Oral Rehydration Solution - School Health Programme. · Community Health

Oral Rehydration Solution - School Health Programme.

Item

Title: Oral Rehydration Solution - School Health Programme.
extracted text: 2014-15

Community Health Learning Programme
A Report on the Community Health Learning

Experience

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School of Public Health Equity and Action
(SOPHEA)
building community health

Society for Community Health Awareness Research and Action

CHt-P-ZOUfllFR-io

A Journey in search of Internal Humanity (Community Health
Learning Program )

India is the most populated country in the world after China. As we all know Indian
constitution come top to the most in our country and it says every citizen of India has it’
s own right to leave the peaceful life with full of dignity and also they have full liberation
to express their views. They have right to health where basic need like food, Clothing,
Housing and Medical care must be fulfilled by state.
But unfortunately distribution of resources are very injustice therefore
Acknowledgement

First of all my humble salutation goes to gracious God for their greatness so that I got
opportunity to born in this world and able to learn the community & serve the
community.
I am very grateful forever my life of Rev. Swami (Dr.) Varishthananda Jee Maharaj
his blessing otherwise it is not possible to me do such a fellowship programme.

for

I heartfelt thanks to Dr. Thalema Narayan & Dr. Ravi Narayan who’s passion to serve
the humanity for community people inspired my thinking toward to community people.

My specially thanks to Mr. As Mohammad, Mr. Sabu Kumar and Mr. Rahul ASGR for
their guidance throughout the course of fellowship program & helped me to understand
the importance of research & public health system research.
I am so thankful to our all faculties Mr.Chander, Mr. Kumar, Dr. Adithya, Mr. Prasanna
Saligram, Dr.Deepak, Mrs. Sani, Mr. Prahlad who made their best effort to understand
to each aspect of community health, Environment & Occupational health, ten axiom of
communitization etc.

I would like thanks all technical person & non technical Mr. Victor, Mr. Naveen, Mrs.
Maria, Mr. Hari, Mr.Tulsi, Mr. Joseph, Mrs. Kamala Amma without their support I could
not sustain such a long duration.
My appreciation and thanks to those NGOs (SNEHDAAN, APD, FRLHT) who invite us
as fellow to enhance my knowledge regarding their field.

C< 7.^

My would like to thanks to my field mentor Mr. Sanjay Kumar Karn & All Team Staff of
Health Promotion Dept. Ramakrishna Mission Home Of Service Varanasi who helped
me to do this fellowship program.

Why I choose this fellowship program.
After completion of my post graduation in Economics I felt without having practical skill,
could not sustain my life easily. I heard several times from mother she did not want to
give birth me and for this she swallowed abortion pills but still I born. This story compel
me to think there is something meaning of my life.

In 2004 I joined Ramakrishna Mission Home Of Service, Varanasi which is a well known
ancient charitable trust who delivers several type of services to society and I mainly
engaged with out reach work. I usually go to school & village community for health
education program & health activities etc. there I realized if I want to help someone who
is needy and helpless I must have some practical life skill that should be update time to
time. That make sense Learning throughout life. Some times I became depressed when
community did not proper respond to me and other side our medical camp are warmly
accepted by community. At this movement our project coordinator counseled me and
appreciated to Health Education Programme and advised me If you want to better
result of your work you have to prove it by enhancing your capacity in field of proper
documentation, Attractive presentation and research.
But in spite of this I have a soft corner for Doctor & medicine. Till this time I prepared my
self to do some course regarding this area. In between my Project coordinator informed
me there is an organization named SOCHARA which running fellowship programme for
community health. If you interested I talked with them for your nomination of fellowship.
That time I replied him with doubts because my family is totally depend on me and for a
long time how will I able to manage this. Then he clarified my doubts with that six month
of field visit you can do in this organization. After that I thought this is the best time of
my life I should never missed such opportunity than I resolved to do this fellowship
program.

My Learning Objecting for this fellowship programme

1.
2.
3.
4.
5.
6.
7.
8.

To explore more knowledge about community health.
To enhance my documentation & presenting skills
Increase language skill
Learning skill how to write good report, abstract, project proposal
Most important thing research & it’s component and important on public health
To understand the proper computing skill (net surfing, Epi info, SPSS)
Understanding social marketing skill
Skill for organizing training & workshop on several topics

Community means a group of people living together with multi dimentional aspects
has the feeling of oneness, causing interdependency and interaction inspite of diversity
in culture, language, religion and lead life through certain rules and regulations.

Community health is a process of enabling people, to exercise collectively their
resposibilty, to their own health and to demand as their right.

Axioms of community Health

Right and Resposibilty
Autonomy over health
Integration of health and development activities
Building decentralized democracy of community and team level
Building equity and empowering community beyond social conflict
Promoting and enhancing the sense of community
Confronting the biomedical model with new attitude skill and approaches
Confronting the existing super structure of medica/ health care to be more people
and community oriented.
9. A new vision of health and health care and not a professional package of actions
10. An effort to buitld a system in which health for all can become a reality.

1.
2.
3.
4.
5.
6.
7.
8.

Health: Defined in the Constitution of the World Health Organization as "a state of
complete physical, mental and social well-being and not merely the absence of disease
or infirmity".

Handicap: A disadvantage for a given individual, resulting from an impairment or a
disability, that limits or prevents the fulfillment of a role that is normal for that individual.
Disability: Restriction or lack (resulting from an impairment) of ability to perform an
activity in the manner or within the range considered normal for a human being.
Impairment: Any loss or abnormality of psychological, physiological or anatomical
structure or function.
Morbidity: Any departure, subjective or objective, from a state of physiological or
mental well-being, whether due to disease, injury or impairment.

Population at risk: People who stand a chance of contracting a specified disease (for
example, during an epidemic outbreak).
Incidence: Occurrence of new cases of a specified disease in a specified community
during a specified period of time.
Prevalence: A measure of the total number of existing cases (episodes or events) of a
disease or condition at a specified point in time. (If a period of time is specified, then the
resulting disease measure is period prevalence.)

Crude death rate (CDR): [Total number of deaths occurring in a year x 1000]/Mid-year
population. The adjective "crude" refers to the overall death rate with no compensation
for the effect of any associated factor, such as age, sex or race.
Age-specific death rate: [Total number of deaths in a specific age (or age group) in a
year X 1000]/Mid-year population of the same age (or age group) of the population.

Sex-specific death rate: [Total number of deaths in a specific sex group in a year X
1000]/Mid-year population of the same sex group.
Age/sex-specific death rate: [Total number of deaths in a specific age and sex group
in a year X 1000]/Mid-year population of the same age and sex group.

Stillbirth (or late fetal death) rate: [Number of stillbirths occurring in a year X
1000]/Total number of births in the same year.
Perinatal mortality rate: [(Number of stillbirths) + (number of infant deaths in the first
week after birth) in a year X 10OOJ/Total number of births in the same year.

Perinatal mortality ratio: [(Number of stillbirths) + (number of infant deaths in the first
week after birth) in a year X 1000] /Total number of live births in the same year.
Neonatal mortality rate: [Number of deaths of infants under 28 days of age in a year X
1000]/Total number of live births in the same year.

Post-neonatal mortality rate: [Number of deaths among infants aged uctween 28 and
364 days in a year X 1000]/ Total number of live births in the same year.
Infant mortality rate: [Number of deaths under one year of age in a year X 1000] /Total
number of live births in the same year.
Maternal mortality rate: [Number of female deaths due to complications of pregnancy,
childbirth and the puerrperium in a year X 1000] /Total number of live births in the same
year.
Disease/cause-specific death rate: [Number of deaths due to a specified disease
(cause)occurring in a year X 1000] /Mid- year population.
Case-fatality rate: [Number of deaths due to a given disease or condition occurring in a
year X 1000] /Total number of
persons who suffered from the same disease or
condition in the same year.

Age-specific proportional death ratio: [Number of deaths at a specified age or in a
specified age group (usuallyfor50+) in a year X 100]/Total number of deaths in the same
year.
Cause-specific proportional death ratio: [Number of deaths from a specified cause in
a yearXWO /Total number of deaths in the same year.

Age-specific fertility rate: [Number of live births to women of specified age or age
group in a year X 1000] Middyear population of the specified age or age group.

Crude birth rate: [Number of live births in a year X 1000]/Mid-year population.
General fertility rate: [Number of live births in a year X 1000] /Mid-year population of
women of childbearing age (15-44 years or 15-49 in some countries).

Gross reproduction rate: The total fertility rate restricted to female births only. It is the
average number of daughters that a synthetic cohort of women would have at the end of
the reproductive period, if there were no mortality among the women.

Net reproduction rate: Rate of replacement of females in the population per
generation, with the current schedules of fertility and mortality.

Total fertility rate: Sum of all the age-specific fertility rates for each year of age from
15 to 49 years. It is the average number of children that a synthetic cohort of women
would have at the end of the reproductive period, if there were no mortality among the
women.
The following rates can be calculated for any period of time, as well as for a year.^

Beginners1 rate: [Number of new users of any contraceptive method in a specified
period x 100]/Total number of non- users.
Current users’ rate: [Number of current users of any contraceptive method in a
specified period X1000]/Total number of target population. This rate can be calculated
specifically, by using several variables, such as method and education.

Induced abortion rate: [Number of induced abortions in a specified period X
1000]/Total number of live births in this specified period. Abortions performed for
medical purposes and spontaneous abortions are excluded.

Open birth interval: Interval between last birth and the date of the study. Real birth
cohort: A group of births occurring at the same time.
Synthetic birth cohort: An artificial birth cohort, composed of a cross-sectional sample
of the population.
Annual rate of population change: Relative change in population size (increase or
decrease ) per annum.

Arithmetic Progression: A series of figures is said to be in arithmetic progression
when the difference between any two adjacent figures is the same. For example, the
series 3,5,7,9,11,13,
is in arithmetic progression. Population sizes over a period of
years are in arithmetic progression if the size changes by a constant amount each year.
Change in population structure (age and sex): Alteration in the age-composition and
sex-composition of the population, as a result of births, deaths and migration.
Demographic Transition: The process by which, over a number of years, continuous
changes in one or more of the fertility, mortality and migratory rates in the population
produce alterations in the characteristics and structure of the population.

Expectation of life at birth: Number of years a newborn is expected to live, given the
prevailing mortality conditions.
Geometric Progression: A series of ordered numbers is said to be in geometric
progression if the proportion between any two adjacent numbers is the same. For
example, the series 3, 9, 27, 81 .... Is in geometric progression , population size over a

period of years is said to follow a geometric pattern of growth if the proportional change
is constant in successive years.
Migration: Movement of people from once geographical location to another within the
same country or across country borders.

Natural growth: Change in population as a result Or^irths and deaths, and excluding
migration.

Population duynamics: The study of changes in population size and structure over
time.
Population explosion: Rapid increase in population size.
Population pyramid: A method of graphically depicting the age-sex composition of a
population.
Probability of survival: Chance that somebody alive at a particular age will still be
alive at a given older age.
Rate of natural increase: Relative change in population size brought about solely by
the balance between births and deaths; it is obtained as the difference between the
crude birth and death rates.
Rate of population growth: Relative change in population size as a result of births,
deaths and net migration.

Stationary population: A population with no migration and for which the crude birth
rate is equal to the crude death rate.

Young and old populations: The median age is usually used as a basis for describing
a population as “young” or “old” . Populations with medians under 20 years may be
described as young, those with medians of 30 years or over as old, and those with
medians between 20 and 29 as of intermediate age.
The proportion of elderly persons can also be used as an indicator of young or
old population. On this basis, populations with 10% or more people aged 65 years and
over may be said to be old.

Zero population growth: Absence of growth in the population.
•

Objective (of a health programme): A measurable state a health programme is
expected to be in, at a given time, as a result of the application of programme
activities, procedures and resources.

Example: An objective of an expanded programme of immunization could be effectively
to immunize at least 90% of the eligible children by the end of the current 5-year
national health programme.

•

Process indicator: A measure of the extent, efficiency or quality of service
performance.

Example: Proportion of pneumonia
management at health facilities.

cases

seen who

receive

standard

case

•

Proxy indicator: An indicator used in place of a direct indicator which may be
more difficult to measure or compute. Example: School absenteeism may be
used as a proxy indicator for general morbidity in school-age children.

•

Relevance: The extent to which an indicator contributes to the understanding of
the phenomena of interest. Example: The proportion of preschool children (under
5 years of age) more than 2 SD below the median height-for-age of the
WHO/National Center for Health Statistics reference population contributes to the
understanding of childhood moderate and severe stunting.

•

Reliability: The indicator should be reproducible if measured by different people
under similar circumstances. Example: Infant mortality is a reliable indicator of
early childhood mortality in countries with comprehensive birth and death
registration.

•

Sensitivity: The degree to which an indicator reflects changes in the phenomena
of interest.

Examples: The quantity of non-expired drugs by category at a health facility is a
sensitive indicator of drug supply at the facility. In many developing countries, outpatient
attendance rates at public health facilities are a sensitive (proxy) indicator of the supply
of drugs at those facilities.
•

Specificity: The ability of an indicator to reflect changes in only the specific
phenomena of interest.

Example: The amount of drugs dispensed daily at a health facility is not a specific
indicator of drug supply at the facility.

Indicators of mortality
•

Infant mortality rate: the annual number of deaths of infants under one year of
age per 1000 live births.

Indicators of childhood nutrition

•

Underweight prevalence: proportion of preschool children (under 5 years of
age) more than 2 SD (moderate and severe) or more than 3 SD (severe) below
the median weight-for-age of the WHO/National Center for Health Statistics
reference population.

Indicators of water and sanitation
•

Proportion of the population with access to an adequate amount of safe drinkingwater in a dwelling or located within a convenient distance from the user's
dwelling.

•

Proportion of the population with access to a sanitary facility for human excreta
disposal in a dwelling or located within a convenient distance from the user's
dwelling.

Indicators of disability
•

Disability type-specific prevalence: the total number of persons with disability,
specifying the number having serious difficulty in seeing, hearing or speaking,
moving, learning or comprehending, or having strange or unusual behavior, or
other disability of duration of at least six months or of an irreversible nature, in
the following age groups: 0-4, 5-14, 15-19 and 20 and over.

•

Antenatal care: proportion of women attended at least once during pregnancy
by trained health personnel.

•

Indicators of child spacing

•

Contraception: proportion of women of childbearing age (15-49) currently using
contraceptive methods (either modern or traditional).
Fertility: fertility rate of women 15-49 years of age.

Indicators of immunization coverage
• Proportion of children immunized against diphtheria, pertussis, and tetanus
(DPT, 3 doses) before their first birthday.
• Proportion of children immunized against measles before their first birthday.

• Proportion of children immunized against poliomyelitis (OPV, 3 doses) before
their first birthday.
• Proportion of children immunized against tuberculosis before their first birthday.

The Alma Ata Declaration

The alma ata declaration of 1978 emerged as a major milestone of the twentieth century
in the field of public health, and it identified primary health care as the key to the
attainment of the goal of health for all. The following are excerpts from the declaration.
The international conference on primary hearth care, meeting in Alma ata this twelfth
day of September in the year nineteen hundred and seventy eight, expressing the need
for urgent action by all governments, all health and development workers, and the world
community to protect and promote the health for all the people of the world, hereby
makes the following declaration :

1. The conference strongly reaffirms that health, which is a state of complete
physical, mental and social wellbeing, and not merely the absence of disease or
infirmity, is a fundamental human right and that the attainment of the highest
possible level of health is a most important world wide social goal whose
realization requires the action of many other social and economic sectors in
addition to the health sector.
2. The existing gross inequality in the health status of the people particularly
between developed and developing countries as well as within countries is
politically, socially and economically unacceptable and is therefore, of common
concern to all countries.
3. Economic and social development, based on a new international economic
order, is the basic importance to the fullest attainment of health for all and to the
reduction of the gap between the health status of the developing countries. The
promotion and protection of the health of the people is essential to sustained
economic and social development and contributes to a better quality of life and to
world peace.
4. The people have the right and duty to participate individually and collectively in
the planning and implementation of their health care.
5. Government have a responsibility for the health of their people which can be
fulfilled only by the provision of adequate health and social measures. A main
social target of governments, international organizations and the whole world
community in the coming decades should be the attainment by all peoples of the
world by the year 2000 of a level of health that will permit them to lead a socially
and economically productive life. Primary health care is the key to attaining the
target as the part of development in the spirit of social justice.
6. Primary health care is essential health care based on practical, scientifically
sound and socially acceptable methods and technology made universally
accessible to individuals and families in the community through their full
participation and at a cost that the community and country can afford to maintain
at every stage of their development in the spirit of self reliance and self

determination. It forms an integral part both of country health system, of which it
is the central function and main focus, and of the overall social and economic
development of the community. It is the first level of contact of individuals, the
family and community with the national health system bringing health care as
close as possible to where people live and work, and constitutes the first element
of a contiriuing health care process.
7. Primary health care
A. Reflects and evolves from the economic conditions and socio cultural and
political characteristics of the country and its communities and is based on the
application of the relevant results of social, biomedical and health services
research and public health experience.
B. Addresses the main health problems in the community, providing promotive,
preventive, curative and rehabilitative services accordingly
C. Includes at least: education concerning prevailing health problems and the
methods of preventing and controlling them; promotion of food supply and
proper nutrition; an adequate supply of safe water and basic sanitation;
maternal and child health care, including family planning; immunization
against the major infectious disease; prevention and control of locally
endemic diseases; appropriate treatment of common disease and injuries;
and provision of essential drugs;
D. Involves, in addition to the health sector, all related sectors of national and
community development, in particular agriculture, animal husbandry, food,
industry, education, housing , public works, communications and other
sectors; and demands the coordinated efforts of all those sectors;
E. Requires and promotes maximum community and individual self reliance and
participation in the planning, organization, operation and control of primary
health care, making fullest use of local, national and other available resourcs;
and to this end develops through appropriate education the ability of
communities to participate;
F. Should be sustained by integrated, functional and mutually supportive referral
systems, leading to the progressive improvement of comprehensive health
care for all and giving priority to those most in need;
G. Relies at local and referral levels, on health workers, including physicians,
nurses, midwives, auxiliaries and community workers as applicable, as well
as traditional practitioners as needed, suitably trained socially and technically
to work as a health team and to respond to the expressed health needs of the
community.
8. All government should formulate national policies, strategies and plans of action
to launch and sustain primary health care as part of a comprehensive national

health system and in coordination with other sectors. To this end, it will be
necessary to exercise political will, to mobilize the country’s resources and to use
available external resources rationally.
9. All countries should cooperate in a spirit of partnership and service to ensure
primary health care for all people since the attainment of health by people in any
one country directiy^oncems and benefits every other country. In this context the
joint WHO/ UNICEF report on primary health care constitutes a solid basis for the
further development and operation of primary health care throughout the world.
10. An acceptable level of health for all the people of the world by the year 2000 can
be attained through a fuller and better use of the world’s resources, a
considerable part of which is now spent on armaments and military conflicts. A
genuine policy of independence, peace, detente and disarmament could and
should release additional resources that could well be devoted to peaceful aims
and in particular to the acceleration of social and economic development of which
primary health care, as an essential part, should be allotted its proper share.
The international conference on primary health care calls for urgent and effective
national and international action to develop and implement primary health care
throughout the world and particularly in developing countries in a spirit of technical
cooperation and in keeping with a new international economic order. It urges
governments, WHO and UNICEF, and other international organizations, as well as
multilateral and bilateral agencies, nongovernmental organizations, funding agencies,
all health workers and the whole world community to support national and international
commitment to primary health care and to channel increased technical and financial
support to it, particularly in developing countries. The conference calls on all the
aforementioned to collaborate in introducing, developing and maintaining primary health
care in accordance with the spirit and content of this declaration.

Field Visit in APD Bangalore: It is a good educational excursion for us. APD stands
for The Association of people with disability. This is situated in Bangalore and working
for more than last 30 years. Founder member of this organization is Mr. Hema who is
already faced with disability. The vision and mission are also inspired me to think about
this topic. Their aim is to create such a society where people with disability are accepted
^with into mainstream economic & social life. A culture and eco system where they can
earn, live and sustain with dignity & respect. It’s vision is equality & Justice for people
with disability. Their main focus aria of education, health care, Livelihood and
ecosystem. Most of time people with disabilities are seen by their relative as burden of
the family. They are assaulted many times by the family member and loss their self
respect and dignity. In such situation this organization are the hope of their life and
happiness. There we got opportunity to see the classes, whorkshops rooms,
physiotherapy room and other faculties. They taught us about the disability like what is
disability, type of disability, method of early identification, and also explained how they
managed all program etc. We visited their horticulture department also, there we found
variety of plant, vegetable and flowers. All these are managed by children with disability.

There they got their training on this domain for survive their livelihood.
Protest against GM Food : I surprised to know that food which we consume for survival
are not useful for health all time. First time I heard about GM Food how it’s adverse
effect on health of people & marginal farmer. GM food brought in the market for only
gaining more profit by private companies. In some case it’s found it is poisonous for our
health and leads to several fatal disease like cancer. Our country is the country of
farmers & most of the populations are depend on agriculture. In such situation if we
introduce this technology absolutely we are allowed to monster company to kill our
farmer. Which is totally unjust with the farmer. To be a human being it is my duty to help
the people & save humanity against this artificial hazard.

Visit in SNEHDAAN : It is one of the most memorable & touch to heart field visit. This
organization are working with HIV people. A number of people live with this type of fatal
disease in Bangalore not only Bangalore but all over the world. They are more
vulnerable not because of their disease also social stigma contribute major role. Most of
the type they are not responsible for having this disease but they suffer due to their life
partner or someone else. There in a short meeting I got opportunity to know more thing
about this like what is HIV, Window period, NACCO Program, ART, prevention etc. I
met with some HIV patient who are too old. They are waiting for their last day of the life.
Few of them are not worried about the disease but felt unhappy with their own relative.
They devoted their whole life to make them happy but they ignored & scold them due to
their false name in society. I met some innocent children having with HIV positive. They
got this disease from their parent in inheritance. Sometime they do not know why they

are so far from their parents and why they have to eat medicine daily. It is really unjust
with them. They are suffering due to their parent’s mistake.

One more thing that they are more susceptible for tuberculosis. If we want to bring a
smith on their face first of all we should remove social stigma from their life. HIV are not
associated only the sex but there are so many causes.
If we want to decrease the ratio of People with HIV we should focused on prevention
aspect. We should concentrate on awareness & education programme
FRLHT Visit : It was really a informative trip. It situated outside of the Bangalore city
and near the airport road. FRLHT stands for Foundation For Revitalization Of Local
Health Traditions. Most of the Indian population depend on agriculture & Forest. Both’s
survival are depend to each other. Regarding this area this organization are doing with
much with a higher objective. To engage in high priority, trans disciplinary research that
bridges Ayurveda with Biomedicine, life science, engineering, pharmaceutics and the
social science, art & culture and build new paradigms, standards, products, processes,
technologies and communication strategies. To engage in research to uncover the
algorithms of theoretical foundation and therapeutic strategies of Ayurveda and to use
digital techonolgy platforms for documentation and interpretations. To engage in clinical
research to eatablish the clinical theories and practice of Ayurveda and promote good
clinical management. To design and demonstrate conservation strategies including the
creation of geospatial database focused on threatened species.To design and
demonstrate augmentation strategies for sustainable use of natural resources used by
the Indian medical heritage.

To design and implement innovatie online and offline educational programs for rural and
urban households, school and university students and fold healers. To design and
implement strategic outreach programs for widespread dissemination of validated health
interventions derived from traditional health sciences and practices which can impact
rural and urban communities in India and globally. We visited their herbarium and
garden where we saw a variety of plants & herbals which are very useful to our day to
day life. They inform us there are more than 1000 plants in that campus and they
explained more about their documentation process, herbarium, other department of
their organization, they took a little session on above topics etc. they have arranged our
lunch also.

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My learning from Field visit
To attend Health Education Proramme.

HEALTH may be defined as a state of complete physical, mental, social and
spiritual well-being and not merely absence of disease or infirmity.

EDUCATION is the manifestation of the perfection already within man.
Therefore, Health Education is essentially a positive and practical science.
Positive in the sense that it has an ideal , which is far greater than the
narrow connotations (meaning) generally ascribed to it; as for example
being physically healthy is not only to be free from disease or infirmity, but

complete well-being implies having vigorous work capacity and bound less

enthusiasm besides being physically well-built. Same applies to mental,
social and spiritual health. At the same time the science is immensely
practical for the ideas and information regarding all the aspects of health

have to be practiced day and night till perfection is manifested. THUS
PRACTICE forms the core of Health Education.

1. Health education through multimedia in school & colleges.
2. Health education through multimedia in village& clusters.

HEMM IN SCHOOL

According to census 2014 literacy rate of our country 74.04. out of male literacy is 82.14
and in female literacy 65.46. where as in uttar Pradesh total literacy rate is 67.68 and
out of them male literacy rate is 77.28 and 51.36 in female. As it is said that children
are the future of the country. Growth of any country depend on its younger population
of that country. If they are more educated and especially life skill education, the
population will be more healthy and productive.

In uttar Pradesh numbers of primary school are more than 1 lakh and enrolled upper
primary school are more than 35000.
Most of the rural school are facing several challenge like poor infrastructure, burden of
overload of students, lack of sufficient & efficient teacher, etc. these are affect school
education. Some time student do not get the proper opportunity to develop their
potentiality. And teacher also feel the pressure of completing their curriculum in time so
they do not focused on any extra curriculum or life skill education. In this area Health
education through Multimedia programme in school try to reduce above described gap.
RKMHOS developed various documentary film on several topics like tobacco use
prevention, Food for health, Stop tuberculosis, roll back malaria, Exercise the true
bodyguard, Acute Respiratory infection, Diarrheal disease, Child health care- I & II,
Women Health I & II, etc.

Health education on water borne disease like diarrhea in school. In this region care
sought for diarrhea is around 85 % according to AFHS 2013 - 14. So they focused
school health education and targeted to school student.

Objective of school health education;-

1. To enhance the knowledge of student & teacher on water borne disease like
diarrhea.
2. To develop their skill about ORAL REHYDRATION SOLUTION & it’s preparation
in home.
3. To focus on prevention aspect of this disease.
4. To escape themselves from unnecessary & dangerous medicine.
5. To identify the severity of this disease.
6. To enhance their communicative skill.
7. To improve their thinking & decision making capacity.
8. To develop the ability to solve their day to day life problem & life threaten.
9. Team work
10.To bring a feeling or sensitiveness about their responsibility for community.
Process of school health education:

1. Contacting the schools:

•

Dissemination Team leader / Doctor / Health Educator meets the school principal with a

formal letter.

•

Explains the whole process including requirements.

•

Gets the Information Form filled, which has information about the presentation room /

hall size, total numbers of boys and girls (class wise), alternate power supplies
arrangement.

•

Settles on date and time of presentation.

•

Also determines school appointed facilitator to help team arrange the session on the
date of presentation.

2. Presentation Day

•

On the presentation day, all equipment to be used is tested at the project office. The

Information Form for the school is also reviewed, based on which the required number of
student information sheet, program evaluation sheet, Assignment Sheets and Summary

Sheets are packed. A checklist containing details about the equipment, literature etc. that

is being carried is filled and retained in the office records.

•

A 4-wheeler is prepared for the trip, and all equipment is loaded on it.

•

Dissemination Team consisting of a health educator, a computer operator / field

assistant and a driver reach the school half an hour before the scheduled presentation.
•

A senior team member contacts the school’s designated coordinator for the program.

Next, the team unloads and sets up the equipment in the presentation hall.

•

After setting up the equipment, the team sets a class-wise sequence according to the

presence of the students on that day, as well as the hall size. Students are then called in
batches to view the presentation. The team also insists that all the teachers and staff

should watch the presentation as far as this is possible.

•

After students are seated, a brief introduction about the SIS & evaluation sheet. These

sheets are filled by student immediately then program begins.

•

After the presentation is over, the doctor or the health educator conducts a ‘Question &
Answer’ session. He involves and encourages the students to actively participate in the

discussion.

•

Immediate post evaluation forms filled by student. For anyone seeking medical
counseling, the doctor if present tries to provide it after the session is over. For other

medical help they are called to our hospital, where we provide free medical services and
free medicines, as available, to the patients.

•

A few photographs are taken, and sometimes a video is shot of the presentation as well
as the Q/A session.

•

Necessary instructions are next provided on how to fill the Assignment SJieets. The
students are also encouraged to use the Summary Sheets to spread awareness and

information on the subject (e.g., by discussing the matter on the sheets with neighbors,
using the sheet to communicate the information to any illiterate people working in their
home, etc)

•

The viewing beneficiaries are informed of the requirement to return the completed

Assignment Sheets to the school authority by a certain date. The Assignment Sheets and

Summary Sheets are then distributed to each participant, with the help of the person

deputed by the school.

•

Before leaving the school the team meets with the authorities again, and reminds them
about the date of collection of Assignment Sheets. It also takes their views on the

presentation.

•

All the team members then reload all the equipment that was taken to the site on the

jeep. On the return trip to the office, a general discussion on the day’s presentation
follows. Based on the discussion, comments are placed in the Comments Book.

•

On returning back to the office, all the equipment is unloaded from the jeep. It is checked
by the staff deputed in the office with the help of the checklist, which was left with him.

3. Community workshops by peer educator on disseminated health education topic.
On the school health education day they selected few enthusiastic students who shown
their interest to do some awareness program in their community. They enlisted such a

student and talked with school principal and fixed a day for special training for those student.
On that day one team goes to school and trained them for community workshop. In this

workshop mainly focused on what is community workshop? What are the benefits of these
workshop, how community workshop organized in community and day setting for the

community workshop.

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Calories

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Protein

Ready to Eat food Supplement

1.

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10-15

NULL

2.

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10-15

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Gram

3.

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20-25

4.

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20-25

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District Pro

file

1. Gepgraphical Area.

4521 Sq. km.

2. Population.

Total

Male

Female SC

ST

Rural

Urban

population

1093849 980860 554102 1302 1788203 286506

2074709

3. No. of educated personnel

Total

Male

Female

917960

611282

306678

Nagar Palika

Gaon Sabhas

Nyay Panchayat

3

758

105

4.
Tehsils Dev. Block

12

4

Si

5. Police Station

Total

Urban

Rural

15

7

8

6.

Total Villages

Abad Villages

Gair Abad Villages

1966

1748

218

7.

Railway Stations 18

8. Post Offices
Total

Rural

Urban

192

173

19

9.

Facility

No.

Telegraphs Offices

2

Telephone connection

25338

Branches of Nationalised Bank

61

Gramin Bank

35

Co Operative Bank

15

Development Bank

3

Other commercial Bank

18

Bio Gas Plant

4332

Cold Storages

10

No of Cheep Food grain Shops

;

Total

Rural

Urban

973

854

119

Net Area Sown

199439 Meet

Area Sown more than Once

108573 heel

Net irrigated Area

114954 heel

Rain fall

Normal

1043 mm

Rain fall

Actual

789 mm

Temperature Highest

45. centigrade

Temperature

Lowest

4.8 centigrade

Irrigation

Length

of 1317 km

canals
Irrigation

No.

of Govt.

370

tubewell
Irrigation

No. of Private 8449
tubewell

Animal

24

No of cattle hospitals

husbandry
No

of

cattle 27

development centres
No

of

insemination

18

centres

Co operative

No of Agricultural loan 86

co-operative societies
No

of

members

of 125589

cooperatives societies

No of School/ educational Institutions.
Juniour

Seniour

Higher

Degree

Industrial

Polytechnic

Besic

besic

secondary

colleges

Training

college

schools

schools

schools

1631

456

120

Allopathic

10

Ayurvedic

49

Homiopathic

24

Unanie

4

Primary Health care

47

F C welfare centre

17

F C welfare sub centre

251

—■
_______

Institues
9

3

1

1

i India

I 19.96

J Total Population (In Crore) (Census 2011)

Ishhbmhhhhhhhhhbhhh

121.01

Decadal Growth (%) (Census 2001)

20.09

17.64

Crude Birth Rate (SRS 2013)

27.2

21.4

Crude Death Rate (SRS 2013)

■I

| Natural Growth Rate (SRS 2013)

K

■I VBHnB

' 1

19.5

14.4

infant Mortality Rate (SRS 2013)

50

40

| Maternal Mortality Rate (SRS 2010-12)

392

178

1

2.4

Total Fertility Rate (SRS 2012)
Sex Ratio (Census 2001)

908

940

Child Sex Ratio (Census 2011)

’ 899

914

Schedule Caste population (In Crore) (Census 2001)

3.51

16.67

Schedule Tribe population (In crore) (Census 2001)

! 0.01

; 8.43

| Total Literacy Rate (%) (Census 2011)

I 69/72

74.04

1
I

Indicator

Uttar Pradesh

_______________________________

Male Literacy Rate (%) (Census 2011)

,79.24

82.14

Female Literacy Rate (%) (Census 2011)

59.26

65.46

i Required

I In position

| shortfall

31037

20521

10516

Health Infrastructure of Uttar Pradesh
~______
J Sub-centre
Primary Health Centre

.5172

... 3692

Community Health Centre

1293

515

778

Health worker (FemaleXANM at Sub Centres & PHCs

24213

22464

1749
..... . .... ..J

20521

1729

18792

3692

2040

-... 1652

3692

4518

~ ...T-rr ..r-rrr—. .>

j Health Worker (Male) at Sub Centres

J

■

Health Assistant (Female)/LHV at PHCs

| Health Assistant (Male) at PHCs

Doctoral PHCs
| Obstetricians & Gynecologists at CHCs

■■■

3692
515

Pediatricians at CHCs

■.............. r"
515

I Total specialists at CHCs

2060

.. . .

2861

■

..—

40

475

■■

Radiographers at CHCs

831

_•

...

■

.

.

.

320

1740

2

i Pharmacist at PHCs & CHCs

4207

5582

Laboratory Technicians at PHCs & CHCs

4207

1836

2371

I Nursing Staff at PHCs & CHCs

7297

2627

4670

,.1,

■

j

Community Health Learning Programme is the third phase

of the Community Health Fellowship Scheme (2012-2015)
and is supported by the Sir Ratan Tata Trust, Mumbai and

International Development Research Centre, Canada.

L.J

r.

9

School of Public Health, Equity and Action (SOPHEA)
SOCHARA
# 359, 1st Main,
1st Block, Koramangala,
Bengaluru - 560034
Tel: 080-25531518; www .sochara.org
AA ©

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