Rethinking school health: a key component of Education for All
For the goals of Education for All (EFA) to be achieved, children must be healthy enough not only to attend school but also to learn while there.
For the goals of Education for All (EFA) to be achieved, children must be healthy enough not only to attend school but also to learn while there.
There is a growing body of research focused on the association between school-based physical activity, including physical education, and academic performance among school-aged youth.
The UN World Food Programme has 45 years of experience in school feeding. This analysis, Learning from Experience, has harvested existing knowledge on the topic, drawing from 134 evaluations, case studies, an ongoing consultation process and operational experience.
Globally, several studies have pointed to the positive impact that life skills-based health education programmes have on the attitudes and behaviours of young people, but no such evaluation had been conducted in the Caribbean.
Globally, several studies have pointed to the positive impact that life skills-based health education programmes have on the attitudes and behaviours of young people, but no such evaluation had been conducted in the Caribbean.
This publication focuses on how to successfully promote health through schools in Latin American countries and the typical stages involved in transforming practices and policies.
The overall objectives of this rapid survey undertaken by EduCan in early 2008 are to inform the development of both regional and national level education sector policies and strategies on school health, nutrition and HIV in the Caribbean region.
This situation analysis was undertaken as a tripartite activity of UNESCO, the World Bank, and the Partnership for Child Development for the Guyana Ministry of Education.
The main thrust of the initiative has been the formation of school health clubs in secondary level schools throughout Guyana.
Indigenous girls in rural areas live in the most extreme poverty and make up the least educated groups in Peru. These girls face numerous constraints to obtaining an education. Enrollment rates are lower for girls in rural areas, and their grade repetition rates are higher than those for boys.