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This framework focuses on sexuality educators and the competencies they should have, or develop, in order to conduct sexuality education. It is primarily addressed to those who conduct the training of sexuality educators and to experts who develop the relevant curricula for this kind of training. It can also guide sexuality educators themselves in their own professional and personal development. The framework is intended to provide support and to facilitate the implementation of training programmes for sexuality educators and/or improve the quality of existing programmes. …
Did you know that there are 815 million people in the world that go to bed hungry, while 1.9 billion people are overweight? The world has set a challenge to achieve Zero Hunger and better nutrition by 2030. But governments can’t do it alone - everyone has a role to play. Come on the Zero Hunger journey with me to discover what each of us -governments, farmers, businesses and the general public- have to do to reach this goal. Learn how you can become part of the Zero Hunger Generation!
The Declaration calls the Member States, civil society and international organizations to act urgently to address health inequalities and improve the social and economic determinants of health. The Declaration explicitly recognized the role of schools and preschools in promoting health and well-being for all children and adolescents. It acknowledged that inclusive and equitable education is a key determinant of their health and well-being. …
This thematic paper on schools and pre-schools promoting health and well-being for all children and adolescents was produced to support and inform discussion at the high-level conference in Paris. …
The outcome of the Ninth Global Conference on Health Promotion (Shanghai, 21 to 24 November 2016), which is jointly organized by the Government of China and WHO, under the auspices of a Scientific Advisory Group and Conference Organizing Committee, is a concise Shanghai Declaration on Health Promotion which is endorsed by the participants of the Conference.
For some decades now students have been given lessons about drugs in school in the belief that education about drugs can change their behaviour. This publication discusses basic principles upon which policy makers, school administrators and teachers can make decisions on how to plan, implement, monitor and evaluate school-based drug prevention programmes.
Promoting health and a healthy lifestyle among children and youth is a national priority for all Eastern European and Central Asian countries, and is reflected in their country policies. Schools have an important role to play in health promotion, by preparing children, adolescents and youth for a healthy and safe adulthood. This review of policies and practices provides a brief account of the achievements to date in prevention education (with special focus on drug use prevention), and outlines the challenges still to be addressed.
A considerable body of evidence has emerged in the last twenty years to inform governments, schools, non-government organisations (NGO’s), teachers, parents and students about effective school health programmes. School programmes that are integrated, holistic and strategic are more likely to produce better health and education outcomes than those which are mainly information-based and implemented only in the classroom. These Guidelines for Promoting Health in Schools identify the basic principles and components of this approach. …
This review presents the results of an assessment of the policies and practices related to prevention education in ten countries in Eastern Europe and Central Asia (EECA region). It consists of a regional overview (Chapters 1–6) and ten individual country assessments (Appendices 2–11). …
The manual has been designed for teachers from Teacher Training College. The Manual consists of eleven Modules. It contains information on HIV and AIDS, reproductive health, preventive education as well as exercises for life skills development and attitude formation for healthy lifestyle.
This course is a self-access e-learning course primarily designed for people who are involved in educating young people in both formal and informal educational settings. This course aims to build a broad knowledge base on HIV and AIDS. Learners will gain an in-depth understanding of the scientific, social, behavioural and health-related aspects of HIV and AIDS. By the end of the course, learners should fully understand the links between the factors that continue to drive HIV and AIDS and those influencing the experiences of people living with HIV and AIDS. …
This document updates the 2003 United Nations Joint Programme on HIV/AIDS (UNAIDS) Inter-Agency Task Team (IATT) on Education publication, HIV/AIDS and Education: A Strategic Approach. It presents a strategic vision of the important role that education must play in addressing HIV, identifies key priorities for responding to HIV and AIDS through education, puts forward two central objectives for education responses, and outlines how the response should be tailored to the local epidemiological situation and other factors.
The document summarizes priority areas for WHO action based on global evidence. Improving the health and development of children and adolescents means that WHO will need to shape its implementation of the strategy to the epidemiological needs of specific regions and countries. The strategy document proposes a flexible, country-specific approach that reflects and respects differences in epidemiology. In addition, it outlines a strategic framework that is based on equity, the life course, and a public health approach. It defines principles to guide the implementation. …
This position paper addresses the integration of HIV/STD-related programmes into the school system, whether through education about reproductive health, life skills or other important health issues. It also discusses the development and monitoring of policies that are essential for effective programmes, and provides information on how young people can learn to cope with the increasingly complex demands of relationships.
