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close this bookLife Skills for Young Ugandans - Primary Teachers' Training Manual (UNICEF, 190 p.)
View the document(introduction...)
View the documentForeword
View the documentPreface
View the documentAcknowledgements
close this folderSection One: The Life Skills Education Initiative
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View the document1.0 Background
View the document2.0 What are Life Skills?
View the document3.0 LIFE SKILLS AND THE PRIMARY SCHOOL CHILD
View the document4.0 Other supporting activities/strategies
View the document5.0 Problems and solutions
close this folderSection Two: Methodologies and Training Session Activities
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close this folderPART A - General Activities
View the document1.0 INTRODUCTORY AND PREPARATORY ACTIVITIES
View the document2.0 PARTICIPATORY METHODS
close this folderPART B - Specific activities that may be used to focus upon some of the key issues of Life Skills Education
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View the documentWORKSHOP A: HOW TO IDENTIFY THE NEEDS OF A 13 YEAR OLD UGANDAN CHILD
View the documentWORKSHOP B: WHAT ARE THE PRIORITIES FOR THE EDUCATION OF CHILDREN?
View the documentWORKSHOP C: INTRODUCING LIFE SKILLS CONCEPTS
View the documentWORKSHOP D: ATTITUDES TO LIFE SKILLS
View the documentWORKSHOP E: AIMS OF LIFESKILLS EDUCATION
View the documentWORKSHOP F: THE HEALTH PROMOTING SCHOOL
View the documentWORKSHOP G: PROMOTING SELF ESTEEM IN SCHOOL
close this folderSection Three: Overview of current Primary Teacher’s College Health Education Syllabus and Potential for Development of Life Skills Education
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View the documentINTRODUCTION
close this folderSection Four: Sample Activities
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View the document4.1 Unit One - OUR HEALTH
View the document4.2 Unit Nine - HIV/AIDS
View the document4.3 Unit Thirteen - FAMILY HEALTH AND SOCIAL PROBLEMS
close this folderSection Five: Preparing Your own Units
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View the document5.1 INTRODUCTION
View the document5.2 WHAT DOES IT TAKE?
View the document5.3 SAMPLE LESSON PLANS FOR PRIMARY SCHOOLS
View the document5.4 SUMMARY
View the documentReferences

INTRODUCTION

In the light of Section 1, this chapter analyses the current Health Education Syllabus for Grade III Teachers’ college from different points of views.

Firstly, it identifies problem areas within each Unit which could the basis for discussion and life skills education.

Secondly, it addresses the Rights of Children in relation to the topics and life skills required for development of self, family and community.

Thirdly, the Sara communication Initiative (ESAR) and other initiatives and surveys are used to identify girl/Gender issues which are also a basis for discussion and life skills study.

Finally, potential life skills that can be highlighted in each topic through using interactive methods have been identified.

UNIT

PROBLEM AREAS ADDRESSED

CHILDREN’S RIGHTS

GIRL CHILD ISSUES

LIFE SKILLS TO BE HIGHLIGHTED

RATIONALE FOR LIFE SKILLS

DEVELOPMENT OF LIFE SKILLS

OUR HEALTH

Concept of health

Concept of Life Skills and health

Childrens rights concerning health

Promotion of good health

Environment factors influencing health

Growth and development in relation to health

Role of individual, family and community

Inadequate concept of health

Environment and health

Role of individual, family and community

Beliefs and practices i.e. use of latrines

To grow up in a peaceful, caring and secure environment and to have the basic necessities of life including food, health care, clothing and shelter (NCC for children - Uganda)

State to ensure to the maximum extent possible the survival and development of the child (Convention on the Rights of the Child (CRC) Article, 6)

Workload/exploitation

Son preference

Early marriage

Child parent

Interpersonal relationship

effective communication

To develop functional concept of health for self, family and community

Role plays

Dialogues

Case studies

Observation and recording

AIR, WATER AND SANITATION

Poor sanitation

Poor ventilation in living houses and kitchens

Inadequate provision of clean and safe water

(As above Article 6.)

Right to grow up in a peaceful, caring and secure environment (NCC)

Extra work load

Son preference

Problem solving

Decision making

Critical thinking

Ensuring wholesome environment for self, family and community

Flash cards with statements for discussion

Practical activities

Observation and recording

BODY SYSTEMS

Masculo-Skeletal

Digestive

Respiratory

Circulatory

Nervous

Reproductive

Excretory

Endocrine

Coping with growing up

Coping with disabilities

Appropriate care for the body

Cultural beliefs and practices

Health protection through immunisation and proper health care (NCC)

Disabled children to be treated with the same dignity as other children (NCC)

To refuse to be subjected and to be protected from harmful initiation rites, social and customary practices (NCC)

To be protected from all forms of physical or mental violence, injury or abuse (CRC Article 19)

Sexual abuse

Violence and abuse

Female genital mutilation

Other initiation rites

Self awareness

Assertiveness

Negotiations

Empathy

Ensuring:

Proper growth and development

Care and protection for the body

Care for the disabled

Case studies

Discussion

Role plays

FOOD AND NUTRITION

Need for food

Food availability, production, security and utilisation

Inadequate knowledge on foods and nutrition

Cultural beliefs and practices

Basic necessities of life including food (NCC)

Son preference

Access to food

Extra work load

Assertiveness

Problem solving

Self awareness

Develop health feeding habits for self, family and community

Dialogue

Debate

Role plays

Discussion

Dietary surveys

SAFETY, ACCIDENTS AND FIRST AID

Unsafe environment

Managing and coping with accidents

Right to grow up in a peaceful, caring and secure environment (NCC)

Right to be protected from economic exploitation and from performing any work likely to be hazardous or interfere with child’s health (CRC, Article 32)

Right to be protected form all forms of physical or mental violence, injury or abuse (Article 19)

Access to education

Accidents related to gender roles

Empathy

Coping with stress

Critical thinking

Creative thinking

Self Confidence

To ensure safety for self, family and community

Case study

Story telling

Role play

Debates

Letters

Discussion

DISEASES

Concept of disease

Causes

Communicable and non-communicable

Prevention and control

Lack of knowledge

Socio-economic factors

Right to protection through immunization and health care (NCC)

Sexual abuse

STI’s

Lack of access to health care

Empathy

Problem solving

Interpersonal relationship

Peer resistance

Promote healthy living for self, family, and community

Case study

Observation

Debate

Role play

Story telling

Discussion

HIV/AIDS

Meaning

Causes

Modes of transmission

Pre-disposing factors

Signs and symptoms

Prevention of AIDS

Patients and Orphans

Moving from knowledge to behavioural change

Socio-economic context

Beliefs and cultural practices

Coping with people with HIV/AIDS and orphans

Right to refuse and be protected from harmful initiation rites and other harmful social and customary practices (NCC)

Counselling

Sexual abuse

Wife inheritance

Lack of vocational skills/career options

Limited expectations

Peer resistance

Problem solving

Assertiveness

Decision making

Friendship formation

Coping with emotions

To discourage risky behaviour

Role play

Case studies

Dialogue

Flash cards

Life line

Dramatisation

Letters

Story telling

Songs, poems

ORAL HEALTH

Mouth structures and their functions

Types of teeth

Tooth decay and tooth and gum care

Mouth problems and remedies

Cultural beliefs and practices

Lack of awareness

Beliefs and practices

Right to have basic necessities of life including health (NCC)

Right to refuse to be subjected to harmful initiation rites and other harmful social and customary practices (NCC)

Access to health care

Initiation rites

Self awareness

Peer resistance

Assertiveness

To develop the concept of Oral Health for self, family, and community

Story telling

Debate

Discussion

Role play

Dialogue Letters

Case study

Observation and recording

IMMUNISATION

Immunisation and Immunisable diseases

Promotion of immunisation

Incomplete immunisation

Beliefs and lack of awareness e.g. girls of child bearing age to go for tetanus injections

Right to health protection through immunisation and appropriate health care (NCC, CRC)

Lack of family life Education

Self awareness

Decision making

Critical thinking

Effective Communication

To ensure health protection through immunisation for self, family and community

Role play

Field trip

Songs and Rhymes

Dialogue

Survey

Case Study

Debates

MATERNAL AND CHILD HEALTH

The mother and safe motherhood

The child and child care

Role of father

Coping with parenthood

Lack of family life Education and family planning

Right to grow in a peaceful, caring and secure environment and also to have the basic necessities of life including food, health care, clothing and shelter. (NCC)

Right to name and nationality (NCC)

Right to have his/her basic interests given priority in any decision made concerning the child (NCC)

Right to enjoy the highest attainable standard of health and facilities (CRC Article 24)

Right to be protected from all forms of physical, mental violence (CRC Art. 19)

Both parents have common responsibility for the upbringing and development of the child (CRC Art. 18)

Access to health care

Family life Education

Early marriage and pregnancy

Female genital mutilation

Suicide

Coping with emotion

Coping with stress

Interpersonal relationship

Negotiation

To develop skills for coping with demands of parenthood

Case study

Role play

Dialogue

Letters

Survey field trip

Observation

Recording

Story telling

ESSENTIAL DRUGS AND DRUG ABUSE

The concept of essential drugs and disease patterns

Drug use education

Misuse of drugs e.g. Over/under dosage and drug dependence

When ill, a child should have the right to receive proper medical care (NCC)

Right to be protected from illicit use of drugs or to be used in illicit production and trafficking of drugs (CRC)

Right to the enjoyment of the highest attainable standard of health and to facilitate for the treatment of illness and rehabilitation of health (CRC Art. 24)

Access to health care

Counselling

Access to education

Self awareness

Coping with stress

Decision making

Effective Communication

To ensure proper use of drugs and avoid use of narcotics or harmful drugs

Debates

Dialogues

Role play survey

Discussion

Letters

Story telling

FAMILY HEALTH AND SOCIAL PROBLEMS

Family type and members

Social Problems e.g. Juvenile delinquency, alcoholism, drug abuse

Marriage relations

Social economic

Poor parenting

Juvenile delinquency

Violence Drug abuse

Alcohol taking

Incest

Poor marriage relations

Same rights irrespective of sex, religion, custom, rural or urban background, nationality, tribe, race, marital status of parents or opinion (NCC)

Right to refuse and to be protected from harmful initiation rites and other harmful social customary practices (NCC)

Right to leisure which is not harmful. To play and participate in sports and positive cultural and artistic activities (NCC)

Both parents have common responsibility for the upbringing and development of the child (CRC, Art. 18)

Protection by the State from all forms of physical or mental violence, injury or abuse (NCC, CRC Art. 19)

Right to be protected from all forms of sexual abuse and sexual exploitation (CRC Art. 34)

Push out from school

Homeless

Lack of counselling

Child exploitation

Sexual abuse and incest

Early marriage

Early pregnancy

Suicide

Son preference

Limited expectations and opportunities

Peer resistance

Conflict resolution

Friend-ship formation

Coping with emotion

Coping with stress

Negotiation

Interpersonal relations

To ensure positive behaviour and relationships for the benefit of self, family and community

Role play

Dialogue

Debates

Dramatisation

Devil’s Advocate

Discussion

Case study

Letter

TRADITIONAL PRACTICES OF MEDICINE

Myths about diseases

Traditional medicine

Traditional healers and birth attendants

Witch craft

Beliefs and Practices

Efficacy and dosage

Right to be protected from customary practices which are prejudicial to a child’s health (NCC)

Female genital mutilation

Abortion

Suicide

Human sacrifice

Critical thinking

Decision making

Effective Communication

Peer resistance

To discourage harmful traditional practices of medicine

Role play

Dialogue

Case studies

Discussion

Observation and recording

PRIMARY HEALTH CARE (PHC)

Concept of PHC

Elements of PHC

Promotion and implementation of PHC

Participation of individuals, family and community participation

Right to enjoy the highest attainable standard of health and to facilities for treatment of illness and rehabilitation of health (CRC Art. 24)

Rights of a child to have a standard of living adequate for the child’s physical, mental, spiritual, moral and social development (Art. 27)

Extra work load

Lack of family life education

Sugar daddy/mummy complex

Critical thinking

Negotiation

Problem solving

Decision making

Conflict resolution

Coping with stress

To ensure adequate participation of individuals, family and community in promotion of health.

Case study

Debates

Role plays

Letters

Discussion

Observation and recording