Intergrated Approach to Health Promotion: The South African Schools’ Role

Kwatubana, Siphokazi; Kheswa, J.G.

doi:10.5901/mjss.2014.v5n20p1713

Cited by 3 publications

(4 citation statements)

References 11 publications

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“…It is not surprising that learners were exposed to these topics, because the South Africa government has sworn to ‘Put Children First’ giving their needs the highest priority. 3 , 5 , 10 In order to uphold the rights of children and adolescents and make provision for them to attain their full potential in all facets of their lives, the Health, Education, and Social Development sectors were entrusted with a vital role in developing the National School Health Policy and Implementation Guidelines. This policy was developed and communicated to all schools.…”

Section: Discussionmentioning

confidence: 99%

“…Because most of the respondents had learnt about risks associated with improper nutrition and smoking etc cetera; it is most likely that they will abstain from such acts, hence specific diseases and public health problems accompanying drug and alcohol abuse, smoking, unhealthy eating et cetera, can be minimised in the society. 3 However, some students were unsure of whether or not they had been taught about particular issues; suggesting that they may have been taught about the subjects but could not recall this.…”

Section: Discussionmentioning

confidence: 99%

“… 1 The school health promotion initiatives were developed based on a medical model that seeks to prevent certain diseases or health problems and to address all the major public health problems that most adolescents are battling with in the 21st centuries, namely; drug and alcohol abuse, smoking, unhealthy eating, lack of physical activity, obesity, unwanted pregnancy, sexual transmitted infections and human immunodeficiency virus/acquired immunodeficiency syndrome (HIV and/or AIDS) as well as injuries among the adolescent population. 2 , 3 , 4 , 5…”

Section: Introductionmentioning

confidence: 99%

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Assessment of learners’ exposure to health education and promotion at school in the Limpopo Province of South Africa

Tosin

Tshitangano

2016

Afr. j. prim. health care fam. med.

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BackgroundSchool participation and educational attainment among adolescents have been rising rapidly in the developing world. Thus, to attain Millennium Development Goal 6 (Combat HIV and/or AIDs, malaria and other diseases), it is crucial to seize the opportunity to educate and encourage teenagers about healthy choices and proper social behaviours that will continue into adulthood.AimThis study aimed to assess the exposure of rural secondary school learners to health education and promotion at schools in the Limpopo Province of South Africa.SettingThis study was carried out at 10 secondary schools in Vhumbedzi educational circuit.MethodologyThe study adopted a cross-sectional quantitative approach. Data were collected from 338 randomly selected learners from 10 secondary schools that make up a rural Vhumbedzi circuit in the Limpopo province. A self-administered questionnaire was used to collect data.ResultsThe findings showed that, 102 (66.07%) male and 121 (67.60%) female learners reported that they were taught about physical changes that occur during adolescence. In the same vein, most of the participants (n = 128, 84.39%) and (n = 152, 85.39%) males and females respectively claimed to have been taught about sexually transmitted diseases.ConclusionIn this study the secondary schools in the Limpopo Province of South Africa are making efforts to uphold and expose their learners to health education and promotion at school.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Assessment of learners’ exposure to health education and promotion at school in the Limpopo Province of South Africa

Tosin

Tshitangano

2016

Afr. j. prim. health care fam. med.

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“…In Sokoto, a study on visual acuity and academic performance of primary school children revealed the prevalence of low vision was 2.9%, 10.1% had difficulty with near vision, while 1.4% had a problem with distant vision and were not able to see the board clearly from their seat [16]. This indicates that when health promotion is neglected, children are placed at a greater risk for academic failure, which can trigger a ripple effect on the performance and effectiveness of the whole school [17].…”

Section: Introductionmentioning

confidence: 99%

Status of Public Primary Schools: Safety, Health Service Provision and Environmental Health Facilities in Sokoto Metropolis, Northwestern Nigeria

Abubakar

Raji

2021

AJMAH

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Background: Provision of security, health services and environmental health facilities in schools is crucial in achieving the overall goals of the School Health Programme (SHP) because of their implications in all the areas of school health and plays an important role in the safety of school community and in retention and learning outcomes of students. We aimed to determine the status of public primary schools with respect to safety, health service provision and environmental health facilities in Sokoto metropolis, Northwestern Nigeria. Methods: We conducted a cross sectional descriptive study among 40 public primary schools by multistage sampling technique. We collected data with an observation checklist using an electronic Open Data Kit (ODK) and analysed for descriptive statistics using SPSS version 23. Results: The majority of schools had no security fence 21 (52.5%). Security/ safety teams were present in about a third 15 (37.5%) of the schools. None of the schools had a fire alarm. However, fire extinguisher was available in only 3 (7.5%) of the schools. Health room or sick bay 16 (40.0%) and health register 14 (35.0%) were available in less than half of the schools. Health personnel 3 (7.5%) and school ambulance or school bus 3 (7.5%) were available in only a few schools. First aid box was available in most, 38 (95.0%) of the schools. However, less than half, 17 (40.0%) of the schools had Iodine in their first aid boxes. Presence of handwashing facilities with soap was observed in only 3 (7.5%) of schools. All the schools use open dumping as means of refuse disposal; however, dustbin for refuse collection in classes was observed only in about a third, 15 (37.5%) of the schools. Traditional pit latrine was the most predominant toilet type 27 (67.5%) in schools. Conclusion: Resources concerning safety, health service provision and environmental health facilities were found to be grossly inadequate in most of the schools observed. Government agencies involved in school administration should collaborate with other stakeholder’s in ensuring the provision of adequate resources for school health program.

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Inclusive education and related policies in special needs schools in South Africa

Mahlaule,

McCrindle,

Napoles

2024

African Journal of Disability

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Background Post-apartheid, the education system shifted its focus from a segregated education system to an inclusive education system, which resulted in greater consideration of the role and function of special needs schools. In 2014 the National Department of Basic Education developed and implemented an inclusive approach and policies to provide guidelines on the running of special needs schools (SNS). The study was conducted in six SNS in Ekurhuleni South District, South Africa. Objectives The study explored the experiences of teachers and healthcare workers when implementing policies in SNS in the study area. Method This exploratory qualitative study used purposive sampling to select 13 teachers and healthcare workers for in-depth interviews. Collected data were analysed using inductive thematic analysis and ATLAS-ti version 23. Results Teachers and healthcare workers had different working experiences and understandings about inclusive education and policies, as well as their role in implementing these policies. Experienced challenges included lack of training, limited resources, lack of parental support, issues with differentiated curriculum, an unacceptable teaching environment; and poor referral systems. These challenges evoked strategies such as improvising, collaborating, and referring. Participants indicated that they required further training, resources, and support to successfully implement inclusive policies. Conclusion Both teachers and healthcare workers agreed that resources were lacking at all SNS represented. Staff training was urgently needed as the current curricula at SNS were differentiated for learners with physical and intellectual disabilities. Contribution Findings may inform policy implementation and change in SNS.

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Intergrated Approach to Health Promotion: The South African Schools’ Role

Abstract: This research sought to examine the schools' role in integrated health promotion.

Cited by 3 publications

References 11 publications

Assessment of learners’ exposure to health education and promotion at school in the Limpopo Province of South Africa

Assessment of learners’ exposure to health education and promotion at school in the Limpopo Province of South Africa

Status of Public Primary Schools: Safety, Health Service Provision and Environmental Health Facilities in Sokoto Metropolis, Northwestern Nigeria

Inclusive education and related policies in special needs schools in South Africa

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