Educational level

After the family, schools are the most important learning settings for children and are central to life in the society and community. Schools can - and should - be stimulating environments for children. Schools can also influence communities through outreach activities, through their students, who are in touch with the whole community. Through schools, children can develop as learners, teachers, development agents and responsible adults.

The SSHE programme can help education systems achieve their own goals. SSHE can improve school facilities, improve hygiene education programmes and enrich the opportunities for personal growth among children by bringing life skills into the classroom. To achieve these outcomes programmes must address the potential weaknesses and meet the challenges that frequently appear. Some of the key implications of doing so are reflected in the following box.

Table 9: Key lessons for educators

The following are some of the main issues which educators, in relation to SSHE, need to keep in mind:

Focusing on sustainability
At the school level facilities must continue to function and remain clean but be used. This entails proper operation and maintenance. At the community and school level plans may need to be made and carried out for repair of facilities, payment for repairs, preventive maintenance and ensuring participation of all children in cleaning (not just the poor children or low-caste children). In addition the issue of some financial contribution by parents to maintain the school could also be considered to maintain facilities.

The issue of sustainability also implies a major focus among head-teachers and selected teachers on organising and training the children. School health clubs can be useful here in addition to parent-teacher associations.

Identifying and emphasising hygiene behaviour
In some schools, for example, there is emphasis on nail-cutting but not on handwashing. The priority should be reversed.

Developing capacities
High quality training of teachers, head teachers and community representatives is needed, using appealing and effective methodologies. This implies that the old-fashioned 'guest lecturer' way of organising training needs to be changed. Experience shows that periodic training is far more effective in a programme than one-time events. Orientation of supervisors and head teachers who support the programme is also essential.

Teacher training
The training of teachers on SSHE should be a part of their development. Currently there is not much emphasis placed on this aspect, with the assumption that teachers already have this knowledge.

Focusing on supervision of teachers
This includes follow-up through a supervisory system and periodic visits to schools.

Focusing on links to curriculum development:
This includes reviewing the syllabus and examination questions, in addition to reviewing the curriculum.