Health education (HED) as a subject in the secondary school curriculum has been made a compulsory subject in West African Examination Council (WAEC) and Senior Secondary School Certificate (SSCE) examinations for any candidate wanting to study any course in the medical and health-related disciplines in Nigerian tertiary institutions. This study seeks to find out the extent of the teaching of HED as a school subject in secondary schools in Bayelsa State; not as components of other subjects like health science, biology, and physical and health education. The proposed approach of the study was a State-wide survey of the teaching of HED as a school subject in secondary schools. This was done by involving 114 schools out of the 192 schools in the State. Findings revealed that out of the 114 schools visited, 38 schools only teach Physical and Health Education (PHE) as a subject in the Junior Secondary School level. During interviews with heads of schools that teaches PHE; it was gathered that the teachers who teach PHE also doubles as teachers of HED at the Senior Secondary (SSS) level. Implying that only 38 schools out of the 114 sampled schools teach (HED) as a school subject; this reveals an abysmal absence of the teaching of Health Education as a school subject in Senior Secondary Schools (SSS) in Bayelsa State, Nigeria. The none-teaching of HED underscores its importance to healthful-living It is therefore recommended that health education as a subject be encouraged and taught in all SSS in the State.
The document discusses different types of curriculum designs including subject-centered, activity/experience-based, and core curriculum designs. It provides details on the key aspects of each design such as their organization, advantages, disadvantages, and limitations. Subject-centered designs focus on organizing curriculum around specific subjects. Activity/experience-based designs are based on students' needs, interests, and learning through experiences. Core curriculum designs focus on a set of common and essential learnings for all students.
Selection of content and organization of learning experienceszulfiqaralibehan
The document discusses seven criteria for selecting curriculum content and organizing learning experiences:
1. Self-sufficiency - Content should help learners attain maximum independence in learning efficiently with minimal teaching resources. This suggests including independent learning activities.
2. Significance - Content should develop skills and address cognitive, affective, and psychomotor domains while considering learners' cultures.
3. Validity - Content should be up-to-date and not obsolete to ensure curriculum relevance.
4. Interest - Content should be meaningful and interesting to engage learners.
5. Utility - Content should be useful and applicable to learners' lives and careers.
6. Learnability - Content should build
Curriculum criteria are guidelines that establish standards for curriculum decision making. The objectives of a curriculum or teaching plan are the most important criteria, as they should be used to select learning experiences and evaluate student achievement. Criteria are stated as questions regarding whether goals are clearly defined and used by teachers and students, relate to society/community or individual learners, and guide the selection of learning materials and evaluation of achievement. A good curriculum is systematically planned and evaluated, reflects school aims, maintains a balance among all aims, promotes continuous learning, and arranges flexible opportunities that utilize effective experiences and resources to maximize student development.
Curriculum development is defined as planned, purposeful, progressive, and systematic process in order to create positive improvements in the educational system.
This document discusses different approaches to curriculum design:
1. Subject-centered designs focus on academic content and include subject, discipline, correlation, and broad field models. These can compartmentalize learning.
2. Learner-centered designs focus on students and their experiences, interests, and development. These include child-centered, experience-centered, and problem-centered models.
3. Problem-centered designs organize curriculum around real or hypothetical problems for students to solve, such as life-situation and core designs that connect lessons to students' lives.
Tyler's model of curriculum evaluation focuses on consistency between objectives, learning experiences, and outcomes. It emphasizes defining clear objectives based on input from learners, society, and subject matter. The model evaluates how well curriculum goals and objectives are supported by instructional strategies, content organization, and assessment. Strengths include clearly defined objectives and involvement of learners. Criticisms note the difficulty of constructing behavioral objectives, restricting curriculum, and inability to fully control all learning experiences.
The document discusses different types of curriculum designs including subject-centered, activity/experience-based, and core curriculum designs. It provides details on the key aspects of each design such as their organization, advantages, disadvantages, and limitations. Subject-centered designs focus on organizing curriculum around specific subjects. Activity/experience-based designs are based on students' needs, interests, and learning through experiences. Core curriculum designs focus on a set of common and essential learnings for all students.
Selection of content and organization of learning experienceszulfiqaralibehan
The document discusses seven criteria for selecting curriculum content and organizing learning experiences:
1. Self-sufficiency - Content should help learners attain maximum independence in learning efficiently with minimal teaching resources. This suggests including independent learning activities.
2. Significance - Content should develop skills and address cognitive, affective, and psychomotor domains while considering learners' cultures.
3. Validity - Content should be up-to-date and not obsolete to ensure curriculum relevance.
4. Interest - Content should be meaningful and interesting to engage learners.
5. Utility - Content should be useful and applicable to learners' lives and careers.
6. Learnability - Content should build
Curriculum criteria are guidelines that establish standards for curriculum decision making. The objectives of a curriculum or teaching plan are the most important criteria, as they should be used to select learning experiences and evaluate student achievement. Criteria are stated as questions regarding whether goals are clearly defined and used by teachers and students, relate to society/community or individual learners, and guide the selection of learning materials and evaluation of achievement. A good curriculum is systematically planned and evaluated, reflects school aims, maintains a balance among all aims, promotes continuous learning, and arranges flexible opportunities that utilize effective experiences and resources to maximize student development.
Curriculum development is defined as planned, purposeful, progressive, and systematic process in order to create positive improvements in the educational system.
This document discusses different approaches to curriculum design:
1. Subject-centered designs focus on academic content and include subject, discipline, correlation, and broad field models. These can compartmentalize learning.
2. Learner-centered designs focus on students and their experiences, interests, and development. These include child-centered, experience-centered, and problem-centered models.
3. Problem-centered designs organize curriculum around real or hypothetical problems for students to solve, such as life-situation and core designs that connect lessons to students' lives.
Tyler's model of curriculum evaluation focuses on consistency between objectives, learning experiences, and outcomes. It emphasizes defining clear objectives based on input from learners, society, and subject matter. The model evaluates how well curriculum goals and objectives are supported by instructional strategies, content organization, and assessment. Strengths include clearly defined objectives and involvement of learners. Criticisms note the difficulty of constructing behavioral objectives, restricting curriculum, and inability to fully control all learning experiences.
in this ppt, we will discuss subject centred curriculum, it's characteristics, approach, assumptions, merits and demerits of subject centred curriculum
This document discusses the relationship between society and education. It states that sociology is the study of social beings and their behavior in groups, social structures, and relationships. It also discusses how education serves functions for society like imparting culture, providing skills for social roles, and catering to changing social needs. Schools exist within society and their curriculum is based on social conditions and problems. The goals of education include developing social skills and qualities, improving vocational skills, and transmitting social heritage.
The document discusses curriculum change and its objectives, nature, categories, and strategies. It defines curriculum as a blueprint for educational programs and notes that curriculum change involves revising it to improve and meet changing needs. The objectives of curriculum change are to restructure content according to learner needs/abilities and introduce updated teaching methods and content. Curriculum change comprises selecting subjects to help students understand the world and develop necessary life skills. There are different categories of curriculum change at undergraduate and postgraduate levels. Strategies for successful curriculum change include starting with individual teachers and a gradual process to allow time for new approaches to be implemented.
This document discusses the important role of teachers in curriculum implementation. It states that teachers are central to curriculum improvement efforts as they are responsible for introducing curriculum in the classroom. The document outlines several key roles teachers play, including providing input in curriculum planning and creation to ensure it meets student needs, properly implementing curriculum in their classrooms, and reflecting on curriculum to help strengthen it over time.
Relationships between Syllabus, Schemes of Work, and Lesson PlanSamuel Ojode
1. The document discusses the link between syllabus, schemes of work, and lesson plans in teaching.
2. A syllabus outlines topics to be taught and learned for a period, while schemes of work break the syllabus into termly portions. Lesson plans further break down schemes of work into specific daily lessons.
3. Syllabi inform schemes of work, which then inform lesson plans. Together, they provide structure and guidance for effective teaching at different levels of detail.
This document discusses curriculum evaluation. It defines curriculum evaluation as determining the worth of an educational program by obtaining information. There are two main types of curriculum evaluation - formative evaluation during development to improve the program, and summative evaluation after completion to determine if the program should continue. Curriculum evaluation provides information to make decisions about students, such as placement, and about the curriculum, such as determining if it should continue. It evaluates programs based on criteria like subjects, experiences, skills, and developing student attitudes and values.
Problems and issues in curriculum developmentNaeem Ashraf
This document discusses problems and issues in curriculum development. It notes that both problems and issues cause debate and conflict, with problems typically having clear solutions and issues dividing people. Developing an effective curriculum involves hard work and consideration of philosophical, psychological, social, and economic factors. Curriculum planning is further complicated in dynamic societies by disagreements over goals and approaches. Societal changes and ideological dilemmas also indirectly impact the curriculum development process. The document then outlines specific factors that affect curriculum development in Pakistan, including a lack of coordination, economic challenges, political interference, inadequate evaluation, societal disapproval, an overly urbanized focus, shortages of teaching materials and training, and teacher reluctance to change.
Selection and organization of learning experienceNursing Path
Curriculum is the educational design of learning experiences for the students. Curricular experiences include course content as well as learning activities. The selection and organization of curricular experiences must also reflect the philosophy of the school. The identifying and organizing of curricular experiences begins with the analysis of curriculum objectives. The most commonly used approach in selecting learning experiences is the logical approach in which the process is treated as content in curriculum development.
This document discusses four major theories of curriculum development:
1. Social meliorism posits that education can improve society by increasing individual intelligence regardless of background.
2. John Dewey's theory focuses on connecting subjects to students' everyday lives and categorizes behaviors into expressive, constructive, artistic and social instincts.
3. Social efficiency aims to educate students according to aptitude as determined by IQ tests in order to funnel them into professions.
4. Developmentalism bases the curriculum on students' emotional and behavioral characteristics rather than IQ or instincts.
This document discusses the history, meaning, definition, characteristics, elements, objectives, and need for evaluation in education. It traces the concept of evaluation to the 1930s as a reaction to narrow testing. Important figures like Tyler, Eurich, and Wrightstone broadened evaluation to include attitudes, interests, thinking, habits, and responsibilities. Evaluation determines the extent to which objectives and goals are achieved through continuous assessment of academic and non-academic subjects to improve the educational process, instruction, and student learning.
The document discusses the relationship between education and social change. It provides definitions of education and social change. Education is defined as the process of living through continuous reconstruction of experiences to enable control of one's environment. Social change refers to changes in social relationships over time. The document then outlines the main characteristics and factors of social change, including educational, time, biological, environmental, psychological, political, economic, demographic, and social factors. It describes the relationship between education and social change, noting that education can be both a condition and instrument of social change as well as a result of social change. The cycle of social change through education and education through social change helps drive progressive societies forward.
The document outlines the process for developing improved educational apparatus, including determining user needs, design and development, pilot testing, and finalization. It notes that effective apparatus should use easily available and low-cost raw materials, simple production processes, stimulate thinking and experimentation, and be unbiased. The apparatus should also have educational, economic, social, recreational, and scientific value while being easy for students to use.
Educational administration theories provide frameworks to guide research, inform practice, and help explain how educational institutions function. Theories originated mainly from business but now also consider social and psychological aspects. They allow administrators to gain different perspectives for decision making, predict outcomes, and communicate models for organizational control. Theories help policymakers and reveal areas for further research.
A good curriculum has several key characteristics: it is continuously evolving to meet the changing needs of students and society; it is based on assessing the needs of both individuals and communities; and it is developed through a collaborative process involving various stakeholders. Additionally, developing a high-quality curriculum requires a long-term effort, attention to sequencing and details, and flexibility to adapt over time. The curriculum also aims to complement other community programs.
Topic: Purpose of Assessment
Student Name: Ab. Rauf Ansari
Class: B.Ed. Hons Elementary Part (II)
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Curriculum evaluation involves systematically assessing the appropriateness and effectiveness of learning experiences to determine if instructional objectives have been achieved, and can be informed by collecting feedback from various sources such as students, teachers, peer groups, and external professional evaluators. The sources of evaluation include surveying students who have completed the program to get their perspective on relevance and job opportunities, self-evaluation to assess objectives and methods, peer groups who may provide candid feedback, and experts in the field who can offer an unbiased assessment.
This slideshow is exploring the new things happening in the field of evaluation. This was the first session for a 3-day workshop on "Question Bank" for the faculty members of SNDT Women's University.
The document outlines the process of designing a curriculum. It discusses that curriculum design involves determining what students will learn over multiple years, while lesson plans focus on daily learning and unit plans span several lessons or weeks. The key parts of an effective curriculum include a statement of philosophy, specific goals for student learning, a sequence of objectives by grade, an organized content framework by unit, a yearly block plan, and an assessment plan. When developing a curriculum, it is important to consider the context, standards, and ensure alignment between all parts.
The document discusses the meaning and characteristics of a core curriculum. It defines a core curriculum as a set of courses considered basic and essential for all students that provides common learning experiences. Some key characteristics mentioned are that a core curriculum has a common scheme of studies, is flexible, utilizes problems of personal and social development common to youth, and encourages problem-solving skills. It aims to provide students with fundamental knowledge and skills needed for future education and life.
This document provides an introduction and background to a study evaluating teachers' and students' knowledge, attitudes, and skills regarding Population/Family Life Education (Pop/FLE) in Nigeria. It discusses how Pop/FLE aims to improve quality of life by educating citizens, especially youth, about population issues and their relationship to social and economic development. The program started in Nigeria in 1980 and seeks to develop rational attitudes and responsible behaviors toward population-related problems. The study aims to assess Pop/FLE in secondary schools in Abuja to identify weaknesses and ways to improve the program's effectiveness.
in this ppt, we will discuss subject centred curriculum, it's characteristics, approach, assumptions, merits and demerits of subject centred curriculum
This document discusses the relationship between society and education. It states that sociology is the study of social beings and their behavior in groups, social structures, and relationships. It also discusses how education serves functions for society like imparting culture, providing skills for social roles, and catering to changing social needs. Schools exist within society and their curriculum is based on social conditions and problems. The goals of education include developing social skills and qualities, improving vocational skills, and transmitting social heritage.
The document discusses curriculum change and its objectives, nature, categories, and strategies. It defines curriculum as a blueprint for educational programs and notes that curriculum change involves revising it to improve and meet changing needs. The objectives of curriculum change are to restructure content according to learner needs/abilities and introduce updated teaching methods and content. Curriculum change comprises selecting subjects to help students understand the world and develop necessary life skills. There are different categories of curriculum change at undergraduate and postgraduate levels. Strategies for successful curriculum change include starting with individual teachers and a gradual process to allow time for new approaches to be implemented.
This document discusses the important role of teachers in curriculum implementation. It states that teachers are central to curriculum improvement efforts as they are responsible for introducing curriculum in the classroom. The document outlines several key roles teachers play, including providing input in curriculum planning and creation to ensure it meets student needs, properly implementing curriculum in their classrooms, and reflecting on curriculum to help strengthen it over time.
Relationships between Syllabus, Schemes of Work, and Lesson PlanSamuel Ojode
1. The document discusses the link between syllabus, schemes of work, and lesson plans in teaching.
2. A syllabus outlines topics to be taught and learned for a period, while schemes of work break the syllabus into termly portions. Lesson plans further break down schemes of work into specific daily lessons.
3. Syllabi inform schemes of work, which then inform lesson plans. Together, they provide structure and guidance for effective teaching at different levels of detail.
This document discusses curriculum evaluation. It defines curriculum evaluation as determining the worth of an educational program by obtaining information. There are two main types of curriculum evaluation - formative evaluation during development to improve the program, and summative evaluation after completion to determine if the program should continue. Curriculum evaluation provides information to make decisions about students, such as placement, and about the curriculum, such as determining if it should continue. It evaluates programs based on criteria like subjects, experiences, skills, and developing student attitudes and values.
Problems and issues in curriculum developmentNaeem Ashraf
This document discusses problems and issues in curriculum development. It notes that both problems and issues cause debate and conflict, with problems typically having clear solutions and issues dividing people. Developing an effective curriculum involves hard work and consideration of philosophical, psychological, social, and economic factors. Curriculum planning is further complicated in dynamic societies by disagreements over goals and approaches. Societal changes and ideological dilemmas also indirectly impact the curriculum development process. The document then outlines specific factors that affect curriculum development in Pakistan, including a lack of coordination, economic challenges, political interference, inadequate evaluation, societal disapproval, an overly urbanized focus, shortages of teaching materials and training, and teacher reluctance to change.
Selection and organization of learning experienceNursing Path
Curriculum is the educational design of learning experiences for the students. Curricular experiences include course content as well as learning activities. The selection and organization of curricular experiences must also reflect the philosophy of the school. The identifying and organizing of curricular experiences begins with the analysis of curriculum objectives. The most commonly used approach in selecting learning experiences is the logical approach in which the process is treated as content in curriculum development.
This document discusses four major theories of curriculum development:
1. Social meliorism posits that education can improve society by increasing individual intelligence regardless of background.
2. John Dewey's theory focuses on connecting subjects to students' everyday lives and categorizes behaviors into expressive, constructive, artistic and social instincts.
3. Social efficiency aims to educate students according to aptitude as determined by IQ tests in order to funnel them into professions.
4. Developmentalism bases the curriculum on students' emotional and behavioral characteristics rather than IQ or instincts.
This document discusses the history, meaning, definition, characteristics, elements, objectives, and need for evaluation in education. It traces the concept of evaluation to the 1930s as a reaction to narrow testing. Important figures like Tyler, Eurich, and Wrightstone broadened evaluation to include attitudes, interests, thinking, habits, and responsibilities. Evaluation determines the extent to which objectives and goals are achieved through continuous assessment of academic and non-academic subjects to improve the educational process, instruction, and student learning.
The document discusses the relationship between education and social change. It provides definitions of education and social change. Education is defined as the process of living through continuous reconstruction of experiences to enable control of one's environment. Social change refers to changes in social relationships over time. The document then outlines the main characteristics and factors of social change, including educational, time, biological, environmental, psychological, political, economic, demographic, and social factors. It describes the relationship between education and social change, noting that education can be both a condition and instrument of social change as well as a result of social change. The cycle of social change through education and education through social change helps drive progressive societies forward.
The document outlines the process for developing improved educational apparatus, including determining user needs, design and development, pilot testing, and finalization. It notes that effective apparatus should use easily available and low-cost raw materials, simple production processes, stimulate thinking and experimentation, and be unbiased. The apparatus should also have educational, economic, social, recreational, and scientific value while being easy for students to use.
Educational administration theories provide frameworks to guide research, inform practice, and help explain how educational institutions function. Theories originated mainly from business but now also consider social and psychological aspects. They allow administrators to gain different perspectives for decision making, predict outcomes, and communicate models for organizational control. Theories help policymakers and reveal areas for further research.
A good curriculum has several key characteristics: it is continuously evolving to meet the changing needs of students and society; it is based on assessing the needs of both individuals and communities; and it is developed through a collaborative process involving various stakeholders. Additionally, developing a high-quality curriculum requires a long-term effort, attention to sequencing and details, and flexibility to adapt over time. The curriculum also aims to complement other community programs.
Topic: Purpose of Assessment
Student Name: Ab. Rauf Ansari
Class: B.Ed. Hons Elementary Part (II)
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Curriculum evaluation involves systematically assessing the appropriateness and effectiveness of learning experiences to determine if instructional objectives have been achieved, and can be informed by collecting feedback from various sources such as students, teachers, peer groups, and external professional evaluators. The sources of evaluation include surveying students who have completed the program to get their perspective on relevance and job opportunities, self-evaluation to assess objectives and methods, peer groups who may provide candid feedback, and experts in the field who can offer an unbiased assessment.
This slideshow is exploring the new things happening in the field of evaluation. This was the first session for a 3-day workshop on "Question Bank" for the faculty members of SNDT Women's University.
The document outlines the process of designing a curriculum. It discusses that curriculum design involves determining what students will learn over multiple years, while lesson plans focus on daily learning and unit plans span several lessons or weeks. The key parts of an effective curriculum include a statement of philosophy, specific goals for student learning, a sequence of objectives by grade, an organized content framework by unit, a yearly block plan, and an assessment plan. When developing a curriculum, it is important to consider the context, standards, and ensure alignment between all parts.
The document discusses the meaning and characteristics of a core curriculum. It defines a core curriculum as a set of courses considered basic and essential for all students that provides common learning experiences. Some key characteristics mentioned are that a core curriculum has a common scheme of studies, is flexible, utilizes problems of personal and social development common to youth, and encourages problem-solving skills. It aims to provide students with fundamental knowledge and skills needed for future education and life.
This document provides an introduction and background to a study evaluating teachers' and students' knowledge, attitudes, and skills regarding Population/Family Life Education (Pop/FLE) in Nigeria. It discusses how Pop/FLE aims to improve quality of life by educating citizens, especially youth, about population issues and their relationship to social and economic development. The program started in Nigeria in 1980 and seeks to develop rational attitudes and responsible behaviors toward population-related problems. The study aims to assess Pop/FLE in secondary schools in Abuja to identify weaknesses and ways to improve the program's effectiveness.
Achievements and Implications of Care and Support Programme among Orphans and...QUESTJOURNAL
Background: In Nigeria, children who need special protection on the account of being in vulnerable situations are observably increasing due to growing levels of poverty and the poor socio-economic situation of the country and it is necessary to ameliorate the problem by strengthening the capacity of families. This article therefore presents the achievements of care and support programme among orphans and vulnerable children (OVC) in Bayelsa State, Nigeria as well as the implications for future programming. Methods: The project was an intervention study carried out among OVC in Bayelsa State, Nigeria. Four civil society organizations were engaged by Bayelsa State Agency for the Control of AIDS (BYSACA) under HIV and AIDS Fund (HAF) II project to provide care and support services for OVC. The target population consisted of paternal orphan or maternal orphan, double orphan and vulnerable children whose parents are infected with HIV but alive in six local government areas. A total of 3000 was an estimated sample size for this intervention and data were collected using various data reporting tools and analyzed using Microsoft Excel. Results: The total number of OVC reached during the project period was 5410 given a target reached of 180.3%. Among these, 87.7% of the children were reached with at least one service, 74.9% were reached with psychosocial services, nutrition (37.4%), educational services (33.3%), healthcare services (9.5%) and protection services (4.4%). Thirty-five children withdrawn from the programme and two children reported died during this project. Conclusion: Efforts to care, support and protect vulnerable children should not only focus on their immediate survival needs such as food, education, water, shelter and clothing, but also on long-term developmental needs that reduce children's vulnerability such as life skills, child protection, vocational training, food security, and household economic strengthening.
Attitudes of Christianreligious Education (CRE) Teachers and Students towards...inventionjournals
ABSTRACT: The purpose of this study was to establish challenges in the teaching and learning of Christian Religious Education (CRE) that affect its provision and integration of effective HIV/AIDS education in secondary schools in Bungoma County, Kenya. The objective of the study was to establish the attitudes of CRE teachers and students towards the role of the subject in provision of HIV/AIDS education to learners in Kenya.Stratified random sampling was used to select the 62 secondary schools that were used in the study while simple random sampling was used to select 102 teachers and 462 students who participated in the study. The study was guided by concepts and theories on factors affecting curriculum development and innovation by curriculum developers such as Farrant, Bishop, Gross and others. The research instruments for this study werequestionnaires.Data from questionnaires was quantitativelyanalysed using descriptive statistics.The study established that both the CRE teachers and students had positive attitudes towards the role of the CRE in the provision of HIV/AIDS education. The study concluded that though most of the CRE teachers and students had a positive attitude towards the role of the subject in providing HIV/AIDS education, many felt what the subject was offering on HIV/AIDS was not adequate. Consequently, the study recommended that the ministry of Education should organize for in-service training or seminars for CRE teachers and students in secondary schools on the importance of the subject in providing HIV/AIDS education so that they continue to have a positive attitude towards the subject providing HIV/AIDS education.
International Journal of Humanities and Social Science Invention (IJHSSI)inventionjournals
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online
Caregivers' knowledge, attitudes, and practices influence clinical outcomes for disabled children under five. The study assessed 200 caregivers in Bawku, Ghana. It found that while caregivers were aware their children were sick, many did not view the illness as severe and delayed seeking treatment. Economic and socio-cultural factors like cost of care, education levels, and cultural beliefs influenced treatment-seeking. The study recommends improving healthcare access to ensure prompt treatment of childhood illnesses.
Status of Child Health in Bangladesh.pptx 2024Motahar Alam
As of my last update in January 2022, the status of child health in Bangladesh has seen significant improvements over the years, yet challenges persist. Here's a detailed description:
Bangladesh has made remarkable strides in improving child health outcomes over the past few decades. Efforts by the government, alongside various national and international organizations, have led to notable advancements in reducing child mortality rates, enhancing access to healthcare services, and improving overall well-being.
One of the most significant achievements in recent years has been the substantial decline in child mortality rates. The implementation of various healthcare initiatives, such as expanded vaccination programs, improved maternal and child healthcare services, and community-based interventions, has played a crucial role in reducing mortality rates among infants and children under five years of age.
Efforts to combat malnutrition and improve nutrition outcomes for children have also been prioritized. Programs focusing on promoting exclusive breastfeeding, providing nutritional supplements, and addressing micronutrient deficiencies have contributed to better nutrition and overall health outcomes among children.
However, despite these advancements, challenges persist in ensuring universal access to quality healthcare services, particularly in rural and remote areas. Limited access to healthcare facilities, inadequate infrastructure, and socio-economic disparities continue to impact the health and well-being of children, especially those from marginalized communities.
Childhood diseases such as pneumonia, diarrhea, and malaria remain prevalent in Bangladesh, posing significant health risks to children, particularly those living in impoverished conditions. Additionally, emerging health threats such as the COVID-19 pandemic have further strained healthcare systems and highlighted the need for resilient and adaptable healthcare infrastructure to address public health emergencies effectively.
In response to these challenges, ongoing efforts are underway to strengthen healthcare systems, improve healthcare delivery mechanisms, and enhance access to essential services for children across the country. Collaborative initiatives involving government agencies, non-governmental organizations, healthcare professionals, and community stakeholders are crucial for sustaining progress and addressing the remaining gaps in child health.
Moving forward, continued investment in healthcare infrastructure, capacity building, and innovative solutions will be essential to further improve the status of child health in Bangladesh. By prioritizing the well-being of children and ensuring equitable access to healthcare services, Bangladesh can continue its journey towards achieving better health outcomes for its youngest citizens.
Nutritional Knowledge and Practices of Pre-School Teachers in Homa Bay Countypaperpublications3
Abstract: The main objective of this study was to investigate nutrition relationship between pre-school teachers’ nutritional knowledge and practice in Homa Bay County. The study investigated the following aspects of nutrition knowledge; balanced diet, source of nutrients, food preparation, food storage and preservation. The specific objectives were: to assess the nutritional knowledge and practices between pre-school teachers; Jerome Brunner’ (1978) theories on knowledge representation guided the study; his three modes on nutritional knowledge to the teachers and learners basically on cognitive development. The three models are enactive, iconic and symbolic. The study adopted a descriptive design to investigate the relationship between pre-school teachers’ nutritional knowledge and practices. Questionnaire, interview schedule and observation checklists were used as instruments of data collection. Data analysis was done qualitatively and quantitatively methods. Findings showed that nutritional knowledge and practices among preschool teachers is very low in Homa Bay County. Most of the respondents knew about only three food groups type, a significant number of them were unable to categorise different food types in their respective groups. Proper nutrition was found to be positively correlated with preschool children academic performance. The study also established that the relationship between pre- school teachers’ nutritional knowledge and practices was not significant. The study recommends that strategies need to be put in place to improve nutritional knowledge and practices of preschool teachers in Homa Bay County and country at large, this will be through cooperation of Ministry of Education, Kenya Institute of Curriculum Development and other policy makers in the education sector.
Factors influencing the choice of health science subject at the senior second...Alexander Decker
This study examined factors influencing Nigerian senior secondary students' choice of health science subjects. The researchers surveyed 800 students across Ekiti State. They found that personal interest, availability of school health facilities and equipment, parental decision, and school health counseling services were better predictors of students' choice than peer influence, teacher personality, class size, or exam requirements. The researchers recommended considering students' personal interests more in subject selection and better informing counselors about health science's importance.
This document summarizes a research article that examined the state of health education and community mobilization in Nigeria's healthcare delivery system. It discusses how community mobilization and participation plays a key role in utilizing health services. It also reviews how health education and primary healthcare have been implemented in Nigeria historically. While there are challenges, the document outlines prospects for health education in Nigeria, including its potential to help achieve important development goals and encourage moral and ethical values in communities.
1) The document discusses adolescent health in Nigeria from 1990-2015, focusing on matching health policy with practice. It describes Nigeria's adolescent health policy and its goals of meeting special needs of adolescents.
2) Key health issues affecting Nigerian adolescents are discussed, including high rates of HIV, early pregnancy, unsafe abortion, and lack of access to health services. Over 30 million Nigerians are between 10-19 years old.
3) The document outlines Nigeria's adolescent health policy framework and strategic trusts, which include improving access to health services, health promotion, and capacity building for healthcare workers on adolescent health issues. Implementation of the policy has faced challenges with poor funding and evaluation.
The Effectiveness of HIV/Aids Education in Promoting Interventions for A Supp...QUESTJOURNAL
ABSTRACT: HIV/AIDS education is supposed to not only be a medium of creating awareness but also most importantly promote practices and skills to enable HIV prevention among youth in schools. This article reports on a study whose purpose was to assess the effectiveness of HIV/AIDS education in promoting interventions for a supportive environment in secondary schools. Specifically, the study sought to find out the extent to which interventions for a supportive environment for HIV/AIDS prevention were emphasized to youth; and explore the factors that influenced the promotion of the interventions. The study focused on youth involvement, parental involvement and HIV/AIDS prevention friendly school policies. The findings of the study established that the potential of the youth in enabling HIV/AIDS prevention among their fellow peers was not fully exploited. Parental involvement was low especially among the fathers. Parents rarely engaged in discussions on topics that dealt with sexuality. HIV/AIDS prevention friendly policies were ineffectively promoted in schools. Factors that influenced the promotion of the interventions were explored.
Effects of poverty on children educational attainment in isua, akoko south ea...Alexander Decker
This document examines the effects of poverty on children's educational attainment in Isua, Akoko South East Local Government Area of Ondo State, Nigeria. It finds that a parent's level of education, role models, and independent income greatly influence children's educational attainment, while parental income and government policy do not. Poverty has increased school dropout rates and prevented access to education. The researchers recommend investing in formal and vocational education, improving governance of education, and involving local communities to increase enrollment and completion rates.
Achieving basic education for all in Sierra Leone: trends, issues and prospectsPremier Publishers
The objectives of this article were to examine some of the policies that the Sierra Leone government has set on the achievement of education at the basic education level; present information on trends, issues and challenges being faced in providing basic education; assess whether the government has been able to achieve its policies and come up with recommendations on the way forward. This study was a desk research that relied on consulting secondary data, using various documents pertinent to the study to achieve the objectives of the study. Sierra Leone is a signatory to international protocols which obliges her to be committed to basic education being made free and compulsory. Laws, strategies and partnerships with donor communities have helped to significantly improve basic education. Challenges identified include: gender and rural disparities in access to education and pervasive poverty as key factors that inhibit it achieving the 100 percent enrolment for basic education for children. The paper ended by supporting the inclusion of the community in enhancing and sustaining basic education in the country.
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Evaluation of the Infant Mortality rate at Ishaka Adventist Hospital Bushenyi District
Mugaaga Paul
Department of Clinical Medicine Kampala International University, Uganda.
________________________________________ABSTRACT
Infant mortality is defined as the death of an infant before his or her first birthday, mainly caused by dehydration, diseases, congenital malformations and infections. The main objective of this study was to establish the determinants of infant mortality in Ishaka Adventist Hospital (IAH) in the months of April- July 2017, in Ishaka municipality in Bushenyi district. A descriptive cross sectional study design was used to determine the determinants of infant mortality in the study area. Majority of respondent (98%) were female and among them, 25.5% reported to have lost at least an infant and most of these respondents (70%) were married while 5% were widowed and among these, 40% reported to have lost an infant. Religiously, majority of the respondents (80%) were Christians, while 13% were Muslim and 7% constituted other religions including paganism, which showed the greatest infant mortality rate (71.4%). Most of the respondents (65%) attained primary level of education while 5% did not go to school at all, and the highest infant mortality rate (40%) was reported among these. The respondents who reported to have had preterm births appeared to have a higher infant mortality rate (65%) than those who did not report preterm births. A higher infant mortality rate (32.2%) was realized among respondents who reported their infants to have had such co-morbidities than those who didn’t report any co-morbidities like malaria and also a higher infant mortality rate (50%) was realized among infants who had not exclusively breastfed. Majority of respondents (80%) did not have children with birth defects while only 20% had children with birth defect, and a higher infant mortality rate of 70% was realized among these. Demographically, infant mortality rate is high among teenagers, the unemployed, the widowed, the pagans, and the uneducated. Direct determinants of infant mortality rate included preterm birth, birth defects, comorbidities and failure to breastfeed exclusively. Proximate determinants associated with infant mortality rate included teenage pregnancies, source of water, means of delivery and irregular immunization. Exclusive breast feeding for 6 months, mass immunization campaign up to grass root, intensive health education on health seeking behaviors and highlighting on dangers associated with risky behaviors and high quality monitoring and evaluation for quick action particularly for emergencies. There is also need for intersectional collaboration and initiation of income generating activities to boost their standards of living.
Keywords: Infant mortality, Breastfeeding, Morbidity, Determinants, Respondents.
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The teaching of health education as a secondary school subject in Bayelsa State, Nigeria
1. Journal of Education and Learning (EduLearn)
Vol. 14, No. 1, February 2020, pp. 8~14
ISSN: 2089-9823 DOI: 10.11591/edulearn.v14i1.14490 8
Journal homepage: http://journal.uad.ac.id/index.php/EduLearn
The teaching of health education as a secondary school subject
in Bayelsa State, Nigeria
Joy-Telu Hamilton-Ekeke1
, Akpoebi Clement Egumu2
, Idisape Inengite3
1,3
Department of Science Education, Niger Delta University, Nigeria
2
Department of Vocational and Technology Education, Niger Delta University, Nigeria
Article Info ABSTRACT
Article history:
Received Oct 31, 2019
Revised Nov 08, 2019
Accepted Nov 16, 2019
Health education (HED) as a subject in the secondary school curriculum has
been made a compulsory subject in West African Examination Council
(WAEC) and Senior Secondary School Certificate (SSCE) examinations for
any candidate wanting to study any course in the medical and health-related
disciplines in Nigerian tertiary institutions. This study seeks to find out the
extent of the teaching of HED as a school subject in secondary schools in
Bayelsa State; not as components of other subjects like health science,
biology, and physical and health education. The proposed approach of the
study was a State-wide survey of the teaching of HED as a school subject in
secondary schools. This was done by involving 114 schools out of the 192
schools in the State. Findings revealed that out of the 114 schools visited, 38
schools only teach Physical and Health Education (PHE) as a subject in the
Junior Secondary School level. During interviews with heads of schools that
teaches PHE; it was gathered that the teachers who teach PHE also doubles
as teachers of HED at the Senior Secondary (SSS) level. Implying that only
38 schools out of the 114 sampled schools teach (HED) as a school subject;
this reveals an abysmal absence of the teaching of Health Education as a
school subject in Senior Secondary Schools (SSS) in Bayelsa State, Nigeria.
The none-teaching of HED underscores its importance to healthful-living It
is therefore recommended that health education as a subject be encouraged
and taught in all SSS in the State.
Keywords:
Health education
Nigeria
Secondary school
Subject
Teaching
This is an open access article under the CC BY-SA license.
Corresponding Author:
Joy-Telu Hamilton-Ekeke
Department of Science Education
Niger Delta University, Wilberforce Island,
Bayelsa State, Nigeria. PMB 071 Yenagoa
Email: joytelu@yahoo.com
1. INTRODUCTION
Health education teaches about physical, mental, emotional and social health. It motivates students
to improve and maintain their health, prevent disease, and reduce risky behaviors. The maxim of ‘prevention
is better than cure’ underpins the importance of health education. Health education curricula and instruction
help students learn skills they will use to make healthy choices throughout their lifetime. Curing a patient’s
illness is good, but many other people may fall sick from the same disease and it may not be possible to cure
all of them at the same time. If the disease can be prevented, everybody is helped [1-2]. This is where health
education comes in. It is sum of all experiences which influence habits, attitudes and knowledge relating to
individual, family and community health. In other words, it is a process that causes change in knowledge and
attitude. It motivates a person to acquire health information and put it into practice [3]. Health education
according to [4] is also a process that bridges the gap between health information and health practices, little
2. J. Edu. & Learn. ISSN: 2089-9823
The teaching of health education as a secondary school subject in… (Joy-Telu, Akpoebi C. Egumu)
9
wonder why [4] presented that health education is a distinct academic programme that has its own
philosophy, aims and objective. The aims of health education as summarized by [5-7] are: to inform and
educate people on the need for a healthful life for quality living that will facilitate productivity; encourage
people to change negative attitude and practices to positive ones that promote personal and community
health; encourage people to be aware and use available health care services; make people see the need to
prevent diseases rather than spending more time and money to treat them; encourage people to continue in
their local ways that promote health.
Studies [8-10] have discovered that promoting and establishing healthy behaviours for younger
people is very useful to their growth and development. According to [8] education and health are inseparable
and ensuring that children are healthy and able to learn is an essential part of an effective education system.
The school according to [9] is a very good contact for the development of a child’s experience of good health
knowledge and practice. Schools according to [9] are places where good health promotion begins, starting in
kindergarten and continuing through high school. Thus, well-designed, well-resourced, and well-sustained
health education in Nigerian primary and secondary schools are pivot for a sustainable health in the nation.
[4, 11, 12] reiterated the place of health education in school health programme in that children are taught life
skills, not merely academic skills with the aim of increasing a child’s health knowledge, thereby fostering a
positive attitude towards promoting healthy behavior. The school has direct contact with more than 95% of a
nation’s young people aged 5-17 years, (which constitutes about twenty three percent (23%) of
the population of a nation) for about 6 hours a day, and for up to 13 critical years of their social,
psychological, physical and intellectual development [10]. Be that as it may schools in Bayelsa State seem
not to give the needed attention to health education.
The need for the teaching of health education as a school subject in Nigeria secondary school cannot
be over emphasized when viewed from the under listed backdrop: a lot of health challenges that occur later in
life are caused by lack of information on healthy living [13]; preventable or treatable infectious diseases
[14, 15] such as malaria, pneumonia, diarrhoea, measles and HIV/AIDS account for more than 70 percent of
the estimated one million under-five (5) deaths in Nigeria; malnutrition is the underlying cause of morbidity
and mortality of a significant proportion of children under-5 in Nigeria [16, 17]; it accounts for more than 50
percent of deaths of children in this age bracket; lack of proper and prior knowledge of a child about his/her
health could subsequently lead to death [18-20]. With regards to the above, one needs to be well informed to
be able to make the right choices in daily life opportunities for one to enjoy good health. And in doing this
health education needs to be taught in schools. This article aims to underscore the teaching of health
education as a school subject in Nigerian schools especially in Bayelsa State which is prone to disease
outbreak as a result of its river terrain.
2. MATERIALS AND METHODS
The area of study is Bayelsa State which is one of the thirty six States in Nigeria. It is located in
the south-South Geo-political zone of the country. It is in the rich oil Niger Delta region of Nigeria, it shares
boundaries with Delta State on the North, with Rivers State on the East, and the Atlantic Ocean on both
the west and south. Bayelsa State was created on 1st
of October, 1996 and was carved out of Rivers State. It
has Yenagoa as its State Capital. The main language spoken by the people is Ijaw, with dialects such as
Ogbia, Epie-Atissa, Kolokuma, Nembe, Mein, Bomo. However, the official language of the people is
English. The State has eight (22) Local Government Areas namely, Brass, Nembe, Ogbia, Yenagoa, Southern
Ijaw, Kolokuma-Opokuma, Sagbama and Ekeremor. Bayelsa State is basically wetland with 70% of its area
covered by water. Its land mass is about 9,415.8 square kilometer stretch and is approximately 185 kilometer
stretch of the Atlantic Ocean coastline [21]. The area lies almost entirely below sea level with a mass of
meandering creeks and mangroves. The Multiple Indicator Cluster Surveys census projection of 2016 puts
the State population at 2,278,000 people, State Education Sector Plan (SESP, 2019-2028). The State has a
large proportion of rural dwellers. The 2015 Nigeria Education Data Survey (NEDS) reports shows 74% of
the rural population, a shift from, the 81% in the 2010 report, while the urban dwellers increased from 19% in
2010 to 30% in 2018, a significant 11% increase within 8 years [21]. The name BAYELSA is an acronym of
the three Local Government Areas formally in Rivers State which constitutes Bayelsa State. The Local
Government Areas were Brass, Yenagoa, and Sagbama. Bayelsa State is home to the Oloibiri the place where
oil was first discovered in commercial quantities in Nigeria in 1956, and is a major oil and gas producing
area, accounting for over 40% of Nigeria’s oil production [22].
The study is an ethnographic study of the teaching of health education as a school subject.
The purpose of ethnographic research is to attempt to understand what is happening naturally in the setting
and to interpret the data gathered to see what implications could be formed by the data. Ethnographic
research is also known as qualitative research. The objective was to find out if health education is taught in
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secondary schools in Bayelsa State. Data were gathered through observation, interviews and documents
analysis from Post Primary Schools Board and Ministry of Education. Two research questions were posited
for the study which was: is health education taught in secondary schools in Bayelsa State? And which class is
health education taught? Bayelsa State has three senatorial Districts (Bayelsa Central, Bayelsa West and
Bayelsa East) one hundred and ninety-two (192) public secondary schools from the nine (9) Educational
Zones in Bayelsa State and these constituted the population of the study. One Education Zone each of
the Senatorial District was randomly selected making three (3) out of the nine (9) Educational Zones as
representative sample of the population and the State capital Yenagoa Local Governemt Area was
purposively included because of its proximity and convenience to the Research team. This then brings
the sample size to four (4) Educational Zones. This was done by writing the names of the nine Educational
Zones on pieces of paper and shuffled in a bag; without looking into the bag three papers were picked in
succession and the names on these three papers constituted the sample for the study. The nine Educational
Zones are: Brass, Ekeremor, Kolokuma/Opukuma, Nembe, Ogbia, Sagbama, Southern Ijaw 1, Southern Ijaw
2 and Yenagoa. The four zones involved in the study were: Southern Ijaw I, Sagbama, Ogbia, and Yenagoa.
Southern Ijaw I Educational Zone is in Bayelsa Central Senatorial District and consisted of twenty
four public secondary schools, Sagbama Educational Zone is in Bayelsa West Senatorial District and
consisted of also twenty four public secondary schools, Ogbia Education Zone is in Bayelsa East Senatorial
District and consisted of thirty two public secondary schools, and Yenagoa Educational Zone is also in
Bayelsa Central Senatorial District and consisted of thirty four public secondary schools. All the 114 schools
in these four Educational Zones were visited by the research team over a period of four months (April – July,
2019). This was to ascertain firsthand the teaching of health education in the schools as against the
documents obtained from the Ministry of Education and the Post Primary Schools Board detailing the
statistics of schools and the number of teachers teaching each subject.
The instruments for data collection were an observation checklist and interview schedule for school
administrators and teachers. There were two interview schedules: one for school administrator (principal or
vice principle) and another one for teachers of health education. The instruments were validated by experts in
educational measurement and evaluation of the Faculty of Education, Niger Delta University, Wilberforce
Island, Bayelsa State, Nigeria. The comments from the expert team were used to rework the instruments to be
valid. The reliabilities of the two instruments were determined by administering the instruments to a school
in Kolukuma/Opokuma Educational Zone - a test-retest method with an interval of two weeks. Pearson
Product Moment Correlation Coefficient of 0.81 for the interview schedule and 0.80 for the observation
checklist was realized which makes the instruments reliable.
3. RESULTS
In answering the two research questions posited for the study, documents from the Bayelsa State
Ministry of Education and the Post Primary Schools Board were compared with the primary data generated
from the study. The documents detailed the statistics of schools in each educational zone and the number of
teachers teaching the various school subjects offered in the schools.Research question one was: is health
education taught as a school subject? The first observation from the State Ministry of Education and Post
Primary Schools Board documents was that Health Education as a school subject is not taught in any of
the schools in the sampled educational zones involved in this study. Rather what is contained in the document
as subjects taught are Food and Nutrition as a subject and then Health Science was slashed with Physical and
Health Education as a subject. Firstly, Health Science should stand as a subject of its own while Physical and
Health Education should also stand as a subject of its own. Physical and Health Education is usually taught at
the junior secondary school level while Health Science and Health Education are supposed to be taught as
two distinct subjects at the senior secondary school levels.
The documents from the Ministry of Education and Post Primary Schools Board were analysed
subject by subject as were taught in each of the schools in the four educational zones involved in the study.
Yenagoa Zone: this consisted of thirty-four (34) public secondary schools; Sagbama Zone consisted of
twenty-four (24); Southern Ijaw Zone 1 consisted of twenty-four (24) whilst Ogbia Zone consisted of thirty
two (32) public secondary schools. The subjects taught in the various secondary schools ranges from: English
Language; Mathematics; Biology; Agric Science; Fisheries; Chemistry; physics; Economics; Marketing;
Government; Commerce; Health Science; Literature in English; Christian Religious Knowledge; History;
Geography; Financial Accounting; Home Economics; Civic Education; French; Fine Arts; Social Studies;
Business Studies; Physical and Health Education; Music; Introductory Technology and Further Mathematics.
None of the one hundred and four schools teaches all the subjects, most of the schools teach an average of
eight to ten subjects only due to dearth in manpower. This further shows the abysmal absence of the teaching
of a lot of school subjects in secondary schools in Bayelsa State, Nigeria showcasing the slop sided
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knowledge that is being imparted to the children. The primary data generated from the interviews with school
managers gave a different picture as some school principals mentioned in the affirmative that Health
Education is taught in their schools, illustrated in Table 1 below.
Table 1. Number of schools that teach health education as a school subject in the sampled
educational zones
S/N EDUCATIONAL ZONE NUMBER OF SCHOOLS
1 Yenagoa 23
2 Southern Ijaw 1 3
3 Ogbia 6
4 Sagbama 6
TOTAL 38
Source: Field data 2019
Table 2 below summarizes the distribution of academic staff in all the nine educational zones in
Bayelsa State teaching health science, food and nutrition, and physical and health education as distinct school
subjects in secondary schools vis-à-vis the total number of teachers in the State.
Table 2. Bayelsa state secondary schools summary of academic staff distribution of teachers of health
science, physical and health education, and food & nutrition as school subjects in the nine educational zones
of the state.
Zone Health Sci. and Physical and
Health Education
Food &
Nutrition
Total of Academic Staff for
the Three Subjects
Total no of Academic
Staff in the Zone
Brass 2 1 3 101
Ekeremor 12 0 12 300
Kolokuma/Opokuma 4 1 5 251
Nembe 2 0 2 154
Ogbia 7 7 14 692
Sagbama 16 2 18 443
Southern Ijaw 1 6 0 6 291
Southern Ijaw 2 6 3 9 168
Yenagoa 33 8 41 1312
TOTAL 88 22 110 3712
Before the detailed comparison of the number of teachers teaching health related subject and
the total number of teachers in the State, it is worthy of note that Table 6 lumped Health Science and Physical
and Health Education together as one subject but differentiated food & nutrition as a separate subject which
is supposed to be a theme in the subject – health education in the senior secondary curriculum. Health
Science is a subject which is completely distinct from Health Education, but people erroneously think they
are synonymous and one could do for the other. If the details of the content of Health Sciences as a subject
enshrined in the National curriculum is studied; then the glaring difference between the two subjects can be
seen. Health Education as a subject has its objectives amongst others: the inculcation of healthy behavioural
changes that will lead to the pursuit and adaptation of healthy lifestyle. Health Education as a subject is
situated in behavioural/social sciences while Health Science as a subject is situated within sciences (science
domain). Physical Education on the other hand is a subject that combines concepts of physical exercises and
healthy living and is usually taught at the junior secondary school level.
3.1. Analysis of records of numbers of teachers in Bayelsa State
From the records in the Post Primary Schools Board, Brass Educational Zone has a total of one
hundred and one (101) academic staff teaching the twenty eight (28) different secondary school subjects but
out of this 101 teachers only three (3) are teaching a combination of the three subjects - Health Science,
Physical and Health Education, and Food & Nutrition as school subjects. A similar trend was observed in
Ekeremor Educational Zone which has a total of three hundred (300) teachers teaching the twenty eight
different subjects but having only twelve (12) out of the 300 teaching the three subjects under consideration
(Health Science, Physical and Health Education, and Food & Nutrition) in this write up. From Table 6 above,
Yenagoa Educational Zone has the highest number of academic staff – one thousand three hundred and
twelve (1312) in comparison to the other zones in the State followed by Ogbia Educational Zone with six
hundred and ninety two (692) academic staff; whilst least number of academic staff was in Brass Educational
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Zone, followed by Nembe Educational Zone. Yenagoa which has the highest staff strength still has only forty
one out of the 1312 teachers teaching the three subjects.
Research question two was: which class is health education taught? For the few schools that
indicated that they teach Health Education as a school subject said it is taught in the senior secondary school
level (i.e. Senior Secondary one to three – SS1 to SS3). This is in line with Nigeria National Curriculum [9]
for Senior Secondary School (SSS1-3). It is prescribed in National Health Education Curriculum section of
the Nigeria National Curriculum that Health Education be taught as a distinct school subject in the SSS levels
with about twelve themes namely: History and Development of Health Education; Human Anatomy and
Physiology; Personal Hygiene; Environmental Health; Community Health; Food and Nutrition; Safety
Education and First Aid; Drug, Alcohol and Tobacco Education; Consumer Health as well as Communicable
and Non-Communicable Diseases.
4. DISCUSSION
In answering the first research question posited for this study which is if health education is taught
as a school subject in secondary schools in Bayelsa State, Nigeria; it is obvious from the Bayelsa State
Ministry of Education and Post Primary Schools Board (the regulating board of secondary schools) records
as well as the field data (data collected in the study), that there is an abysmal dearth of the teaching of Health
Education as a school subject in the senior secondary school level. The level at which health education is
supposed to be taught as a school subject. A further probe during the interview sections with school
principals further revealed a gross misconception in the understanding of Health Education as a school
subject as some of the principals indicated that the concepts of Health Education are taught in Biology as a
school subject while some indicated that Health Education is the same thing as Health Science as a school
subject. An excerpt from the interview stated thus ‘it does not matter as long as the two subjects (biology and
health science) are being taught in the school’. ‘Teaching health education as a subject will amount to
repetition’. This gross misconception may have accounted for the lack of push for the teaching of Health
Education in schools. Interview with the few teachers who indicated that they teach Health Education as a
school subject indict the State Ministry of Education and the Post Primary Schools Board who are
the recruiting agent for secondary school teachers; for not recruiting teachers of health education despite
the turnout of qualified health education graduates yearly since 2007 from the Niger Delta University,
Wilberforce Island (the oldest tertiary institution in the State with a Faculty of Education since its inception
in 2002 running health education programme), which have been graduating qualified health educators that
should feed into the secondary schools in the State.
From the literature, there is a debate of the level at which Health Education is to be taught in schools
[23]. C.A. Ajibola [9] posited that teaching of health education in primary and secondary schools provides an
introduction to the human body and to factors that prevent illness and promote or damage health, which
implies that the teaching of health education as a subject should start early from primary school. O.S.
Olatunya, et al [24] was of the view that health education is a subject meant for the secondary school level.
They stressed that health education falls within the instructional aspect of school health programme and is
vital in equipping school children in their formative years with key issues. If this assertion is to be reckoned
with then how would the children attain good health knowledge if it is not taught as a school subject? It
would not be wrong to state then that this could be the reason why [24] explained that: curriculum (school
health education curriculum) and instruction provide opportunities for students to learn skills necessary in
making healthy choices; these choices according to [24], resolve around alcohol, tobacco, and other drug use;
sexual behaviour (abstinence, prevention of pregnancy and sexually transmitted disease); driving, risk taking
behaviours, and stress management. Through health education, according to [9], young children are exposed
to various aspects of health such as nutrition, disease prevention, physical growth and development,
reproduction, mental health, drug and alcohol abuse prevention, consumer health and safety (crossing streets,
riding bikes, first aid). This could be the reason why also the [25] stressed that early education of young
children long before having to make choices about their behaviour has been viewed as the best and most
effective approach in developing lifelong health skills, attitude and practice.
5. CONCLUSION
In conclusion the misconception and misconstruing of what health education as a school subject
entails could be a reason why it is not been taught as such. Despite some bits and pieces of some concepts of
health being taught in biology and health science; health education as a school subject is more encompassing
and present a holistic view of healthful living which is the aim of the teaching of health education. Health
education teaches about physical, mental, emotional, social health, spiritual, intellectual, occupational, and
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environmental health. It motivates students to improve and maintain their health, prevent disease, and reduce
risky behaviors. Health education curricula and instruction help students learn skills they will use to
make healthy choices throughout their lifetime. The Federal Ministry of Education in Nigeria has instructed
the inclusion of health education as an examinable subject at the West African Certificate Examination;
however the training of personnel to handle this subject in proportion to the number of secondary schools in
Nigeria and the population growth of students is still lagging behind; and as a matter of priority be addressed.
It is envisaged that health education in Nigeria will still need to be given close attention by health education
experts and all stakeholders.
6. RECOMMENDATIONS
Based on the findings of this research, the following recommendations are made:
a. Health education promotes learning among students in subjects taught in schools; hence it should be
included as one of the compulsory subjects in schools;
b. Health education emphasizes the teaching of health information and vital skills necessary to adopt,
practice, and maintain health-enhancing behaviours; so it should be encouraged;
c. Programs might include not only physical activity and proper nutrition; they can also include themes
such as stress management, drug use, and sexual conduct etc and as such should be taught as a distinct
subject;
d. Health education motivates students to improve and maintain their health, prevent disease and reduce
risky behavior; it is essential for teachers to start teaching health education in Nigerian schools early on
from preschool to elementary and then to secondary as a distinct school subject;
e. Educational institutions should focus on teaching health education intensively and include it into their
curriculum. It is crucial that health education is taught at all grade levels as children are more at risk to
preventable diseases and infections;
f. Government should intensify action in recruiting health education graduate to teach health education as
school subjects in schools.
ACKNOWLEDGEMENT
We want to thank first and foremost our funders: Tertiary Education Trust fund (TETfund –
Nigeria) for their sponsorship of this research; without which, this research would not have been carried out.
We thank the Bayelsa State Ministry of Education and the Bayelsa State Post Primary Schools Board for
letting us work with their documents. We also want to thank all our Research Assistants who helped in the
interviews and observations; and finally, our thank goes to all our participants: school administrators and
teachers for their cooperation.
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