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close this bookTeacher's Guide on Basic Environmental Health (WHO, 1999, 327 p.)
close this folderPart One: Teaching environmental health
close this folderOrganizing a course or workshop
close this folderCurriculum development
View the document(introduction...)
View the document1. Goals and objectives
View the document2. Required background
View the document3. Subject matter/teaching methods
Open this folder and view contents4. Selected teaching methods
Open this folder and view contents5. Audiovisual materials
View the document6. Reading list, resources
View the document7. Timetabling
View the document8. Evaluation
View the document9. Follow-up

9. Follow-up

Monitoring the long-term impact of educational programmes is often the most difficult evaluation to undertake well. In addition to cognitive and behavioural objectives, “education for action” also measures to what extent students were able to put their learning into practice. To encourage ongoing application of learning, students can be encouraged to develop an “action plan” before the end of the course or workshop in which they outline concrete steps which they plan to carry out in the 6-12 months following the course. Follow-up activities might include: networking with local health professionals and policy-makers; involvement in ongoing activities by local groups and organizations in areas related to environment and development; participation in legislative initiatives; and pursuit of further health, social and environmental studies. Methods that have been used successfully to evaluate long-term educational impact include questionnaires or interviews six months or one year after the course has taken place, observation of skills/practice, facilitated group discussions, and examination of records (e.g. college acceptance rates, performance on standardized tests).