Your search found 8 Results

  1. 1

    Adolescent health and development in nursing and midwifery education.

    Keeney GB; Cassata L; McElmurry BJ; World Health Organization [WHO]. Department of Child and Adolescent Health and Development

    Geneva, Switzerland, World Health Organization [WHO], 2004. [63] p. (WHO/ EIP/HRH/NUR/2004.1; WHO/ FCH/ CAH/04.4)

    One in five people in the world today are adolescents between 10 and 19 years of age, and 85% of adolescents live in developing countries. Throughout the world, adolescence is considered to be a time of relative health and, as a result, a wide range of adolescent health issues is being neglected. In response to this need, the World Health Organization (WHO) departments of Child and Adolescent Health and Development (CAH) and Human Resources for Health (HRH) embarked on an initiative to focus on adolescent health and development by strengthening the educational preparation of nurses and midwives. Nurses and midwives are in a unique position by virtue of their education, numbers, and diversity of practice arenas to contribute to promoting the highest attainable standard of health among adolescents. Preparing providers to meet adolescents' health needs is a challenge requiring planned educational experiences within the nursing and midwifery curriculum. Integrating adolescent health and development into pre-service nursing and midwifery curricula provides the background for identifying core competencies and for the integration of essential content into curricula. This background paper and accompanying tools provide the foundation for the work of a global partnership of WHO Collaborating Centres to achieve the aims of this vital initiative. (author's)
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  2. 2

    The Mahidol University Population Education Project (MPEP).

    Udomsakdi Y

    In: Middleton J, ed. Population education in the Asian Region: a conference on needs and directions. [Honolulu, East-West Center], 1974 Jun. 224-32.

    In 1972 in Bangkok, Thailand the Mahidol University Population Education Project (MPEP) began operation. MPEP comprises a variety of activities, some funded through its major project with the United Nations Fund for Population Activities (UNFPA) and Unesco and others funded through other channels. The most inclusive of the longterm objectives of the MPEP is to function as a national center for teaching, research, and staff training in the field of population education. Other longterm objectives outline some of the types of training and research needed to realize this goal. The activities intended to lead to the realization of each of the following longterm objectives are described: the objective of serving as a national center; the objective of preparing qualified teachers at the university level in health education, adult education, science education, and counseling education; and the objective of undertaking research projects on population education such as curriculum development. MPEP will develop a national population education sourcebook in the near future. Beginning in school year 1974-1975 MPEP plans to offer a Master of Education in Educational Innovation-Population Education. In addition to the Masters program MPEP envisions the development of a series of short-term training activities. A large portion of MPEP activities have thus far been in the area of research. The present status of 12 studies are outlined. As yet, there is little population education to evaluate. Both the sourcebook and the short-term training program for high level educators will be evaluated. MPEP is a project within the Department of Education. MPEP has received financial assistance from the United Nations Fund for Population Activities (UNFPA), Colombo Plan Bureau, and Asia Foundation. In the future MPEP will try to do whatever must be done to help develop population education in Thailand. Assuming that support from Unesco/UNFPA continues at about the same level, MPEP needs for which some kind of international or regional response would be useful are suggested.
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  3. 3

    The Family Planning Communication Project in the University of the Philippines: the training component.

    Ables HA

    In: Middleton J, ed. Population education in the Asian Region: a conference on needs and directions. [Honolulu, East-West Center], 1974 Jun. 179-83.

    The University of the Philippines Institute of Mass Communication officially launched the Family Planning Communication Project on December 29, 1971. Funds were provided by the United Nations Fund for Population Activities (UNFPA), and Unesco is the executing agency. Counterpart support is to be provided by the government of the Philippines. The project is being implemented as an integral part of the activities of the Institute. The project objectives are the following: to develop communications media materials for use in the field, training and innovative research based on the socioeconomic and psycho-cultural conditions prevailing in the various areas of coverage of the national family planning program; to create innovative approaches in family planning communication based on sound experimentation in the laboratory and duplicated in the field; to provide trainers and influence groups in family planning with training on the philosophy and skills of interpersonal and mass communication; and to assist governmental and private agencies in their family planning communication problems. 4 committees have been established to carry out the activities of the project. Prototype leaflets and posters have been pretested for cover and content presentation. The 1st year of research operations was devoted almost totally to collating and synthesizing data related to family planning. In 1973 the project staff conducted 4 training seminars and 3 training workshops. The project components of curriculum and materials, teacher training, research and evaluation, organization and administration, and involvement with international agencies are reviewed. Future program directions are identified along with project needs. The project will continue to assist the national population program and the various organizations working in population communication and will extend its outreach to the Asian region. The needs of the project in terms of international assistance appear to have been met.
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  4. 4

    Population education for schools in Malaysia.

    Khoon YG

    In: Middleton J, ed. Population education in the Asian Region: a conference on needs and directions. [Honolulu, East-West Center], 1974 Jun. 115-20.

    The Ministry of Education of Malaysia decided in January 1971 to study the feasibility of and the strategy for incorporating population education into the Malaysian school curricula. The Colombo Plan Bureau was approached for financial assistance and agreed to commit M$31,000 to the Ministry of Education for this project. The First National Workshop identified the objectives of population education, the curricular content by levels of schooling, and teacher training institutions. The Colombo Plan has made a further grant of M$50,000 for a pilot study on the incorporation of population education in the school grades 4, 7, and 9. The United Nations Fund for Population Activities (UNFPA) has agreed to provide additional funding for the population education project. The long-range objectives of the project are to create an informed citizenry capable of making responsible decisions with regard to population issues and population policy matters and to develop responsible fertility behavior. The immediate project objectives are the following: to develop curricular programs and instructional materials in population education for Malaysian schools; to produce such programs and instructional and learning materials in sufficient quantity for use in all Malaysian schools; to prepare teachers for the teaching of population; and to evaluate the effectivess of the population education programs. The project components of curriculum and materials, teacher training, research and evaluation, organization and administration, and involvement with international agencies are reviewed. Population education is to be an integral part of the Malaysian school curriculum and is not to be introduced as a new subject. The major problem in the area of teacher training is to devise and implement pre- and in-service training to produce highly motivated teachers with the necessary knowledge and skills to teach population. The main research component is the pilot study which is to be supported by research at all relevant points in its development. Future directions of the project are identified. In regard to needs, no further aid is envisaged in the areas of research, technical assistance, and funding, since the UNFPA grant covers these areas.
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  5. 5

    The Korean Population Education Project: a summary of the proposed plan.

    Lee YD

    In: Middleton J, ed. Population education in the Asian Region: a conference on needs and directions. [Honolulu, East-West Center], 1974 Jun. 112-4.

    The introduction of population education to formal schools has become an urgent task of Korean educators and policy makers. A comprehensive plan for population education was developed by the joint efforts of experts from Korean research institutes and government officials with the help of Unesco experts, and submitted recently to the United Nations Fund for Population Activities (UNFPA) for assistance. A summary of the plan's content is presented. The project is comprised of 4 major areas of activity, and each of these is reviewed: research; curriculum and material development; teacher training; and higher education programs. 5 research topics are included in the plan: development stages in children's acquisition of population knowledge, attitudes, and beliefs; 2 approaches in curriculum organization for population education; effects of structured population instruction and school environment on children's formation of population attitudes; a study on attitude change towards population issues; and consciousness of school teachers of population problems. The population education curriculum will be developed for students at levels of elementary, middle, and high school grades and for adults and youths attending community education classes. The curriculum to be developed by educational level, subject matter, and grade will specify general goals and instructional objectives, population education content, and ways and patterns of organization of population education content. The plan includes a comprehensive in-service teacher training program, including training of school administrators. 4 universities would be provided with grants to develop course materials for the infusion of population education in college programs. Population education study organizations in Korea are listed. An organizational chart of the project is included.
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  6. 6

    Research center for population education IKIP (Institute of Teachers Training) Bandung.

    Prawirosudirdjo G

    In: Middleton J, ed. Population education in the Asian Region: a conference on needs and directions. [Honolulu, East-West Center], 1974 Jun. 82-7.

    Indonesia's Department of Education and Culture established in 1972 the National Project of Population Education with the objective of introducing population education in both in-school and out-of-school programs. The general goals of these programs are the realization of rational and responsible reproductive behavior on the part of the population of Indonesia. As teachers can play an important role in the in-school and out-of-school programs, the Rector of the Institute of Teachers Training (IKIP) of Bandung Teachers College founded the Research Center for Population Education (RCPE). A plan of operation covering a schedule of activities for a 2-year project was set up. On December 1, 1971, a contract was signed with the Pathfinder Fund which agreed to finance the project. The activities of the RCPE include the following objectives: to provide minor qualification in population education by offering courses on population and family life education; to develop instructional materials for high school students and a teachers guide for high school instructors; to seek cooperation with related organizations in Indonesia; and to publish a newsletter containing problems pertaining to population and population education in Indonesia and other countries. The following project components are reviewed: curriculum and materials; teacher training; research; evaluation; organization and administration; participation in international agencies; and problems encountered. A table is included which shows the importance of population education in out-of-school programs. Project needs in the following areas are identified: newsletter publication; research and evaluation; provision of lectures; pre-service training; seminar and workshops; library development, establishment of learning centers for rural areas; building and facilities; and exhibitions.
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  7. 7

    [Sex education in IPPF programs: three years of action in the Western Hemisphere] Educacion sexual en los programas de trabajo de la IPPF: tres anos de accion en el hemisferio occidental.

    Jaimes R

    [Unpublished] 1979. Presented at the 4th World Congress on Sexuality, Mexico City, December 16-21, 1979. 8 p.

    The Regional Office of the International Planned Parenthood Federation (IPPF) established its 3-year plan, 1975-78, with the purpose of promoting sex and family planning education in Latin America, of forming specialists in sex education, and of promoting study groups to prepare an appropriate curriculum for students aged 6-15. The Regional Office organized in October 1976, in New York City, a meeting of experts from Argentina, Chile, Costa Rica, Colombia, the Dominican Republic, Ecuador, Mexico, and Uruguay. Results of the meeting were the formulation of strategies for the development of sex education in Latin America, and the convocation of 3 high-level regional seminars in Paraguay, in El Salvador, and in Argentina. Delegations from 14 Latin American countries participated in the seminars; the status of sex education in the countries was reexamined, and specific recommendations were elaborated. One of the 2 major concerns of the IPPF Regional Office was to appropriately train the teaching personnel and to promote the formation of specialists. The educational activities promoted were many, among which were national training seminars in Bolivia, Guatemala, Brazil, Paraguay, and Panama. The other major concern was the preparation of teaching materials to be used in courses of sex education in Latin American schools. The IPPF assembled, in 1977 a meeting of teachers, administrators, and specialists to study the problem. The result was the publication, in 1978, of "Human Sexuality and Personal Relations." The text includes guidelines for educators: 20 lessons classified according to age group on specific aspects of human sexuality.
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  8. 8

    Training community health workers.

    Stinson W; Favin M; Bradford B

    Geneva, Switzerland, World Federation of Public Health Associations, 1983 Jul. 104 p.

    The objective of this report is to help persons who are not training specialists to decide policy and planning questions and to oversee the implementation of training. The report is written as a series of issues that must be faced and resolved. The issues discussed concern effective program design, the kind of training efforts that should be supported, the design and implementation of the training, what should be taught, who should be trained, trainee and trainer selection, the nature of training curricula and materials, the location and duration of training sessions and training evaluation. For some issues, such as defining the Community Health Worker's (CHW) role, skills and activities, or the need for institutional development, there are specific recommendations; for others, like location planning, only pro and con arguments are given. Planners are urged to decide how training fits into their program, and how much effort to invest, given competing priorities. The report is intended to stimulate discussion by raising questions and suggesting considerations relevant to answering them. Reviews and examples of existing efforts in a number of countries are used in the appendices as illustrations of the ways in which various projects sought to tailor training needs and skills to local requirements and constraints. Appendix B presents synopses of CHW training in selected projects following a set of characteristics--scale of project, trainees' previous education, duration and schedule of training, trainers' preparation, production of training methods and materials, methods of evaluation and community participation. These are followed by a descriptive summary of the projects. Lists of resource institutions and organizations for CHW training, and of recommended readings are provided.
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