Education Sector Development Program - VLIR-UOS

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.
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