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UNESCO HIV and Health Education Clearinghouse

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  1. Food for thought? Experimental evidence on the learning impacts of a large-scale school feeding program

    There is limited experimental evidence of the impact of large-scale, government-led school meals programs on educational achievements. The authors report results from a nationwide randomized trial of the Government of Ghana’s school feeding program. After two years, program availability led to moderate increases in test scores for the average pupil, and to remarkable learning and cognitive gains for girls, and children from the poorest households and regions. Increases in enrolment, attainment, and shifts in time spent at school constituted mechanisms for impact. …

  2. Food for thought? Experimental evidence on the learning impacts of a large-scale school feeding program in Ghana

    There is very limited experimental evidence of the impact of large-scale, government-led school meals programs on child educational achievements in Sub-Saharan Africa. The authors address this gap by reporting treatment effects from a nationwide randomized trial of the Government of Ghana’s school feeding program (GSFP) on children’s math and literacy, cognition (problem-solving ability and working memory), and composite scores of overall attainments. …

  3. The crisis in the classroom: the state of the world's toilets 2018

    The report, The Crisis in the Classroom: The State of the World’s Toilets 2018, reveals the countries where children are struggling most to access a toilet at school and at home, and highlights those that have made good progress. It calls on governments to take urgent action to make decent toilets normal not just for children but for everyone everywhere by 2030.

  4. Core questions and indicators for monitoring WASH in schools in the Sustainable Development Goals

    This document presents recommended core questions to support harmonised monitoring of WASH in schools as part of the SDGs. The questions map to harmonised indicator definitions of “basic” service and to service ladders that can be used to monitor progress. They are intended for use in national or sub-national facility surveys and census questionnaires. If national and sub-national surveys use the questions and response categories in this guide, it will help to improve survey comparability over time and between countries, as well as harmonise data with the SDG definitions for WASH in schools.

  5. Drinking water, sanitation and hygiene in schools: global baseline report 2018

    The World Health Organization (WHO) and the United Nations Children’s Fund (UNICEF) are responsible for monitoring global progress towards water, sanitation and hygiene (WASH) related Sustainable Development Goal (SDG) targets. The global effort to achieve sanitation and water for all by 2030 is extending beyond the household to include institutional settings, such as schools, healthcare facilities and workplaces. This joint report is the first comprehensive global assessment of WASH in schools and establishes a baseline for the Sustainable Development Goal (SDG) period.

  6. Leaving no one behind in the health and education sectors: an SDG stocktake in Ghana

    Ghana has been widely acknowledged as one of sub-Saharan Africa’s ‘rising stars’ during the era of the Millennium Development Goals, and has made substantial progress in improving access to health care and education over the past two decades. However, a step change is now needed to ‘reach the furthest behind first’, as committed in Agenda 2030, if Ghana is to leave no one behind in its progress towards the Sustainable Development Goals. …

  7. Integrated school health: a manual for teachers

    The aim of this manual is to focus health education in schools towards nutrition disorders, infections and diseases that affect school-age children and community members living in and around Kakuma Refugee camp today. The manual forms part of an integrated approach to school health, and provides education and information around a set of interventions which seek to incorporate sanitation, health and nutrition into a school based platform to bring about improvements to child health in the camp. …

  8. How to develop your life skills: a self-help guide for Tanzanian youth

    This guide is composed of 8 units. Unit 1 defines life skills, Unit 2 deals with self-esteem, Unit 3 helps understand decision making, Unit 4 provides guidance on solving problems, Unit 5 focuses on communication, Unit 6 deals with emotions and stress management, Unit 7 gives instructions on goal setting, Unit 8 provides solutions to exercises.

  9. Safe Schools Program: Final report

    The Safe Schools Program (Safe Schools) was a five-year initiative (2003-2008) funded by the U.S. Agency for International Development (USAID), Office of Women in Development and implemented by DevTech Systems, Inc. (DevTech). This program was at the forefront of defining, understanding and addressing school-related gender-based violence (SRGBV). In 2003, gender-based violence in schools was considered a significant obstacle both to achieving the Education for All (EFA) goals, and to reducing the spread of HIV/AIDS. …

  10. Children’s multidimensional health and medium-run cognitive skills in low- and middle-income countries

    This paper engages in the debate on the effects of children’s health on their education in later life stages in low- and middle-income countries. Using three rounds from the rich panel data of the Young Lives study in Ethiopia, India, Peru and Vietnam, it endorses a multidimensional approach to health (and poverty in general). …

  11. Integrated school health policy

    The general objective of this school health policy is to guide the provision of a comprehensive, integrated school health programme which is provided as part of the primary health care (PHC) package within the Care and Support for Teaching and Learning (CSTL) framework. …

  12. National school health policy

    The goals of the National School Health Policy are to: i. Enhance the quality of health in the school community; ii. Create an enabling environment for inter-sectoral partnership in the promotion of child friendly school environment, for teaching and learning and health development. The objectives of the National School Health Policy are to: i. Provide the necessary legal framework for mobilization of support for the implementation of the School Health Programme; ii. …

  13. School health and nutrition guidelines. Together for healthy productive schools

    These School Health and Nutrition (SHN) Guidelines put the Strategy into action. They are derived from the SHN strategy, guiding principles and the four components of the FRESH (Focusing Resources on School Health and Nutrition) approach namely: policies and standards, essential SHN services, productive school environment that is safe and sanitary, and skills based education. The objectives of the Guidelines are to help partners to: 1. Improve coordination, monitoring and evaluation; 2. Maximize resource use in a transparent manner and reduce duplication; 3. …

  14. Guidelines for the implementation of the health promoting schools initiative (HPSI)

    The purpose of this document is to provide guidelines that should be used by persons who are responsible for developing and implementing strategic school health programs. This information will facilitate the development of the Health Promoting School Initiative (HPSI) and identification of appropriate activities at national, regional/provincial, district, sub district, community and school levels.

  15. National school health policy and implementation guidelines

    This document contains:- A description of the policy development process; - The rationale and context for the policy; - An outline of the main health needs of school-aged children; - The vision, mission, principles and main objectives; - A package of school health service activities; - A framework for monitoring and evaluation; - Implementation guidelines.

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