SCHOOL HEALTH AND NUTRITION (SHN) PROGRAMME IN ZAMBIA

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SCHOOL HEALTH AND NUTRITION (SHN) PROGRAMME IN
ZAMBIA Communities supporting health to
improve learning. PRESENTED AT CIES
WORKSHOP22nd March 2005 BYJOSIAS E.
ZULUCO-ORDINATOR,CHANGES PROGRAMME-EP,ZAMBIA
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Conceptual Framework of SHN/CHANGES Program

• Trainings
• Community mobilization and advocacy
• Community-based interventions
• School-based interventions
• Impact and outreach

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The SHN activities

• Baseline survey- biomedical, anthropometric and
  cognitive assessments
• Micronutrients supplements (Iron tablets and Vit.
  A) and de-worming pills (Albendazole) once per
  year
• Training teachers in Drug Administration and Life
  skills
• Strengthening linkages between Health centres and
  schools
• Providing small grants to schools and communities
  to support SHN and HIV/AIDS interventions
• Community mobilisation to support SHN activities
  as a cross cutting activity

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Mobilizing Institutions for School Health and
Nutrition

• Roles and responsibilities of Ministries of
  Education and Health agreed upon
• School and health and nutrition policy developed
• Multi-sectoral committees established
• Link Schools to Health centres and communities
  (through School Health cards)
• Characteristics of a Health promoting
  School-Multi-sectoral teams.

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Mobilizing Communities for School Health and
Nutrition. (SHN).

• Use of Participatory Learning for Action (PLA)
  and Theatre for Community Action (TCA)
• Public meetings
• Training of teachers and health workers in
  HIV/AIDS and SHN activities
• Training of communities and teachers SHN
  concept, PLA and TCA
• Sub grants to Community Based Organisations
  (CBOs) groups Supporting SHN activities
• Develop and distribute IEC materials on SHN

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Examples of Community Participation.

• Molding of bricks and labour for construction of
  resource centres, wells and pit latrines and
  School gardens
• Cooking on school feeding days
• Dissemination of information to pupils and other
  community members
• Parents provide snacks to their children to carry
  with them to school
• Decision making and planning

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Using the Media at National and Local Level

• Focus on benefits of SHN, Role of
  communities, How to make children healthy,
  Prevention of diseases-Water and sanitation
• Parents, pupils and teachers are involved in
  the discussions
• Local and National Radio programmes
• National TV programs
• National Newspapers
• IEC materials newsletters, flipcharts,
  brochures, calendars etc.

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Impact.

• Pupils more alert and healthier
• Absenteeism reduced
• Communities more concerned about the health of
  their children
• Cognitive functions of pupils improved
• Health center attendances by pupils reduced
• Cost effective

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Challenges.

• Teachers- extra duty vs extra pay, Competence,
  mouthful of activities
• Health workers-Professional jealousy, are
  teachers competent?
• Community- Competence, Not serious, Not sure of
  the benefit, Myths and misconceptions about drug
  administration to pupils. Is this Satanism. Does
  my religion allow?
• Overcoming bad cultural beliefs and practices

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Nyau Dancer- Eastern Province Zambia.
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Lessons learnt

• Popular drama is effective but expensive when
  professionals are used. However, equally
  effective are meetings and local drama groups
• Training must go beyond teachers and health
  workers to include managers, policy makers and
  Community members with their opinion leaders
• Poor infrastructure has no serious effect in
  implementation of the program
• Health workers, Teachers and Communities can work
  together as partners to improve learning

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Conclusions.

• Involving teachers is the best practice Teachers
  work closely with parents and exert influence on
  the welfare of school children community members
  trust teachers ability to learn and adapt to new
  ideas
• Teachers, Health workers and community members
  can work together to improve learning. Training
  teachers and health workers together builds team
  work.