A strategic approach for improving health & education in Pakistan A Presentation By Mr Allah Dad khan Former Director General Agriculture Extension KPK Province and Visiting Professor the University of Agriculture Peshawar By Mr Allah Dad khan
A strategic approach for improving health & education in Pakistan A Presentation By Mr Allah Dad khan Former Director General Agriculture Extension KPK Province and Visiting Professor the University of Agriculture Peshawar
This document discusses the importance of education for national development. It notes that education stimulates human capital development, which advanced countries rely on to utilize natural and financial resources. Most governments allocate 5-6% of GDP to education. Developed European countries view education as crucial to raising skills and adapting to changes. The transition to market economies also demands new skills from populations. While transitional countries lag advanced nations in literacy, strategic reforms can upgrade educational systems to better promote social progress. Objectives of education include developing individuals, society, and the economy through lifelong learning that combines formal and informal programs. An effective strategy requires a long-term vision and coordinated short and medium-term actions.
Teacher Competencies & Role of Educational Technology-Unit 07- 8626Ek ra
The document discusses teacher competencies and the role of educational technology. It outlines several key competencies for teachers, including knowledge of subject matter, child development, instructional planning strategies, assessment, classroom environment, technology skills, collaboration, and professional conduct. It also discusses teaching skills, microteaching as a teaching practice, and the role of technology in teacher education programs, including e-learning, mobile learning, multimedia, and educational software development.
Knowledge generation can occur through directed research, experiments, and interactions within academic institutions, firms, and organizations. It can also be casual and occur during daily work. Knowledge is created through practice, collaboration, interaction and education, and is indicated by human capital inputs and outputs. Knowledge is also generated from written sources and developing concepts, and appropriate data helps create new knowledge.
The National Education Policy 1992 aimed to increase participation in education across Pakistan and set targets to reform the education system. It recognized primary education as a fundamental right and sought to increase enrollment rates and transform primary education into basic education up to class VIII. The policy emphasized strengthening women's education through new formal and non-formal approaches. It also aimed to modernize curriculums at all levels of education and increase funding for research in sciences and technology.
The document discusses emerging trends in education, focusing on three areas:
1) Human rights education, outlining principles for promoting universal human rights through education.
2) Peace education, emphasizing that education should promote understanding and non-violence between all people and further UN goals of global peace.
3) Disaster management education, arguing that Pakistan's national curriculum should include education on responding to national disasters like floods, earthquakes, and epidemics.
Curriculum Reforms in Pakistan....You may visit my channel for more updates:
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The document summarizes the history of teacher education in British India and post-independence India. During the British period, several committees recommended reforms for teacher training, including the Hartog Committee in 1928 which focused on rural teachers, and the Wood Report of 1937 which analyzed vocational education. The Sargent Report of 1944 suggested inducting students after high school into teaching with practical training. After independence, India established various committees and commissions to address issues in education and teacher education. The University Education Commission of 1948-1949 focused on practical school training. The National Council for Teacher Education was established in 1973 to regulate and promote teacher education.
This document discusses the differences between academic disciplines and school subjects. It defines disciplines as branches of study found at universities, such as psychology or mathematics. School subjects refer to areas of knowledge taught in schools, like math, science, or history. The key differences are that disciplines focus on developing specialized knowledge and skills for scholars through complex theories, while subjects provide basic skills and awareness for students. The document emphasizes the importance of understanding both disciplines and subjects for students to gain knowledge that can help them choose careers or research and to develop overall.
This document discusses the importance of education for national development. It notes that education stimulates human capital development, which advanced countries rely on to utilize natural and financial resources. Most governments allocate 5-6% of GDP to education. Developed European countries view education as crucial to raising skills and adapting to changes. The transition to market economies also demands new skills from populations. While transitional countries lag advanced nations in literacy, strategic reforms can upgrade educational systems to better promote social progress. Objectives of education include developing individuals, society, and the economy through lifelong learning that combines formal and informal programs. An effective strategy requires a long-term vision and coordinated short and medium-term actions.
Teacher Competencies & Role of Educational Technology-Unit 07- 8626Ek ra
The document discusses teacher competencies and the role of educational technology. It outlines several key competencies for teachers, including knowledge of subject matter, child development, instructional planning strategies, assessment, classroom environment, technology skills, collaboration, and professional conduct. It also discusses teaching skills, microteaching as a teaching practice, and the role of technology in teacher education programs, including e-learning, mobile learning, multimedia, and educational software development.
Knowledge generation can occur through directed research, experiments, and interactions within academic institutions, firms, and organizations. It can also be casual and occur during daily work. Knowledge is created through practice, collaboration, interaction and education, and is indicated by human capital inputs and outputs. Knowledge is also generated from written sources and developing concepts, and appropriate data helps create new knowledge.
The National Education Policy 1992 aimed to increase participation in education across Pakistan and set targets to reform the education system. It recognized primary education as a fundamental right and sought to increase enrollment rates and transform primary education into basic education up to class VIII. The policy emphasized strengthening women's education through new formal and non-formal approaches. It also aimed to modernize curriculums at all levels of education and increase funding for research in sciences and technology.
The document discusses emerging trends in education, focusing on three areas:
1) Human rights education, outlining principles for promoting universal human rights through education.
2) Peace education, emphasizing that education should promote understanding and non-violence between all people and further UN goals of global peace.
3) Disaster management education, arguing that Pakistan's national curriculum should include education on responding to national disasters like floods, earthquakes, and epidemics.
Curriculum Reforms in Pakistan....You may visit my channel for more updates:
http://fixit.buysellclone.com/ visit this and click subscribe...
thank you
The document summarizes the history of teacher education in British India and post-independence India. During the British period, several committees recommended reforms for teacher training, including the Hartog Committee in 1928 which focused on rural teachers, and the Wood Report of 1937 which analyzed vocational education. The Sargent Report of 1944 suggested inducting students after high school into teaching with practical training. After independence, India established various committees and commissions to address issues in education and teacher education. The University Education Commission of 1948-1949 focused on practical school training. The National Council for Teacher Education was established in 1973 to regulate and promote teacher education.
This document discusses the differences between academic disciplines and school subjects. It defines disciplines as branches of study found at universities, such as psychology or mathematics. School subjects refer to areas of knowledge taught in schools, like math, science, or history. The key differences are that disciplines focus on developing specialized knowledge and skills for scholars through complex theories, while subjects provide basic skills and awareness for students. The document emphasizes the importance of understanding both disciplines and subjects for students to gain knowledge that can help them choose careers or research and to develop overall.
1. The document discusses the origins and history of primary health care from pre-colonial times through the colonial period and post-independence era, culminating in the 1978 Declaration of Alma-Ata which established primary health care as a global strategy.
2. The Declaration defined primary health care as including health promotion, disease prevention, treatment of common illnesses, and community participation at an affordable cost.
3. While the goals of primary health care were not fully realized due to lack of resources and commitment, the principles of equity, prevention and universal access remain important, and revitalizing primary health care is seen as critical to achieving health-related sustainable development goals.
The Content and Method of Comparative EducationChe-Wei Lee
The document summarizes Kandell's 1955 article "The Content and Method of Comparative Education". It discusses key topics in comparative education including the historical context, aims and scope, importance of cultural and political forces, and challenges in establishing national education systems. The article also emphasizes that comparative education involves analyzing both similarities and differences between countries, as well as effective and ineffective cases, to better understand factors shaping different systems.
The Commission on National Education was appointed in 1959 to analyze Pakistan's existing educational system and recommend reforms. Over the course of a year, the Commission reviewed previous reports, educational developments in other societies, and Pakistan's current situation. The Commission's 1960 report provided recommendations to improve primary, secondary, and higher education in Pakistan by making primary education compulsory; setting objectives, curriculum standards, and teacher training programs for each level; and establishing organizations to oversee examinations and educational quality. The overarching goal was to restructure the educational system to better meet Pakistan's growing needs in science, technology, and to reflect its cultural values.
The document discusses teacher education in comparative perspective. It begins by outlining the objectives of the subject, which include describing the aims and objectives of teacher education, understanding the competency and role of teachers, discussing teacher education in Pakistan and other countries, and explaining the role and responsibilities of teachers from an Islamic perspective. It then provides definitions of comparative education and teacher education. The remainder of the document discusses topics like the need for teacher education, objectives of teacher education programs, applying old and new teaching methods, the relationship between ideology and teacher education, the Islamic perspective on teaching, the relationship between communities and teacher education, and the role of research in teacher education, with examples from Pakistan.
“Primary health care: back to Alma-Ata in early 21st century"Jean Jacques Bernatas
This document summarizes a presentation on primary health care given in Vientiane, Laos in 2010. It discusses the definition and principles of primary health care established in the Declaration of Alma-Ata in 1978, including its focus on essential, affordable care that is integrated within communities and national health systems. It also reviews achievements and ongoing challenges of primary health care. Finally, it provides examples of primary health care in practice in countries like Thailand and its response to emerging diseases in Southeast Asia.
Current use of technology in pakistan for educationNouman Hafeez
Current use of technology in Pakistan for Education discusses 13 types of technologies used in classrooms, including computers, multimedia projectors, document cameras, interactive whiteboards, class websites and blogs, digital microphones, mobile devices, online media, online study tools, online collaboration tools, presentation software, course management tools, and lecture-capture tools. The document provides brief descriptions of how each technology is used to support instructional objectives and student learning.
Civic education aims to develop informed and engaged citizens. It teaches students about their rights and responsibilities in a democracy as well as political systems and current issues. The goals are to impart democratic knowledge and values, encourage participation, and develop skills like critical thinking and communication. A good citizen respects others, helps the community, votes accountably, and protects the environment. Citizenship creates a shared identity and values within a society and state.
This document discusses learning design and its importance. It defines learning design as representing teaching and learning activities in a format that can be shared and adapted by teachers. This allows good practices to be transferred and helps teachers incorporate new technologies and resources into their lessons. The document outlines why focusing on design processes is important to improve teaching quality and support teachers in a time of many new tools and resources. It also defines key terms like learning activities and discusses different levels and interpretations of learning design.
Equity focuses on fairness and justice by addressing avoidable inequalities in health between groups of people. It aims to narrow gaps by minimizing disparities. Equity is subjective and allows for flexible justifications, while equality is a measurable human right that requires legal obligations of non-discrimination and substantive equality. Equality ensures all people enjoy human rights equally regardless of differences. Health equity means equal opportunity to be healthy by equalizing health outcomes between advantaged and disadvantaged groups through fair distribution of resources. Gender equity in health requires equality in health status, access, financing, and participation.
National Commission of education was adopted by Government on 30th December 1958.This commission was known as Sharif commission. Its chairman was S.M Sharif. The main reason was that the existing system of education was not adequate to meet the requirements of national.
Curriculum Development Process in Pakistannaimaumer
The Federal Ministry of Education is responsible for curriculum development in Pakistan. The process begins with the formation of a national curriculum committee by the Federal Curriculum Wing. This committee prepares a preliminary national curriculum draft which is then sent to provincial bureaus of curriculum and other agencies. The provincial bureaus then form their own provincial curriculums. The Federal Curriculum Wing consolidates feedback and finalizes the National Curricula. Textbooks are then published by provincial textbook boards and the curriculum is implemented nationwide.
Modes of Distance Education in Pakistan.pptxAli Azish
Distance education in Pakistan began with the establishment of the Allama Iqbal Open University in 1974. It has since expanded with the introduction of information and communication technologies, including the Virtual University of Pakistan established in 2002. Key benefits of distance education are that it provides educational opportunities to working individuals and allows students flexibility in when and where they study. However, limitations still exist such as underqualified teachers and the high cost of internet access.
This document provides a history of educational policy making and planning in Pakistan from 1947 to 1998. It discusses key events and policies:
- The 1947 National Education Conference recommended universalizing primary education within 20 years and emphasized the importance of education for nation building.
- Early five-year plans from the 1950s to 1970s aimed to expand the education system but made limited progress due to lack of resources and other challenges.
- Major policies in the 1970s-80s such as the New Education Policy of 1970 and literacy programs aimed to boost literacy but faced implementation issues.
- The 1992 National Education Policy and 1998 policy aimed to decentralize decision making and improve access, quality, and governance but challenges remained in
Role of education in socialization of childDrPritiSonar
Dr. Priti Sonar has over 14 years of teaching experience and 7 years of administrative experience. She holds several educational qualifications including an M.A., M.Com, M.Ed., NET in Education and Commerce, Ph.D., and is pursuing an MBA. She has also served as a Board of Studies member at SNDT Women's University.
The document summarizes key aspects of inclusion and equity in the National Education Policy 2020 of India. The policy aims to transform India's education system to be more equitable, inclusive, and aligned with 21st century needs while retaining cultural values. It focuses on improving access to education for disadvantaged groups and transforming systems to benefit all children. The policy incorporates inclusive features like equitable and holistic education, gender equality, early childhood education, and inclusion of skills courses to promote employability and lifelong learning for all Indians.
Meaning, Definition, concept, characteristics, Hindrances, Modernization and Education, Aims of Education, Curriculum, Methods of Teaching, Role of Teacher, Discipline, Quality in Education, Role of Education
Meaning, Definition, Different aspects, types, Factors bring about social change, Factors resisting social change, Theories, Role of Education in social change, Teacher as an agent of social change
Secondary Education - Targets and Achievements in PakistanR.A Duhdra
The secondary education is to prepare adolescence for effective participation in social activities as good citizens of Pakistan committed to Islamic values, contributing to economical and technological development. The seventh 5-year plan aims at strengthening self-respect, self-esteem, and love for humanity.
So, secondary education would offer diversified programs. Talent should be groomed for developing a strong leadership group so vital to socio-cultural, economic and technological development of Pakistan.
Surgical orthodontics ii /certified fixed orthodontic courses by Indian den...Indian dental academy
This document discusses surgical procedures for correcting various maxillary deficiencies. It describes LeFort I, II, and III osteotomies for advancing or repositioning the maxilla. Specific deficiencies discussed in detail include maxillary anteroposterior deficiency, excess, vertical deficiency, and combinations thereof. For each, the document outlines characteristic facial and dental features, differential diagnosis, presurgical orthodontics, surgical technique including grafting and fixation considerations, and postsurgical orthodontic treatment. Risk factors for relapse after LeFort I advancement are also examined based on a retrospective study. The document provides an in-depth overview of surgical orthodontic treatment approaches for correcting various maxillary skeletal discrepancies.
1. The document discusses the origins and history of primary health care from pre-colonial times through the colonial period and post-independence era, culminating in the 1978 Declaration of Alma-Ata which established primary health care as a global strategy.
2. The Declaration defined primary health care as including health promotion, disease prevention, treatment of common illnesses, and community participation at an affordable cost.
3. While the goals of primary health care were not fully realized due to lack of resources and commitment, the principles of equity, prevention and universal access remain important, and revitalizing primary health care is seen as critical to achieving health-related sustainable development goals.
The Content and Method of Comparative EducationChe-Wei Lee
The document summarizes Kandell's 1955 article "The Content and Method of Comparative Education". It discusses key topics in comparative education including the historical context, aims and scope, importance of cultural and political forces, and challenges in establishing national education systems. The article also emphasizes that comparative education involves analyzing both similarities and differences between countries, as well as effective and ineffective cases, to better understand factors shaping different systems.
The Commission on National Education was appointed in 1959 to analyze Pakistan's existing educational system and recommend reforms. Over the course of a year, the Commission reviewed previous reports, educational developments in other societies, and Pakistan's current situation. The Commission's 1960 report provided recommendations to improve primary, secondary, and higher education in Pakistan by making primary education compulsory; setting objectives, curriculum standards, and teacher training programs for each level; and establishing organizations to oversee examinations and educational quality. The overarching goal was to restructure the educational system to better meet Pakistan's growing needs in science, technology, and to reflect its cultural values.
The document discusses teacher education in comparative perspective. It begins by outlining the objectives of the subject, which include describing the aims and objectives of teacher education, understanding the competency and role of teachers, discussing teacher education in Pakistan and other countries, and explaining the role and responsibilities of teachers from an Islamic perspective. It then provides definitions of comparative education and teacher education. The remainder of the document discusses topics like the need for teacher education, objectives of teacher education programs, applying old and new teaching methods, the relationship between ideology and teacher education, the Islamic perspective on teaching, the relationship between communities and teacher education, and the role of research in teacher education, with examples from Pakistan.
“Primary health care: back to Alma-Ata in early 21st century"Jean Jacques Bernatas
This document summarizes a presentation on primary health care given in Vientiane, Laos in 2010. It discusses the definition and principles of primary health care established in the Declaration of Alma-Ata in 1978, including its focus on essential, affordable care that is integrated within communities and national health systems. It also reviews achievements and ongoing challenges of primary health care. Finally, it provides examples of primary health care in practice in countries like Thailand and its response to emerging diseases in Southeast Asia.
Current use of technology in pakistan for educationNouman Hafeez
Current use of technology in Pakistan for Education discusses 13 types of technologies used in classrooms, including computers, multimedia projectors, document cameras, interactive whiteboards, class websites and blogs, digital microphones, mobile devices, online media, online study tools, online collaboration tools, presentation software, course management tools, and lecture-capture tools. The document provides brief descriptions of how each technology is used to support instructional objectives and student learning.
Civic education aims to develop informed and engaged citizens. It teaches students about their rights and responsibilities in a democracy as well as political systems and current issues. The goals are to impart democratic knowledge and values, encourage participation, and develop skills like critical thinking and communication. A good citizen respects others, helps the community, votes accountably, and protects the environment. Citizenship creates a shared identity and values within a society and state.
This document discusses learning design and its importance. It defines learning design as representing teaching and learning activities in a format that can be shared and adapted by teachers. This allows good practices to be transferred and helps teachers incorporate new technologies and resources into their lessons. The document outlines why focusing on design processes is important to improve teaching quality and support teachers in a time of many new tools and resources. It also defines key terms like learning activities and discusses different levels and interpretations of learning design.
Equity focuses on fairness and justice by addressing avoidable inequalities in health between groups of people. It aims to narrow gaps by minimizing disparities. Equity is subjective and allows for flexible justifications, while equality is a measurable human right that requires legal obligations of non-discrimination and substantive equality. Equality ensures all people enjoy human rights equally regardless of differences. Health equity means equal opportunity to be healthy by equalizing health outcomes between advantaged and disadvantaged groups through fair distribution of resources. Gender equity in health requires equality in health status, access, financing, and participation.
National Commission of education was adopted by Government on 30th December 1958.This commission was known as Sharif commission. Its chairman was S.M Sharif. The main reason was that the existing system of education was not adequate to meet the requirements of national.
Curriculum Development Process in Pakistannaimaumer
The Federal Ministry of Education is responsible for curriculum development in Pakistan. The process begins with the formation of a national curriculum committee by the Federal Curriculum Wing. This committee prepares a preliminary national curriculum draft which is then sent to provincial bureaus of curriculum and other agencies. The provincial bureaus then form their own provincial curriculums. The Federal Curriculum Wing consolidates feedback and finalizes the National Curricula. Textbooks are then published by provincial textbook boards and the curriculum is implemented nationwide.
Modes of Distance Education in Pakistan.pptxAli Azish
Distance education in Pakistan began with the establishment of the Allama Iqbal Open University in 1974. It has since expanded with the introduction of information and communication technologies, including the Virtual University of Pakistan established in 2002. Key benefits of distance education are that it provides educational opportunities to working individuals and allows students flexibility in when and where they study. However, limitations still exist such as underqualified teachers and the high cost of internet access.
This document provides a history of educational policy making and planning in Pakistan from 1947 to 1998. It discusses key events and policies:
- The 1947 National Education Conference recommended universalizing primary education within 20 years and emphasized the importance of education for nation building.
- Early five-year plans from the 1950s to 1970s aimed to expand the education system but made limited progress due to lack of resources and other challenges.
- Major policies in the 1970s-80s such as the New Education Policy of 1970 and literacy programs aimed to boost literacy but faced implementation issues.
- The 1992 National Education Policy and 1998 policy aimed to decentralize decision making and improve access, quality, and governance but challenges remained in
Role of education in socialization of childDrPritiSonar
Dr. Priti Sonar has over 14 years of teaching experience and 7 years of administrative experience. She holds several educational qualifications including an M.A., M.Com, M.Ed., NET in Education and Commerce, Ph.D., and is pursuing an MBA. She has also served as a Board of Studies member at SNDT Women's University.
The document summarizes key aspects of inclusion and equity in the National Education Policy 2020 of India. The policy aims to transform India's education system to be more equitable, inclusive, and aligned with 21st century needs while retaining cultural values. It focuses on improving access to education for disadvantaged groups and transforming systems to benefit all children. The policy incorporates inclusive features like equitable and holistic education, gender equality, early childhood education, and inclusion of skills courses to promote employability and lifelong learning for all Indians.
Meaning, Definition, concept, characteristics, Hindrances, Modernization and Education, Aims of Education, Curriculum, Methods of Teaching, Role of Teacher, Discipline, Quality in Education, Role of Education
Meaning, Definition, Different aspects, types, Factors bring about social change, Factors resisting social change, Theories, Role of Education in social change, Teacher as an agent of social change
Secondary Education - Targets and Achievements in PakistanR.A Duhdra
The secondary education is to prepare adolescence for effective participation in social activities as good citizens of Pakistan committed to Islamic values, contributing to economical and technological development. The seventh 5-year plan aims at strengthening self-respect, self-esteem, and love for humanity.
So, secondary education would offer diversified programs. Talent should be groomed for developing a strong leadership group so vital to socio-cultural, economic and technological development of Pakistan.
Surgical orthodontics ii /certified fixed orthodontic courses by Indian den...Indian dental academy
This document discusses surgical procedures for correcting various maxillary deficiencies. It describes LeFort I, II, and III osteotomies for advancing or repositioning the maxilla. Specific deficiencies discussed in detail include maxillary anteroposterior deficiency, excess, vertical deficiency, and combinations thereof. For each, the document outlines characteristic facial and dental features, differential diagnosis, presurgical orthodontics, surgical technique including grafting and fixation considerations, and postsurgical orthodontic treatment. Risk factors for relapse after LeFort I advancement are also examined based on a retrospective study. The document provides an in-depth overview of surgical orthodontic treatment approaches for correcting various maxillary skeletal discrepancies.
Demography is the study of human populations and their size, composition, distribution, and changes over time due to births, deaths, and migration. Pakistan's population in 2014 was 184.89 billion people and is growing, with an average daily increase of 9,206 people in 2015. Key demographic characteristics of Pakistan's population include that it is predominantly Muslim and speakers of Punjabi, Sindhi, and other languages. Literacy rates and access to education and health services vary significantly between urban and rural areas. A recent demographic and health survey in Pakistan found some improvements in access to contraception, safer childbirth practices, and vaccinations, but more progress is still needed to achieve health-related development goals.
Pakistan faces several major health issues including dengue fever, polio, thalassemia, breast cancer, and high maternal and infant mortality rates. Healthcare is administered mainly through the private sector, which accounts for 80% of visits. The public health system includes basic health units, rural health centers, tehsil headquarters hospitals, and district headquarters hospitals. However, health indicators like infant mortality remain high in Pakistan, demonstrating the need for improved healthcare services and access across the country.
Indigenous health systems in Pakistan include bone setters, Sufis, palmists, astrologists, jogis, spiritual leaders, herbal medication, and household treatment. Bone setters would set fractures and treat joint/muscle pain. Sufis would perform rituals and blessings for diseases. Palmists and astrologists would diagnose illness and predict the future by reading palms and astrology. Jogis specialized in treating snake bites. Spiritual leaders and herbalists treated using religion and plants/herbs. Household treatment utilized family healthcare knowledge. These traditional systems remain utilized due to their availability and affordability for much of Pakistan's rural population.
Basic health issues and role of private healthcare System in PakistanDr Abdul Ghafoor
The document summarizes the structure of Pakistan's health care system and identifies basic health issues in the country. It notes that Pakistan has a poorly organized health structure without clearly defined roles for primary, secondary and tertiary care. It also highlights issues like the high cost of care, lack of health education, uncontrolled quackery, and the large role of the private sector in healthcare delivery, especially in urban areas of Sindh province. The private health sector in Sindh is described as varied without strong regulation, ranging from well-equipped hospitals to informal providers like general stores. The roles and responsibilities of both the government and private sectors are discussed to address gaps and improve healthcare access and quality in Pakistan.
The document discusses health promotion and the Ottawa Charter for health promotion. It summarizes the five action areas of the Ottawa Charter: developing personal skills, creating supportive environments, strengthening community action, reorienting health services, and building healthy public policy. It also discusses models for analyzing factors that influence individual health decisions and establishing action plans to improve health behaviors.
The document defines key concepts related to health promotion including different levels of prevention, distinguishing health education from health promotion, and differentiating primary care from primary health care. It also discusses the historical development of health promotion and describes the spectrum of prevention, which includes influencing policy, organizational practices, community networks, education, and strengthening individual knowledge.
This document provides an overview of a health promotion course. The course will cover topics related to mental health, a deeper overview of one mental disorder, and factors that support health promotion. Students will design a health promotion activity for their agency. The course aims to enhance protective factors and diminish risk factors to reduce mental health problems. Practicing mindfulness improves both mental and physical health by paying attention to thoughts and sensations without judgment. Benefits of mindfulness meditation include stress reduction, improved problem solving, and mood regulation.
Health Issues in Pakistan, Health condition in Pakistan, Major disease in Pakistan, Health care programs and Government of Pakistan development on health sector
The document summarizes the major characteristics of the US healthcare delivery system. It notes that the US system has no central governing agency and little integration between parts of the system. It is technology-driven, focuses on acute care, and is high in costs but unequal in access, resulting in average health outcomes. The US relies more on private sector involvement compared to other developed countries where government plays a larger role.
An Introduction to Health Systems; An Overview of the Philippine Health Care ...Paolo Victor Medina
The document provides an overview of the Philippine health care system and health systems thinking using the WHO health systems framework. It introduces concepts of health systems, leadership and governance in the Philippines, health financing sources and challenges, and human resources for health. The Department of Health is the lead agency for health care and aims to ensure accessibility and quality, but the system faces issues of inequitable financing that relies heavily on out-of-pocket costs and a lack of incentives and uneven distribution of human resources for health.
Concept and definitions
Health education
Beliefs and approaches in health promotion
Health promotion strategies and priority actions
Public health, social movement, health inequity and millennium goals
Canadian experience in health promotion
Conclusion
The document provides an overview of India's national health policy and healthcare system. It discusses the history of health planning in India from the pre-independence period to the present, outlining various committees and policies that have shaped the system. The healthcare system in India has a public sector comprising primary health centers, hospitals at various levels, and health insurance schemes, as well as a large private sector. The national health policy aims to improve health services and outcomes through setting priorities and strategic directions.
The Health Promotion Model was designed as a counterpart to models of health protection. It defines health as a positive dynamic state rather than just the absence of disease. The model focuses on individual characteristics and experiences, behavioral cognitions and affect, and behavioral outcomes. It aims to increase individuals' levels of well-being by helping them change behaviors toward optimal health through nursing interventions.
Health promotion is defined as enabling people to increase control over their health and improve it. It involves combinations of initiatives across many sectors including health, education, economics and politics that are designed to bring about positive changes to populations' attitudes, behaviors, social conditions and environments to improve health. Key principles of health promotion according to the WHO include involving communities as a whole in everyday life contexts rather than just focusing on disease prevention, acting on determinants of health through multisectoral cooperation, and using diverse and complementary methods.
The Philippine health care system is composed of public, private, and social health insurance models. The Department of Health is the lead agency and oversees a network of hospitals, offices, and attached agencies. In 1991, health services were devolved from the national to local government level. The health system aims to provide universal access through primary, secondary, and tertiary levels of care. Challenges include high costs, barriers to access, and health workforce shortages.
Similar to A strategic approach for improving health & education in Pakistan A Presentation By Mr Allah Dad khan Former Director General Agriculture Extension KPK Province and Visiting Professor the University of Agriculture Peshawar By Mr Allah Dad khan
Project Proposal on Promotion of School Health and Nutrition (POSHAN) ProjectMohammad Aslam Shaiekh
The POSHAN Project aims to promote school health and nutrition in 4 villages in Nepal over 2 years. It will establish Child Care Centers in schools to provide health screenings, treatment, and nutrition services. It will implement several strategies, including developing school health policies, providing safe water and sanitation, delivering health education, and offering health and nutrition services in schools. The project expects to improve students' health, education outcomes, and social equity in a cost-effective manner by ensuring children are healthy, well-nourished, and able to fully participate in and benefit from their education.
A PROPOSAL ON HEALTH PROMOTION, EDUCATION AND COMMUNICATION PROGRAM ON SCHOOL...Mohammad Aslam Shaiekh
A PROPOSAL ON
HEALTH PROMOTION, EDUCATION AND COMMUNICATION PROGRAM ON SCHOOL HEALTH NUTRITION AMONG THE PRIMARY LEVEL STUDENTS OF POKHARA METROPOLITAN-30, KASKI
A health and nutrition promoting schools [Autosaved] (1)Farah Roble
This document discusses strategies for promoting health, nutrition, hygiene and sanitation in school feeding programs. It outlines objectives of school health programs such as imparting knowledge on healthy living. Factors affecting learner health like infrastructure, food safety and water supply are examined. The importance of school health policies, skills-based health education, and creating health-promoting schools is discussed. Signs of healthy learners and key lessons learned about integrating nutrition and sanitation into education are summarized.
This document discusses promoting health in schools through a holistic approach. It summarizes evidence that taking a whole-school approach to health promotion, which addresses policies, environment, curriculum, community links and services, can improve both educational and health outcomes for students. Specifically, multi-faceted approaches that consider the social and emotional factors impacting learning are more effective than single-issue programs delivered only in the classroom. The evidence indicates schools should utilize all six components of a health promoting schools approach to enhance students' well-being and learning.
School health programs aim to promote health and well-being among students and staff. In Pakistan, such programs have historically been fragmented but are now being implemented more comprehensively. The National Commission for Human Development and Punjab Health Sector Reform Program have both launched initiatives in recent years. These programs screen students for health issues, provide treatment, and educate teachers and communities about hygiene and common illnesses. However, gaps still exist compared to international standards, including limited nutrition services and psychological support. Moving forward, it is recommended that Pakistan strengthen school health education, physical activity programs, on-site health services, nutrition interventions, staff wellness initiatives, and community involvement.
Role of School Teacher in School Health ProgrammeMajjarib Khan
The document discusses the role of teachers in school health programs. Teachers play an important role by assessing student health needs, planning and implementing school health activities, promoting student health through daily inspections and referrals. They provide first aid, maintain health records, help control communicable diseases, participate in health education, and support student mental health as organizers, supervisors, planners, trainers, and counselors. The goal of school health programs is to monitor the health of students from primary to secondary school to help build a strong, healthy nation.
School health service is an important aspect of public health. Studies have found that access to school health centers increases the use of primary care , reduces use of emergency rooms, and result in fewer hospitalizations.(Kelly et al 2018).
For over 40 yrs , the growth of school health care services has evolved from various public health needs to the development of a specific collaborative model of care that is sensitive to the unique needs of children and youth .
School health care services comprises of health care delivery by an interdisciplinary team of health professionals .
A health and nutrition promoting schoolsMaina WaGĩokõ
The document discusses creating a health and nutrition promoting school. It outlines objectives of school health programs, factors affecting learner health, skills-based health education, and creating a healthy school environment. The document emphasizes that good health and nutrition are essential for learning and schools have a responsibility to ensure a safe, sanitary environment for learners.
1. School health services aim to provide promotive, preventive, and curative healthcare to schoolchildren. This helps improve their health, nutrition, learning performance, school enrollment and attendance.
2. Key components of school health programs include screening students, maintaining a healthy school environment, and providing health education. Duties of the school health team include periodic medical inspections, immunizations, and advising parents and school authorities.
3. Common health issues among schoolchildren are malnutrition, communicable diseases, intestinal parasites, and dental/eye/ear problems. Strategies to address these include safe water, health education, medical exams, and establishing referral systems.
The document discusses school health services, which aim to promote, protect, and maintain the health of school children. It defines school health and school health services. The objectives of school health services are to promote positive health, prevent diseases, provide early diagnosis and treatment, increase health awareness, and ensure a healthful environment. The key components of school health programs discussed are health appraisal, remedial measures, disease prevention, nutrition services, first aid, mental health services, dental/eye health, health education, and maintaining health records. The school health team involves principals, teachers, parents, community members, children, medical officers, and nurses.
School Feeding in East and Southern Africa: Improving Food Sovereignty or Photo Opportunity
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For more information, Please see websites below:
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Organic Edible Schoolyards & Gardening with Children
http://scribd.com/doc/239851214
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Double Food Production from your School Garden with Organic Tech
http://scribd.com/doc/239851079
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Free School Gardening Art Posters
http://scribd.com/doc/239851159`
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Companion Planting Increases Food Production from School Gardens
http://scribd.com/doc/239851159
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Healthy Foods Dramatically Improves Student Academic Success
http://scribd.com/doc/239851348
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City Chickens for your Organic School Garden
http://scribd.com/doc/239850440
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Simple Square Foot Gardening for Schools - Teacher Guide
http://scribd.com/doc/239851110
The document discusses the role of school nurses in promoting student health and wellness. It begins by noting that many children today prioritize screen time over physical activity, exacerbating declining healthy habits. As a result, school nurses must take a leading role in developing and implementing strategies to improve student wellness. The document then defines school nursing as advancing student well-being, success, and lifelong achievement through facilitating positive development. It provides examples of school nurse responsibilities like promoting health, intervening in existing/potential issues, and building student/family self-management. Finally, it states that further research is needed on implementing wellness programs in Chinese schools, as existing research focuses primarily on Western cultures.
The document outlines the Oplan Kalusugan sa DepEd program run by the Bureau of Learner Support Services-School Health Division of the Department of Education. It details the six flagship health programs, which include school feeding, medical services, water/sanitation/hygiene, adolescent health, drug education, and mental health. The programs are mandated by law and guided by DepEd orders. They are implemented as year-round, harmonized activities and complement the K-12 curriculum across grade levels. Emphasis is placed on partnerships to effectively deliver the programs and ensure learner health and education.
SHP.pptx for GNM third year nursing studentGouri Das
This document provides an overview of a class presentation on a school health programme. It discusses that school health services are an important part of community health as they help promote health and prevent diseases among school-aged children. The objectives of school health services are to promote positive health, prevent diseases, and provide early diagnosis, treatment, and follow-up for any defects. Key components of school health services include health screenings, treatment of minor illnesses, control of communicable diseases, and health education. The document outlines the roles and responsibilities of various members involved in school health programmes and services.
This document provides an overview of health education, including its definition, relevance to student outcomes, and evidence-based strategies for implementation. It defines health education as planned learning opportunities for students to develop health-informed decision making and lasting healthy behaviors. The document summarizes evidence that health education can positively impact physical, social/emotional, academic, and behavioral outcomes. It also provides a tiered list of strategies for implementing health education, ranging from low to high resource demands, including using tools to select curricula, promoting family involvement, and integrating lessons across subjects and grade levels.
School health services aim to promote the health and well-being of students. There are six key components:
1) Health appraisal and screening to identify health issues early.
2) Preventing communicable diseases through immunizations.
3) Maintaining a healthful school environment with proper sanitation, lighting, and facilities.
4) Providing nutritional services like mid-day meals to ensure students' nutritional needs are met.
5) Offering first aid and emergency care training for teachers to respond to student injuries and illnesses.
6) Implementing comprehensive health education to promote healthy behaviors.
The document is the K to 12 Health Curriculum Guide published by the Department of Education of the Philippines in August 2016. It outlines the conceptual framework, content areas, characteristics, standards, and curriculum for health education from Kindergarten to Grade 10. The goal is to assist students in attaining, sustaining and promoting lifelong health and wellness. It takes a holistic approach that addresses the physical, mental, emotional, social, moral and spiritual dimensions of health. The curriculum aims to provide students with the knowledge, attitudes, and skills needed to make healthy choices and prevent diseases. It emphasizes developing positive health attitudes and skills, especially in the primary grades.
The document is the K to 12 Health Curriculum Guide published by the Department of Education of the Philippines in August 2016. It outlines the conceptual framework, content areas, characteristics, standards, and curriculum for health education from Kindergarten to Grade 10. The goal is to assist students in attaining, sustaining and promoting lifelong health and wellness. It takes a holistic approach that addresses the physical, mental, emotional, social, moral and spiritual dimensions of health. The curriculum aims to provide students with the knowledge, attitudes, and skills needed to make healthy choices and prevent diseases. It emphasizes developing positive health attitudes and skills, especially in the primary grades.
This document discusses coordinated school health programs (CSHP). It defines CSHP and its 8 components: comprehensive school health education, physical education, school health services, school nutrition services, school counseling/psychological/social services, healthy school environment, staff health promotion, and family/community involvement. It describes how to establish or strengthen a CSHP through leadership, an advisory committee, supportive policies, resource mapping, needs assessment, plan development, and ongoing evaluation. The goal of a CSHP is to address students' health needs and improve their ability to learn through an integrated approach across its 8 components.
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A strategic approach for improving health & education in Pakistan A Presentation By Mr Allah Dad khan Former Director General Agriculture Extension KPK Province and Visiting Professor the University of Agriculture Peshawar By Mr Allah Dad khan
1.
2. A Strategic Approach
for Improving Health &
Education in Pakistan
Report
Allah Dad Khan
allahdad52@gmail.com
3. 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.
4. 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.
5. 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:
6. 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.
7. 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
8. 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:
9. School Health Education:
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 tobacco 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
10. 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.
11. 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
12. 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:
13. Good practices of SHP: Recent
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
14. Good practices of SHP: Recent
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
15. 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.
16. 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)
17. Good practices of SHP: Recent
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.
18. “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).
19. Good practices of SHP: Recent
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.
20. 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
21. 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.
22. 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
23. 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.