UNITED NATIONS WORLD HEALTH ORGANIZATION REGIONAL OFFICE FOR THE EASTERN MEDITERRANEAN REGIONhL CO>jEJITTEE M)R THE EASTERN b3DI TT3RIL;NEl.N Sixth Session SUB-CO?T,fIT'iTE C ~CENIC!~L DISCUSS~ONS ORGANISATION MONDIALE DE LA SANTE BUREAU R~GIONAL DE LA M~DITERRAN~E ORIENTALE EM/kC6/'lech,Disc./l9 31 December 1956 ORIGIKrL: ENGLISH SUI~L?ARY WFORT ON T&CHI$ICI,L DISCUSSIONS HEALTH EDUCATION OF THE PUBLIC 24-25 September 1956 Teheran, Iran In accordance with the resolution (~~5i&bfh22)passed by the Fifth session of Sub-committee A, Regional Committee for the Eastern Mediterranean, the subjeet of the technical discussions featured at the Sixth Session held in Teheran was Health Education of tho Public, with Dr HAFEZ AMIN of Egypt serving as the General Chairman. Main purposes As stressed by the WGIONIIL DIRE'CTOR, in his opening remarks a t the opening plenary sessions held on Konday, 24 September, the main purposes of the Technical Discussions were twofold, namely: 1. To provide an opportunity for exchange of ideas and practical experiences on health education aspects of public health development; 2. to consider some of the principal requirements and possibilities for future development of health education activities throughout the Region. Programme As outlined in finnox I, an opening plenary session was held on Idondny, 24 September, with the speakers presenting introductory comments on the main aspeots selected for further discussion in the four discussion groups which
18
Embed
REGIONAL OFFICE FOR THE EASTERN MEDITERRANEAN M)R … · united nations world health organization regional office for the eastern mediterranean regionhl co>jejittee m)r the eastern
This document is posted to help you gain knowledge. Please leave a comment to let me know what you think about it! Share it to your friends and learn new things together.
Transcript
UNITED NATIONS
WORLD H E A L T H O R G A N I Z A T I O N
REGIONAL OFFICE FOR THE
EASTERN MEDITERRANEAN
REGIONhL CO>jEJITTEE M)R THE EASTERN b 3 D I TT3RIL;NEl.N
S i x t h Sess ion
SUB-CO?T,fIT'iTE C
~ C E N I C ! ~ L DISCUSS~ONS
ORGANISATION MONDIALE DE LA SANTE
BUREAU R~GIONAL DE LA
M~DITERRAN~E ORIENTALE
EM/kC6/'lech,Disc./l9 31 December 1956
ORIGIKrL: ENGLISH
SUI~L?ARY WFORT O N T&CHI$ICI,L DISCUSSIONS
HEALTH EDUCATION OF THE PUBLIC
24-25 September 1956 Teheran, I r a n
I n accordance wi th t h e r e s o l u t i o n ( ~ ~ 5 i & b f h 2 2 ) passed by t h e F i f t h s e s s i o n
of Sub-committee A, Regional Committee f o r t h e Eas tern Mediterranean, the s u b j e e t
of the t e c h n i c a l d i scuss ions f ea tu red a t t h e S i x t h Sess ion he ld i n Teheran was
Heal th Educat ion of tho Publ ic , w i t h D r HAFEZ AMIN of Egypt serv ing a s t h e General
Chairman.
Main purposes
As s t r e s s e d by the WGIONIIL DIRE'CTOR, i n h i s opening remarks a t the
opening p lena ry se s s ions he ld on Konday, 24 September, the main purposes o f the
Technical Discussions were twofold, namely:
1. To provide a n oppor tun i ty f o r exchange of ideas and p r a c t i c a l exper iences
on h e a l t h educat ion a spec t s of pub l i c h e a l t h development;
2. t o cons ider some of the p r i n c i p a l requirements and p o s s i b i l i t i e s f o r
f u t u r e development of h e a l t h educat ion activities throughout t h e Region.
Programme
A s o u t l i n e d i n finnox I, a n opening p lenary s e s s i o n was he ld on Idondny,
24 September, w i t h the speakers p re sen t ing in t roduc to ry comments on t h e main
a speo t s s e l e c t e d f o r f u r t h e r d i s c u s s i o n i n the four d i s c u s s i o n groups which
were he ld immediately fol lowing the f i r s t p lenary sess ion . The four main
a spec t s of h e a l t h educat ion of the publ ic considered were as follows:
i. Organiea t ion o f h e a l t h educat ion i n adminis t ra t ion; co-ordinat ion o f h e a l t h
educat ion prograumes;
8. t r a i n i n g i n h e a l t h educat ion;
3 . h o a l t h educat ion i n schools;
4. the production, eva lua t ion and use of v i s u a l a i d s .
The c los ing p lenary s e s s i o n was held on Tuesday mcrning, 2 5 September, a t
which r e p o r t s from each of the four d i scuss ion groups were presented and discussec
A r e s o l u t i o n on t h e Technical Discussions on Health Education of the Publ ic ( see
Annex 2 ) was endorsed and subsequently o f f i c i a l l y approved by the f i n a l p lenary
s e s s i o n of Sub-committee A of the Regional Meeting on Tuesday, 25 September.
Acknowledgements
Speoia l commendation and apprec ia t ion i s due t o the Min i s t ry of Health of
I r a n and i n p a r t i c u l a r te t he Divis ion of Health Education, f e r t h e invaluable
assistance provided i n preparing a d i s p l a y of the illustrative m a t e r i a l s from the
h o s t country and those submitted by va r ious governments and t h e Arab S t a t e s
Fundamental Education Centre i n Egypt.
General Comment
The increas ing importance a t tached t o h e a l t h educat ion a spec t s of
developing h e a l t h s e r v i c e s throughout the Region was c l e a r l y r e f l e c t e d by the
l i v e l y d i scuss ion and i n t e r e s t manifested i n the t e c h n i c a l d iscuss ions . This
was a l s o borne o u t by the very informative and thoughtfu l background statements
submit ted a s s p e c i a l documcntstion by the l a rge m a j o r i t y e f t h e governmental
h e a l t h a u t h o r i t i e s i n the Region.
Herewith a r c presented f ind ings and recommendations from each of the four
d i s c u s s i o n groups according t o the main s u b j e c t s a s presented i n t h e i r r e p o r t s
t o the o los ing p lena ry s e s s i o n of the Technical Discussions. The ques t ions used
a s the b a s i s f o r d i scuss ion i n each group a r e contained i n Annex 3.
I 0RGI;NIZATION OF H E U T H EDUCATION I N AD~INIS~iTION, CO-ORDINATION OF HEILtTE EDUCHTION PROQUiXUES
Functions of a Technical Section i n Health E6ucation
The most important functions of a technical heal th education sect ion i n
the contra1 administration of national heal th servioos ware oonsidered t o be
thq following:
1. Ra in ing of professional and auxi l ia ry heal th workers of a l l categories in
the pr inciples and methods of health education;
2. co-operation with other technical sections and departments within the
national heal th service t o ensure t h a t provision i s made for health education
i n the planning and execution of various technical health projects and servioes;
3 . co-operation and co-ordination of e f f o r t with other govermental agencies
and voluntary organizations engaged i n health education a c t i v i t i e s ;
4. ass is tance i n planning, preparing and producing visual materials needed
by heal th workers i n t h e i r educational work with the publio, and providing
experirgmtal lpboratory services t o t e s t v isual material before it is produced
i n quantity.
5. maintaining professional contact and co-operating with facu l t ies , univers i ty
deparbents , and schools responsible for t ra ining doctors i n preventive medicine,
t r a in ing of nurses, and other prospective health personnel i n order t o promote
ins t ruc t ion i n health education;
6. co-operation i n t ra in ing of teachers and other school personnel. The need
and importance of in-service t ra ining of teachers was pa r t i cu l a r ly emphasized;
7. maintaining and providing continuing teohnical leadership and guidanoe i n
select ion, t ra in ing and supervision of professional health educationists.
Health Education Services a t the Provincial Level
The pr incipal functions i n health eduoation of provincial heal th depa rben t s
were considered t o be very comparable t o those of cen t ra l health administrations
a t the national level . I n addition, it was proposed t h a t the following flulotione
are of par t i*ular importance a t the provincial level:
1. In-servioo t ra in ing of medical and hoa l th ro rke r s , soc i a l workers and
school teachers was considored t o be a funotion of major importance;
2. t r a in ing of re l ig ious leaders t o i n s t i l appreciation of t h e i r ro le i n
heal th education;
3. planning and organization of seminars and confdrences;
4. continuing encouragement and tochnioal tie'lp t o a l l local hea-lth workers
i n ~ r d e r t h a t t hcy may become more aotivu and able i n making usb of hea l th
education methods and modia i n t h e i r work with the people.
Support f o r Local Hoalth Education Ac t iv i t i e s
Since workcrs e t the l oca l hcal th u n i t l eve l have an important ro l e i n
heal th education, it was proposed t h a t the following typos of support and help
from nat ional and provincial le-ols of heal th administrat ion were very essen t ia l :
1. Enoouraging and helping loca l heal th workers t o e n l i s t the i n t u r e s t of
recognized leadars i n v i l l age l i f e and t o i n s t ruc t them i n some of the most
important he s l t h problems. The important ro le of looal re l ig ious leaders was
s t ressed i n t h i s conneotionj
2. helping t o organize and conduct in-service t ra in ing of school teachers:
3. helping looal workers t o plan and organize prac t ioa l demonstaations and
exh ib i t s featur ing l oca l problems and methods for improvemantl
4. encouraging local heal th workers t o recognize tho importance of various
educational mothods whioh appeal t o the people, e.g. bringing heal th content
i n to the a r t of s t o r y t o l l i n g was mentioned a s one useful approach;
5. helping local heal th and medical s t a f f t o recognize t h a t curative se rv iess
when properly conducted can serve a s a very prqot ical approaoh f o r educating the
public on heal th matters.
Role of Special Campaigns and Projects
Vririous membors suggestod t h a t specia l projects (malaria e r d i o a t i o n ) or
emergency campaigns (vaooination against smallpox) can serve, wi th proper planning
t o promote publ ic i n t e r e s t i n heal th problems. The main conolusions reached were
the followingt
1. It is important t h a t appropriate publ ic i ty and educational methods are
used t o prepare the way fo r the people t o understand what plans a re being made
for speoial campaigns (e.g. malaria eradicat ion) , t o e n l i s t t h e i r par t ic ipat ion,
and t o i n t e rp re t what i s expeoted of them. It was emphasieed t h a t specia l
campaigns aga ins t spec i f ic heal th problems, i f properly carr ied out, can serve
a s the bas i s fo r es tabl ishing goodwill with people and prepare the way for
es tab l i sh ing other hea l th services needed by the poople;
2. two important needs f o r hea l th education were emphasiced i n ro l a t i on t o
a n l i s t i n g publ ia co-operation when epidemics a re i n progress o r threaton t o
develop. F i r s t l y , the people need t o be informed i n advance of t he specia l
measures they a r e t o take and what t he heal th service proposes t o do, 0.g.
vaccination, e tc . Secondly, onoe the epidemic i s brought under control , it is
important t o follow up with educational work among the people i n thc areas where
the epidemics occurred or threatened t o develop. Often, the people a re re l ieved
that the epidemic has stopped and aro s a t i s f i e d with the rosul t . However, t h i s
i s the time whcn people may welcome more explanation and careful discussion of
the spec i f i c problem a s t o 'ts cause, p rac t ioa l methods of control , what the
people can do t o help prevent i t s recurrence and the prac t ica l bene f i t s which
have resul ted.
Budget f o r Health Education Services
I t d id not plore possible t o estimate what proportion of the t o t a l budget
fo r hea l th services i s being a l l o t t e d fo r heal th edwc t ion swrvices since i n m o s t
nat ional heal th administrations heal th oducation a c t i v i t i e s are oarrieA out by
d i f fe ren t technical sect ions i n the heal th minis t ry and i n some countries by
several min is t r ies a t the nat ional level .
One member, speaking from h i s experience a s a nat ional public hea l th
administrator, proposed t h a t i n making preparations for spec i f ic f i e l d projects
or campaigns whioh require par t i c ipa t ion o f the people f r r t h e i r success,
approximately one t h i r d of the pro jec t costs should be earmarked f o r heal th
education purposes.
I t was agreed t h a t the funds a l l o t t e d fo r heal th education wi th in the
t o t a l nat ional hea l th budget are very inadequate. I t was emphasieed a la , that
every e f f o r t noods t o be made t o increase the f'unds i n the caning years owing
t o the growing importance being given t o t h i s aspect of public heal th and
medical care.
Co-ordination
The need nins stressed for improving c o - o r d i ~ t i ~ n of heal th education
c c t i v i t i e s within the national health services and part icularIy among various
gcvermental agencies and voluntary health associations. It was suggested tha t
i n some countries it would be advisable a t t h i s juncture t e form a 00-ordinating
committee t o ensure closer co-operation and t o minimize unmbmsary duplication
One member suggested tkiat the production of visual a ids and i l l u s t r a t i v e
mater ials could useful ly be assigned to a competent central p r o d u a t i o ~ u n i t in
the country t o service several technioal deparbents and minis tr ies who are i n
nee& of having materials produced which the i r respective technical uni t s have
prepared and tosted.
The need and major importance fo r co-operation between health and education
author i t ies and technical s t a f f a t a l l administrative levels was emphaaised
partibularly.
I1 21UIINING I N HEALTH EDUCATION
The maln conclusions and recommendations formulated with regard t o t r a i n i q
i n health education were the following:
Basic h a i n i n g
I t was recommended t h a t the principles of public heal th education be included
i n the courses of hygiene and preventive medicine on a theoret ical and pract ical
bas is during the basic education of students i n sohools of mediolne, nursing,
midwifery and related f i e lds .
Advanced h a i n i n g
It was s t ressed tha5 more advanced and specialized t ra in ing $n the
principles and application of heal th education should beosme an essent ia l pa r t
of t ra in ing courses fo r public heal th administrators, public heal th nUrB%B, nurse
midwives, sani tary engineers, s a n i t a r h s , nu t r i t ibn is t s . and other health workere.
I t was recommended t h a t t ra in ing i n heal th education be included i n the
t ra in ing of school teachers, soc ia l workers, home economists. I n addit ion,
consideration should be given by the appropriate au thor i t i es for such t ra in ing
for agr icu l tura l spec i a l i s t s due t o the increasingly important educational
contribution they can make par t icu la r ly i n r e l a t i on t o ewirolrmantal san i ta t ion
work i n ru rc l areas and the increasing use of insect ic ides .
In-Service Training
Realizing tha t many henlth workers have not received t ra in ing i n heal th
education, it was suggested thn t health administrations endeavour t o privide
in-service t ra in ing i n the form of s ta f f mectings, special short-teqa study
groups and or ien ta t ion coursos, establishment of p rac t ica l centres for
demonstrating v j r i cus educational methods and by organizing and conducting
seminars, leotures and discussions.
Needs f o r Spec ia l i s t s i n Health Education
It was agreed t h a t every cen t ra l heal th administration should have a
qual i f iod public heal th educat ionis t t o provide technical guidance and euper-
v i s ion t o the planning, organization and develognnent of heal th education
ac+iv i t ies on a national scale. I t was proposed also t h a t the servioes of a
heal th educat ionis t may be needed a t the p r o v j n ~ i a l l eve l in countries where
provincial heal th departments e x i s t and operat& with a oonsiderable degree of
autonomy.
Functions and Training of Health Education Spec ia l i s t s - The pr incipal functions proposed for heal th education spec i a l i s t s on the
national and provincial l eve ls of heal th administration were the followingr
1. To promote a c t i v i t i e s t o prepare other hea l th personnel i n the pract ices
and pr inciples of heal th education;
2. t o promote and a s s i s t with the development of heal th education aspeots of
public heal th progrnmmcs;
3. t o produce educational mater ia ls on heal th subjects required by hea l th
workers and others i n t h e i r work;
4. t o adviac on and a e s i s t with thc planning cf hcal th educcMsn ccmponents of
nat i~nak campaigns a?@ proposale f o r health leg is la t ion ;
5. t o a s s i s t i n the co-ordination of heal th education a c t i v i t i e s rendered by
govormental and nonLgovermenta1 agenoies.
It was recommended t h a t prospoctive candidates f o r professional careers i n
heal th education should have a s minimum oducation qua l i f ica t ions a univers i ty
background and i n addit ion one year of special t ra in ing i n public hoalth education.
Tho importance of good personal qua l i t i e s was &la; stregsod, notably, maturity,
s incer i ty , pleasing pers.cuality, determination, adaptab i l i ty and the ab i l i ty t o
teach.
I11 REblLTH EDUCATION I N SCHOOLS
P r i o r i t i e s i n t h o School Health Programme
There was general agroemont t h a t heal th services i n sohools, t he school
enviro7ment and heal th inst ruct ion, are a l l important aspects of the t o t a l heal th
prcgrannne i n schools and warrant p r i o r i t y a t t en t ion as a whole. The most important
pr inciple , however, t o be kept i n mind i s the value each of these main aspects can
have i n influencing school-age children t o develop desirable heal th a t t i t udes ,
knowledge and pract ices .
It was suggested t h a t when it is necessary t o e s t ab l i sh sgne order of
p r i o r i t y i n developing school heal th programmes t h a t careful account should be
taken a t the ou tse t regarding the most important health needs t o be met and the
resources and f a c i l i t i e s available.
I t was f e l t t h a t frequently the f i r s t r e a l p r i o r i t y w u l d be improvement of
the school onviromont providing the children have been h u n i z o d against the
major preventable diseases pr ior t o entering school. The most important features
of a hea l thfu l school enviroment were considered to be provision of a safe and
potable water supply, adequate disposal of human wastes, f a c i l i t i e s for chi ldren
and teachers t o wash t h e i r hands, proper provision for safe construction of school
buildings, verf i ia t ion, l igh t ing and heating and adequate f i e l d space for physical
education a c t ~ i l t i e s .
Provision of d i r ec t medical and heal th services t o soh001 chi ldrenwas
considered t o be a second pr ior i ty . This would include services provided by
dootors, nurses, n u t ~ i t i o n i s t s , dent is ts , heal th educationists and other health
personnel For bes t r e su l t s , the school heal th service must be careful ly geared
t o detection and oorraction of physical defects and handicaps and t o prQfiding
f a c i l i t i o s for trcatmcnt of ailments and assistanoe i n obtaining treatment for
diseases. Special emphasis was placed on the importance of preventive work.
The importance of school lunch p r o g r m e s as a pa r t of school.health
programmes rws emphasirad and the proposal made t h a t t h i s programme warrants
ovory possible e f f o r t f o r seeking methods and means for i ts administration and
cxc cution.
Health ins t ruc t ion was suggos t~d as a t h i r d p r i o r i t y i n developing school
haal th programmes. I t was agreed t h a t although heal th inst ruot ion should be an
in tagra l pa r t of the c h i l d ' s experiences i n the school enviroment and with tho
heulth services, there was a need f o r planned heal th ins t ruc t ion within tho school
curriculum i n accordance with the interests, mods and undurstanding of chi ldren
a t d i f f e r en t stages of growth and dovelopnent. It uas emphasized t h a t the content
of heal th ins t ruc t ion should be as r e a l i s t i c and prac t ica l as possible and should
be c losely co-ordinated with the needs borne out by the medical and hoal th
services.
Reference was made t o the mental heal th roquiremcnts of soh001 age chi ldren
which can be catcrod f o r by foster ing propcr teacher student re la t ionships and
wise planning of the school day.wit.h due regard given t o the ohildren's noeds f o r
r e s t , sleep, exercise and le i sure .
Gpeoial emphasis was placed on the value of and need for promoting closer
co-operation between teachers, parents, school heal th personnel and c~mnunitv
resources.
Responsibil i ty for Health Education i n the Schools
It was the opinion of the group t h a t the porscn primarily responsible for
heal th education i n the schools i s the head teachcr who i s designated by d,ifferent
terms i n d i f fe ren t oountries such a s headmastor, superintendent, pr incipal ,
administrator. This person if well t ra ined can exorcise a very important and
i n f luen t i a l ro le through h i s dai ly contact w i t h the students and teaohers. He
can do a great deal t o guide the integrat ion of heal th ins t ruc t ion in to various
subjects being taught as well as providing opportunities f o r in-service t ra in ing
of teaohers i n heal th matters.
~M/k~6 /~ech .~ i sc . / 19 page 10
Health Training for Prospectipe Teachers
I t was proposed t h a t educational au thor i t i es , nctably the national
min is t r ies c f educaticn, be emouraged t o mako provision for c e r t a i n basic
heal th courses i n the t ra in ing curricula o f teacher t ra in ing i n s t i t u t i c n s and
colleges. The main courses proposed wure pcrsonal hygiene, growth and development
of the chi ld , school heal th prcblems, nu t r i t ion , pr inciples of public health,
health educaticn methcds and materials.
I t was pointed out t h a t although tho basic hcalth courses would be the same
for a l l teachers, it would bo necessary f c r the ccntent c f courses devcted t o
schccl heal th problems and t o methcds and mater ia ls of hecl th educaticn t o take
in to special account the d i f f ~ r e n t needs and in t e r e s t s c f younger school-age
chi ldren and older students. Whenevcr possible, it was euggestod t h a t the services
of t ra ined heal th educationists could be useful i n holping educational au thor i t i es
i n planning the heal th education content of teacher t ra in ing curr icula and i n the
ins t ruc t ion of prospective teachers.
In-Service Training
Periodic seminars and special t ra in ing courses o r conferences of a longer
durat icn pa r t i cu l a r ly during the summer holiday pericds were suggested. For
teachers who have not had any previous t ra in ing i n health, it was f e l t t h a t
special courses cf about four t o s i x weeks i n durat icn wculd be very desirable.
The pr incipal ccmmonts made regarding the planning and ccnduct of bn-service
t ra in ing coursos o r wcrkshcps f c r teachers wcro as fcllcwst
1. They should be preferably planned as co-operative projects invclving e e
co-operation of both the education and heal th min is t r ies and t h e i r re levant
technical depart ents;
2 . provision should be made for both theore t ica l i n s t ru r t i cn and opportunities
f c r p rac t i ca l experiences;
3. the t ra ln ing ccurses shculd preferably be held a t centres where competent
professional and technical s t a f f wculd be avai lable t o a s s i s t with the ins t ruc t ion
and w i t h supervision of the prac t ica l experience;
q k c ~ / ~ a o h . ~ i s c . / 1 ~ page '11
4. ways should be ssught t o provide added incentives f o r teachors t o enrol
i n these courses pa r t i cu l a r ly when conducted during musmer holidays, e.g. sa la ry
increases, apprcpriate oer ' t i f icat ion and educational c red i t s , promotion e t c .
Training s f other Schsol Porscnnel
"Other school personnel" was interpreted t o include a l l ptrtscnnel whc have
e i t h e r d i r e c t or i nd i r ec t influence cn the heal th cf tho school chi ld , 0.g. s c h ~ o l
administratcrs, prcfessional and a o i l i a r y heal th wcrkers serving schocls and
custodial perscnnel c r j an i to rs and others. It was propssed t h a t t r a in ing i n
bas i c public hoalth princ;ples, school hoalth problems and heal th oducatfcn be
provided i n acccrdancc with tho r e spons ib i l i t i e s and necds o f tho various workers.
Administrative Respcnsibi l i ty f o r Sahccl Health
This quest isn s t i l u l a t e d vory ccnsiderablr discussion. The c o ~ e m u s of
the views and opinion expressed may be summarized a s followsr
1. While recognizing t h a t i n most countries the r e spcns ib i l i t y fo r the
administrat ion of school hea l th programmes i s vosted w i t h the Minis t r ies of
Education, the group was c f the view t h a t for the mcst e f fec t ive rosu2t.s there
shculd be the c loses t pcssible co-operation between education and heal th
au tho r i t i e s a t a l l l eve l s o f administraticn;
2. t o help promsto cs-cperaticn, it was suggested t h a t heal th and education
a u t h c r i t i e s fcnnulcte guiding pc l i c i e s , procedures and wr i t t en agreements a s t c
the r e s p s n s i b i l i t i e s cf ee t h agency and the main areas cf wzrk requiring mutual
collaboratisn;
3. a schcsl heal th ccmmittoe o r c ~ u n o i l i.f an in t t r -min is te r ia l nature was
prcposed a s one mcthod fo r prcmcting olcse co-cporaticn and in tegra t ion of b f for t .
IV PRODUCTION, EVhLUATION AND USE OF AUDIO-VISUAL hbiiT3BIi~LS
Guiding Pr inciples
Some of the most i m ~ o r t a n t pr inciples i n the planning, produckion end use
of audio-visual mator ia ls and other moans of communication were considered t o bs
the following:
~hf/Rc6/mch.~isc./l9 page 12
1. The visual mater ia ls should be directed t o the i n to re s t s and understanding
cf the pt~pulntion and presented i n a simple and a t t r a r t i v e manner;
2. the ccntent of v i sua l mater ia ls should be based cn a thcrough knowledge ofr
f a ' the l ~ c a l heal th problems;
,.b the l a c a l customs and re la ted oocial and cu l tu ra l factors ;
-6; the prac t ica l p o s s i b i l i t i e s for meeting the problems;
3. c t i c a l and inexpensive audio-visual mater ia ls can be prepared by l a ~ a l
heal th workers f a r t h e i r use i n personal conversations, t a lks , conferences and
discussians with people. These materials may include posters, flannelgraphs,
s t r i p films, e t c ;
4. i n areas where the large majority of the people a r e not able t o read or
wr i te , it would be necessary t o r e ly on audia-visual means such as the radio a r
showing of s t r i p fi lms, s l i des and iilms. If however a large major i ty of the
people are l i t e r a t e , then greater use could be made of wr i t t en mater ia ls such
as journals, magazines, e t c ;
5. t o determine the cffectivaness of various materials, it is highly desirable
t o carry cu t some preliminary t e s t i ng with s ~ l e o t e d groups of the population
before the mater ia l i s produced i n large quant i t i es .
Personal Contact
Par t icu la r emphasis was given t o the importance and value of personal
contact wi th the people. S ~ a e s t re rsed tho f a c t t ha t very o f t e n i u s e h l
e d u c a t i o ~ l work can be dene through personal contact without the a id of audio-
v i sua l materials.
I t was s ta ted , however, t ha t the main disadvantages of re lying on personal
contact methods i s the groat d i f f i o u l t y of reaohing a large majority of the
people who l i ve i n areas of the countries where there i s a lack of t ra ined heal th
workers and other psrsomel .
Other Methods and Means
I t was f e l t t h a t heal th oontent oould be useful ly introduced in to various
oducational books and t e x t s used for l i t e r a c y teaching purposes, t ra in ing i n
pr inciples of science, e t c .
. n a / ~ ~ ~ / ~ e c h . ~ i s c . / i 9 page 13
Exhibits , photos and displays used i n association with various courses ef
ins t ruc t ion were a l s r suggested as addit ionnl methods for making use of visual
materinls.
Preduction of Materials
I t was recommcndod t h a t i n every ~ c n t r p l administration of public health,
there should be a technical sect ion primarily concerned with promotion and
development of heal th education a c t i v i t i e s . One of the main flanctions of t h i s
sec t ion should bo t o a s s i s t with the properation and production of v i sua l
materinls under the direct ion of a trained spec in l i s t i n heal th education
a s s i s t ed by technioians with par t icu la r competence i n thii production of mater ia ls .
I t proved d i f f i c u l t t: determine what p~rountage of the h ~ s l t h education
budgot should bo a l l o t t e d for production of mater ia ls duo t o the d i f f e r en t needs,
demands and ex is t ing resLurces i n the various countries.
E M / R c ~ / T ~ C ~ . D ~ S C . / ~ ~
Annex I
h'ogranrme of Technical Discussions
HEALTH EDUULTION OF THE PUBLIC
Sixth Session - Sub-Cammittee A Regional Committee for the Eastern Mediterhnean
24-25 September 1956 Teheran, I ran
Opening Plenary Session - Monday, 24 September 1966
8.36 - 10.00 a.m. Presiding: D r . X6mZ IaIt?, Chairman, Dchnical discussions
Speakers: Opening remarks
"Role of Health Educrtion i n the Development of Health Services" - X ~ S S A. HELEN U'TIILLIIYEN Chief, Health dducation of the Public Section, WHO
"Health Education i n Ethiopia with impbasis on School Health" - W AT0 HLILU SEBSIBIE Health Education Ministry of Health, Ethiopia
"Production, Evaluation and Use of Audio-Visual idaterials i n Health Education" - M r h X U R HOILRE;FI
Chief, Division of Public Health Education Ministry of Health, I r an
"Organization of Health Education i n i~dministration: Coordination of Health Education Programmes" - D r J. D. COTTRELL
Director of Health Services gastern hiediterranean Regional Office Alexandria
"Training i n Health Education" - M r hILLI1d DILRITI NllD Vis i t ing Leoturer i n Health hducation School of Public Health irmerican University, Beirut
10 - 10.15 a.m. Break
10.15 - 12 noon Neetings of four discussion groups:
Discussion Group Subject - Chairman Rapporteur -
No. 1 "Organization of Health D r &I, FA.KIS Er Y. TSdGHE Education i n i.dministration; I r an gthiopia Coordination of Health Education Programmes"
No. 2 "Training i n Health Education" D r U.O.SHOIB ' D r i .O.aBU SW&L Egypt Sudan
No. 3 "Health iducation i n Schools" D r DU. B. EL D r H. WSEF CHfilTI Saudi Arabia
Syria
No. . "The Production, Evaluation, D r J. ANOUTI D r XI. SLIM and Use of Visual Aids and Lebanon Tunisia other Media of Communication i n Health Education"
Presidingr D r HAFEZ ILMIN, Chairman of Technical Discussions
Presentation of Reports from the four discussion groups
R E S O L U T I O N -- RGGIOWLL 'COid4ITTEE FOR THX ELLS TERN MEDITERR~LNEILN
Sixth Session
SUB-CO'aITTEC A
&en& Item 14
~ @ ~ 6 l l / k . 25 25 September 1956
bRIGINAL: ENGLISH
TECHNICAL DISCUSSIONS: HELLTH EDUCATION OF THE PUBLIC
The Sub-Committee,
Having held technical discussions on some cf the problems and a c t i v i t i e s
i n heal th education of the public;
Considering t h a t the las t ing e f f e c t of many health services depends on
the understanding, cooperation and ac t ion of the people on a well-informed basis;
Noting t h a t the preparation of v i sua l a2ds require careful study i n order
t o meet loca l var ia t ions i n habi ts , customs and avai lable resources,
1. ENWRSES the prime imp~rtance of providing t ra in ing i n the principlea and
methods of hea l th education t o professionrl and auxi l ia ry heal th workers,
school teachers and workers i n re la ted f i e ld s ;
2. RECO-NDS t h a t the Governments of idember States consider ser iously
the provision of qual i f ied technical leadership i n heal th education with
national and provincial health servioes;
3. REQUESTS the Regional Birector t o continue t o encourage the expansien
of heal th education as an important and e s sen t i a l component of developing
heal th services of the idembur States ;
4. RECO3RCXDS t h a t a wominar on haalth education of the public be held i n
the region a s soon as possible.
W&CG fl'aah.~isc./19 Annex 3
Questions Considered by Discussion Groups
Technical Discussions
REi,LTH EDUCATION OF THF; PUBLIC
GrcuD 1 - Subiect: Oreanieation of Health Education i n Administration . * - " - coordination of Health Education Programmes
1. What are considered t o be the most important fa actions of a technical hea l th eduoation sec t ion i n the cen t ra l administration of national health services?
2. What a re oonsidered t o be the pr incipal functiona i n heal th education of provincial heal th departments?
3. Recognizing t h a t a l l workers a t the loca l health u n i t l eve l have an important ro le i n heal th education, how can tho ex is t ing administrative and organieational framework a s s i s t the loca l workers t o carry out t h i s function?
4. How can special a r omorgency health protection projects l iko malaria eradicat ion, vaccination campaign, e tc . , be used t o promote heal th awareness of the people and t o e n l i s t t h e i r par t ic ipat ion?
5. m a t proportion of the t o t a l budget for heal th survices i s allotto;! for heal th education sorvices?
6. What is t h o need for coordillating heal th education a c t i v i t i e s of voluntary heal th associations and governmental agancids?
Group 2 - Subject: Training i n Hoalth Education
1. m a t type of t ra ining i s necessary i n heal th eduoation forr ( a ) doctors, nurses, sani tar ians , sani tary engineers, midwives, nu t r i t ion is , t s and other health workers i n the i r basic and advanced t ra ining, (b) workers i n re la ted f i e l d s such as teachers, socialworkers , home economists, and ag r i cu l tu r i s t s ?
2. m a t a re some of the methods and f a c i l i t i e s for heal th au thor i t i es t o provide in-service t ra in ing i n heal th eeucation for various heal th workers?
3. What are the needs for t ra ined spec i a l i s t s i n heal th education (heal th educators) f o r sorvice with health administrations a t the national and provincial l eve l ?
4. What are the main respons ib i l i t i as of heal th education spec i a l i s t s on the national and provincial l eve l? What i s the minimum t ra in ing required for these workers?
Group 3 - Subject: Health Education i n Schools
1. :;hioh of the following aspects of the School Health Programme sheuld be given p r io r i t y?
(a ) School Health Services
(b) School Health Enviroment
( c ) School Health Inst ruct ion
2 . lAho should be responsible f o r health oducation i n the school?
3. \$%at t ra in ing i n heal th education i s necessary f o r prospective teachers and for t h e i r continuous in-service t ra in ing?
4. How can t ra in ing f o r teachers i n health eduoation be oarried out for teachers who have had no previous t ra in ing i n health?
5. %hat education i n health f o r other school personnel i s necessary i n the promotion of school health?
6 . i;ho i s responsible for the school heal th programme?
Group 4 - Subject: Production, Evaluation and Use of Audio-Visual Naterlals and Other Communication Media i n Health Faucatlon
1. m a t are the pr tnciples and purposes underlying the use of audio-visual mater ia l?
2. 7,hat types of inexpensive audio-visual materials can be prepared by the heal th worker i n the f i e l d ?
3. r . la t are same of tho methods o f using audio-visual materigls I n combination with other methods and media and t h e i r advantagis and l imita t ions?
4 . How oan prac t ica l heal th education be carr ied out without audio-visual a ids?
5. 'Iihat s teps and a c t i v i t i e s are necessary pr ior t o the es tabl ishing of a visual-aid production u n i t i n a cen t ra l S i n i s t r y of Health?
e. what proportion of the health education budget should be spent on production of audio-visual mater ia ls?
7. mhat are some o f the prac t ica l ways o f pretes t ing audio-visual mater ia ls?