REPORT OF STATE LEVEL CONSULTATION ON HEALTH Promotion through SCHOOLS IN KERALA:

Item

Title: REPORT OF STATE LEVEL CONSULTATION
ON
HEALTH Promotion through
SCHOOLS
IN
KERALA:
extracted text: SAD-RF-CH-2.8

REPORT OF STATE LEVEL CONSULTATION
ON

HEALTH

promotion

through

SCHOOLS
IN
KERALA:

ORGANISED IQIf-JTLY

BY

CHHD TO CHILD TRUST LONDON
AND

CORPORATE EDUCATIONAL AGENCY TRUST MANANTHAVADY

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JANUARY 12TH AND 137’11, 1996.

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2

State level consultation on "Health Promotion through schools Kerala.
i. Introduction:
The -..wa of health Promotion through schools is not a new one. In many part of
the c<
irv and the World over, successful experiments in this field have been
^ouductea. However, till recently no organised effort has been taken in Kerala to
bring together ail the agencies who are involved in the field of health promotion
thro:
•,<
'Is and to pool together the fathomless experiences of different
ag. es which can be a motivating factor for others and will enrich the already
existing programmes of agencies already in sch<_. health programme. Corporate
Ed- mtional Agency Trust (CEAT) Mananthavady under its Corporate School
he.: .a Programme (CSHP) in collaboration with Child to Child Trust, London,
organised a "State level consultation on Eli h Promotion through schools in
Kerala, on January 12th and 13th , 1996.

2. Importance of School Health Programme:
India is a developing country. Like many other under developed countries in the
world, the ! - th and development scenario in India is far from being
satisfactory. Ine root cause of this situation is the existence of extreme inequality
in the ca-e of resource distribution between rich countries and the poor countries,
_en rich people and th? poor people and between urban rural and tribal
areas. A comparative analysis of the disease pattern of India with other countries
shows its reflection. While cancer and circulatory diseases are the major causes
of death in a country like the U.S.A, the diseases of poverty is responsible for
most deaths in a country like India. I’he poverty and ill health in childhood
leads to an undergrown mother who can give birth only to an under weighed
baby. Thus a vicious circle or ill health is formed. Other problems like pollution,
ozone depletion, desertification, extinction of species, green house effects,
growing communal violence, social disturbance etc., require our urgent
attention. The present health polirv of India is not capable of tackling these
problems. Therefore, we must initiate community based health action and one
such effective measure is health promotion through schools.

A simple analysis of the feasibility of health promotion in schools reveals the
efficiency ci this approach. Child hood is the state ..hen children develop habio
and it we could inculcate good health habits among young generation, its impact
will be lastirr Secondly, children can perform well in schools oruy if they are
healthy, therefore health promotion of children is again very important. The
health care of the children, who constitute about 40 per rent of the Indian
population is important in community health perspective. Fourthly, children
can serve as cost-effective means to disseminate health messages, and lastly, with
the expansion of education facilities in Ken.au, the percentage of school going
children increased considerably, i refore, school health promotion is easy, and
an urgent need in Kerala.

3

3. Background of the Consultation:
i he S.
Health Programme of the Corporate Educational Agency was
launched in November 1993 and the result so far ).• ve been very encouraging.
The pnwamme became a point of attraction for many agencies both inside and
outside erala. Many agencies got motivated from this programme and got
interested to start school health programme in tl r own areas.
.Another motivating factor behind organising this consultation was the National
level workshop at EMMA Madras, organised by The Child to Child Trust
London and the Southern Regional Meeting at St. John's National Academy of
Medical Science, Bangalore. At the end of the meeting it was decided to convene
State level meeting M all the south Indian states. CEAT was entrusted with the
responsibility of convening the Kerala Meeting.

4, ‘^bi dives of the Consultation:
I he consultation had 4 major objectives.
a) to motivate the participating agencies to initiate school health programme in
their respective agencies.

b)
To
help those agencies, who are already implementing school health
programme to improve their programmes with child to child approach.
To
c)

create an awareness among participants on the need for networking,

d) To enable the agencies to work together and share th ir experiences.

5. Organisation of the Consultation:
In fact, the organis..don process of this consultation started in 1995. Initially the
programme was planned as a workshop in Calicut in November 1995. It was
postponed to January due to the lack of funds. While we were looking around for
funds, the Child to Child Trust London came forward with a grant of 200 pounds.
The programme was then re-scheduled for early January at Boys Town,
Mananthavady.
From inid-November onwards, the organisational machinery was working in
full swing.. All the Agencies were contacted with letters together with reply card,
highlighting the importance of the programme. A second letter, with a resource
paper showing 6 st.
of Child to Child activity', taken from "Child to Child: A
Resource Book" and a frame for sharing of experiences and involvement, was
sent to all the participants. Couple of weeks later, a write up on School health
(An introduction to School Health) prepared by Mr. Jose Mathew was sent to all
the prospective participants for their remote preparation for the consultation.

Side b\ ■ ■>, Dr. Veda Zachariah and Dr. Indu Balagopal were contacted through
letters and’ over telephone and lor their guidance and support. Meticulous
attention w given to details of each activity' of the consultation.

4

5. The Consultation:
t. The first Day (12-1-96)
hi. Starting the Consultation:

(he consultation got started at 10 am with a silent prayer, follower by the
welcome speech, by Fr.Thomas Joseph Therakam. In his talk, he briefly narrated
the general objectives of the consultation and the participatory wThodology of
the programme. It was followed Dy introduction of the participants by using a
simple game in which each participant was introduced by another. It was
followed by participatory planning where ti group shared about their
expectations from this consultation.

t>). Content and Process of Consultation:

The group had an input session by Dr. Veda Zachariah. Briefly she narrated the
concept of health r amotion through schools and why it is important today.
I lealth was presented as a state of complete physical, mental, social and spiritual
well-being and not merely the absence of disease or infirmity. The three aspects
of school health, programme was identified as health education, healthy school
environment and health services. She convinced the participants on the need of
the programme, with schools becoming agents of health promotion.

It was followed by a short session by Dr. Indu Balagopal who explained what is
Child, to C.Ltid’ all about. She simplified the concept, by saying that child to child
is one child helping another child to lead a full life with all its richness. She
again expla' -d about the six steps in child to child programme as 1). Choosing
the righ
alth idea 2). Finding more about the topic. 3). Discussing what was
found oul by the group. 4). Planning an action o tackle it. 5). taking or
implementing action. 6). Discussing the results.
Dr. Indu Balagopal facilitated a brain storming ssion to identify the health
needs, where all the participants shared one or two health problems, and they
prioritised it. Then a practical question was raised. There are two types of needs.
One is felt needs and another is real needs. Only felt needs are projected in such
discussion and the group arrived at the conclusion that children are children and
they require the guidance of adults, to identify the real needs.
It was followed by a role play showing the six steps of Child to Child programme,
taking tooth ache as a problem. It helped the group to get clarity on the child to
chi’d approach. The session ended with the statement of children's rights as
staled in Article 12, of the Intern.monal convention on the Rights of the child1989, which says "Don't hurt us, keep us safe, give us food, health and a home.
Protect us. Our bodies are our own. We need to learn and play. Treat us as
people, listen to what we say." Children have the right to express their opinions
freely and.have their opinion taken into account in matters that affect them!.

The next session was on participation of children in health promotion, facilitated
by Dr. Veda Zachariah. She conducted this session in small groups where
participants identified the levels of students involvement from their real

5'

experience. In the first level, children are supported, consulted and encouraged.
.his is tine most desirable level of participation. The second level is that children
informed and .involved. It is graded as desirable level. The undesirable
of participation is that children are being used for the programme, by the
agencies implementing
the programmes. This exercise served as an
introspection io; ■ use who are already involved and it was a warning for those
who are planning to launch the programme. Child to child approach is for
■hose who believe that children are partners in the health and development
...livuies and not mere "bent iaries". Again each step of the organisation of
child to child session was worked out in a paragraph puzzle where participants
in grouos, arranged it in order.
\1‘.the tea break, the group assembled again for a sharing session, the sharing
v as divided into five major areas. The first area was on "impact of school health
programme'. Mr. C. V. George, a teacher under the Corporate Agency and one
among the five Regional co-ordinators facilitated the session. He shared his
experience from observations and involvement in C.S.H.P. The second major
ore<: was "Involvements of students m health promotion" facilitated by Mr. K. J.
k»<ep:t Master, one of the C.S.H.P Regional co-ordinators. He divided the areas of
involvement in 4 levels viz.:- Child to Child, Children to Children, Child to
family and Child and Children to Community. The sharing on "Importance of
C ui’.urai Media on dissemination of health messages" was facilitated by Mr. P. J.
Jose who is in charge ot the C.S.H.P Cultural Team. He opined from his
experience that the retention of what is learned is more if health messages are
transmitted th;.,_gh cultural media.
These sharing sessions were followed by cultural programme >n health topics
presented by students volunteers of the Cultural Team of Corporate School
Health Programme, the programme started with.a Corporate School Health
Anthem which consist of all the major objectives of Corporate School Health
Programme, sung by students from ot. Joseph's High School Kallody. It was
followed by a puppet show named "Samhara" (Which means total distruction)
presented by Cultural Team of St. Sebastian's U. P. School Kommayad. The
theme of Samhara was on AIDS and community based rehabilitation of AIDS
patients.
fhc third item was a street drama on care of our body presented by Cultural
I cam from St. Joseph's High School Kallody. It depicted how a man who lived
in this world distroyed his various organs due to his careless life styles.
’jow ’ver, in heaven, God did not allow him entry, as he reached there with a
• ut: •
i body- God gave him one more chance to live in a different manner,
paying iw care to the various organs of his body.

.'ins was followed by few songs sung by Cultural Team from St.Joseph's H. S.
r-.allody The major theme was the difference of health habits of old and new

Another programme was "Viilupattu"( a traditional art form using a bow and
fov.
.ws and with songs and conversations) presented by Cultural Team from
S'. Mary's U. !’. School, Thariode. The main theme of .'he Villupattu was on the
deteriorating ecological balance of the universe.

6

1’ne next item was a "Kathaprasangam" through which students from St.
Joseph's H. S. Kallodv presented t’- * issues related to substance abuse in school
campus.

It was followed bv a street drama on health habits, presented by St. Joseph's FI. S.
Adackathode.
I he last session on the first day's programme was evaluation, faci'itated by Fr.
Thomas Josi h. The group observed that the content and presentation of
various sessions were good, and the consultation is moving in the right
direction. The input sessions were found relevant. Ail the participants
appreciated the cultural programme which widened their vision and deepened
their understanding of health promotion through schools. Participants also felt
that their idea of school health programme is getting clarified and they become
more confident about the programme.
SECOND DAY

13-1-96

The second day '-f the consultation started at 9 am. At the very outset, the group
re-scheduled the whole programme of the day. Mr. Jose Mathew, Regional co
ordinator, C.S.H.P. from Manimooly started the session with a sharing on
"Organisation of Corporate School health programme". He presented the
organisation as well as the process of organising the C.S.H.P. (Details see in
Annexure). He also shared on the "Role of teachers and head masters in
Co'-j'-'rate school health programme". In this he explained the role of teachers in
the
as teacher health volunteers and as Regional co-ordinators (Details see
in Ann
re) A lot of discussion generated after each sharing
After the sharing session, Dr. Veda Zachariah facilitated a session on low cost
training -.ate .als with the use of demonstrations. She explained how to make
tram ■ o materials from, waste as well as low cost things. The session widened
the vision of participants and introduced them to the technique of making low
cost 'mining materials.
It was followed by an exercise by the group to identify objectives and task chart.
The participants in groups developed the objectives of their school health and
different tasks of the programme.

In the second exercise on task and resource inventory, the participants in groups
identified different resources in terms of human, money and materials for the
realisation of th. ■ ;sk. These two practical exercises enhanced the clarity of the
participants as to how to go about and what to do in order to launch school
health programme in their respective areas.
ine Mass Media Education Officer from the State health Services, Kerala, gave a
lecture on the status of children in Kerala. He pointed out that 70 percent of the
children born in Kerala are underweighed. He stressed the importance of early
detection of such children through schools.

After the lecture by the MMEO, the group again divided themselves into two , for
working out future plans and follow up action. All the Corpo. .le. Agencies
constituted one group and all the Non Governmental Organisations and

7

Hospitals formed another group and worked out an action plan to do follow up
and to activate the health promotion through schools in Kerala. Both the groups
prepared on action nlan and presented in the Plenary.(Details see in Annexure).
i'he group requesu a Mananthavady Corporate Educational Agency to convene
the next state level meeting in November 1996.

6. Net working:
The g . n felt the Importance of networking in the field of health promotion
arougii chools. The following methods such as exchange of ideas, concepts,
innovativ programmes, experiments etc., were identified for effective
networking. Periodical meetings, exchange of Newsletters (if any), Training
materials and resource persons were also seen as important. Thus the Voluntary
agencies n. aci] ing at the consultation decided to meet on 15th March 1996 at
Kerala
iuntary Health Services, Kottayam; and The Corporate Educational
Agencies on April 10th and 11th, 1996 at Calicut.

7. Evaluation of the Consultation:
t he consultation was evaluated at the end of the programme, jointly by the
participants, experts and organisers using workshop method. The important
comments of the participants are highlighted below.
e. Content and Presentation:
All the participant •' xcept one was satisfied with the content of the consultation.
One of the comment was "very good programme. Presentation was very
effective. All the essential aspects related to school health programme were
i ered. It has strengthened me to go forward to conduct school health
programme" One participant commented that "the content was relevant and
effective, but 1 didn't like the morning session of the first day."

b. Method:
Al! the participants commented that the method used were "useful",
"interesting", "not boring". To quote one comment "sharing, group discussion,
roie play, use of overhead projector etc., helped me to grasp more things."
c. Realisation of general objectives of th“ Consultation:

.All the participants except twc were of the opinion that "the objectives are met
very well". I'wo participants commented "to a certain extent" because he is "not
sure about the training materials."

d. Realisation of the expectations of the participants:
Almost all the participants expressed the view that the consultation gave them
"more than what they expected". "The experience sharing by f Regional co
ordinators made me enthusiastic, and I have decided to do my level best towards
health promotion of the school children" said one.

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e. 1 he session liked most and sessions that could have been avoided:
All the participants unanimously opined that no part of the consultation could
have been avoided.

■t ; •
participants, summed up their comments in the following way:
neral sharing b\ teachers gave more ideas and the stage performance was very
good’. Tv.
iiliciparils commented that " sessions conducted by Indu arid Veda
"werethe sessions they liked most".
f. Impact ‘ 'i.e comultatiofi on the participants:

I he participants expressed manifold impacts on them. The consultation
"enlighb . d the idea", and inculcated "more courage and optimism" in most of
the participants. The members were "encouraged, onthium otic and empowered
to go forward" and "added more knowledge" to the participants. A participant
went on saying "Now 1 feel very confident to enter into this field and know how
to proceed." "I am motivated to start school health programme in our Corporate
Educational Agency", says another participant.

Eoou and Accommodation:
All the participants are satisfied with the food and accommodation provided. A
comment from one participant went like this, "Food and accommodation were
... namely and my special thank to the organisers for selecting such a' nice spot
for this programme."

_ Conel ading Talk:
7.
Rev. Fr. Thomas Joseph, Corporate Manager made the concluding talk. In that
lie reminded the participants that this consultation is a small beginning of a big
process. He thanked all those who made this programme a grand success. He
expected that all the agencies will initiate school health programme sooner than
iatcr

Vote

Thanks:

Mr. Jose Matthew, the Programme Co-Ordinator of C.S.H.P. proposed the vote of
thanks. Gratefully lie remembered Mrs.Christine Scotchmer of Child to Child
I rust London, Dr. Indu Balagopal, Dr. Veda Zachariah, Mr. Jaimon, Fr.T'.omas
Joseph 1 herakam, participants of the consultation, Regional co-ordinators
members of the cultural team and students, and VVayanad Social Service Society,
which arranged for food and accommodation as well as all those whi, contributed
their mite towards the success of the programme.

Conclusion:
India i- committed to the cause of Health for <■’" by 2000 A.D. One of the most
effective way to achieve this goal is through schools, where we could reach out to
maximum number of children who are concentrated in a place. Therefore this
consultation for the promotion of school health and Child to Child programme
in Kerala is highly urgent.

We have done .. .iy crimes to the young generation. The worst crime we did is
neglecting the children. It is at this time that their bones are set and brains
develop. To them we cannot say "wait". Let us stand together for the cause of
the children.
JOSE MATHEW,
PROG RAMME CO-ORDIN Ai OR.

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ANNEXURE I
IMPACT OF SCHOOL HEALTH PROGRAMME:
EXF'EMENCE OF C.S.H.P, MANANTHAVADY,

Paper presented by Sri.C.V.George:
(Regional Co Ordinator, Pulpally)
' mpact on Students' Sanitation:
1. Attitudinal changes and behavioural changes among students were observed.
Students in all the schools constructed compost pit, soakage pit and placed waste
box. . in the class rooms on their own initiative and expense, after the campaign
on sanitation.

2. teachers observed the enhanced level of personal cleanliness and sense of
hvgiene among school children.
3. The students are taking proper care of their health and as a result attendance
rate among school children have increased considerably.

4. Students are aware of the fact that earthly resources are not renewable, and they
have educed wastage of water.
5. ?t was reported that students learned about the correct use of water closets and
urinals and maintaining the cleanliness of closets and urinals both at home and
in the school.

6. Students from kiv schools constructed compost pits in tribal colonies to
improve the sanitation level of the community.
7. Instances of students conveying the songs and slogans learned in the health
awareness sessions to their parents and peers are reported.
First Aid

8. Students are confident to handle accidents occurring at home, in school and in
the community.
9. Students developed concern for others and developed eagerness to help other
students and even elders.
Ecology.

10. Stud ■
developed love towards nature and they have planted trees in the
school compounds. They are aware of the need for an eco-harmonious life.

11

Eve C art

1 i. When the students learned about the ways by which eye diseases spread, they
could c ' rol the eye diseases in this summer. The fear of the students towards
the dtsv... e is reduced considerably.

12. St • >nts are keen to test the vision of the family members with local
techniques and encouraged them to go for vision . creenihg. It indicate. that the
students have become conscious of the importance of eye care.
13. After the slide show on eye care students in one school conducted an
exhibition of vegetables containing vitamin A.
Dental Care:

14. A very evident instance of impact was that, prior to the dental campaign, the
number of students brushing the teeth before bedtime was below 10 percent.
.v more than 90 percent studc ts do it as a matter of routine.
Leadership:

Leadership skills among students increased considerably. They are
enthusiastic in academic matters and their interest to attend health sessions have
increased.
Herbal Medicine:

16. Students' interest to learn more about herbal medicine increased considerably.
They are using it for their own minor illnesses.
Substance Abase:

17. Students are conscious about the bad effects of smoking and they ha e made
representations to the Corporate Manager and State Government requesting
them to prohibit smoking in school campus and in public places.

Impact on Teachers:

18. Percentage of teachers smoking in P'e schools have reduced substantially. A
teacher who was a chain smoker for 27 years, and taking alcohol for 25 years
■lopped both the habits after he got involved in the anti-tobacco campaign.
T9. Attitude of the teachers towards the programme changed favourably.

20. It was observed that items containing health messages were prominent in the
last science festival organised by the department of education, Government of
Kerala. It indicates that health messages have gone deep in the minds of the
teachers as well.

tuipaci on Family and Community:

21. Parent Teacher’Associations in the schools became motivated from the
knowledge and interest of the students in the programme. We have also
observed an atti ’inai change in them.
22. Parents are motivated to brush the tooth before going to bed.

23. After the AIDS Seminar for parents many clubs and associations around the
school came forward for AIDS Seminar in their localities.
24. When Corporate School health Programme launched a drinking water and
sanitation campaign, 8 lakhs of rupees was raised by the local people. It also
indicates, the level of increased health awareness among parents and the
community.
ANNEXURE II
INVOLVEMENT OF STUDENTS
IM CUwi .KATE SCHOOL HEALTH PROGRAMME:

-

Paper presented by Sri. K. J. Joseph:
(Regional Co Ordinator, Mananthavady)

Corpoi
School Health Programme has developed a structure to facilitate the
optimum involvement of the students. The ma, r area of involvements are
given Mow.

1. Work as a member, and leader in Corporate Sc! >ol Health Club Ln th schools.

2. Meet periodically and plan activities to be implemented for the month.

3. Form sub-committees for specific task and implement them, e.g., for the
maintenance of Bulletin Board in schools, there are sub-committees functioning
in each school. '; -y are collecting, editing and presenting health related paper
clippings, cartoons and posters on bulletin board.

oil cting signatures against smoking.
5. Placing waste box in each class room and motivating students to use them.
o. Constructing soakage pits in schools.
7. Constructing and maintaining compost pits in schools.

8. Conducting eye screening among students on the basis of vision charts and
screening guidelines.
Ci. Conducting Dental screening among students on the basis of guidelines given.

13

10. Collecting and reading out health related news from News papers, in the
school Assembly.
11. Giving first aid to students who require it.
12. Doing follow up of students who are identified as children who require
medical assistance.

13. Disseminate health messages !o other children, at home and in the
community.
14. Exhibit health related posters, slogans etc., in class rooms and sing health
related songs at leisure.

15. Develop art forms on health topics in schools and present them ;n different
places.
16. Raising funds for school health programmes and sharing it . ,ith region.

Constructing soakage pits, waste pits etc., at home.
18. Students are keen to make vegetaole gardens and kitchen gardens at home.

19. There are instances where students raised their voice against smoking in
buses.
20. Students periodically evaluate their activities with the help of teacher health
volunteers.

ANNEXURE - III
ROLL .... . TEACHERS AND HEAD MASTERS IN C.S.H.P.
Mr. Jose Mathew:
(Regional Co-Ordinator, Manimooly)

He? ’ / I asters:

I. to encourage motivate and support teachers and teacher health volunteers to
inq. nent rhe programme.

2. Audit school fund.

3. Monitor school level activities.
4. Plan podcies as a member of the Core Team.
Regie rial Co-Guunato.fs

Co-ordination of s drool health activities in their regions.

14

2. Planning, implementing and evaluating regional level activities.

3. Mon

ing and evaluating school level activities.

i. AudiUiig school health fund.

5. Participatin'

. regional level planning.

6. Organising and co-ordinating Regional Resource Team
7. \v

. orking with other NGCXs , Government organisations and local groups.

8. Reporting the programmes to Programme Co-Ordinator.
9. Maintaining Regional Accounts and presentation in regional co-ordination
committee.

Teacher Health ’ lunteers:
1. Planning, organising, implementing and evaluating school level activities
Th other teachers, student leaders and headmasters.

2. Motivating and monitoring activities of student health club executives,
student health volunteers and student health committees formed for specific
tasks and duties.
3. i wiping student health volunteers in giving first aid.

4. Reporting school level activities to the region and to the diocese.
5. Active participation in regional level activities.
7. Maintenance of school health fund.
8. Schoo! health fund raising.
9. Networking w:th local community, No's, Resource persons etc..

10. Identification of local health issues and organising programmes to tackle it.
11. Contacting parents of the students.
12. Organising programmes for parerand community.
Class Teachers:
1. Co-operate with Teacher health volunteers to conduct school level
programmes.
2. Implementation of class level activities.
3. Follow up of students requiring special attention.
4. Contacting the parents.

15

ANNEXURE - IV

ORGANISATION OF CORPORATE SCHOOL HEALTH PROGRAMME:
Paper presented by Mr. Jose Mathew,
(Regional C-ordinator, Manimooly.)

Process of Organisation:
1. Problem identification.

2. Contacting different agencies in India and abroad, who are involved with
school health programme
3. Project formulat’cn and financing from funding Agency.
4. Staffing: (the programme co-ordinator was appointed.)

5. Pre-evaluation to study the existing programmes in schools and disease
pa em of the school children.
6. Consultation with Headmasters, Managers, and teachers.

7. Selection of Teacher Health volunteers by the teachers from each school, and
Their Training.
9. Training of the Headmasters.

10. Creating appropriate organisation structure.
11. Pri< “tising students' needs.

12. Preparation of action plan and work plan for one year, for Diocesan level,
Regi-snal level, school level and class level.
13. Resour. _• mobilisation and organisation.
14. Student Health Volunteers Training.

15. Stuuent Health club executive members training.

16. Students training, Seminars etc..
17. Health promotion sessions in each class.
18. Half yearly and annual evaluations.

16

ORGANISATION STRUCTURE OF CORPORATE SCHOOL
HEALTHPROGRAMME:
In the project, very limited organisation structures were visualised. However,
when we implemented the project many more structures got evolved for the
implementation of C.S.H.P. The present organisation structure is given below.
BISHOP
II
CORPORATE MANAGER
II

PROGRAMME CO-ORDINATOR
II

II '
Child Resource
Centre

II
Core Team

II
Central
Resource
Team

II
II
Teacher health
Teacher's
Volunteers council cultural
Forum

II
Regional Co-ordinators Council
I I
5 Regional Co-ordinators
I I

II
Regional resource
Team

II
Regional co-ordination
Committee
1 1
Headmaster
II
2 Teacher Health Volunteers
II

II
School level
Cultural Team

11
II
Health Science Teachers Student Health club executive
II
II
All the students
Students Health Volunteers
11
All the students

II
Regional
Cultural Team

Description of the Structure:
1. Bishop:- Bishop is the legal holder of the project. He is incharge of all the
programmes and mission activities under the Diocese.

2. Corporate Manager:- Bishop has delegated the Corporate Manager to
implement the education mission of the diocese. He is the manager of 34
Schools in the Diocese. He sets the policies of Corporate Educational Agency
including school health programme.

17

3. Programme Co-ordinator.- He is the staff appointed by the Corpoiate Manager
to implement Corporate School Health Programme. He prepares plans,
implements and evaluates tire programmes as per the policies of the diocese and
the < orporate Educational Agency.
4. Child Resource Centre:- It consist of books training materials like slides, video
cassettes, T.V and V.C.R Set, slide projector, Overhead projector etc. which are
used for implementing the programme.
5. Core Team:-Core Team consist of representatives of Headmasters from
Primary, Upper primary and High schools, from all the regions, the Regional Co
ordinators, the programme co-ordinator and the Corporate Manager. Core Team
sei the policies for C5.H.P.
6. Cents.Resource Team:- Central Resource Team consist of trainers who are
Doctors and experts , who train teachers and Regional Resource Team members.
7. Teacher nealih Volunteers Council:-It consist of all the teacher health
volunteers of C.S.H.P.

8. Teachers Cultural Forum:- It is a team of Teachers who have the talent to
develop art forms appropriate for students with appropriate health messages.
The chairman of the forum is the programme co-ordinator and a Teacher
selected
the Forum is the Convenor.
9. Regional Co-ordinators Council:- The council consist of 5 Regional Co
ordinators and the Programme Co-ordinator. They draw workplan for regional
level and diocesan level activities and take decisions regarding urgent matters
subject to the policies.
10. Regional Co-ordinators:- Regional Co-ordinators are Teacher Health
Volunteers elected
the Regional Co-ordination Committee, They are in charge
of Regional level activities.

11. Regional Resource Team:- It consist of selected Teachers and eminent persons
even from outside Corporate schools, committed to the cause of children and
their health, lire Team is trained by Central Resource Team of C.S.H.P.

12. Regional Co-ordination Committee:- It consists of all the Teacher health
volunteers of a Region. A region consist of a group of schools in an area.
13. Regional Cultural Team:- Regional cultural team consists of students who are
trained in some cultural media and will present the programme in other schools
in the region.
14. Headmasters:- Head master is the administrator of the CSHP in the school.
15. Teacher Health Volunteers:- Teacher health volunteers are the teachers
selected from among the teachers by the teachers themselves. There will be a
male and a female Teacher Health Volunteer in a school

16. School Level Cultural Team:- Consists of Students trained in some art form
related to health.

19

3 Initiate school health programme in their agencies and improve the quality of
‘he u<’ usi~" child to child approach.

-i. Io elicit the support of health and education department of government of
Kerala for conducting school health programme.

Development and establishment of trainin; programme for all megories of
people involving social workers, head masters, school health leaders, health club
members etc.
'• Exchange of ideas through News letters, visits, exchange of training materials,
informations, problems etc..

7. In order to . . uluate the progress, it was decided to convene a meeting of
voluntary organisations and hospitals on 15th of March 1996 at Kottayam. Kerala
'. oluntary Health Services will convene this meeting.

ANNEXURE- VI

SHARING BY PARTICIPATING AGENCIES
i. iANASAUKHYA - integrated school and community health programme
Sri. Baby Vadakel
(Project Co-Ordinator.)

Year of starting the programme: 1985.
Programmes and activities Implemented:
j. Training Programme:

janasaukhya ha<; five levels of training to address five major categoric ■
a. Training of resource team.
b.
Students.
c.
teacher health guides
d.
Mothers
Cultural troops.

2. Exposure programmes for students & teachers.
3. formation and promotion of health clubs.
4. Cultural Programmes.
5. Audio-visual programmes.
6. \ egetable and verbal home garden.
7. i iealth day celebrations.
S. Vinjan pareeksha (health general knowledge contests)
9. Quiz competition for high school students.
10. Distribution of herbal first aid kit.
11. ‘ Nications.
12. .
competition for teachers.
13. Sur. ■ ■■ of school drop-outs.
He... bulletin board in schools.

18

17. Health Science Teachers:- All the teachers in a school under the Corporate
Educational Agency takes health sessions in their respective classes.

18. Student Health Club Executive:- In a school, there is a health club constituted
by student health volunteers. A President, Secretary, Vice President and Joint
Secretary are elected from among the students. The strength of executive
members vary according to the strength of the school.
19. Student Health Volunteers:-A girl and a boy from each class is elected by the
students as student health volunteers.
20. All the Students:-

ANNEXURE- V

FUTURE PLANS
CORPORATE EDUCATIONAL AGENCIES:

1. To extend school health programme in many more schools in Thamarasserry
and Trivandrum Corporate Educational Agencies.

2. Thalasserry and Kothamangalam Corporate Educational Agencies will initiate
school health programme by the next academic year. However, the preliminary
work will be done in the coming months.
3. It was decided to mobilise sufficient funds for the programme by each Agency.

Mani To identify resource persons in their own agencies at different levels.
Money: a) To workout project and submit it to funding agencies.
b) To raise local funds using different means such as coupon collection,
approaching local sources etc..

Materials:-a) Create low cost training materials.
b) Mobilise Government resources.
c) Exchange of materials between different Corporate Agencies.

Follow Up: A follow up meeting of Corporate Educational Agencies to be
convened on 10th and 11th April 1996 at Calicut. Rev. Fr. Mathew Mattakottil
From Thamaraserry has agreed to convene the meeting.
VOLUNTARY AGENCIES:

1. Members who represented Hospitals, decided to involve nursing students in
their activities.

2. Voluntary Organisations and Hospitals decided to develop and use cultural
media and audio visual media for school health programme.

20
15. Health check up camps.
lb. Net-working with Government and other like minded organisations.
17. Health exhibition.
18. Eye camps and mood detection camps.
19. Organised workshops and seminars on STDs; HIV/AIDS, alternative lifestyles
and Life style diseases etc..
20 Campaign against alcoholism , drugs and smoking.

2. i\umber of staff Employed:

6

3. Students' involvement in the programme

Health clubs consist of students' representatives of schools. Each section (L.P.,
L’.P., H.S) has health clubs. These health clubs, organise and conduct
programmes and activities in the schools.
4. Number of students covered by the programme.
32,811 students from 67 selected schools of Wayartad District.
5. Number of teachers involved in the programme:

101

6. Impact of the programme:

1. the i i.P. ot Janasaukhya has influenced the educational policy of the
government of Kerala.

2. See, o the success of our programme, the Corporate Educational Agency of
Mananthavady, introduced school health programme in their schools.
3. The Director of Public instruction, Government of Kerala, directed the Deputy
Director of Education. Wayanad., to co-operate with the programme of
Janasaukhya.
4. Our herbal First Aid Kit is widely accepted and is in great demand.

5. The contribution of Janasaukhya through its various programmes helped in
improving the health status of the people.
6. The programme when introduced had a lot of resistance and reluctance from
various sectors, namely teachers unions, political parties and vested interest
groups but it melted down gradually.

7. The teachers are of opinion that Janasaukhya programme helped to effect
changes in various sectors. Some of them are:
1. improvement in the attendance of students.
2. Improvement in personal hygiene and environmental sanitation.
3. Students have developed certain values and positive attitudes and
concern for the fellow beings, respect for the teachers, authorities and
elders.
4. Better discipline.

21

8 15 First Aid Kit and the basic knowledge of he 'Hi and medicine was a great
Ihk .
the teachers to manage the simple ailments and accidents of students at
ihe school itself.

7. Problems Faced.
1. tlie vastness of th.

ea.

2. Lack of support and co-operation of the school authorities and inaction from
the government.

3. Tramf ■- of teachers/incharges, often cause discontinuity of the programme

4. Opposition from the teachers' unions.
5. t he cold war between the health department and education department causes
ditiiculty.

b. i he teaviiers are on pressure due to the vast syllabus and schedule of extra
curricular activities.
7. i he image of Janasaukhya as an agency who receives foreign contr'hution,
make the school authorities to demand financial contributions and material
benefits.
8. The staff strength of Janasaukhya is limited.

i ack of transport facilities and training accommodation.

10. t here is a lot of demard to have the S.H.P. in each school of Wayanad district.

11. s ;Ou.. g population as benefici

ies.

12. Suspicious attitude of the political parties.
13.Lack of basic facilities in schools.
8. Future:
Steps are initiated to make the programme sustainable and accordingly
colloquiums, consultations, programmes r-e being planned.

11. CORPORATE EDUCATIONAL AGENCY, DIOCESE Ur MANANTHAVADY
I • Name of the Agency : Corporate Educational Agency Trust (CEAT)

2. Name of the Programme: Corporate School Health Programme (CSHP)

22

' Major programmes of Corporate School Health Programme, Ma. .inthavady

i. Physical Health a. Care of eyes
b. Campaign on Care of ears
c. Care of Teeth
d. Campaign on substance Abuse
e. Campaign on promotion Herbal Medicine
f. Herbal First Aid and fi t aid training
Mental Health.
III bociai Health

a. Sex Education
b. AIDS and STD awa ness
a. Campaign on Ecology
b. Sanitation training and construction of sanitation facilities
c. Campaign Communal harmony

'A'. MenfsLg< Spiritual Health
a. Value Education
V. Beneficiaries:
'\000 students studying in 34 schools are the direct beneficiaries. 731 teachers 34
. .eadmasiers and commo ity around the school receives indirect benefit.

VI. Number of Staff:- One
4. Methods used
1. Slide show for students and parents

Video programmes
16 mm film show
One day seminars for all the s.udents and parents.
Training camp for teachers, resource team, student leaders, parents and other
agencies.
1
6. Bulletin Board.
7. Cultural Programmes.
8. Exhibitions
9. Observation visit for teachers and students.
10. Child tu child sessions.
11. Workshops and Work camps
12. Health club.
13. Competitions
14. Leaflets and publications
15. Bulletin Boards
5- Tear of starting the Programme: 16.11.1993.
2.
3.
4.
5.

Number of teachers involved:

Regional Co-ordinators - 5
Teacher Health Volunteers - 68
Teachers - 731

23

111. SCHOOL HEALTH PROGRAMME OF KERALA V.H.S.
SILAJI ZACHARIAH
PROGRAMME OFFICER

1. Name of the Agency: Kerala Voluntary Health Services

2. No. of schools : 100
3. .ogrammes
1. Health Education
2. Environment education.
3. Career guidance
4. Counselling
5. Health quizzes.
6. Leadership quality development camps.
7. Tackling of Behavioural problems.
8. Scholastic performances and training of teachers.

J

SCHOOL HEALTH PROGRAMME OF
MEDICAL TRUST HOSPITAL -MUNDAKAYAM:
SR.G1.ACYKALLOKULANGARA M.M.S.

i. Name of tL Agency: Medical Trust Hospital
2. Name of the Programme: School Health Programme
3. Year of starting: 1991

4. Number of students involved: 14 schools and 50-100 students as health club
members
5. Students involvement: In every school, there is a health club consisting of 2 - 3
members from each class. They initiate the messages to their friends in the class.
6. Programmes.
- Notice Board for health messages
- Provision of drinking water facility in each school
- Waste basket in every class
-Waste pit in every school
-Classes for mothers
- Herbal Nursery in some schools
- Study tour for health club members.
- Baiu Mela
:l
- Cultural programmes
- Health education
- Teachers' training
7. Problems faced: Problem due to floating population.

24

IV. NATIONAL INSTITUTE OF HOL1T IC HEALTH AND RESEARCH
Dr. T Abraham Vaidhyan.

; hev have been planning for a school based health programme for students, with
the air- 'o promote general hygiene, structural improvement in motivation and
all round achievement, through strengthening the self-esteem, fostering
courtesy, good manners, community health and cleanliness and AIDS and drug
awareness for the last two yeai-s for the back bench students.
ANNEXURE - VII

Resource Papers:

**,t,p'T,,^[ iiwiMf winnwfrii—niiMwwwin—i—ilii—www—nw

ilL CHILD - TO - CHILD WORKSHOP:

WHAT? STEP!-CHOOSINGTHETC TC
Teacher and children
"Do the children fall ill often?
What are the common illnesses they have?
Are any of them more prevalent than the others?
Shall we classify them?
Which is the most urgent problem?

List the illnesses
Classify them
Identify the most pressing problem.
WHEN? STEP 2 - FINDING OUT MORE
t hildren.

Then teacher and children.
What happened?
I low many fell ill?
Were they treated? How?
Is it spreading?
Are there any traditional beliefs or practices that they observe regarding the
illness?"

Children should report to the teacher or other adult
Record and tabulate the findings.

25

WHY?

STEP 3- DISCUSSION

Resource Person: Teacher and children.

"What causes the illness?
How does it spread?
Can it be prevented?
Is there immunisation for it?
Are the traditional practices sensible?
Where can children intervene?"
Get your facts right.
Discuss prevention - personal and environmental.
Discuss treatment.
HOW? STEP 4 - PLANNING ACTION

Teacher or other adult and children.
"How can children tackle the problem?
What methods of communication can they use?
What materials can they prepare?
Can they use the c-to-c activity sheets"?

Identify the target group.
Materials and methods should hr interesting.
Activities should be age-appropriate
Messages should be specific to th situation and culture.
Many activities make it more interesting and sustainable.
WHO?

STEP 5 - TAKING ACTION.

Children

Which are the childrc taking action?
Whom will they address? Other children or their families?
Will the com munity' accept them?
When ard how will they convey the messages?
1 ’:vidually or in groups?

They may need adult guidance.
Then action should be acceptable.
Actit >n should benefit the target group
Impact should be sustainable.
Children should be non-competitive.
" he time needed for conveying the message and for reinforcing it should
'?e planned.
Children should be trained to be non-aggressiw and compassionate.

26

Taking-Action
In the classroom:
1. Personal Hygiene
2. environmental sanitation
3. Immunisation

Preventive:
Promotive

1. Good habits - including behaviour
2. Nutrition

Curative

1. ORS
■2. Caring for the sick child
3. Giving medicines

In the community:
Same as above.

Individual or group activity
Activities
In the classroom

- Games, Action Songs, Puppets, Story letting, role-plays,
riddles etc.

In the family

- Talking about it, acting, demonstrating (e.g.. ORS) doing
(clearing yard) recording findings etc..

Childi .' . should have applied knowledge. They have to experiment and
experience the learning. They have to internalise their learning.
Multi sensory inputs re very effective - seeing, hearing, doing, saying.

WHERE?

STEP 6-DISCUSSING RESULTS.

Children and teacher, resource person and community.

' What happened? Were the message understood?
What action was taken?
Where? In the classroom, family or community?
What was the result of the ,...tion?
What further action should be taken?
Will it be sustained? How can it be reinforced?"
Get the feedback on action taken from family and community.
Find out if there were problems.
Record impact of action- Improved health status .
children trusted and respected.
Discuss if message has to be repeated.
Discuss time frame for long-term impact.

27

Feedback and FoIIqvv upChildren:

What was the impact of their action.?
Did the younger children learn anything?
Did their family and community accept them?
Which messages were well received?
Were there any concepts they did not .aierstand?
Were there any questions l! y could not answer?
Were any of the activities confusing?
Did they have nay problem while talcing action?
Were the materials useful?
Do the'- have to change or expand any message?
What dm they expect to come out of the exercise ? In how much of
lime?

Family and community What was their reaction?
Has it made any difference?
What is th- wt step in dealing with the problem?
How shall we sustain the impact?
V,. AKSHOP AND CHILD - TO - CHILD METHODOLOGY

WHAT '

1. CHOOSING THE TOPIC

II

WHEN?

2. FINDING OUT MORE

II
WHY?

Teacher + Children
1 week

3. DISCUSSION

1.

HOW?

Teach r + Children
1 hour

Teacher + Children + Resource
person
1-2 hours

4, PLANNING ACTION

Teacher + Children
1-2 hours

WHO?

5. TAKING ACTION

Children
1-2 weeks.

28

WHERE?

6. DISCUSSING RESULTS

Children + Teacher
Resource Person +
Community
2-3 hours.
THE CHILD - TO - CHILD PROGRAMME

A Concept Paper
Dr. Tndu Balagopal

—The Philosophy:
The iuLa of sing children's ability to learn, and spread their knowledge, has been
apf ied through many programmes and projects in primary and secondary
schools from time immemorial. The child-to child programme also uses this
principle, but with the major difference that the education process is childcentred. The Children are encouraged to partic pate at every stage of the
programme, thus enabling them to apply tlu.r knowledge in everyday activities,
so that good health practices and enquiry based learning become a way of life.
The holistic approach to learning makes it an exercise that produces useful and
responsible students who can contribute to social change.

The emphasis is, of course, on making it a fun-filled experience. Happiness is
every’ child's j - rural inclination. Therefore to make it a sustainable programme,
experiential learning has to be linked with the joys of childhood. Any activity
that is planned has to provide the children the opportunity and the
e: ronment for pursuing happiness. Happiness is described as a state of mind
that one enjoys. The children may enjoy singing, dancing, playing games,
teaching others, or even being mother-substitute. And any experience that is
pleasurable makes it long remembered and sustained.

The rational:
The c-to-c strategy of giving children health education through activity-based
materials, and a creative approach to education is now common knowledge.
Equipping and consequently empowering children to control their own health as
well as training them to channelise their energies into influencing the members
in their families and in the larger community is a rewarding experience. The
"learning through enquiry and experiment" environment provided by this
approach helps to inculcate confidence, resourcefulness and creativity, resilience
patience, understanding and tolerance, courage and sociability in children. They
then act as change agents in the community. Their kno' ledge and
understanding, become translated into decisions and positive action. Their
applied skills and attitudes help to narrow the gap between the home and school.
The c-to-c approach has become more relevant in the present context because
children have-the potential to contribute to the stability and reassurance of their
ounger siblings, a function they perform as baby-sitters while their mothers

29
work. In addition, they look oiler their physical health and nutrition, their safety,
and provide’the mental stimuli .ion so necessary for young children. While
interacting with their siblings, the children provide the scarce resource of love
and nurture sadly lacking in many families due to constraints of time and energy.

Old social orders are giving way to newer demands of the harsh reality of a .istehanging world. Due to changing patterns of society, life in the rural areas which
provided aafe environments that encouraged the fun and fantac of childhood,
is being earned. Migration to cities exposes the children to the impersonal
consumer society, with a few technological interventions replacing human
interactions.
Famil) constellations and interpretations
■ also changing. Extended families
with many generations under one roof, that lent tremendous support to child
development, are changing in character due to geographical dispersion. Nuclear
families are getting smaller while one-parent families are also increasing in
number.

't herefore u
■ children to play a responsible role in society is being increasingly
recognised. Empowered with knowledge that is practical, the children spread
messages that can make an impact on the community while giving them a sense
of belonging . Their self-esteem gets a boost which in turn affects their responses
and attitudes. They begin to look at practices at home through fresh eyes, and
understand and appreciate the need for proper growth and develop ent of their
;er siblings. They also serve as researchers collecting information about
their own families.
These roles can be performed in or out of school. The important component i&
that ’ nowlodge has to be linked to action. The children themselves plan and
e me acuvities that will solve problems that they have identified. The benefits
oi uiis approach are many1EALTH EDUCATION: Children can be given the basic knowledge necessary
for sensible promotion of good health throe h pra< ..ce of hygiene nutrition and
care in sickness. Most of the minor ailments of childhood occur because of poor
hygiene, and ignorance of how diseases spread. The common upper respiratory
illnesses, diarrhoea and skin infections can easily be prevented if the children
understood the process of the disease and knew how to deal with it. If they could
also be taught to look after other children who were sick, it would help in
reducing the "morbidity".

2. REALITY EDUCATION: The present schooling system does not encourage
•’plication of knowledge to real life situations. The scientific approach to
i .oviding information has unfortunately de linked it from practical application.
For example, the child may learn all about dietetics, calorie requirements and
measurements of food in ounces or grants, but may be unable to plan a sensible
meal1 In every sphere of education, the scientific and the technical rather than
the behavioural aspect is given priority. In the c-to-c approach, value -based
education is in-built, and helps in personal improvement of moral codes of the
children. They can then become useful citizens of society.

30

.. . OMMUNICATION SKILLS SI LA RING AND CARING: By enabling children
to be m control of their own lives in
rms of hygiene a...l health, and
experiencing the benefit of their knowledge, we equip them with the ability r.nd
confidence to share this knowledge with the others in their lives. And the
methodology adopted in the c-to-c programme provides them the opportunities
and skills necessary for effective communication. It can be viewed as a process of
empowerment and preparation for life. This makes them more useful as
contributortheir families, society and the country.

4. LEADERSHIP QUALITIES: Decision making and problem solving: As
•r. tinned above, the programme provides the necessary skills for an active
enquiry into life situations, and the ability to deal with them. It helps the
children to apply their knowledge by analysing the reasons for a problem and to
think of ways of solving the problem.
they also learn to deal with unpredictability and chaos in their lives in a mature
manner.

5. LINKS WITH OTHER PROJECTS: The approach is applic..-ie with all other
programmes ,like primary education, non-formal circumstances and school
drop-outs. The programme is not only child-centred, but it is also fun-filled and
makes learning an enjoyable experience. It enables children to learn while they
play, and sensible behaviour and practice bee - ne a way of life. The idea of
.earning tor the pleasure of it or going to school tor learning becomes an exciting
prospect.

With the I' bi'ity and adaptability that the programme allows , •. is applicable
to all school situations. It can be applied even to children outside the formal
school system and helps in the concept of 'Education for AH'.
A desirable outcome is that the teachers, parents and the community' understand
children better. Consequently, the drop -ou rate from school reduces.

6. WORKING TOGETHER, TEAMWORK, AND ROLE DIVISION: The c-to-c
approach essentially involves all children, thereby encouraging equal
participation and a .non-competitive milieu for learning. Since the methodology
involves third ing ancj discussing together, team work and role division become
ii loin d he.

7. TIME AND BUDGET ALLOCATION SKILLS: This is a natural outcome of
planning and team work.
CONDITIONS OF CRISIS: Like war deprivation, children -an express
.
.elves well, continue their child-like habit of learning while playing, and
eve
.perience to a limited extent normalcy of childhood.

STRATEGY:
children are used as educators in the classrooms or in the community
whereby they become active participants . the construction of their own
1 ■ nvledge.
■

31

uork ... collaboration with their own peers and teachers rather than in
p.. . . e submission to instructors. The focus is on the children's participation in
every aspect of the c lo-c programme, identifying the problem through
cations and discussions, planning the strategy for solving the problem,
implementing the programme , and monitoring andueviewing the action taken.
The children learn to use their direct experiences as the basis for learning and
immediately apply their knowledge towards the needs of the family and the
community, the built-in methods of monitoring and evaluating their action
help to develop reflective, honest, concerned and participating children who will
grow up to be responsible citizens.

h i ETHODOLOGY:
>;._c children are used as <hange agents, it can be implemented in the class, in
the school or outside the school. They participate in varying degrees of
involvement.

' passive messengers ol health practices.
2 h. acquiring knowledge that they apply to themselves.
3. b. taking, pail in idenlilylng the problem and planning action.
4. by developing, activities that will sustain the programm .
5. i”. acting as change age.its in the family and society.
:...'.:arly it is important to have adults guiding and supporting the children. They
.-ace to be the resource persons who will ensure that the information the
children have is correct. They will also ensure that the messages are simple and
practical. 1 hese adults could be teachers, doctors or social workers.

When the children implement the programme, the adults ha
to get the
feedback hoc. the children themselves, from the younger recipients, from the
mmilics and the community. The implementing children are then trained to
review their action objectively and make the necessary' alterations or additions to
make the impact more effective.

IMPACT:
With the introduction of the c-to-c approach into existing programmes for
children, it was observed that there was renewed energy and enthusiasm in the
wassroom. The dull bare walls and sleepy indifferent teachers gave way to
.'.cti', iiy-t'iilcd ppy classrooms where children were eager to try out experiments
and think lor themselves.
I he new health knowledge which the children were able to apply in the
community gave them respect and recognition in their own families. Working
in teams ve them courage and conviction to change or alter son health or
hygi. • practices followed by their elders. Good preventive health measures
and
lotiw actions prevented the medicalisation of health car Dependence
ar. debtors was reduced because of informed and confident children who < ould be
in control of their own health.

32

The psycho-social needs of the younger children in families were automatically
met, with the stimulation, play, attachment and the sense of security that
develops during the conscious and sensible interaction between the children.

DiP"

Ities:

1. The new, innovative, creative approach to teaching meets with resistance
fron. ,'.e t . hers who have themselves gone through early rigid formal systems
o, ducation. The c-to-c programme offers a great challenge to the teachers who
are used to a teacher-centred instructional form of education.
teachers worry about completing the allotted lessons and preparing the
children for exams. Enquiry-based education, where the children take an active
role in learning, is time-consuming.
3. Teachers feel that they are assessed on the academic performance of the
children. A high percentage of achievers in the class indicates success. 'Any
system or education that is non competitive but significant in terms of life skills
is not value ;

-I. Children are used to being passive in classrooms and learn by note. They feel
. .able to cope when confronted with having to take an active part in the
learning process.

5. Families, authorities and formal schools resist any change in the methodology
of teaching as there arc no assessment norms except for academic achievements.
Practical application of knowledge and its impact on the quality of life are
intangible parameters that cannot be measured.
6. Good health is measured only in technological terras and medical parameters the "medicalisation of health". Maintenance of good health and a sense of well
being are not recognised as personal achievements.
7. Increased confidence and rational thinking by the children may threaten the
authority of the adults, interpersonal relationships in families may become
vulnerable and erode traditional expectations. The children have to be
consciously trained to develop insights into their own behaviour.
8. Children feel helpless when they are faced with problems beyond their control.
For example , abuse of civic systems, or lack of civic amenities are beyond the
purview of children.
9. Parents and other adults in the child: .: i's lives may refuse to respect their
knowledge, or at best ignore th< ;n.

10. Traditional gender roles may prove detrimental to implementation of certain
plans of action.

Points to noiu:
1. Children can be given necessary skills and motivation to help and educate each
other.

33

2. Health messages have to be clear and correct. I hey have to l>-- practical!-applii able and sustainable.
1
3. Fun t illed activities like songs, skits, games and riddles should be used to
impart messages.
4. songs have to be simple, rhythmic and repetitive. Songs learnt in childhood
are long remembered. Very familiar tunes may sometimes become c;
productive as the words will lend to get ignored.
5. Puppets are a very good medium for conveying messages effectively. They
don't have to be realistic but what they represent should be cle ; l or example a
stick puppet in the shape of a tooth with its roots may not be recognised by a child
who has not seen or studied about a tooth.
6. The c-to-c programme is a partnership between child and community.. between
health and education, between hitman beings and nature.
ANNEXURE - VIII

Address List of Participants:
1.

Shaji Zachariah
Kerala V.H.S
Mullenkuzhy
Collectorate P.O
Kottavam.

2.

M.T.Joseph
< vrporate Educational Agency
Bishop's 1 louse
Kothamangalam - 686 691.

3.

Santhosh Kumar P.A.
C.H.C.R.E.
Rajagiri C ollege of Social Sciences
Rajagiri P.O.
Kalamasserry.

4.

Varghese Paul
C.H.C.R.E.
Rajagiri College of Social Sciences
Rajagiri P.Q
Kalamaserry

5.

Sr. C.i acy. K
M.M.T.Hospital
Community Health Department
Mundakayam P.O.
Idukki - 68 65 13.

6.

Sr. Lilly theresa SABS
< orporate Educational Agency
Sandesa- Bhavan
Iha’assery - 670 101.

.

34

7.

Sr. Susa MSMI
Corporate Educational Agency,
Thamarassery - 673 573

8.

Jose Mathew
Corporate School Health Programme
: porate Educational . -gency
Bishop's (louse,
Mananthavady - 670 645.

9.

Jaimon V. J
Community health Cell
367, Srinivasa Nilayam
Ja^kasandra
1 main, I Block
Kora m anga 1 a, BAN C /\ 1,0KE.

10.

Dr. Indu Balagopal
14, Third Seaward Road.
Valmikinagar
MADRAS - 600 041.

II

Dr.Veda Zachariah, Director
Deena Seva Sangha
School Health Programme
5th Main, Srirampuram
Bangalore - 560 021.

12.

Wencestane Lowrence
Corpor Jo Management of R.C.Schools
Diocese of Thiruvananthapuram
Vellayambalam
. liruvananthapuram.

13.

Fr.Thomas Joseph Therakam
Corporate Manager
Bishop's House
Mananthavady - 670 645

14

Dr. T. Abraham Vaidyan
National Institute of Holistic
1 lealtli and Research,
Sithara Junction
Kottayam - 691 571

15.

Fr.Joseph Memana
Jana Saukhya
Nallurnadu P.O
Mananthavady - 670 645.

16.

Sr.Agnes Fernandez,
Health and Anti-alchoholism Commission

35

I rivandrum Social Service Society
Vellayambam
Bishop's I louse
I hiruvanarithapuram 695 003
17.

’■■r.joseph Chittoor
Sanpameswerpet.
Chickmagalore District
Karnataka - 577 136.

18.

!;r.Ma:hew Mattakatti'
Corporate Manager
Diocese of Thamarasserry
Alphonsa Bhavan
Thanvy.asserry - 673 573.

19.

Er.Joseph Valiyakandant
Corporate Manager
Diocese of Thalasserry
Sandesa Bhavan
Thalasserry - 670 101.

20.

Sr.I.izzy
N'irmala Blospi Dl
Marikunnu P.O.
Calient -12.

21.

Baby Vadakel
Jana Soukhya
Nallumad P.O.
Mananthavady - 670 64-5.

22.

Mr. Jose Mathew
C.K.H.S.Manimooly
Manimooly P.O.
Malappuram Dt.

23.

C. V George
St. Sebastians U.P.Schooi
Pad: ihira P.O.
Pulpally, Wayanad.

24.

Mr. K. J. Joseph
St.Catherines High School
Payyampally P.O.
Kartikulam Via
Wayand.

25.

Mr. P. J. Jose
St. Joseph's High School
Kal’ody, Edavaka P. O.
Mananthavady - 670 64

Media: SDA-RF-CH-2.8.pdf

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