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JOURNAL OF SCHOOL HEALTH. 1990 Sep; 60(7):370-8.The UN and its family of operational agencies have existed for almost 5 decades. For school health personnel, to understand how these agencies operate--in particular, the World Health Organization (WHO)--is worthwhile. To understand how WHO influenced the practice of health education for school aged youth, some critical events that have occurred during the past 5 decades are reviewed and several current and future activities are identified and described. Austria, England, Norway, and Finland designed and conducted the WHO Cross-National Survey: Health Behavior of School aged Children. A core survey was set up and each country could add optional questions according to its own needs. The 2nd round of survey was done during the 1985 school year with 11 countries taking part. In May, 1989, more than 17 European nations and Canada decided to take part in the 3rd round, conducted during the next academic year. WHO has been working on Acquired Immunodeficiency Syndrome (AIDS)/Sexually Transmitted Diseases (STDS) education. In 1988, the WHO Division of Health Education and Health Promotion was established. WHO is working with the US Centers for Disease Control's Division of Adolescent and School Health to set up a collaborating center emphasizing school health education. Recently in 3rd world countries, there has been a dramatic drop in infant mortality through the expanded program of immunization, increases in breast feeding, improvement of weaning practices, and oral rehydration therapy. This is the Child Survival Revolution. These efforts should be continued beyond infancy. This is known as the Child Development Revolution. An Action- Oriented Prototype Curriculum has been developed. It is used in teacher training and contains material on diarrheal disease control, expanded immunization programs, breast feeding, AIDS, and family planning. The strategy is to learn by action and discovery. (author's modified)
Evaluation report to UNFPA on UNFPA-supported United Nations Demographic Training and Research Centre.
New York, New York, United Nations Fund for Population Activities, Oct. 1977. 159 p.UNFPA (United Nations Fund for Population Activities) gives support to 6 UN Domographic Training and Research Centres (IIPS, CELADE, CDC, RIPS, IFORD, AND CEDOR). An evaluation of these centers addressed these points: 1) description and analysis of the objectives for each center as well as of the strategy for the total program and of the interrelationship between these objectives and the overall strategy; 2) description and problem oriented analysis of the center's programs including legal arrangements, institutional framework, planned and actual activities, resources, and funding; 3) description and analysis of the achievements by each center of its objectives; 4) description and analysis of the present and future role of each center for the achievement of the overall strategy. The International Institute for Population Studies (IIPS) gives adequate training to its personnel, but it needs to require minimum standards of knowledge of mathematics and statistics; a standard English test should be applied before admission. There is also a lack of opportunity for field work. At Centro Latinoamericano de Demografia (CELADE), training should provide more opportunities in studying interrelationships between population and socioeconomic variables, and put less emphasis on technical subjects, such as mathematics and statistics. The Cairo Demographic Centre (CDC) should continue to recruit the majority of its students from the Arab countries. The Centre should be more demanding in this recruitment and admission policies and procedures should be standardized. CDC should develop a specific policy on grades and on the conditions under which a candidate may not receive a diploma or degeee. The Mission recommends that the Regional Institute for Population Studies (RIPS) strengthen its field work program, coordinate its curriculum to avoid overlap of coursework, and that the UN contribute funds for all activities forming part of the agreement. At both Institut de Formation et de Recherche Demographiques (IFORD) and Centre D'Etudes Demographiques ONU-Roumanie (CEDOR), the mission concludes that both centers are too small to be viable, and feels that under ideal conditions it would have been preferable to have both population development and technical demography taught in one and the same institution. Closer collaboration between the 2 centers is recommended. There is a dire need for training and research in French speaking developing countries.
In: Burke, S., ed. Responsible parenthood. (Proceedings of a working group of the IPPF, Tunisia, November 1969.) London, International Planned Parenthood Federation, April 1970. p. 51-78The IPPF report on sex education in Britain is presented along with some remarks about the British educational practice in the field of sex and life education. Since educational administration in the United Kingdom is highly decentralized, only the main trends on what is taught and how and to which pupils are highlighted. Certain innovations in this area are being made, e.g., the Schools Council Humanities Project which involves the subject of human relationships as part of a more general educational curriculum. Attempts are being made to involve the parents in this area of school activities. Mass media is also involved. Television programs on sex education are in both planning and production stages. The IPPF report on sex education in Britain describes the educational scene in Britain. The report discusses the subject matter in terms of the actions at the central government, the local educational authority, and the nongovernmental levels. It also includes information on the findings of surveys in this field, and a more specific look at a survey into the sexual behavior of young people including their attitudes toward sex eduction. The central government has produced various reports indicating an awareness of the need for educating young people in sexual matters. The curriculum development and the role of the British Broadcasting Corporation are also discussed. At the local authority level, the schools are encouraged to incorporate sex education in their curriculum and make use of special agencies such as the Marriage Guidance Council.