Introduction
Bucher (1979) has the view that administration is
concerned with the functions and responsibilities essential to the achievement
of established goals through associated effort. It is also concerned with that
group of individuals who are responsible for directing, guiding, coordinating,
and inspiring the associated efforts of individual members, so that the
purposes for which an organization has been established may be accomplished in
the most effective and efficient manner possible.
The
traditional theories of administrative philosophy have usually had
authoritarian, democratic, or Laissez- Faire orientations.
1. Authoritarian
This
philosophy usually implies a one-person leadership with decision making imposed
by the leader upon group members.
2. Democratic or Equalitarian
This
philosophy implies a leader who submits important matters to group discussion
and involves group members in lesions a making.
3. Laissez-Faire
This
philosophy implies a leader who gives guidance but leaves decision making to
group members.
Organizing
refers to the development, whereby the various administrative co-ordinating centres
and subdivisions of work are arranged in an integrated manner, with clearly defined
lines of authority. The purpose behind this structure is the effective
accomplishment of established objectives.
Qualifications
of the Health Education Administrator
The
qualifications of an administrator are many. Some are discussed as follows:
1. Conceptual Skills:
Conceptual skills include the abilities to see the organization as whole, to
originate ideas, to sense problems, and to work out solutions to these problems
that will benefit the organization and establish the right priorities and
organizational direction. It reduces the risk factor to a minimum.
2. Integrity: One of the most important
qualifications of any administrator is integrity whether or not a leader can
inspire the staff, have their cooperation, and achieve the purposes of the
organization will depend to a great degree on his or her integrity. Everyone
likes to feel confident than an administrator is honest and sincere, keeps
promises, and can be trusted with confidential information. Such confidence
cannot emanate from administrator unless they have integrity. Failure to
fulfill this the qualification will result in low morale and an inefficient
organization.
3. Human Relations Skills: These skills
include the administrator’s ability to develop good working relationships among
the staff, to get along with people, and to provide a working climate where
individuals will not only produce but also grow in the job.
4. Ability to make Decisions: The
administrator must be able to make decisions when necessary. This requires the
ability to discern what is the best interests of the organization and what has
the best chance for success, and then to foresee future developments as a
result of the decision.
5. Health and Fitness for the Job: Good health
and physical fitness are essentials for the administrator. They often have a
bearing on making the right decisions. Vitality and endurance are essential to
the administrator. They affect one’s manner, personality, attractiveness and
disposition.
6. Willingness to Accept Responsibility:
Every administrator must be willing to accept responsibility. There are duties
to be performed that influence the welfare of many individuals. Plans have to
be fulfilled if the purpose of the organization are to be accomplished. Action
is required to ensure production and render services. The person who accepts
and administrative job is morally bound to assume the responsibility that goes
with that position.
A
good administrator will experience a feeling of dissatisfaction whenever he or
she fails to meet responsibilities.
7. Understanding of Work: The
administrator will benefit from having a thorough understanding of the
specialized work in which the organization is engaged. It is necessary to have
a knowledge of health and also the part it plays in the total educational
process. An administrator will find that detailed knowledge of an
organization’s work is invaluable in successfully guiding its operations.
8. Command of Technical Skills: Technical
skills in many ways are similar to the first qualification listed- conceptual
skills. There is one essential difference. Conceptual skills refer more to the
know how and temperament of the individual, whereas technical skills refer to
the application of this knowledge and ability. An individual who possess these
skills can plan and budget his or her time and effort and also the time and
work of others in the most effective way possible. Time is not spent on details
when more important work should be done. Tasks are performed in a relaxed,
efficient, calm and logical manner.
9. Intellectual Capacity: To be a good
administrator one must be intellectually competent. One should be able to think
and reason logically, to apply knowledge effectively, to communicate
efficiently and to possess other factors that are closely allied to the
intellectual process. There have been many so called “brains” who failed
miserably as administrators, whereas most good administrators have at least
average intellectual capacities.
Major
Administrative Duties
1.
Planning: Planning is the process of
outlining the work that is to be performed in a logical and purposeful manner,
together with the methods that are to be used in the performance of this work.
The total plan will result in the accomplishment of the purposes for which the
organization is established. Of course this requires a clear conception of the
aims of the organization. To accomplish this planning the administrator must
have vision to look into the future and to prepare for what is seen.
2.
Organizing: Organizing refers to the
development of the formal structure of the organization, whereby the various
administrative co-ordinating centres and subdivisions of work are arranged in
an integrated manner, with clearly defined lines of authority. The purpose behind
this structure is the effective accomplishment of established objectives.
3.
Staffing: The administrative duty of
staffing refers to the entire personnel function of selection, assignment,
training, and providing and maintaining favourable working conditions for all
members of the organization. The administrator must have a thorough knowledge
of the staff. He or she must select with care and ensure that each subdivision
in the organization has a competent leader and that each employee is assigned
to the job where he can be of greatest service. Personnel should posses energy,
initiative and loyalty. The duties of each position must be clearly outlined.
All members of the organization must be encouraged to use their own initiative.
They should be rewarded fairly for their services. The mistakes and blunders of
employees must be brought to their attention and dealt with accordingly. Vested
interests of individual employees must not be allowed to endanger the general
interest of all. The conditions of work should be made as pleasant and as
nearly ideal as possible. Both physical and social factors should be provided
for.
4.
Directing: Directing is a
responsibility that falls to the administrator as a leader. He or she must
direct the operations of the organization. This means distinct and precise
decisions must be made and embodied in instructions that will ensure their
completion. The administrator must direct the work in an impersonal manner,
avoid becoming involved in too many details, and see that the organization’s
purpose is fulfilled according to established principles. Executives have a
duty to see that the quantity and quality of performance of each employee are
maintained. The good administrator must be superior in determination,
persistence, endurance, and courage.
5.
Coordinating: Coordinating means
inter-relating all the various phases of work within an organization. This
means that the organization’s structure must clearly provide for close
relationships and competent leadership in the coordinating centres of activity.
The administrator must meet regularly with chief assistants to make
arrangements for unity of effort, so
that that obstacles to coordinated work
can be eliminated. Coordination can be effective only if there is faith in the
enterprise and the need for coordination effort. Faith is the motivating factor
that stimulates human beings to continue rendering service so that goals may be
accomplished.
6.
Reporting: Reporting is the
administrative duty of supplying information to administrators or executives
higher up on the line of authority or to other groups to whom one is
responsible. It also means that subordinates must be kept informed through
regular reports, research, and continual observation. In this respect the
administrator is a point of inter communication. In addition to accepting the
responsibility for reporting to higher authority, he or she must continually
know what is going on in the area under his or her jurisdiction. Members of the
organization must be informed on many topics of general interests, such as
goals to be achieved, progress being made, strong and weak points, and new
areas proposed for development, budgeting. Budgeting refers to financial
planning and accounting. It is the duty of the administrator to allocate to
various subdivisions the general funds allotted to the organizations. This must
be done in a manner that is equitable and just. In carrying out this function,
he or she must keep the organization’s proposes in mind and apportion the
available money to those areas or projects that will help most in achieving
these proposes.
Administering
School Health Services
School health services should be administered
jointly by the ministry of health, the ministry of education and he local
government. The school health programme in a local government area should be
headed by the corresponding medical officer of health in-charge of the local
government area with supervisors representing the major disciplines in primary
health care serving as co-ordinators of their respective sections in school
health programme.
In
conducting a programme, it is important to co-ordinate the school health
activities with other health activities in the community in order to avoid
duplication and waste of efforts and resources. As any successful and
meaningful school health programme must be based on the real problems of the
generality of population, it is essential that the professionals involved in
school health services should be conversant with the major health problems
confronting the population as a whole, and in particular those of school-age
children.
To
understand the general health status of a population, nothing could be more
revealing than a careful study and analysis of the vital and other health
statistics of the community. These statistics tell the story of progress and
give warning of new dangers. They are an invaluable tool in school health
programme, because they suggest places of needed emphasis and indicate at which
points services will bring the maximum return. Much information of the health
status of children and youth may also be obtained from medical and dental
examinations, illness and absence records. Facts of growth and development and
daily observations of appearance and behaviour.
A
clear understanding of a combination of the above health indices would enable
the professionals participating in school health services to tailor their
programmes to meet the health needs and interests of their pupils as well as to
gear them to help solve the imminent community health problems.
In
a joint school health programme involving the Ministry of Health and the
Ministry of Education, the Ministry of Health should be responsible for the
medical, dental and nursing areas of the programme while the health instruction
should be left for the ministry of education which will normally provide
teachers specially trained in school health education.
For
effective running of school health programme, should be cooperation and proper
coordination of efforts of the groups of professionals involved in the
programme. Principals/ headmaster the teachers constituting one professional
grouping and physicians, denials, and other health workers making up another,
should interact with each other in a very meaningful way in accomplishing the
goals of school health services. The activities may, however, lose
effectiveness if the health services are considered routine or inconsequential.
In
order for school health programme to be of value, it must be relevant to pupils
needs, and to the school situation. Each contact with the doctor, nurses or any
other health professional should have meaning not only in terms of the child’s
physical state, but also as an educational experience in which the pupil learns
about health care and protection. As members of the team, teachers need to be
informed about pupils health and ways in which the school can assist in health
improvement.
One
of the major responsibilities of the school is discovering health problems that
may interfere with the child’s ability to benefit to the maximum from the
educational experience. It is also a responsibility to see that these problems are
corrected whenever possible. The cease finding activities of the school health
worker, thus, becomes meaningful when correction of defects is accomplished. This
is an area in which community interest and support should be particularly
enlisted. Community resources can be used by the school health workers in
following-up activities required for the correction of remediable defects.
Parents teacher association and religious groups can be utilized to augment
follow-ups and corrective procedures.
Above
all, there should be close working relationships between the Ministries of
Health and Education in order to develop curriculum guides for health education
and to cooperate services, which affect the health of the child.
THE NATURE AND SCOPE OF HEALTH
EDUCATION
Communities, schools, colleges, and
individuals families have a responsibility to educate your people as well as
adults in health- related matters. Society needs to be made aware of new health
developments and how they affects us. Research has shown that the healthy
person has a better chance to be a success in school and college, to be more
productive. In addition to these factors, the school acts in loco parents and,
a such, has a legal as well as a moral responsibility to concern itself with
the health of the student. Other reasons why a health education program is
needed follows:
·
Healthful living should be inculcated at an early age so persons may
live their lives in the best possible manner.
·
Health should be a primary objective of education, health-directed
behaviour should be established early in life.
·
In our ever-shrinking world, the possibility of contracting disease increases,
and health education can help us anticipate and solve this problem.
·
Health problems encompass our daily lives, and we should be educated in
such areas as drug, alcohol, and tobacco abuse; obesity; heart diseases;
nutrition; environmental problems; and accidents.
·
Mental health problems increase each year. An important emphasis of
health instruction includes mental and emotional well-being.
·
Understanding human sexuality, marriage, problems of divorce, and
family life education is essential to the well-being of a person growing up in
today’s society.
The Four
Dimensions of Health within Education:
Health
within the educational structure includes health instruction, health services,
healthful school and college living and school and community relationship.
Health
instruction:
In the area of health science instruction, scientific knowledge is imparted and
experiences are provided so that students may better understand the importance
of developing desirable attitudes and health practices. Information concerning
such subjects as nutrition, communicable diseases health quackery, rest,
exercise, sanitation, drugs, alcohol,
tobacco, environmental pollution, human sexuality, first aid, and safety is
presented.
On
the elementary level the responsibility for such health education rests
primarily with the classroom teacher, although in some school systems trained
specialists are provided as resource persons. On the secondary and college
levels, individuals who have had special training in heath education should be
responsible for concentrated health instruction.
A
concentrated course in health education should be required of all students for
at least 1 and preferable 2 years at the secondary level. At the college level
there should be at least a one-semester health course for all students. Health
educators should teach such courses, and these subjects should be given the
same credit and tie allotments as other important courses.
Health Services: The health services phase
of school and college health programs includes health appraisal, health
counseling, correction of defects, provision of the exceptional student,
prevention and control of communicable diseases, and emergency care of
injuries.
In
this phase of the health program, it is important to recognize concern for
mental, emotional, social, and physical health. In providing health services
that include all these phases of health, several persons in addition to the
health educator play prominent roles.
The
classroom teacher has an important responsibility in health services. He or she
can detect deviations from the normal, provide first aid when necessary,
administer certain screening tests, and oversee the general welfare of the
child.
The
nurse plays a prominent role in the administration of the health program
through counseling, acting as a resource person for other staff members,
developing close relationships with parents, helping physicians, and other
responsibilities peculiar to his or her profession.
The
physician has the potential for playing an important part in school and college
programs. Through medical examinations, health guidance, protection of students
from communicable diseases, development of health policies, and consultations
with parents, the physician can be a positive influence on the health of
students and parents. The physician often does not realize the educational
implications of his or her role in the health program. As a result, he or she
does not take advantage of teachable moments that occur whenever a student is being
given a medical examination or when conferences are held with parents.
Dentists
and dental hygienists play an important role whenever they appraise the dental
needs of students. Here again is an unlimited opportunity to educate the
student and the parent on the importance of proper oral hygiene.
Psychologists,
psychiatrists, social workers, guidance counselors, speech therapists, and
others are increasingly being brought into school and college health services
programs. All have an important contribution to make to the total health of
young people.
Healthful School Can
College Living: Healthful living is also an important part of the total health
program. Both a healthful physical environment and a wholesome emotional environment
are important to the health of the student.
The
physical environment should provide an attractive, safe, and wholesome place
for students to congregate with adequate lighting, ventilation, heating,
location, sanitary facilities, play space, and equipment in the buildings and
areas that are used for educational purposes. It also means there is proper
maintenance by the custodial staff and includes any other factors that
influence the physical arrangements of the school or college plant.
The
emotional environment is just as important to the student’s health as the
physical one. To ensure a wholesome emotional environment, proper rapport must
exist between the teacher and pupils and among the pupils themselves;
educational practices regarding grades, promotions, assignments, schedules,
play periods, attendance, class conduct, and discipline must be sound; and the
teachers themselves must be emotionally well adjusted.
School
Health Services
|
Healthful
School Living
|
Health
Science Instruction
|
a. Health appraisal
|
1. physical environment
|
Concentrated health teaching
|
b. Health counseling –advice
|
Attractive and cheerful
|
Correlated health teaching
|
c. Correction of remediable defects
|
Safe and sanitary
|
Incidental health teaching
|
d. Care and education of exceptional children
|
Hygienic arrangement of school lunch
|
Health education of parents and other adults
emphasis on- health knowledge, attitudes, practices, and skills
|
e. Communicable disease control
|
Adequate lighting, ventilation, water supply,
waste disposal, etc
|
Health units
|
Emergency care
|
Mental emotional, and social environments
|
Personal health nutrition
|
Maintenance of health of school personnel
|
Healthful arrangement of school day
|
Safety and first aid Driver education
Community health consumer health
|
Good teacher –pupil and pupil –rapport
|
Stimulants and depressants
|
|
Recognition for individuals differences
|
Home nursing
|
|
Sound administrative practice
|
Family living education
|
|
Ample time for play and recreation
|
Mental health sanitation
|
School, home and community Relationship
The
health educator should:
(a)
Interpret school health programme to families and communities
(b)
Develop school – community relationships through parent-teacher
associations or other suitable committee mechanisms.
(c)
Participate in health and health improvement programmes in the
community.
(d)
Serve as a resource person to the community in matters of health.
The health
team
The school health team includes the following
persons:
1.
Health Teacher: The health teacher is a
key person in an effective health science program. This person needs an
understanding of what constitutes a well-rounded health program and the teacher’s
part in it. Preparation should include a basic understanding of the various
physical, biologic, and behavioural sciences that help explain the importance
of health to the optional functioning of the individuals, including
understanding of such areas as structure and growth of the human body,
nutrition, and mental health. The teacher should possess personal
characteristics that exemplify good health, and have the skill to make health
education meaningful and interesting. The teacher should be able to organize
health teaching units in terms of the health needs and interests of students,
motivate them to be well and happy, and perceive the individual differences of
the pupils. The teacher should also be able and willing to interpret the school
health program to the community and enlist its support in solving health
problems.
2.
Health Coordinator: The health coordinator has special
qualifications that enable him or her to serve as a coordinator, supervisor,
teacher, or consultant for health education. He or she is concerned with
developing effective working relationships with school, college, and community
health programs and coordinating the total school or college health program
with the general educational program, integrating health instruction with many
subject matter areas. A health coordinator can see that a well rounded health
program exists and that health instruction is carefully planned. Resource
materials can be provided for the health teachers. School, college, and
community relationships can be developed. The total health program can be
guided to function as an integrated whole. Each administrator should recognize
the impotence of the position of health coordinator and designate a person
qualified for such a responsibility.
3.
School or College Administrator:
The school
or college administrator makes important decisions regarding health programs,
such as the personnel appointed to teach health courses, the methods of
instruction, the topics to be covered, and the budget needed for the necessary
equipment and supplies.
4.
School or College Physician:
The school
or college physician can be an effective member of the health team by
discussing results of medical examinations with teachers, drawing implications
from the medical examinations for health science instruction, stressing to
administrators and the community at large the need for health instruction,
visiting classes, and periodically being a visiting lecturer in the health
classes.
5.
Nurse: The nurse works closely with
medical personnel on one hand and with students, teachers, and parents on the
other. As the person who administers health tests, assists in medical
examinations, screens for hearing and vision, holds parent conferences, keeps
health records, teaches health classes, helps control communicable disease, and
coordinates school, college, and community health efforts, the nurse can play
an effective and important role in giving support and direction to the health
instruction program. The school nurse can help identify the topics that need to
be covered, emphasizing the health needs of the students, and interpreting to
administrators the importance of health in the school or college programme.
6.
Physical Educator: Although the physical
educator may not be qualified or interested in teaching health courses, he or
she can contribute much to the health program. Training in role of directing
the physical education program place the importance of learning about health,
developing sound health attitudes, and forming desirable health practices.
Physical education offers frequent opportunities for correlated health teaching
using situations that are closely related to the health and fitness of
students.
7.
Dentist: The dentist employed to work
in conducting dental examinations, giving or supervising oral prophylaxis, and
advising on curriculum material in dental hygiene. The health teacher can be
helped by the dentist in the selection of curriculum material for classroom
teaching, by discovering dental problems of students and by participating in
the classroom as a resource person.
8.
Dental Hygienist: The dental hygienist usually
assists the dentist and does oral prophylaxis. The health teacher can therefore
benefit from a close working relationship with this specialist in much the same
way as she or he works with the dentist.
9.
Custodian: All aspects of the school or
college health program must be carefully coordinated- the health instruction
program, health services, and healthful living. Therefore, the cleanliness of
the building and a healthful physical environment are contributions to the
health program. The custodian can be invited to help plan pertinent aspects of
the health curriculum that specifically relate to his or her area of
responsibility, to have the school or college be a model of cleanliness, and to
adhere to lighting, ventilation, and heating standards that promote good
health.
10.
Nutritionist: The nutritionist can
supplement the health science curriculum by contributing nutritional
information, speaking about food and nutrition, and discussing nutritional
problems of students.
11.
Guidance Counselor: An individual on the school
staff who is too frequently over-looking as an effective member of the school
health team is the guidance counselor. Because many academic problems are
health related and because the guidance counselor is interested in helping each
student have a successful school experience, the counselor must be concerned
with areas of health. He or she can make suggestions for health topics to be
discussed in classes and can be an effective guest speaker in health classes to
discuss the relationship of health to scholastic and vocational success.
The Health
Council: Every
school and every school system should have health councils or committees to
help ensure a desirable and adequate health program. This means that optimally
there should be a health council for each school and one central health council
for all the schools in a particular school system. The number of members
composing such councils may vary from three or four parsons in a small school.
Potential members, of such councils are the school principal, health
coordinator, nurse, psychologist, guidance counselor, custodian, dental
hygienist, speech therapist, physician, dentist, physical education teacher,
science teacher, home economics teacher, classroom teacher, teacher of
handicapped persons, nutritionist, students, parents, public health officer,
mayor, clergymen, and any other individual who is particularly related to the
health of the school or community and has something to contribute.
Health
councils are responsible for coordinating the entire health program of the
school, including determining curriculum. Resources to use, and experiences to
provide: securing a healthful environment for the school: encouraging closer
school- parent relationships in respect to such important health procedures as
medical examinations, promoting sanitary conditions, providing for the safety
of children, and distributing health literature.
Representatives
from various community and school groups who are interested in health can
accomplish much when sitting around a conference table discussing their
problems. A spirit of cooperation and “oneness” will aid in developing
procedures and taking action that will promote better health for all.
ORGANIZATIONAL
AND CURRICULUM OF HEALTH EDUCATION
Administrative structure and health
science instruction: The administration of health science instruction varies with each
educational system. In some schools and colleges it is placed in such areas as
physical education, science and home economics. In other schools and colleges
it is a separate area by itself. Most often health is administratively located
in the health and physical education department. In the larger schools
especially, and in colleges and universities, there may be a separate health
education department with full-time personnel who have been trained in the area
of health education. Such an administrative arrangement is conducive to good
interrelationships between the school and college and public health agencies,
to the development of a health council, and to a well-coordinate and well
integrated health program. In smaller and medium –sized schools and colleges,
there should also be full-time health educators charged with this important
responsibility.
The
physical education person many times is assigned such responsibilities as
coaching, intramurals, and special events in addition to physical education
classes. If the responsibility for health education is given to a teacher of
physical education, in addition to these numerous other duties, some
responsibility is going to suffer. In many cases, with pressure for winning
teams and successful intramural programs, the class instruction program is
neglected. School and college administration should recognize that health
education is an important part of the curriculum. It should be assigned only to
qualified persons and should receive ample time and facilities to make it
effective.
Every
school and college, regardless of size, should have someone on its staff
assigned to coordinate the various aspects of the health program. In larger
schools and colleges this might be a full-time position. In smaller ones it
could be the principal, chairman of the health department, or some qualified
and interested staff member.
The
administration of the health education program should also include a health
council or committee. Such a group of individuals, regardless of type or size
of school, can play an important part in planning and carrying out the health
education program.
Development
health education curriculum:
The curriculum commission of the school
health division of AAHPER has proposed a guide for developing a health
curriculum that will meet the needs of individuals associated with schools. The
guide was developed by curriculum directors and others responsible for health
curriculum development.
The
guide proposes certain steps to be taken in developing a curriculum.
1. Preplanning: In order for a program to
succeed, it must have community support as well as support form the
administration and staff. A written policy should include reference to funds,
time allocations, class space, and instructional material.
Two
committees should be formed. The first would be an in-school steering
committee, consisting of representation from the students, teachers,
administrators, parents, school nurses,
and special interest or ethnic groups. A second or advisory committee would be
out-of-school and consist of community personnel (counselors, lawyers, doctors,
health specialist, and others) and representatives from the PTA and other
organizations.
The
basic considerations necessary in the development of any curriculum include:
(1)
meeting all state and local requirements;
(2)
identifying behavioural objectives;
(3)
meeting the needs of community members, students, and specific
community requirements;
(4)
developing a health education philosophy;
(5)
Considering controversial areas;
(6)
Developing a work schedule; and
(7)
Exploring full all sources of funding.
2. Program: The status of the present
health education program should be evaluated in terms of pupil knowledge and
behaivour objective standards as well as staff, policies, budget, and
facilities. The conclusions and recommendations should be thoroughly discussed
and evaluated.
Broad content Areas: content
areas should be based student needs and opinions of the steering and advisory
committees. In addition, student health records and absences might also be
evaluated.
3. Format: The format of the curriculum
guide should include the specific content area, behavioural or instructional
objectives, concepts, student learning experiences, student and teacher
resources, and evaluation techniques for students and teachers.
4. Field Testing: Field testing should be
conducted at a variety of levels. Both novice and experienced teachers should
be used as well as all types of students: rural, urban, and disadvantaged.
Changes should be made where indicated.
5. Implementation: The plan for
implementation should be specific in terms of target date and schedule.
Administration approval should be included.
6. Re-Evaluation: All programs should be re-evaluated every 3
to 5 years. Students’ need change over a period of years, and the curriculum must
also change to meet these needs.
Content
areas for the health science instruction program
There
is considerable knowledge and information that may be taught in health
education. With all the literature that is available in such forms as
textbooks, resource books, pamphlets, and promotional materials, it is
important that content be selected with care.
Some
basic principles for selecting curriculum experiences in the health science
instruction program follow
1. The content of health science instruction should be based on
the needs and interests of the students.
Developmental
characteristics of children and youth and psychologic needs of students, such
as security, approval, success in athletics, appearance, and peer group
approval, are considerations in relating teaching to the interests of students.
2. The
problems and topics covered must be appropriate to the maturity level of the
students.
3. The
materials used should be current and scientifically accurate. The course should
not be textbook course. Many materials and experiences should be provided.
4. Pupils
should be able to identify with the health problems discussed. As such, the
problems should be geared to or related to the daily living experiences of the
student body.
5. Health
should be recognized as a multidisciplinary subject, and, as such, subject
matter, projects, and methods of teaching should take cognizance of the new
developments. In the related sciences.
6. Health
science instruction should be taught in light of a rapidly causing society and
knowledge of new ways of affecting the behaviour of human beings.
7. Health
teaching should take place in a healthful psychological and physical
environment.
8. To
be most effective, the health teacher must exemplify good health and be well
informed, happy, and successful.
9. The
basic concepts in health should be identified and taught.
10. The
new technologic methods, and aids should be used to improve visual
presentations of health materials to
considered.
11. Students
previous health experiences should be considered.
12. Planning
for health science instruction should be a total school or college endeavour,
with students, teachers, specialists, and consultants participating.
Furthermore, health instruction should permeate the entire school or college
curriculum.
13. Objectives
of the school or college health program, including knowledge, attitudes,
practices, and skills, need to be reviewed and the program planned
intelligently and meaningfully in light of these goals.
14. The
community should be involved in health science instruction, including personnel
from the public health department, voluntary health associations, medical and
dental professions, and other health associations and agencies.
15. School
health science instruction should be closely.
16. New
methods of organizing for teaching, including the non-graded school, team
teaching, individualized instruction, and programmed instruction, should be
considered.
17. Constant
research and evaluation of the program should take place.
18. Health
instruction in general should share the same prestige and respect in the eyes
of school or college administrators, teachers, and students as other respect
school or college offerings, with time allotments and other considerations
receiving equal attention.