the basics - World Health Communication Associates

The educational intervention should be pitched at a level commensuratewith age, mental capacity, gender and environment. Programmes for adolescents,for example, might focus on reproductive health (e.g. use of condoms) along withcancer prevention and detection—breast self examinations, testicular examinationsand annual cervical smears. In young adults, the issues of communicable and noncommunicabledisease and the need for parental and childhood vaccination could bereinforced. Young mothers are receptive to learning about recognising and treatingchildhood illnesses. And interventions for people in their mature years—especiallythose with chronic illnesses—might focus on self care.Obstacles to health education initiativesThe World Health Organization (1996) has described several barriers that mayimpede the implementation of school health programmes. Firstly, policy makersand political leaders—as well as the public at large—often do not fully understandthe true impact of modern school health programmes on health. Secondly,some may not support the programmes because the content is considered toocontroversial, for example those that discuss HIV infection, other prevalent STDs andunintended pregnancy. Thirdly, modern school health programmes require effectivecollaboration—especially between separate education and health agencies (IOM2004). Any planned educational intervention will need to address these potentialobstacles.Understanding barriers and facilitators to adult learningAccording to Hillage et al. (2009), policy actions and interventions to address socialinequities in education (and education-related differentials in health literacy) mustbe based on a clear understanding of why people do not engage with learningactivities, as well as knowing the system and structural barriers and policy enablers.Three reasons why people do not take part in learning have been identified:· Dispositional: lack of motivation related to perceptions that the learning isnot relevant to them, lack of interest or confidence, and previous negativeexperiences at school.· Situational: Cost, lack of time and/or transport or childcare and language(especially for non-native speakers) are common situational obstacles.· Systemic: Poor awareness of options, lack of the necessary information oravailability of the right type of course or learning environment may further blockparticipation.SECTION 4: WHAT CAN WE DO TO STRENGTHEN HEALTH LITERACY? 45