Education Sector Development Program - VLIR-UOS

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Education Sector Development Program IV ❚ ❚ Knowledge and skills of administrators and school staff enhanced through behaviour-centred and skill-based health education Create conducive policy environment related to school health and nutrition Key outcome indicators % of school children provided with one or more school health and nutrition services in school % of schools provided with access to safe drinking water Number of teachers trained on life skills based education Agreement signed and operational guideline developed between Ministry of Education, Ministry of Health and Water and Sewerage Authority 3. Policy and strategies The SHN strategy proposed seeks to support and augment other activities occurring in Ethiopia that aim to improve educational quality such as the General Education Quality Improvement Program (GEQIP) and School Improvement Planning (SIPs). The strategy aims to help ensure that children are healthy and better nourished and able to take full advantage of what is often their only opportunity for formal education. By doing this, SHN promotes learning, and simultaneously reduces repetition and absenteeism, and SHN can be amongst the most cost-effective means of improving educational quality. 4. Program Matrix Strategies and Component activities Indicator/target * Component 1: Use of School Health and Nutrition services by schools improved Mobilize local health service providers in assessment and provision of health and nutrition services such as mass de-worming at least once in a year, first aid, school feeding, Vitamin A capsule, referral to health services, counselling or psychosocial support etc as needed Promote adequately iodized salt by establishing a school-based iodine monitoring system with use of rapid test kits. Conduct annual screening for vision, hearing and oral health Encourage school garden in the school to promote good nutrition practices and serve as a bridge for knowledge transfer on nutrition and environment protection concept to the community Component 2: Healthy School Environment promoted Adequate and safe water supply and sanitary facilities made available at schools Component 3: Knowledge and skills through behaviour-centred and skill-based health education enhanced % of school children provided with one or more school health and nutrition services in schools % of schools with rapid test kits % of school children with minor ailments identified and treated % of schools with established school garden % of schools provided with access to safe drinking water % of schools with hand washing facilities, and waste disposal facilities % of schools with access to adequate toilet facilities segregated for boys and girls Number of teachers trained on life skills based education * See comment on indicators and/or targets at the beginning of chapter 3. 86
Education Sector Development Program IV Develop teachers training modules on life skills based education Develop supplementary reading materials that provide practical skills linked to interventions, e.g., hygiene, malaria prevention Carry out life skills-based health education activities with the active participation of school clubs, in the extra-curricular activities Train teachers as “main actors” to take lead role for conducting the life skills- based and behavior centered health education program (in service training ) Component 4: Create conducive policy environment related to SHN Establish/strengthen sectoral linkages and collaboration between MOE, MOH and MOWR to implement SHN in an integrated and organized manner. Develop school policies, norms and code of conduct regarding SHN e.g. use of drug, tobacco and alcohol, protocols on school infrastructure, healthy food, orphans and students with disability and diseases (including HIV/AIDS). Number of teacher training modules developed Number of supplementary reading materials developed Number of schools with active school clubs in health and nutrition activities Number of teachers trained on life skills based education Agreement signed and operational guideline developed between Ministry of Education, Ministry of Health and Water and Sewerage Authority Linkage and, networking between MOE, MOH and MOWR at all levels strengthened School level SHN policy and guideline established in all schools Drug and Substance Abuse Prevention in Education 1. Situation Analysis A historic rapid assessment was conducted on the situation of drug/substance abuse in 1995. The assessment covered twenty-five towns and included various categories of the Ethiopian population. The categories unequivocally agreed then khat/Chat, alcohol, tobacco, hashish/ cannabis, and solvents and to a lesser degree heroin and cocaine were habitually abused substances. The poor in general, merchants and their families, street children, students, commercial sex workers, and the non-merchant middle class were dependents of the habit forming substances. But some groups such as out of school youth, young persons from khat producing areas, young people at school, working youth, rural Moslems, and young commercial sex workers were considered the most vulnerable groups. The study also unveiled that users of harmful drugs do not limit themselves to the use of one substance only. Users of one substance tend or are motivated to use two or more other substances to maximize excitement. However, people combine and use substances that are common in the market and easily accessible. Evidently, khat, alcohol and tobacco are easily accessible physically and in terms of cost. The message here is that there is a need to design multifaceted approach to control drug / substance abuse. For instance, giving license to sell khat may be considered wrong as it serves as precursor to combined use of drug/substance. The city of Addis Ababa and other major regional towns are the areas most affected by drug abuse, but this is spreading to other small towns. Drug and substance abuse affects the health of the individual abuser. There are several physical and mental health and nutritional problems associated with drug abuse. Many drug abusers suffer reduced productivity, and many lose or quit their jobs as a direct consequence of drug abuse. 87
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The Federal Democratic Republic of
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Table of contents Acknowledgements
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MDG MLC MOE MOFED MOU MRE MSE NER N
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Education Sector Development Progra
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