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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"
8.30 - 9.30 a.m. Closing Plenary Session - Tuesday, 25 September
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?