e s was &la; stregsod, notably, maturity,

s incer i ty , pleasing pers.cuality, determination, adaptab i l i ty and the ab i l i ty t o

teach.

I11 REblLTH EDUCATION I N SCHOOLS

P r i o r i t i e s i n t h o School Health Programme

There was general agroemont t h a t heal th services i n sohools, t he school

enviro7ment and heal th inst ruct ion, are a l l important aspects of the t o t a l heal th

prcgrannne i n schools and warrant p r i o r i t y a t t en t ion as a whole. The most important

pr inciple , however, t o be kept i n mind i s the value each of these main aspects can

have i n influencing school-age children t o develop desirable heal th a t t i t udes ,

knowledge and pract ices .

It was suggested t h a t when it is necessary t o e s t ab l i sh sgne order of

p r i o r i t y i n developing school heal th programmes t h a t careful account should be

taken a t the ou tse t regarding the most important health needs t o be met and the

resources and f a c i l i t i e s available.

I t was f e l t t h a t frequently the f i r s t r e a l p r i o r i t y w u l d be improvement of

the school onviromont providing the children have been h u n i z o d against the

major preventable diseases pr ior t o entering school. The most important features

of a hea l thfu l school enviroment were considered to be provision of a safe and

potable water supply, adequate disposal of human wastes, f a c i l i t i e s for chi ldren

and teachers t o wash t h e i r hands, proper provision for safe construction of school

buildings, verf i ia t ion, l igh t ing and heating and adequate f i e l d space for physical

education a c t ~ i l t i e s .

Provision of d i r ec t medical and heal th services t o soh001 chi ldrenwas

considered t o be a second pr ior i ty . This would include services provided by

dootors, nurses, n u t ~ i t i o n i s t s , dent is ts , heal th educationists and other health

personnel For bes t r e su l t s , the school heal th service must be careful ly geared

t o detection and oorraction of physical defects and handicaps and t o prQfiding

f a c i l i t i o s for trcatmcnt of ailments and assistanoe i n obtaining treatment for

diseases. Special emphasis was placed on the importance of preventive work.

The importance of school lunch p r o g r m e s as a pa r t of school.health

programmes rws emphasirad and the proposal made t h a t t h i s programme warrants

ovory possible e f f o r t f o r seeking methods and means for i ts administration and

cxc cution.

Health ins t ruc t ion was suggos t~d as a t h i r d p r i o r i t y i n developing school

haal th programmes. I t was agreed t h a t although heal th inst ruot ion should be an

in tagra l pa r t of the c h i l d ' s experiences i n the school enviroment and with tho

heulth services, there was a need f o r planned heal th ins t ruc t ion within tho school

curriculum i n accordance with the interests, mods and undurstanding of chi ldren

a t d i f f e r en t stages of growth and dovelopnent. It uas emphasized t h a t the content

of heal th ins t ruc t ion should be as r e a l i s t i c and prac t ica l as possible and should

be c losely co-ordinated with the needs borne out by the medical and hoal th

services.

Reference was made t o the mental heal th roquiremcnts of soh001 age chi ldren

which can be catcrod f o r by foster ing propcr teacher student re la t ionships and

wise planning of the school day.wit.h due regard given t o the ohildren's noeds f o r

r e s t , sleep, exercise and le i sure .

Gpeoial emphasis was placed on the value of and need for promoting closer

co-operation between teachers, parents, school heal th personnel and c~mnunitv

resources.

Responsibil i ty for Health Education i n the Schools

It was the opinion of the group t h a t the porscn primarily responsible for

heal th education i n the schools i s the head teachcr who i s designated by d,ifferent

terms i n d i f fe ren t oountries such a s headmastor, superintendent, pr incipal ,

administrator. This person if well t ra ined can exorcise a very important and

i n f luen t i a l ro le through h i s dai ly contact w i t h the students and teaohers. He

can do a great deal t o guide the integrat ion of heal th ins t ruc t ion in to various

subjects being taught as well as providing opportunities f o r in-service t ra in ing

of teaohers i n heal th matters.

~M/k~6 /~ech .~ i sc . / 19 page 10

Health Training for Prospectipe Teachers

I t was proposed t h a t educational au thor i t i es , nctably the national

min is t r ies c f educaticn, be emouraged t o mako provision for c e r t a i n basic

heal th courses i n the t ra in ing curricula o f teacher t ra in ing i n s t i t u t i c n s and

colleges. The main courses proposed wure pcrsonal hygiene, growth and development

of the chi ld , school heal th prcblems, nu t r i t ion , pr inciples of public health,

health educaticn methcds and materials.

I t was pointed out t h a t although tho basic hcalth courses would be the same

for a l l teachers, it would bo necessary f c r the ccntent c f courses devcted t o

schccl heal th problems and t o methcds and mater ia ls of hecl th educaticn t o take

in to special account the d i f f ~ r e n t needs and in t e r e s t s c f younger school-age

chi ldren and older students. Whenevcr possible, it was euggestod t h a t the services

of t ra ined heal th educationists could be useful i n holping educational au thor i t i es

i n planning the heal th education content of teacher t ra in ing curr icula and i n the

ins t ruc t ion of prospective teachers.

In-Service Training

Periodic seminars and special t ra in ing courses o r conferences of a longer

durat icn pa r t i cu l a r ly during the summer holiday pericds were suggested. For

teachers who have not had any previous t ra in ing i n health, it was f e l t t h a t

special courses cf about four t o s i x weeks i n durat icn wculd be very desirable.

The pr incipal ccmmonts made regarding the planning and ccnduct of bn-service

t ra in ing coursos o r wcrkshcps f c r teachers wcro as fcllcwst

1. They should be preferably planned as co-operative projects invclving e e

co-operation of both the education and heal th min is t r ies and t h e i r re levant

technical depart ents;

2 . provision should be made for both theore t ica l i n s t ru r t i cn and opportunities

f c r p rac t i ca l experiences;

3. the t ra ln ing ccurses shculd preferably be held a t centres where competent

professional and technical s t a f f wculd be avai lable t o a s s i s t with the ins t ruc t ion

and w i t h supervision of the prac t ica l experience;

q k c ~ / ~ a o h . ~ i s c . / 1 ~ page '11

4. ways should be ssught t o provide added incentives f o r teachors t o enrol

i n these courses pa r t i cu l a r ly when conducted during musmer holidays, e.g. sa la ry

increases, apprcpriate oer ' t i f icat ion and educational c red i t s , promotion e t c .

Training s f other Schsol Porscnnel

"Other school personnel" was interpreted t o include a l l ptrtscnnel whc have

e i t h e r d i r e c t or i nd i r ec t influence cn the heal th cf tho school chi ld , 0.g. s c h ~ o l

administratcrs, prcfessional and a o i l i a r y heal th wcrkers serving schocls and

custodial perscnnel c r j an i to rs and others. It was propssed t h a t t r a in ing i n

bas i c public hoalth princ;ples, school hoalth problems and heal th oducatfcn be

provided i n acccrdancc with tho r e spons ib i l i t i e s and necds o f tho various workers.

Administrative Respcnsibi l i ty f o r Sahccl Health

This quest isn s t i l u l a t e d vory ccnsiderablr discussion. The c o ~ e m u s of

the views and opinion expressed may be summarized a s followsr

1. While recognizing t h a t i n most countries the r e spcns ib i l i t y fo r the

administrat ion of school hea l th programmes i s vosted w i t h the Minis t r ies of

Education, the group was c f the view t h a t for the mcst e f fec t ive rosu2t.s there

shculd be the c loses t pcssible co-operation between education and heal th

au tho r i t i e s a t a l l l eve l s o f administraticn;

2. t o help promsto cs-cperaticn, it was suggested t h a t heal th and education

a u t h c r i t i e s fcnnulcte guiding pc l i c i e s , procedures and wr i t t en agreements a s t c

the r e s p s n s i b i l i t i e s cf ee t h agency and the main areas cf wzrk requiring mutual

collaboratisn;

3. a schcsl heal th ccmmittoe o r c ~ u n o i l i.f an in t t r -min is te r ia l nature was

prcposed a s one mcthod fo r prcmcting olcse co-cporaticn and in tegra t ion of b f for t .

IV PRODUCTION, EVhLUATION AND USE OF AUDIO-VISUAL hbiiT3BIi~LS

Guiding Pr inciples

Some of the most i m ~ o r t a n t pr inciples i n the planning, produckion end use

of audio-visual mator ia ls and other moans of communication were considered t o bs

the following:

~hf/Rc6/mch.~isc./l9 page 12

1. The visual mater ia ls should be directed t o the i n to re s t s and understanding

cf the pt~pulntion and presented i n a simple and a t t r a r t i v e manner;

2. the ccntent of v i sua l mater ia ls should be based cn a thcrough knowledge ofr

f a ' the l ~ c a l heal th problems;

,.b the l a c a l customs and re la ted oocial and cu l tu ra l factors ;

-6; the prac t ica l p o s s i b i l i t i e s for meeting the problems;

3. c t i c a l and inexpensive audio-visual mater ia ls can be prepared by l a ~ a l

heal th workers f a r t h e i r use i n personal conversations, t a lks , conferences and

discussians with people. These materials may include posters, flannelgraphs,

s t r i p films, e t c ;

4. i n areas where the large majority of the people a r e not able t o read or

wr i te , it would be necessary t o r e ly on audia-visual means such as the radio a r

showing of s t r i p fi lms, s l i des and iilms. If however a large major i ty of the

people are l i t e r a t e , then greater use could be made of wr i t t en mater ia ls such

as journals, magazines, e t c ;

5. t o determine the cffectivaness of various materials, it is highly desirable

t o carry cu t some preliminary t e s t i ng with s ~ l e o t e d groups of the population

before the mater ia l i s produced i n large quant i t i es .

Personal Contact

Par t icu la r emphasis was given t o the importance and value of personal

contact wi th the people. S ~ a e s t re rsed tho f a c t t ha t very o f t e n i u s e h l

e d u c a t i o ~ l work can be dene through personal contact without the a id of audio-

v i sua l materials.

I t was s ta ted , however, t ha t the main disadvantages of re lying on personal

contact methods i s the groat d i f f i o u l t y of reaohing a large majority of the

people who l i ve i n areas of the countries where there i s a lack of t ra ined heal th

workers and other psrsomel .

Other Methods and Means

I t was f e l t t h a t heal th oontent oould be useful ly introduced in to various

oducational books and t e x t s used for l i t e r a c y teaching purposes, t ra in ing i n

pr inciples of science, e t c .

. n a / ~ ~ ~ / ~ e c h . ~ i s c . / i 9 page 13

Exhibits , photos and displays used i n association with various courses ef

ins t ruc t ion were a l s r suggested as addit ionnl methods for making use of visual

materinls.

Preduction of Materials

I t was recommcndod t h a t i n every ~ c n t r p l administration of public health,

there should be a technical sect ion primarily concerned with promotion and

development of heal th education a c t i v i t i e s . One of the main flanctions of t h i s

sec t ion should bo t o a s s i s t with the properation and production of v i sua l

materinls under the direct ion of a trained spec in l i s t i n heal th education

a s s i s t ed by technioians with par t icu la r competence i n thii production of mater ia ls .

I t proved d i f f i c u l t t: determine what p~rountage of the h ~ s l t h education

budgot should bo a l l o t t e d for production of mater ia ls duo t o the d i f f e r en t needs,

demands and ex is t ing resLurces i n the various countries.

E M / R c ~ / T ~ C ~ . D ~ S C . / ~ ~

Annex I

h'ogranrme of Technical Discussions

HEALTH EDUULTION OF THE PUBLIC

Sixth Session - Sub-Cammittee A Regional Committee for the Eastern Mediterhnean

24-25 September 1956 Teheran, I ran

Opening Plenary Session - Monday, 24 September 1966

8.36 - 10.00 a.m. Presiding: D r . X6mZ IaIt?, Chairman, Dchnical discussions

Speakers: Opening remarks

"Role of Health Educrtion i n the Development of Health Services" - X ~ S S A. HELEN U'TIILLIIYEN Chief, Health dducation of the Public Section, WHO

"Health Education i n Ethiopia with impbasis on School Health" - W AT0 HLILU SEBSIBIE Health Education Ministry of Health, Ethiopia

"Production, Evaluation and Use of Audio-Visual idaterials i n Health Education" - M r h X U R HOILRE;FI

Chief, Division of Public Health Education Ministry of Health, I r an

"Organization of Health Education i n i~dministration: Coordination of Health Education Programmes" - D r J. D. COTTRELL

Director of Health Services gastern hiediterranean Regional Office Alexandria

"Training i n Health Education" - M r hILLI1d DILRITI NllD Vis i t ing Leoturer i n Health hducation School of Public Health irmerican University, Beirut

10 - 10.15 a.m. Break

10.15 - 12 noon Neetings of four discussion groups:

Discussion Group Subject - Chairman Rapporteur -

No. 1 "Organization of Health D r &I, FA.KIS Er Y. TSdGHE Education i n i.dministration; I r an gthiopia Coordination of Health Education Programmes"

No. 2 "Training i n Health Education" D r U.O.SHOIB ' D r i .O.aBU SW&L Egypt Sudan

No. 3 "Health iducation i n Schools" D r DU. B. EL D r H. WSEF CHfilTI Saudi Arabia

Syria

No. . "The Production, Evaluation, D r J. ANOUTI D r XI. SLIM and Use of Visual Aids and Lebanon Tunisia other Media of Communication i n Health Education"

8.30 - 9.30 a.m. Closing Plenary Session - Tuesday, 25 September

Presidingr D r HAFEZ ILMIN, Chairman of Technical Discussions

Presentation of Reports from the four discussion groups

R E S O L U T I O N -- RGGIOWLL 'COid4ITTEE FOR THX ELLS TERN MEDITERR~LNEILN

Sixth Session

SUB-CO'aITTEC A

&en& Item 14

~ @ ~ 6 l l / k . 25 25 September 1956

bRIGINAL: ENGLISH

TECHNICAL DISCUSSIONS: HELLTH EDUCATION OF THE PUBLIC

The Sub-Committee,

Having held technical discussions on some cf the problems and a c t i v i t i e s

i n heal th education of the public;

Considering t h a t the las t ing e f f e c t of many health services depends on

the understanding, cooperation and ac t ion of the people on a well-informed basis;

Noting t h a t the preparation of v i sua l a2ds require careful study i n order

t o meet loca l var ia t ions i n habi ts , customs and avai lable resources,

1. ENWRSES the prime imp~rtance of providing t ra in ing i n the principlea and

methods of hea l th education t o professionrl and auxi l ia ry heal th workers,

school teachers and workers i n re la ted f i e ld s ;

2. RECO-NDS t h a t the Governments of idember States consider ser iously

the provision of qual i f ied technical leadership i n heal th education with

national and provincial health servioes;

3. REQUESTS the Regional Birector t o continue t o encourage the expansien

of heal th education as an important and e s sen t i a l component of developing

heal th services of the idembur States ;

4. RECO3RCXDS t h a t a wominar on haalth education of the public be held i n

the region a s soon as possible.

W&CG fl'aah.~isc./19 Annex 3

Questions Considered by Discussion Groups

Technical Discussions

REi,LTH EDUCATION OF THF; PUBLIC

GrcuD 1 - Subiect: Oreanieation of Health Education i n Administration . * - " - coordination of Health Education Programmes

1. What are considered t o be the most important fa actions of a technical hea l th eduoation sec t ion i n the cen t ra l administration of national health services?

2. What a re oonsidered t o be the pr incipal functiona i n heal th education of provincial heal th departments?

3. Recognizing t h a t a l l workers a t the loca l health u n i t l eve l have an important ro le i n heal th education, how can tho ex is t ing administrative and organieational framework a s s i s t the loca l workers t o carry out t h i s function?

4. How can special a r omorgency health protection projects l iko malaria eradicat ion, vaccination campaign, e tc . , be used t o promote heal th awareness of the people and t o e n l i s t t h e i r par t ic ipat ion?

5. m a t proportion of the t o t a l budget for heal th survices i s allotto;! for heal th education sorvices?

6. What is t h o need for coordillating heal th education a c t i v i t i e s of voluntary heal th associations and governmental agancids?

Group 2 - Subject: Training i n Hoalth Education

1. m a t type of t ra ining i s necessary i n heal th eduoation forr ( a ) doctors, nurses, sani tar ians , sani tary engineers, midwives, nu t r i t ion is , t s and other health workers i n the i r basic and advanced t ra ining, (b) workers i n re la ted f i e l d s such as teachers, socialworkers , home economists, and ag r i cu l tu r i s t s ?

2. m a t a re some of the methods and f a c i l i t i e s for heal th au thor i t i es t o provide in-service t ra in ing i n heal th eeucation for various heal th workers?

3. What are the needs for t ra ined spec i a l i s t s i n heal th education (heal th educators) f o r sorvice with health administrations a t the national and provincial l eve l ?

4. What are the main respons ib i l i t i as of heal th education spec i a l i s t s on the national and provincial l eve l? What i s the minimum t ra in ing required for these workers?

Group 3 - Subject: Health Education i n Schools

1. :;hioh of the following aspects of the School Health Programme sheuld be given p r io r i t y?

(a ) School Health Services

(b) School Health Enviroment

( c ) School Health Inst ruct ion

2 . lAho should be responsible f o r health oducation i n the school?

3. \$%at t ra in ing i n heal th education i s necessary f o r prospective teachers and for t h e i r continuous in-service t ra in ing?

4. How can t ra in ing f o r teachers i n health eduoation be oarried out for teachers who have had no previous t ra in ing i n health?

5. %hat education i n health f o r other school personnel i s necessary i n the promotion of school health?

6 . i;ho i s responsible for the school heal th programme?

Group 4 - Subject: Production, Evaluation and Use of Audio-Visual Naterlals and Other Communication Media i n Health Faucatlon

1. m a t are the pr tnciples and purposes underlying the use of audio-visual mater ia l?

2. 7,hat types of inexpensive audio-visual materials can be prepared by the heal th worker i n the f i e l d ?

3. r . la t are same of tho methods o f using audio-visual materigls I n combination with other methods and media and t h e i r advantagis and l imita t ions?

4 . How oan prac t ica l heal th education be carr ied out without audio-visual a ids?

5. 'Iihat s teps and a c t i v i t i e s are necessary pr ior t o the es tabl ishing of a visual-aid production u n i t i n a cen t ra l S i n i s t r y of Health?

e. what proportion of the health education budget should be spent on production of audio-visual mater ia ls?

7. mhat are some o f the prac t ica l ways o f pretes t ing audio-visual mater ia ls?