BARRIERS TO EFFECTIVE SCHOOL HEALTH PROGRAM AMONG SECONDARY SCHOOL TEACHERS IN ORUMBA NORTH LOCAL GOVERNMENT
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BARRIERS TO
EFFECTIVE SCHOOL HEALTH PROGRAM AMONG SECONDARY SCHOOL TEACHERS IN ORUMBA NORTH
LOCAL GOVERNMENT
1.1
Background to the Study
Integrated,
comprehensive and strategic school health programs have greater potential to
achieve good results.1 In 1980, World Health Organization (WHO) orientation
toward developing healthy structures instead of focusing only on individual
behaviors founded a comprehensive approach for the health promotion
activities.2,3 The Health Promoting Schools’ (HPS) initiative was implemented
in 1995 by collaboration of the health promotion, education and communication
sectors, the intra-sectorial school health working group, and the regional
office of WHO.4 This initiative highlights capacity development and
encouragement of participation, for health which all have been accepted as
powerful prerequisites to promote health and empowerment in schools.2,3 HPS
addresses the relationship between health and education which is clearly
reflected in the Health for All and Education for All goals of the United
Nations and also in the social model of health which was cornerstone of the
Ottawa Charter.4,5 Attention and application of the principles of the Ottawa
Charter in schools and the focus has been put on the development of health
promotion structures led to the establishment of HPS.2,6
In Iran,
with a population of about 75 million and a total of 13 million students, the initiative
was first practiced in 2007. A joint agreement between the Ministry of Health
and Medical Education (MOHME) and Ministry of Education (MOE) was signed and
led to establishment of School Health Management System and also Schools’
Ranking Plan to support and monitor local HPS programs that are exploited
within the network of the country’s schools.5 The HPS initiative was first
exercised as a pilot program in East Azerbaijan Province at 36 schools in
2009-2010 and later it was expanded to 700 schools in 2011-2012.
HPS has been
developed by WHO over the last decade and is being implemented globally.
Studies on the experiences of participating countries in the HPS have resulted
to varying results and challenges. The most important identified challenges
were the mobilization of human resources and facilities to implement the
initiative, inclusion of societies as whole identities, policy makers, public,
private and non-governmental sectors and, also students, their parents and
teachers. In the first meeting of the Caribbean HPS Network, the main obstacles
to attain HPS aims were defined as the lack of continuous funding, insufficient
and unstable governmental support, inappropriate development of HPS national
networks, limited involvement, and restricted access to education and
continuing education.8 The need to strengthen collaboration between the
education and health sectors, technical support, and insufficient funding were
among the major challenges listed by the European HPS Network. Leiger et al.
(2001) referred to the insufficient preparedness of teachers and educational
institutions in terms of health issues, shortage of time and resources, and
weakness of facilities as the greatest barriers to achieve HPS goals. In the
Eastern Mediterranean Regional Office (EMRO), HPS member countries addressed
the insufficient funding and technical expertise, lack of awareness among the
political leaders about the program, and also lack of infrastructures as key
issues. HPS has now been adopted in all EMRO countries, except for Afghanistan
and Libya and through using different methods many local networks have been
established during the past decade. In Bahrain, HPS is organized by a committee
comprising representatives from WHO and the Ministry of Health. In Jordan, the
committee comprises representatives from the Ministry of Health and Education
and is directed by the School Health Director-General of the Ministry of
Health. Authorities in Lebanon sought help from private and governmental
sectors and international organizations to implement the program.
1.2 Problem
Statement
Despite the
importance of student health and school hygiene as an aspect of the
infrastructure of community health, few feasibility studies have been conducted
on school health programs in developing countries such as Nigeria. This study
examined possible barriers to and challenges of such programs among secondary
school teachers in Orumba North Local Government.
1.3
Objective of the Study
The major
objective to the study is to evaluate the barriers to effective school health
program among secondary school teachers in Orumba North Local Government.
1.4 Research
Questions
(1) what is
health programs?
(2) what are
its advantages?
(3) what are
the factors affecting its effectiveness in Secondary school?
1.5
Significance of the study
The study
will give a clear insight into the barriers to effective school health
programme among secondary school teachers.There is however, insufficient
evidence about the achievements of the plan and to the best of our knowledge
this study will be the first systematic attempt to investigate pros and cons of
the executed program to identify potential barriers and challenges school
health programme have encountered in Orumba North local Government.
1.6 Scope of
the Study
The research
focuses on the barriers to effective school health programme among secondary
school teachers in Orumba North Local Government.
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