Western Mindanao State University COLLEGE OF HOME ECONOMICS Graduate School Zamboanga City

Topic: THE ROLE OF THE SCHOOL IN HEALTH EDUCATION Course: Health Education 201 Professor: Lucia M. Santos, R.N.D., M.A.Ed. Reporter: Ramfred T. Cresmundo, R.N.D.

For all individuals, health is a resource that needs to be maintained and protected. In order to achieve this, all aspects of health must be considered, as should all the factors that determine it, which can be biological, psychological, social, economic, cultural and environmental. Many research projects have been conducted in schools. The results show the importance of health promotion both as a way of improving health and as a way of helping pupils succeed in education. However, as the primary task of schools is not to improve pupi ls health, the development of health promotion is not an easy matter. It will necessarily involve consideration of the specific nature of the school environment, and in particular the way in which teachers perceive their own role in health and social well-being. The principal aim of the health instruction is to promote favourable behaviour in situation involving the individuals health as well as that of his fellows. Broadly, it is to help people to live well, to live scientifically, efficiently, economically, and with satisfaction. Behaviour is what counts. It is what we do that counts. We become what we do or Life is what we make it. Attitudes about health and health behaviour help to determine what an individual does in a given situation. It has been that attitudes are self-reports. Attitudes are learned and can be modified by later learning. School Health Instruction Objective or Goals of School Health Instruction 1. To promote health behaviour (action, conduct habits) favorable to high level wellness and the quality of life. 2. To promote development of a well-integrated personality, allowing enjoyment of life based upon a realistic acceptance of ones limitations as well as capabilities. 3. To clarify misconceptions and superstitions, and provide accurate information about personal and public health matters. 4. To facilitate the development of a feeling of security based upon acquisition of sound information, positive attitudes, and scientifically wise behavior. 5. To contribute to the life of the community through the development of health educated citizens who know the advantages and necessity of supporting health measures for the common good. 6. To develop ability in students to see cause and effect, to take preventive or remedial steps, and thus to lengthen life and improve the quality of living.

Organizing or Planning Health Curriculum HEALTH CURRICULUM DEVELOPMENT Definition of Terms: Curriculum - derives from the Latin currere meaning to run. This implies that one of the functions of a curriculum is to provide a template or design which enables learning to take place. Curricula - define the learning that is expected to take place during a course or program of study. Syllabus - describes the content of a program and can be seen as one part of a curriculum Official or Formal curriculum is written and published, as course documentation. Hidden, unofficial or counter curriculum - describes those aspects of the educational environment and student learning (such as values and expectations that students acquire as a result of going through an educational process) which are not formally or explicitly stated but which relate to the culture and ethos of an organization. Stages of curriculum development: Determine and agree the educational or professional context in which the program is to be developed and delivered Define the needs of the learners in line with the requirements of professional bodies Determine the aims and broad learning outcomes of the program Identify ideas and constraints Agree the broad structure and framework of the program, the main areas of teaching and learning, the sequence of the main topics and the key assessments Allocate the detailed development of each topic or course area in terms of defining objectives and learning outcomes to individuals or teams Course teams to develop coherent program which have defined learning outcomes, timetables, content, appropriate teaching, learning and assessment methods and which utilize relevant and available learning resources. Implement and refine the program. Develop an appropriate and deliverable evaluation strategy. Review and revise the course in line with feedback has it met the identified needs of the learners and other stakeholders? Course design and planning: The educational and professional context must be discussed and clearly defined. This can reflect a number of factors: current or prevailing educational or social ideology, culture, politics, economy, students, teachers and parents, commerce and industry, professional bodies, exam boards, funding bodies and history or influence of the past. In any discipline, there may be current trends in general education which need to be addressed and specific trends or issues in medical or healthcare education which relate to the healthcare system or context. Theories of adult learning, student centered learning, active learning and self-directed learning may all influence the overall program philosophy as other opportunities or student needs such as the need for flexible learning program (e.g. distance or open learning). Programs may be modular in structure or credit based, depending on the organization within which the curriculum is being designed.

Trends in Medical Education Curriculum Planning & Design: FLEXNER Flexner (1911) Teacher-centered Knowledge giving Discipline led Hospital oriented Standard program Opportunistic (apprenticeship) TO HARDEN: Harden (1984): the SPICES model Student-centered Problem-based Integrated Community oriented Electives (+ core) Systematic

Trends in Medical Education: PRISMS: Practice based linked with professional development. Relevant to students and communities. Interprofessional and interdisciplinary. Shorter courses taught in smaller units. Multisite locations. Symbiotic (organic whole). (Bligh, Prideaux, Parsell - 2001). Strategies of curriculum development: Any curriculum needs to be developed in the light of the organization or context in which it is going to be delivered. If a teacher is developing a small part of a course or program, then this must fit (in terms of approach, level and content) with the overall course. If a new course is being designed and developed then there are a number of approaches that can be taken and issues that need to be addressed to meet the needs of all stakeholders involved. A strategic issue which needs to be considered is whether the course design, delivery and management is centralized or decentralized. Centralized curriculum may allow better access to a wide pool of expertise but be less sensitive to local needs. Decentralized curricula tend to be more appropriate to students local needs and often ensure better ownership of the course by teachers. Decentralization can allow for a variety of approaches to design and delivery and enable comparisons of the strengths and weaknesses of each. Curriculum development and design: The Objectives Model and The Process Model. Objectives model: The objectives model takes as its major premise the idea that all learning should be defined in terms of what students should be able to do after studying the program, in terms of learning outcomes or learning objectives. Curriculum design according to this model follows four steps: Reach agreement on broad aims and specific objectives for the course. Construct the course to achieve these objectives. Define the curriculum in practice by testing capacity to achieve objectives. Communicate the curriculum to teachers.

The objectives model is a systematic approach to course planning. It forms part of Outcomes Based Education (OBE) which states that educators should think about the desirable outcomes of their program and state them in clear and precise terms. They should then work backwards or design down in the jargon of OBE, to determine the appropriate learning experiences which will lead to the stated outcomes. By using an outcome approach, educators are forced to give primacy to what learners will do and to organize their curricula accordingly (Prideaux, 2000).

The objectives (outcomes) model Curriculum ideas

Evaluation

Objectives/outcomes

Content, methods, resources

Process model The process model assumes that content and learning activities have an intrinsic value and they are not just a means of achieving learning objectives and that translating behavioral objectives is trivializing. Stenhouse (1975) argued that there were four fundamental processes of education: Training (skills acquisition). Instruction (information acquisition). Initiation (socialization and familiarization with social norms and values). Induction (thinking and problem solving). He claimed that behavioral objectives were only important in the first two processes and that in initiation and induction it would not be possible to use objectives. From this it was suggested that behavioral objectives were inappropriate for PBL (process base learning), professional development or clinical problem solving. Approaches to course design under the process model include the intellectual approach, which examines the subject matter in terms of assumptions held in the discipline with regard to a particular body of information, knowledge and skills. It asks should the course be taught at the micro - or the macro-level of conceptual analysis? (Fry, Ketteridge and Marshall, 1999). Creative or experiential approaches involve learning through experience and generally through the dynamics of a group process. Outcomes are defined in the existential moment of learning. (Fry, Ketteridge and Marshall, 1999). PBL approaches can fit under the outcomes or process approach although pure PBL allows the learner to define their own learning goals and places emphasis on the process of understanding the problem. This is normally seen as objective based through inference rather than objective defined. PBL courses can eventually become systematic. The process model depends a lot on the quality of the teacher and it can be more difficult to set standardized, valid and reliable assessments because performance is not being measured against stated objectives but against ideas and course content.

The process model Curriculum ideas

Evaluation

Content, method

Outcomes
The best approach to curriculum design is to combine the best of both approaches according to student need, teacher experience and organizational structure and resources. For example, it is useful to design the overall shape of the course, the main aims and learning objectives, broad content areas and time allocation centrally but then devolve out the detailed planning and design to those teachers who will be delivering the course so that they have ownership of their program. Models of curriculum development: In medical and healthcare education and training, the learners are required to acquire a complex mix of knowledge, skills and attitudes; they are expected to be able to synthesize and apply their learning to new and often demanding situations, they are also expected to be lifelong learners, acquiring and utilizing skills and attitudes such as study skills and self-motivation throughout their working lives. In addition, learners are working in a constantly changing environment and because they work with people (including patients, colleagues and healthcare partners) they constantly have to adapt their knowledge to meet expectations from a range of people. Undergraduate Medical Curriculum Models: Traditional pre-clinical/ clinical models. Integrated (hybrid) models. Problem based learning. Graduate entry, 4 year programs. The elements of the curriculum: The formal curriculum (course or program) can be seen as comprising a number of elements which fall within the curricular cycle. As curriculum planners, we need to ensure that these elements are addressed within our overall strategy and specific professional or organizational context. Once these elements are in place and the program is being implemented (either through piloting or fully) then systematic evaluation of the program can take place. Key aspects of the curriculum: Aims Learning outcomes/objectives (knowledge, skills and attitudes) Content Teaching and learning methods Assessment methods Supporting elements: Learning resources (teachers, support staff, funding, books/journals, IT support, teaching rooms). Monitoring and evaluation procedures. Clinical placement activities. Recruitment and selection procedures, including promotional materials. Student support and guidance mechanisms.

The aims and learning outcomes/objectives need to be developed in order to ensure that the goal of producing competent graduates is achieved. Aims describe what the teacher is trying to achieve (e.g. to encourage students to develop self-directed learning skills). Whereas, goals usually describe what the course or organization is trying to achieve (e.g. to inculcate professional values and attitudes). These terms are often used interchangeably. Learning outcomes guide teachers/trainers on what is expected of the learners on completion of the education/training program. Learning outcomes also guide students on what they are expected to be able to do in terms of knowledge, skills and attitudes after completing the program or parts of it. Correct interpretation of outcomes will guide both learners and teachers on the choice of relevant learning and teaching methods to achieve the intended learning. Those responsible for setting examinations and other assessments will also need to interpret the outcomes appropriately so that learners performance is tested appropriately by relevant assessment techniques. Learning resources required to deliver the curriculum: Teachers, technical and administrative staff. Equipment including IT and AV equipment, models and simulators, laboratory and clinical equipment, whiteboards, flip charts. Finances. Books, journals and multimedia resources. Teaching rooms, office space, social and study space. Requirements for supervision and delivery of clinical teaching/placements in courses for health professionals, these areas of the course usually comprise a large part of the curriculum. Clinical teaching is often delivered by health professionals working in practice rather than linked to the educational institution and it is important to ensure that such staff are supported and trained to deliver the course. Other requirements which need to be considered include travel and accommodation arrangements for learners and teachers. Implementing the curriculum: There is no real clear dividing line between curriculum development and implementation. Once the curriculum has been developed and tested, and revised as necessary, the curriculum is ready for implementation. It is important that those involved with implementing the course (usually teachers and examiners) as well as students, interpret the curriculum correctly, because the written word is not always interpreted in the same way by different people. Pre testing and piloting: Pre testing and piloting is to try out the draft curriculum in a small number of training situations and in the context in which the curriculum will be used. This helps to highlight to the curriculum developers whether the curriculum is understandable and relevant to the users and whether it works in practice. Based on these findings, the curriculum can be modified as appropriate to meet the needs of the potential students. Pre testing and piloting can help to create the most appropriate course as often the paper curriculum does not work as expected in practice because of unforeseen situations or responses by students or teachers. Monitoring and evaluating the curriculum: Monitoring can be defined as a continuous or periodic check and overseeing by those responsible for the course at every level. It includes putting activities in place to ensure that input deliveries, work plans, expected output and other actions are proceeding according to plans.

What should be monitored? Student recruitment and selection processes. Teaching staff. The teaching and learning process. Assessment. Performance standards. CHARACTERISTICS OF AN EFFECTIVE HEALTH CURRICULUM Todays state-of-the-art health education curricula reflect the growing body of research that emphasizes: Teaching functional health information (essential knowledge). Shaping personal values and beliefs that support healthy behaviors. Shaping group norms that value a healthy lifestyle. Developing the essential health skills necessary to adopt, practice, and maintain health-enhancing behaviors.

Less effective curricula often overemphasize teaching scientific facts and increasing student knowledge. An effective health education curriculum has the following characteristics, according to reviews of effective programs and curricula and experts in the field of health education: 1. Focuses on clear health goals and related behavioral outcomes. An effective curriculum has clear health-related goals and behavioral outcomes that are directly related to these goals. Instructional strategies and learning experiences are directly related to the behavioral outcomes. 2. Is research-based and theory-driven. An effective curriculum has instructional strategies and learning experiences built on theoretical approaches (for example, social cognitive theory and social inoculation theory) that have effectively influenced health-related behaviors among youth. The most promising curriculum goes beyond the cognitive level and addresses health determinants, social factors, attitudes, values, norms, and skills that influence specific healthrelated behaviors. 3. Addresses individual values, attitudes, and beliefs. An effective curriculum fosters attitudes, values, and beliefs that support positive health behaviors. It provides instructional strategies and learning experiences that motivate students to critically examine personal perspectives, thoughtfully consider new arguments that support health-promoting attitudes and values, and generate positive perceptions about protective behaviors and negative perceptions about risk behaviors. 4. Addresses individual and group norms that support health-enhancing behaviors. An effective curriculum provides instructional strategies and learning experiences to help students accurately assess the level of risk-taking behavior among their peers (for example, how many of their peers use illegal drugs), correct misperceptions of peer and social norms, emphasizes the value of good health, and reinforces health-enhancing attitudes and beliefs. 5. Focuses on reinforcing protective factors and increasing perceptions of personal risk and harmfulness of engaging in specific unhealthy practices and behaviors. An effective curriculum provides opportunities for students to validate positive health-promoting beliefs, intentions, and behaviors. It provides opportunities for students to assess their vulnerability to health problems, actual risk of engaging in harmful health behaviors, and exposure to unhealthy situations.

6. Addresses social pressures and influences. An effective curriculum provides opportunities for students to analyze personal and social pressures to engage in risky behaviors, such as media influence, peer pressure, and social barriers. 7. Builds personal competence, social competence, and self-efficacy by addressing skills. An effective curriculum builds essential skills including communication, refusal, assessing accuracy of information, decision-making, planning and goal-setting, self-control, and selfmanagement that enable students to build their personal confidence, deal with social pressures, and avoid or reduce risk behaviors. For each skill, students are guided through a series of developmental steps: a. Discussing the importance of the skill, its relevance, and relationship to other learned skills. b. Presenting steps for developing the skill. c. Modeling the skill. d. Practicing and rehearsing the skill using reallife scenarios. e. Providing feedback and reinforcement. 8. Provides functional health knowledge that is basic, accurate, and directly contributes to healthpromoting decisions and behaviors. An effective curriculum provides accurate, reliable, and credible information for usable purposes so students can assess risk, clarify attitudes and beliefs, correct misperceptions about social norms, identify ways to avoid or minimize risky situations, examine internal and external influences, make behaviorally relevant decisions, and build personal and social competence. A curriculum that provides information for the sole purpose of improving knowledge of factual information will not change behavior. 9. Uses strategies designed to personalize information and engage students. An effective curriculum includes instructional strategies and learning experiences that are student-centered, interactive, and experiential (for example, group discussions, cooperative learning, problem solving, role playing, and peer-led activities). Learning experiences correspond with students cognitive and emotional development, help them personalize information, and maintain their interest and motivation while accommodating diverse capabilities and learning styles. Instructional strategies and learning experiences include methods for: a. b. c. d. e. Addressing key health-related concepts. Encouraging creative expression. Sharing personal thoughts, feelings, and opinions. Thoughtfully considering new arguments. Developing critical thinking skills.

10. Provides age-appropriate and developmentally-appropriate information, learning strategies, teaching methods, and materials. An effective curriculum addresses students needs, interests, concerns, developmental and emotional maturity levels, experiences, and current knowledge and skill levels. Learning is relevant and applicable to students daily lives. Concepts and skills are covered in a logical sequence. 11. Incorporates learning strategies, teaching methods, and materials that are culturally inclusive. An effective curriculum has materials that are free of culturally biased information but includes information, activities, and examples that are inclusive of diverse cultures and lifestyles (such as gender, race, ethnicity, religion, age, physical/mental ability, appearance, and sexual orientation). Strategies promote values, attitudes, and behaviors that acknowledge the cultural diversity of students; optimize relevance to students from multiple cultures in the school community; strengthen students skills necessary to engage in intercultural interactions; and build on the cultural resources of families and communities.

12. Provides adequate time for instruction and learning. An effective curriculum provides enough time to promote understanding of key health concepts and practice skills. Behavior change requires an intensive and sustained effort. A short-term or one shot curriculum, delivered for a few hours at one grade level, is generally insufficient to support the adoption and maintenance of healthy behaviors. 13. Provides opportunities to reinforce skills and positive health behaviors. An effective curriculum builds on previously learned concepts and skills and provides opportunities to reinforce healthpromoting skills across health topics and grade levels. This can include incorporating more than one practice application of a skill, adding "skill booster sessions at subsequent grade levels, or integrating skill application opportunities in other academic areas. A curriculum that addresses age-appropriate determinants of behavior across grade levels and reinforces and builds on learning is more likely to achieve longer-lasting results. 14. Provides opportunities to make positive connections with influential others. An effective curriculum links students to other influential persons who affirm and reinforce health promoting norms, attitudes, values, beliefs, and behaviors. Instructional strategies build on protective factors that promote healthy behaviors and enable students to avoid or reduce health risk behaviors by engaging peers, parents, families, and other positive adult role models in student learning. 15. Includes teacher information and plans for professional development and training that enhance effectiveness of instruction and student learning. An effective curriculum is implemented by teachers who have a personal interest in promoting positive health behaviors, believe in what they are teaching, are knowledgeable about the curriculum content, and are comfortable and skilled in implementing expected instructional strategies. Ongoing professional development and training is critical for helping teachers implement a new curriculum or implement strategies that require new skills in teaching or assessment. Most curriculum work today is focusing on the identification of concepts rather than factual information categorized by health topics. Kindergarten through Sixth Grade: Accident prevention Cleanliness and grooming Communicable disease Dental health Exercise and relaxation Family life First aid Seventh Grade through the Twelfth Grade Accident prevention, first aid Alcohol, drugs, and narcotics Boy-girl relationships Cleanliness and grooming Communicable disease Community health programs Consumer education Dental health Environmental hazards Exercise, rest, and sleep Mental health and personal adjustment

Food and nutrition Health examination Appraisals Personality development Posture and body mechanics Rest and sleep Vision and hearing

Non-communicable diseases Nutrition Parenthood (tenth to twelfth grade only) Physical changes during adolescence Posture and body mechanics Preparation for marriage (eleven and twelfth grade) Smoking Structure and function of human body Venereal disease (tenth to twelfth grade) Vision and hearing Weight control

Selecting Effective Teaching-Learning Strategies Teaching methods has defined as the formal structure of the sequence of acts commonly denoted by instruction. The term covers both the strategy and the tactics of teaching and involves the choice of what is to be taught, and the order in which it is to be taught or it is the process which involves a rationale or balancing of the elements which enter into the educative function purposes, nature of learner, materials of instruction, and the total learning situation. The techniques or procedures used by the teachers in the classroom. The following are the activities: 1. Group activities: are those in which two or more people participate in the same learning situation, each taking part and contributing to the whole. Committee work project Field trips Dramas or role playing Brainstorming Lecture discussions Group discussions Panel discussions Buzz session Forum Games (nutri-games)

2. Individual activities: are those in which each student interacts with some form of live communication in class or works alone in a project. Note taking during a lecture or while listening to a resource speaker Reading Performing his own experiment or observation in laboratory Interviewing

3. Vicarious teaching activities: are usually media connected. The learner is viewing or listening to some presentation by means of: Television Film Videotape Transparency Sound slides Film strip Tape recording

These also may be experienced either individually or as a member of a group. 4. Rewards and prizes: a motivational device with considerable tradition behind what might be called the gold star. The instru ctional systems, the so-called contractual teaching programs, which guarantee learning results, reportedly using such gifts as: Pencils Writing pads Radios, and Other just to tempt the students to try harder

As a mean of increasing learning, rewards and prizes might justifiably be guarded as teaching techniques. The rewards that may be associated with an activity either as an incentive or as recognition of good work.

Health Education Responsibilities of the School Health Personnel Those persons with most specific responsibilities for school health education include elementary teachers, secondary teachers, health educators, school nurses, school physicians, and school administrators. Each of these requires special preparation for his role, not only as planned outcome of his preservice professional preparation but as an essential continuing process. The dichotomy previously existing between preservice and in-service educational programs has given to the newer concept of continuing education as a way of life, not just for teachers but for all adults. The Elementary Teacher Most elementary school teachers have direct responsibility for the health instruction in their classroom, and because these are the years when health attitudes and practices are most easily shaped, teachers at this level need to be especially well prepared. Elementary school children also have many health misconceptions and it may be that these have been learned in school. Elementary teachers need a solid background of knowledge about personal and community health science and problems; methods of teaching health; growth and development characteristics of the young child; and the role of the school health program in promoting the total educational effort. Most states have mandated the teaching of the harmful effects of school tobacco, and dangerous drugs in every grade. The Secondary Teacher All secondary teachers have legal and professional responsibilities for the health and health instruction of their students. Most secondary teachers mandated the teaching of first aid and formal and incidental health teaching misconceptions about health, as a chain of communication in referring remediable health problems hindering the progress of students in their class. Specifically, the teacher should have the ability to utilize understandings and to assist in solving emerging ecological health problems, like the following: 1. Factors which promote optimum health. 2. Health economics or consumer health. 3. Utilization of the services of voluntary, professional, and official health agencies and organizations in the community. 4. Interpretation of health information through biostatics. 5. Human sexuality and social adjustment. 6. Bases of disease control, including problems such as air, water, ad soil pollution, radiation, and immunology. 7. Dynamics of health behavior and an appreciation of its complexity. 8. Health counseling. The Health Educator If you love seeing people learn to make healthier choices, then a career as a health educator could be the perfect one for you. There are a wide variety of health educator careers in both the public and private sector. These range from being a counselor at a university to consulting with private corporations to working in a medical facility. Regardless of your exact career choice, there are some essential qualities

that most successful health educators have in common. If your goal is to have a successful career as a health educator, here are some qualities that you should have. First of all, a successful health educator must love learning. The health field is a field that is constantly changing and evolving. New scientific research frequently turns commonly accepted practices on their heads. A health educator who does not enjoy learning new things will quickly find that their knowledge is out of date and that they can no longer advise their clients. Learning new things will help you to keep your practices current with the accepted medical advice and research. Most importantly of all, a successful health educator must have a passion for helping people to be healthy. Whether you are counseling teenagers or providing stress relief tips to businessmen, your ultimate goal should always be to see your clients living healthier and happier lives. If your passion is to see people changing their lives and overcoming their health problems, then health education is a career that is right for you. If you have difficulty listening and feel as though you are tired of hearing people whine about their aches and pains, then health education may not be the career path for you. In addition to being passionate about health, a successful health educator must be understanding. This means that they must be able to see what motivates people and what will help them to change. Many people resist making healthy changes to their lives, and it is up the health educator to understand why. Understanding what motivates people and what holds them back is an essential skill for helping people to begin making healthier choices in their lives. Besides being understanding, people with health educator careers must have excellent communication skills. Many health educators find themselves making group presentations frequently. These could be anything from applying for government funding to giving a presentation on why high school students should avoid drugs or alcohol. Good communication skills are essential for a health educator. In addition to group presentations many health educators work with clients in one on one situation. This requires them to listen to problems that their clients are having, and find effective solutions that will be well received. Lastly, a successful health educator must be committed to the job. In many cases, health education is not a nine to five career. Emergencies sometimes happen and some health educators work unusual hours. In addition, some health educator careers require travel or commitment to extended projects. These are all things that you must be prepared for if you are choosing a career in health education. The School Nurses School nurses can help reduce most of these problems. They have expressed a desire of the following: 1. To contribute to the development of a sequential curriculum for the health instruction program; 2. To assume leadership in planning and implementing health education; 3. To provide consultant service to classroom teachers in planning content, materials and activities related to health instruction; 4. To assume responsibility for a program of in-service education for all school personnel; 5. To encourage and assist others in evaluating and utilizing appropriate private and community resources for professional care; 6. To serve as consultants to the community in regard to health needs; and 7. To promote legislation relevant to school health. However, before the school nurse can assume more responsibility in health education, she must be relieved of responsibilities in the areas of first aid, initial screening programs, and record work. Systems analysis, research about the utilization of health personnel and explorations of how to use volunteers in the school health program may be helpful. School nurses will also need more educational preparation in

teaching methods and materials, teaching learning theory, concepts of education, use of resources, communications with teachers, working with groups, and the planning and development of activities outside of the classroom. HEALTH DIVISION Chief Health Program Officer (Division Chief) 1. Plans and coordinates the activities and function of the medical, dental, nursing and health education promotion officers; 2. Formulates policies and guidelines pertaining to health service through the issuance of circulars, memoranda, general letters and the likes; 3. Evaluates school health projects and other health activities as implemented in the schools; 4. Coordinates and cooperates with government and non-government agencies in the implementation of health and other related programs in the school and community; 5. Develops in coordination with different bureaus health education materials, guides, manuals and other related materials for dissemination to the field in order to facilitate the integration of health concepts in the curriculum at all levels. 6. Plans and directs training programs for the medical, dental, nursing and health education personnel; 7. Provides technical and expert assistance to higher authorities and participates in the planning of health conferences, workshop, seminars, scientific meetings and training institutes; 8. Develops and recommends measures and standards necessary for the improvement and upgrading of health services and sanitary facilities; 9. Conducts and/or initiates surveys, studies or researches; 10. Strengthens the implementation of the school health programs through periodic monitoring and supervisions; 11. Prepares and recommends budgetary allocations for health programs; and 12. Performs such other function as may be assigned. Supervising Health Program Officer 1. Assists in the planning, direction and evaluation of the school health program and staff development program; 2. Prepares and recommends program policies for the improvement of the school health program; 3. Participates in the preparation of school health materials, references, etc.; 4. Prepares and submits periodic, annual and other required reports; 5. Establishes linkages with related governmental and non-governmental agencies; 6. Assists in the planning and direction of pre-service and in-service training programs for school health personnel; 7. Acts as consultants and/or resource person during conventions, seminar, workshop, etc.; 8. Initiates and conducts researches relative to school health; 9. Provides technical services and expert assistance to higher authorities; and 10. Performs other duties as may be assigned. Medical Officer IV 1. Plans and formulates policies and guidelines concerning the effective operationalization of the various medical service programs; 2. Prepares and recommends program policies for the improvement of the school health program; 3. Initiates/conducts training program for school physicians; 4. Acts as resource person and/or consultant during seminar, conference, and the like; 5. Conducts studies and researches for the improvement and effective implementation of the school health programs;

6. Participates in the preparation of school health education materials, references; 7. Processes claim for benefits under Section 699 of Revised Adm. Code; 8. Prepares and recommends the program of expenditures and requisition for medicines, medical supplies and equipment for medical section; 9. Coordinates with other government and non-government agencies; 10. Monitors and evaluates school health programs; 11. Collects, collates and interprets statistical data from monthly and annual health accomplishment reports for purpose of evaluating the school health programs; and 12. Performs other duties as may be assigned. Dentist III 1. Formulates and implements policies, rules, regulations and plans concerning school dental services; 2. Supervises the over-all operation of the school dental services; 3. Initiates and directs basic and action researches and or studies relevant to school dental health personnel; 4. Evaluates standard services and maintains effective working relationships among dental and other health personnel; 5. Prepares memoranda circulars, bulletins, general letters; 6. Prepares periodic annual and other reports; 7. Recommends promotions and/or scholarships grants to deserving dental personnel in the service training, seminars, and workshop on dental health; 8. Conducts or acts as resource person and/or consultant in the in-service training, seminars and workshop on dental health; 9. Establishes linkages with related government and non-government agencies; and 10. Performs other duties as may be assigned.

Dentist II 1. Assists in the formulation and development of policies, guidelines and plans relative to school dental services; 2. Assists in developing and participates in the implementation of a continuous development program for dental personnel; 3. Coordinates the preparations of dental health education guides and audio-visual materials for dissemination to teachers and the public; 4. Conducts studies and researches in dental health; 5. Acts as resource person and/or consultant in dental seminar, workshops for personnel development; 6. Prepares and submits budgetary requirements quarterly and annual accomplishment reports; 7. Provides professional advice in training and health education program to maintain dental health standards; 8. Assists in the preparation of memoranda, circulars, bulletins, etc. regarding dental services; 9. Under direction, establishes liaisons and coordination with other officers; and 10. Performs other functions as may be assigned. Senior Health Program Officer 1. 2. 3. 4. 5. Undertakes researches related to school health nursing and other health problems area; Formulates general policies, plans and project on school health nursing programs; Prepares memoranda, circulars, and bulletin; Initiates staff development for school health nurses; Monitors the efficient and systematic recording and reporting of required health reports;

6. Coordinates and cooperates with government and non-government agencies on the implementation of the nursing program; 7. Supervises the implementation of school health nursing policies and standards; and 8. Does related work. Health Education and Promotion Officer III 1. Plans and formulates policies and guidelines on health education program; 2. Coordinates in the development, revision and strengthening of health educational aspects of the curricula; 3. Conduct surveys and studies of general health conditions in the schools; 4. Initiates researches and studies relative to health education; 5. Provides advisory and guidance services to school educators; 6. Prepares and submits periodic reports of accomplishments; 7. Acts as consultant and/or resource person during seminars, workshops, conferences and other inservice training activities; and 8. Performs other functions as may be assigned.

Health Education and Promotion Officer II 1. Prepares health education and other related materials for dissemination to the field; 2. Develops teaching guides and other instructional materials on health and environmental education concepts; 3. Participates in the planning and formulation of policies and guidelines on health education programs; 4. Participates in the monitoring and evaluation of health education programs; 5. Conducts studies and researches relative to health education; 6. Assists in the conduct of training program on health education; 7. Acts as resource person and/or consultant on matters pertaining to health education; and 8. Performs other functions as may be assigned. Health Education and Promotion Officer I 1. 2. 3. 4. 5. 6. 7. 8. Prepares prototype health education materials and devices; Evaluates educational materials of the school health work; Assists in the conduct of training programs in health education and school nursing; Assists in the planning and evaluation of the training programs in health education; Evaluates and consolidates reports submitted by the different regions; Coordinates with other government agencies involved in health education and school nursing; Prepares and submits periodic reports of accomplishments; and Performs other duties as may be assigned.

NUTRITION DIVISION Chief Educational Program Specialist 1. Formulates policies, guidelines, plans and programs in nutrition; 2. Initiates researches and studies in nutrition related fields and makes appropriate proposal for improving the school nutrition program; 3. Provides technical assistance on the use of complementary guidelines, manuals and other nutrition materials; 4. Initiates the undertaking of pro totype projects in the elementary, secondary levels and teachers training institution;

5. 6. 7. 8. 9.

Plans and administers in-service education programs for staff development; Prepares and submits periodic and other reports; Coordinates with other units, centers and other bureaus in the performance of its function; Supervises the work of personnel of the Division; and Does related work.

Supervising Educational Program Specialist 1. Plans the overall program of activities of the School Nutrition Program, to wit: a. Research in the field of nutrition and related field as well as curriculum development; b. In-service training programs in nutrition elementary and secondary teachers and Teachers Training Institution (TTI) implementers; and c. Assistance in university pre-service teacher course and other courses in nutrition. 2. Participates in directing the work of the Division/Section in implementing the policies, plans, programs for research in nutrition and related projects; 3. Initiates the preparation of guidelines and other instructional materials including teachers manuals for implementation; 4. Supervises the preparation of periodic and other required reports for the Division/Section; 5. Defines specific assignments and lines of responsibility of the group undertaking certain projects; 6. Provides technical assistance in the implementation of the research studies and use of findings for program redirection; 7. Performs the duties and assumes the responsibilities of the chief in his/her absence; and 8. Does related work. Senior Educational Program Specialist 1. Conducts nutrition research/studies pertaining to pupils, teacher courses and schools, and other phases of school work; 2. Evaluates courses of study, nutrition materials, teaching aids and other curriculum guides submitted for adoption and makes appropriate recommendations; 3. Prepares proposals/recommendations for the improvement and upgrading of nutrition instruction on the bases of research findings; 4. Prepares prototype instructional materials on nutrition; 5. Write professional articles on curriculum innovation and trends in nutrition in the various curriculum areas dissemination; 6. Helps coordinate with other division, in the performance of related functions; 7. Prepares report, for the division; 8. Renders consultant service on areas pertinent to the functions of the division; and 9. Does related work. Educational Program Specialist II 1. Assists in the planning and conduct of national and sub-national trainings, workshops, seminars, etc. as trainer/resource person/facilitator; 2. Participates in intra and inter agency meetings, conference, etc. at national and sub-national levels; 3. Conducts visits/supervisions/monitoring and observation of health and nutrition projects nationwide; 4. Prepares regulation letter/ DECS memoranda pertinent nutrition and related matters/policies/guidelines and activities; 5. Prepares communication/ write-ups/ projects and budget proposals/ recommendation/ reports/ work and financial plans, etc.; and 6. Does related work.

Nutritionist Dietitian I 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. Conducts studies on the preparation, preservation and nutritional value of food; Give dietary consultation services; Tests menus for food nutritive values; Prepares and tests menus for low and moderate income families; Test recipes, foods and food products for standardization; Demonstrates techniques in preparing food in accordance with approved menus to students, teachers, health personnel and others; Conducts experiments to ascertain the best way of mixing rice with other cereals and to improve the preservation of foods and food products; Evaluates meals in school and community with respect to nutritional adequacy, economic and psychological aspects for different age groups subsisting on various budget levels; Recommends changes to improve dietary standards; Assists in planning and organizing nutrition training courses; and Does related work.