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SEA-HE-187 Distribution: Limited

Health Jamboree for Secondary School Students of South-East Asia Region

Report of an Intercountry Meeting Feydhoo Finolhu Island, Maldives, 13–15 September 2001

WHO Project No.: ICP OSD 002

World Health Organization Regional Office for South East Asia

New Delhi October 2002

© World Health Organization (2002)

This document is not a formal publication of the World Health Organization (WHO), and all rights are reserved by the Organization. The document may, however, be freely reviewed, abstracted, reproduced or translated, in part or in whole, but not for sale or for use in conjunction with commercial purposes.

The views expressed in documents by named authors are solely the responsibility of those authors.

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CONTENTS

Page

1. INTRODUCTION............................................................................................. 1

2. OBJECTIVES..................................................................................................... 2

3. PARTICIPANTS AND PROGRAMME................................................................. 3 3.1 Activities Undertaken...............................................................................................................3

4. INAUGURATION............................................................................................. 4

5. ICEBREAKING SESSION................................................................................... 5

6. SESSIONS......................................................................................................... 6 6.1 Session I: What is Health? ............................................................................6 6.2 Session II: Adolescent Health - Part One ........................................................6 6.3 Session III: Adolescent Health - Part Two .......................................................7 6.4 Session IV: Nutrit ion ....................................................................................8 6.5 Session V: First Aid ......................................................................................9 6.6 Session VI: Lifeskills .....................................................................................9 6.7 Session VII: Swimming and Beach Sports......................................................10 6.8 Session VIII: Presentation of School Health Activities in each Country ...................10

6.9 Session IX: Decision -Making .......................................................................11 6.10 Session X: Healthy Settings.........................................................................13 6.11 Session XI: Field visit to Male’.....................................................................14 6.12 Session XII: Farewell Party ..........................................................................14

7. VISIT OF THE PRESIDENT OF MALDIVES ...................................................... 14

8. EVALUATION................................................................................................. 15

9. RECOMMENDATIONS................................................................................... 17

Annexes

List of Participants................................................................................................... 19

Programme............................................................................................................. 25

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1. INTRODUCTION

Schools are strategic settings for providing students with educational qualifications and to improve their opportunities for employment. Fostering good health is equally important to help students lead socially and economically productive lives in the future.

As part of the Healthy Settings Approach, the concept of Health Promoting Schools is now being promoted and implemented in the South-East Asia Region. The approach adopts policies that support efforts to empower students for healthy living and carry the health messages beyond their classrooms to their families and local communities. Health-promoting schools build a safe and a healthy psychosocial environment by promoting the involvement of parents and community. The role of students in promoting these environments as well as take actions to promote health is as essential as the role of headmasters, principals, teachers and school management.

Every child has a right to good health. Students can be effective advocates to promote the concept of health-promoting schools itself. Students can advocate for health promoting schools not only among themselves but also to policy-makers. Participants to the Regional Consultations on Comprehensive School Health Education in Colombo, 1995 and Health Promoting Schools in Bangkok, 1997 strongly recommended the active involvement of school children and youth in school health programmes.

Students can voice their rights at both national and international fora, which could help shape national policies towards the health of the young. The Regional Meeting of the Students of South -East Asia Member Countries could provide an essential platform for the youth of the Region to discuss the health challenges they face now and can face in the future. They can also offer strategic decisions for dealing with adolescent health problems, and suggestions to government to implement health -promoting schools.

Report of an Intercountry Meeting

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Students of secondary schools are in the adolescent phase - an intermediary phase between childhood and adulthood - a phase in which their bodies are subjected to a spurt of hormonal changes. Many do not understand these changes and are bewildered, not only at how their bodies are changing, but also as to how their emotions seem to be running wild on uncharted tracks.

Many do not have recourse to discuss their worries, fears and dilemmas, while at the same time, they are required to cope with changing parental, societal and peer norms, resulting, very often in emotional and behavioural near-crisis.

A Health Jamboree for secondary school students was held in Feydhoo Finolhu Island, Maldives, from 13 to 15 September 2001.

The Jamboree aimed at providing a conducive forum for these students to discuss and understand their problems, exchange ideas, and attempt to work out strategies to cope with their own changing world against the backdrop of their different cultural and societal expectations.

2. OBJECTIVES

The following were the objectives of the Jamboree:

(1) To explore the holistic concept of health;

(2) To share observations, experiences on prevalent health problems which they might have experienced as adolescents, as well as other public health problems in the communities;

(3) To discuss existing school health programmes in their respective countries and explore ways of involving themselves in the same;

(4) To develop strategies for better health at various levels, and

(5) To understand the importance of diet and exercise in ensuring and promoting health and incorporating the same in their daily lives.


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3. PARTICIPANTS AND PROGRAMME

The following countries participated in the School Health Jamboree:

Countries Male Female Total

Bangladesh 4 2 6

Bhutan 2 4 6

India 7 3 10

Indonesia 2 4 6

Myanmar 2 5 7

Maldives 36 45 81

Nepal 4 2 6

Sri Lanka 4 8 12

Thailand 4 2 6

Total 65 75 140

The delegation from DPR Korea could not attend. (See Annex 1 for list of participants)

3.1 Activities Undertaken

Participants arrived one or two days earlier and were housed with Maldivian hosts, to enable them to become familiar with Maldivian culture. On 9 September, they were then transported to the Feydhoo Finolhu Island in a launch by the Ministry of Health. The participants had already been formed into five groups, with each group having a representation from all nine countries and from both sexes. Sessions were conducted simultaneously on the same topics in the five session areas; Lesson plans, methodology, A-V materials used, handouts given were identical for each group; Methodology adopted was mainly participatory and interactive, using exercises, games,


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role-plays, brainstorming, group discussions and presentations; Daily, session evaluation forms were administered to the students; At the end of the Jamboree, feedback forms were given to students and teachers/officials, and WHO team and Consultant observed and facilitated each session.

4. INAUGURATION

The Jamboree was inaugurated with a recitation from the Holy Quran by a student and the hoisting of the flags of the countries of the SEA Region by student representatives.

Dr Ei Kubota, WHO Representative to Maldives, read out the address by the Regional Director, WHO, Dr Uton Muchtar Rafei.

The Regional Director, in his address, outlined the reality scenario faced by the students, their role in bettering their own lives, as well as the need for them to address their own rights and responsibilities towards family, community, city and nation.

He lauded the key roles played by the Minister of Health, Mr Ahmed Abdullah, and the Minister of Education, Dr Mohamed Latheef, in the conception and fruition of the School Health Jamboree 2001, and expressed gratitude to all concerned for their role in the organization of the jamboree.

Dr Mohamed Latheef, Minister of Education, welcomed the participants. He told the students that though they had an enormous urge to go through the experiences of life, they needed to acquire and apply their knowledge, values and judgement in a disciplined way to deal with the challenges that they would to face. He thanked the Government of Maldives, the Minister of Health, officials of the Ministry of Education, principals, staff and host families for their valuable contribution, and wished the Jamboree all success.

Mr Ahmed Abdullah, Minister of Health then addressed the gathering. Welcoming all the participants, he gave a background of how the health jamboree came to be conceived. He noted that schoolchildren all over the world have gatherings for sports, cadet camps, jamborees, class picnic, science exhibitions, but had never got together to focus on health issues.


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He felt that children are very important and strong change agents and that health promotion activities in schools would benefit everybody. Children in the adolescent phase faced a lot of challenges to their physical, mental and social health and so the idea of holding a Jamboree focusing on adolescent health, with adolescent school girls and boys from different countries was born.

He was very happy at the response to the Jamboree. He urged the students to make full use of the Jamboree to open up their minds to self-awareness, the health problems they face and the harmful lifestyles that they could be lured into. The Jamboree was an opportunity for them to learn healthy lifestyles and to interact with students from other cultures. He hoped they would learn a lot in the three days and take back lessons which they could share with their families, colleagues and communities.

He wished the Jamboree all success and thanked all the participants, the officials, the WHO/SEARO team, the organizers and the resource persons.

5. ICEBREAKING SESSION

All participants gathered in the hall and were asked to select partners. Each participant was given a sheet of paper to draw a self portrait, list two good things that had happened before the Jamboree and answer three questions regarding previous particip ation in a similar jamboree, the reason for attending, and expectations from the Jamboree.

Each had to share this information with a partner. Then in the large group, each pair introduced their partners. There was a brief introduction about the Jamboree, the nature of the activities and the importance of attaining life skills. The participants then went to their assigned groups. A sixth group of officials was created. Each group was given a set of jigsaw pieces with adhesive backing and asked to complete the picture. The six groups then had to collectively re-form their pictures on a huge composite. The result was a depiction of the Jamboree activities/objectives with all the country flags. The five student groups were then dispatched to their respective session areas.


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6. SESSIONS

6.1 Session I: What is Health?

The session helped participants to appreciate the three dimensional aspects of health. Within the larger group, participants were divided into five groups and asked to brainstorm about their definition of health. Each group’s definition was written on a card and pinned on the wall.

The resource person then read out a case study in parts about a boy named Nama. After each part students were asked to give their opinion about the status of Nama’s health. From a unanimous pronouncement that he was healthy at the start of the case study, participants slowly changed their minds at each step, until at the end they said he was not healthy.

Another case study was then read out in parts about a girl named Salia, and the same procedure was repeated. Once again participants changed their opinion of Salia’s health status at the end.

Participants were then asked to look at their group definitions and consider whether they would like to re-state their definition. The discussion that followed made participants realize that there were more aspects to health than just the physical, viz.: mental, emotional and social. This was linked to the WHO definition of health- “Health is a state of complete physical, mental and social well being and not merely the absence of disease and infirmity”.

Taking the case of Salia, the girl on crutches, as the starting point, the discussion addressed the aspect of prevention through immunization, hygiene through a series of statements with which the participants had to agree or disagree.

6.2 Session II: Adolescent Health - Part One

The session focussed on identifying the physical and biological changes that adolescents experience and help them to accept these changes as normal and individual specific.


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Issues

A video clip showing issues faced by young people experiencing puberty changes was screened followed by a discussion around these issues. The participants were then divided into two groups: one had to list out the physical changes of puberty and the other, the emotional changes. Each group also had to draw a picture of what they perceived as the perfect figure- one male, the other female. The lists and the figures were put up and discussion centred around the fact that these changes are normal and occur in each person to varying degrees and covering various lengths of time.

Setting Health Goals

Participants were asked to identify one particular aspect of health that they would like to change or achieve. Next, they were asked to set a time frame for achieving the goal. Then they listed the things that would be easy to do and the things that would be difficult to do. In doing so, they identified who or what could help in the process. Participants were asked to discuss their lists with the whole group on a voluntary basis.

Positive Envelopes

This is one of the methods used to help students build a positive image about themselves and their colleagues. Participants were given envelopes on which they had to write their names. These were pasted on the walls. In the course of the three days, participants were asked to write positive aspects they had noticed about their colleagues on chits and drop these into the corresponding envelopes. The chits were later shared with respective students.

6.3 Session III: Adolescent Health - Part Two

The session was to help adolescents assess and be aware of the pressures which lead them to adopt healthy lifestyles such as tobacco and drug use.

Dealing with pressure

Two groups were formed. Each group was given a copy of a story of two friends-Saeed, who is on drugs and Firag, who knowing the dangers of drugs stays clear of them. Saeed tries to involve Firag also into using drugs. One


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group was asked to discuss how Saeed would try to persuade Firag. The other was asked to discuss how Firag could resist. Each group presented a role-play on the techniques of rebutting peer pressure without hurting one’s friends.

Strengthening the family

The session helped students to realize their rights and responsibilities towards the family and the community. The Resource Person drew a circle with the word ‘Me’ at the centre. Participants were asked to identify various family members and these were listed on the circumference. The relationship between ‘Me’ and each member was explored as a two way process:

Ø What experiences did ‘Me’ have with the members and vice versa?

Ø What expectations did ‘Me’ have of the members and vice versa?

Ø What steps could be taken to deal with the problems?

Assembly and Day’s re -cap

The process was meant to encourage students to learn to delegate, organize and carry out tasks by themselves. It also helped students to assess their level of learning and participation in the previous day’s activities. Participants assembled in the hall in five rows according to their colour groups. A representative of each group presented a re-cap of the previous day’s activities supported by the colleagues.

6.4 Session IV: Nutrition

The focus of the session was to help participants understand the need and importance of healthy eating habits during adolescence. The resource person gave an introduction to the food groups and the elements of a balanced diet. Five groups were made. Each group was given a bristol board and a set of pictures of various food items. Two groups were asked to plan lunch, two had to plan dinner and one had to plan breakfast by sticking selected food items on the bristol boards. The groups then presented their plans, followed by discussions based on the food pyramid. The resource person concluded with a presentation on common nutritional deficiencies and relevant eating disorders; e.g. obesity, bulimia and anorexia were discussed among the groups.


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6.5 Session V: First Aid

The session highlighted the importance of first aid in saving lives and the role of adolescents in providing first aid. The aims and principles of first aid were outlined using the Dr ABC acronym. Recognition and management of unconsciousness, bleeding, fever, shock and burns and choking was outlined, demonstration of mouth to mouth resuscitation on a model was done and questions on the various aspects of first aid were answered to.

6.6 Session VI: Lifeskills

The session was scheduled to highlight the need for lifeskills education, which can help adolescents to take responsibility for their health and adopt healthy lifestyles.

Balloon game

Participants were asked to blow up one balloon each and tie it to one leg. At the signal “Go!” participants ran around the room trying to burst one another’s balloons. Whoever was able to save the balloon was the winner. The students had a lot of fun. The resource person then initiated a discussion on how they felt playing the game and when they lost. They also discussed various strategies that were used to avoid being put out of the game. Was defence here more important than offence in the strategy? How great was the level of competitiveness?

Basic assertion

Assertive, aggressive and submissive behaviour was explained to the participants. They were then divided into three groups. Each group was given a copy of a situation where a boy goes to his girlfriend’s home uninvited, enters the room, closes the door while she is in the room and her father is outside in the sitting room. He has broken the rules of the house by entering the room and locking it. How would the girl react to this? Each group was then asked to prepare a role-play wherein one shows aggressiveness, one submissiveness and one assertiveness in dealing with the situation. After presentation of the role-plays comments were invited from the participants.


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6.7 Session VII: Swimming and Beach Sports

The various sports activities seemed to meet the urge for outdoor activities and highlighted the need for physical activities as healthy lifestyles and the prevention of non -communicable diseases. The participants assembled on the beach and each group was asked to select 12 students who would participate in the obstacle race.

Each team had six students standing in line at each end of the field. At the start of the race the first student would step in the centres of five plastic hoops laid on the sand, run to a plastic tunnel, crawl through it, run to the second set of hoops, step into them and reach his/her team at the other end. This teammate would then repeat the procedure and so on until all the players had gone through the process. The team to finish first was the winner. Everyone, the players and the spectators, had a fantastic time. The grit, the determination and the stamina of the players were highly commendable. After this, participants were asked to split into three groups: those who wanted to swim those who wanted to learn how to swim and those who did not want either. The last group was provided with music to which they could dance.

Once again this activity was hugely enjoyed, especially by the second group who were patiently taught the basics of swimming using floats, by a group of experienced swimming teachers. The participants were given an hour’s time to change, rehearse the pledge to be taken and have group photographs clicked.

6.8 Session VIII: Presentation of School Health Activities in each Country

Most of the countries focused a lot on the demographics and health indicators of their countries.

The problems enumerated were: protein energy malnutrition especially in rural areas, communicable diseases, adolescent problems, STDs and drug addiction. The thrust of the school health programmes was mainly towards immunization and health check ups, and the involvement of teachers in health activities in schools varied in degree from one country to the other.


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6.9 Session IX: Decision-Making

The session was structured to make students realize their responsibility for decisions that they make and the need for lifeskills education to take healthy decisions on lifestyles.

One legged race

Participants were asked to run on one leg only. Discussion started on how they felt, how difficult it was, what were the possible drawbacks/dangers of running on one leg. A parallel was then drawn to what would happen in real life if one did not go through it with the stability offered by good grounding based on responsible decision-making.

The brothel story

A story of three friends was narrated where the first who was well into sexual activity tries to persuade the other two to visit a brothel. Of the two, one is anxious and nervous, but decides to try it out, while the other refuses. The group was then led into a discussion about why the second was nervous and why the third refused. What action could have been taken to dissuade the second boy from succumbing to temptation?

Naughts and crosses

Participants had to group into two teams noughts and crosses. Nine chairs were laid out to represent the squares in the original game. One team had to cross their arms in front to denote a cross and the other had to hold their arms in a circle above their heads to denote a naught. At the start of the game, one member from one team would sit on one chair. Next, a member from the other team would select a chair and so on. The idea being to try and form one straight line (vertical, horizontal or diagonal) of the same team members. The whole team was involved in the decision-making.

The Pocha Seeds

Participants were given a packet of ten seeds each. The rules of the game were explained:


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If anybody does not want to play she/he has the option to sit out. At the signal ‘Go!’ each one opens the packet, takes a few seeds and keeps in the fist and asks another to guess the number of seeds. If the guess is correct, the seeds are given to the guesser. If the guess is wrong, the guesser has to give away the same number of seeds as were in the fist to the questioner. Participants were asked to move around quickly and make as many encounters as possible. At the signal to stop participants were asked to examine the seeds that they had left.

The resource person then explained that at the start of the game, all had ten white seeds except two, who had ten red seeds. Those who had the red seeds in the beginning were asked to move to one side. It was then explored as to how many had red seeds now. And how many had the red seeds passing through their hands during the game. It was then stated that the red seeds denoted HIV and each encounter denoted sexual activity.

From the analysis, it was seen that more than 50% of the participants had been ‘infected’. It was then announced that there would be a second round of the game, the rules remaining the same. The whole procedure was repeated and though this time around, some students tried to strategize in gaining as many seeds as possible, the dispersal of the red seeds remained about the same.

Discussion was then led on the fact that none of the participants had behaved in a responsible manner. Even though they had been given the option to back out of the ‘game’ they continued to play. This was equated to the real life decisions that we tend to make. Participants were encouraged to weigh the risks and consequences of decisions before taking them, whereby they had transmitted to others or they had been infected.

Decision-Making

Copies of decision-making framework were distributed. The group was divided into pairs with each pair being given a decision-making worksheet of problems to solve. They were to select one problem or create any other problem relating to diet, exercise, and habits. They had to work out the problem using the framework and come to a decision for solving the problem. Participants found this a valuable exercise as it made them appreciate the logical step-by-step method of arriving at a viable decision.


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Making a Personal Choice

One side of the room was designated the ‘Agree’ area and the other side the ‘Disagree’ area. Participants were told that three statements would be read out and that they would have to move over to one side of the room or the other depending on whether they agreed or disagreed with the statement. Each side was also encouraged to put forth arguments that would make the others cross over to their side.

The statements were:

Ø Mental stress is causing young people to use drugs.

Ø Advertisements are the cause for young people starting to smoke.

Ø It is all right to have pre-marital sex.

The first two statements got most of the participants to agree. None agreed with the third statement. A lot of discussion took place. The resource person then led the participants to question other causes for people’s action. How is it that though the situation is similar for most people some take to drugs, smoking, sexual activity, while others don’t. The group was made to realize that everyone is responsible for their own actions and that decisions could be made based on experience, values and knowledge of the consequence of one’s action.

6.10 Session X: Healthy Settings

The focus of the session was to share the concept of healthy setting, how environmental settings affect health and how adolescents can support the development of healthy settings.

The resource person gave a presentation on what constitutes healthy settings. The participants were then divided into five groups. Each group was given one topic for discussion and asked to prepare a poster. The topics were: healthy home, healthy school, healthy workplace, healthy marketplace, and healthy recreation.


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Each group then made a presentation using the posters on what they considered to be important elements in creating healthy environments. They justified why they included those components and how students could be part of the effort in developing healthy setting in schools, hospitals and home.

6.11 Session XI: Field visit to Male’

Participants left the island for Male’ and visited the Ghiyaasuddin School where they attended an exhibition and demonstration of eco -friendly, innovative programmes for healthy environments. They were also taken to visit places of prime local interest such as the Islamic centre.

6.12 Session XII: Farewell Party

The farewell dinner was followed by a cultural programme presented by each of the countries. Though quite long, the programme was thoroughly enjoyable and brought out the talents of the students and projected the culture of their countries.

7. VISIT OF THE PRESIDENT OF MALDIVES

The President of Maldives, Honourable Maumoon Abdul Gayoom visited the Island and was welcomed by officials from the Ministry of Health, Ministry of Education and WHO/SEARO Members. He was taken to observe a session in progress and then met with various officials and some students. Following this, all participants and officials assembled in the hall, where one student representative welcomed the honoured guest.

The Ministers of Health and Education addressed the gathering and expressed gratitude for the interest and encouragement shown by His Excellency the President. All the students then took the School Health Jamboree Pledge.

It was a very solemn occasion and very stirring, so much so that the President who was not scheduled to speak, wished to address the gathering. The President said that he was overwhelmed at the enthusiasm and dedication shown by the participants, and stressed that each part of the pledge was momentous and that keeping to the pledge would definitely achieve the goal of


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healthier nations built by healthy citizens. He urged the participants to discover the tremendous potential they had and to make energetic and judicious use of the same. He lauded the efforts of the Ministries of Health and Education, the organizers, the resource persons, the WHO/SEARO team and the participants in making the Jamboree a great success.

8. EVALUATION

On the whole, the Jamboree was a great success.

Analysis of Students’ Assessment of Sessions

The students’ assessment of the sessions is analysed in a detailed table in Annex 3.

Duration

Majority of students found the duration appropriate. Some students expressed that the duration for sessions on adolescent health, first aid, beach sports, decision-making and field visits was too short, while others found the sessions on What Is Health, Adolescent Health, Nutrition, Presentation of School Health Programmes and Healthy Settings too long.

Content

Majority indicated that the content of all the sessions was good and quite a few rated the content very good, especially the sessions on adolescent health, nutrition, first aid, beach sports, decision-making and field visits. Very few rated the content as poor.

Methodology

Majority said it was good. A great number found the methodology very good in all sessions except the ones on preparation for cultural programme and presentation of school health programmes. Very few rated the methodology as poor. It is obvious that after the usual pedagogical methods of teaching and learning, the students found participatory methods exciting.


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Relevance

Most students found the sessions relevant. A great number found the sessions very relevant, except for those on nutrition, preparation for cultural programme and presentation of school health programmes. An insignificant number said the sessions were not relevant.

Feedback from Students

Ø Majority of students said the overall impression; food, duration and handouts were very good.

Ø Majority of students found that the lodging facilities, leisure time and the audio visuals used were good.

Ø Very few graded the above sessions as fair or poor.

Ø Sessions most liked were adolescent health, life skills, first aid, sports.

Ø Sessions least liked were the presentation of school health programmes and healthy settings. A few rated sessions on first aid, field visits, and what is health as least liked.

Ø How students could spread their knowledge and skills to others: Through sharing, conducting school health programme, handouts, assembly, writing to newspaper/magazines, updating school syllabus and quiz contests.

Ø Advocacy was through proposals, articles, TV, radio, NGOs and governments.

Ø Important skills learnt were confidence, positive thinking, decision making, teamwork, assertion, life skills and first aid.

Ø Suggestions: More jamborees to be held, extending the duration to more than three days, increase in number of toilets, variety in food, better sleeping facilities, more leisure time, everyone should get a chance to speak and conduct similar programme in own country.

Feedback from Teachers/Officials

Ø Majority have rated overall impression, cou rse design, standard of faculty, methodology, level of interaction, duration, venue, general arrangement and organization as good.


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Ø Areas where knowledge and skills can be applied and how: life skills, healthy settings, adolescent health, nutrition, first aid and decision-making through workshops, school health services, physical education and group work.

Ø Advocacy: Feedback would have to be passed on to various authorities/ministries. Involvement of the Chief of Curriculum Development, Ministry of Education would be essential. Inclusion in Teachers’ Handbooks and Training of Trainers should be considered.

Ø Sessions most liked were: life skills, sports, group discussions, presentation by students.

Ø Sessions least liked: Opening ceremony (it was very hot) first aid, nutrition.

Ø It was suggested that the opening ceremony should be in the evening. The action plan should be sent early. Orientation of officials is needed. More involvement of officials is necessary. Similar jamborees could have been organized in different areas of the country first and then extended to the next level. More officials of the countries (Ministries of Health and Education should have been involved directly in the participation).

9. RECOMMENDATIONS

Ø There should not be too great a lapse of time between the planning and the implementation phases as some loss of continuity can occur.

Ø The teachers/officials should be oriented to their roles and responsibilities, so that they can be better involved.

Ø Guidelines for presentation of school health programmes should be outlined at the time of sending the invitations, so that this session stays more focused and gives the necessary information.

Ø The Jamboree could be extended to a period of five days, as the programme was very tight and many resource persons felt rushed and could not do justice to analyzing the processes involved.

Ø Linkages between the topics need to be established.


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Ø More time could be given to sports, physical exercises and other leisure activities.

Ø Though the food was very good, the needs of vegetarians could be better addressed.

Ø There is a need for training of resource persons.


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Annex 1

LIST OF PARTICIPANTS

BANGLADESH Mr Muhammad Jahir Hasan Nabil Dawood Public School Jessore

Miss Farjana Akther Bolleswar Mukto Scout Dal Pirojpur

Miss Rozelina Afrose Ira Collectorate School & College Rangpur

Mr A K M Enamul Haque M C Academy School & College Sylhet

Mr Ahmedur Rob Chowdhury M C Academy School & College Sylhet

Mr Md Abdus Satter Ministry of Science & Technology Dhaka

BHUTAN Master Karma Nidup Paro Junior High School Paro

Miss Kesang Choden Khuruthang Junior High School Punakha

Mr Sonam Penjor Ugyen Dorji High School

Miss Kezang Lhamo Dorji Yangchenphu High School Thimphu

Miss Chunie Wangmo Kelki High School Thimphu

Mrs Rinzin Wangmo Dept of Educa tion Ministry of Health & Education

INDIA Miss Kanika Sachdeva Blue Bells International School (Pvt.) New Delhi

Miss Rachna Government Girls Sr. Secondary School New Delhi

Master Rudroneel Ghosh New Delhi

Master Deshdeep New Delhi

Mr Anuj Aggarwal New Delhi

Mrs Anupam Ganesh St Marks School New Delhi

Mr Tushar Shivajirao Kulkarni Aurangabad District Maharashtra

Mr Rajindra Singh Ajmer District Rajasthan

Mr Pawan Dev Jawahar Navodaya Vidyalaya Theog Himachal Pradesh


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Mr Baveesh G Bangalore Karnataka

INDONESIA Mr Tiara Paramita SMU Negeri 47 Jakarta

Mr Doni Irawan SMK Negeri 6 Jakarta

Mrs Kurnia Safitri SMK Negeri 6 Jakarta

Mr Nurhendra SMKN 51 Jakarta

Miss Ratri Indri Hapsari SMKN 39 Jakarta

Dr Rika Permata Anwar, MM District Health Officer Jakarta Selatan

MALDIVES Miss Siya Ahmed Najeeb Centre for Higher Secondary Education

Miss Aminath Sudha Centre for Higher Secondary Education

Mr Hussain Afeef Centre for Higher Secondary Education

Mr Ahmed Nazeer Centre for Higher Secondary Education

Miss Aishath Sheneen Ibrahim Centre for Higher Secondary Education

Miss Aminath Shauna Ameeniya School

Miss Fathimath Raushan Ahmed Ameeniya School

Miss Jeena Ahmed Rasheed Ameeniya School

Miss Suzeela Mohamed Ameeniya School

Miss Mariyam Mohamed Ameeniya School

Miss Hawwa Hena Ameeniya School

Miss Hazrath Rasheed Hussain Ameeniya School

Mr Mohamed Aman Majeediya School

Mr Mohamed Hamdhan Majeediya School

Mr Nazzam Nihad Majeediya School

Mr Abdullah Afeef Majeediya School

Mr Abdullah Farish Hussain Majeediya School

Mr Abdul Abad Ahmed Nizar Majeediya School

Mr Mohamed Arsham Solih Majeediya School

Mr Madeeh Mohamed Hussain Institute of Islamic Studies

Mr Abdullah Rablu Institute of Islamic Studies

Miss Sharaffunisa Hussain Institute of Islamic Studies

Miss Aminath Rizna Institute of Islamic Studies

Mr Ibrahim Anas Madhrasathul Ameer Ahmed

Mr Hussain Zuhair Madhrasathul Ameer Ahmed


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Mr Jaufar Ali Madhrasathul Ameer Ahmed

Miss Zeena Fuad Male’ English School

Miss Nazhath Latheef Male’ English School

Mr Addullah Muthalib Male’ English School

Mr Ibrahim Mohamed Male’ English School

Miss Naazlee Hameed Galalhu Madhrasa

Mr Hassan Wahed Galalhu Madhrasa

Mr Mohamed Imthiyaz Madhrasathul Aliya

Miss Aishath Warjeena Yoosuf Madhrasathul Aliya

Mr Ahmed Jadhuan Al Madrasathul Arabiyyathul Islamiyya

Mr Ibrahim Zihuny Al Madrasathul Arabiyyathul Islamiyya

Mr Yoosuf Waheed Ha Atoll Education Centre

Miss Shafeenaaz Nasir Ha Atoll Education Centre

Miss Mariyam Ishara Ha Atoll Madhrasa

Mr Mohamed Ibrahim Jalaluddin School/Hd. Kulhudhuffushi

Mr Hassan Sujau Jalaluddin School/Hd. Kulhudhuffushi

Miss Ameena Saeed Jalaluddin School/Hd. Kulhudhuffushi

Mr Ibrahim Faisal Sh. Atoll Education Centre

Miss Bashara Ismail Sh. Atoll Education Centre

Mr Ahmed Faiz N. Atoll Education Centre

Miss Aminath Nashida Meyna School/N. Holhudhoo

Mr Iiyas Haneef R. Atoll Education Centre

Mr Ahmeed Abdul Razzag B. Atoll Education Centre

Miss Suhana Ibrahim B. Atoll Education Centre

Mr Hassan Shiyaz B. Atoll Education Centre

Miss Aminath Shifaza Thulhaidoo School/B Thulhaidoo

Mr Yoosuf Ziyad Ibrahim Lh. Atoll Education Centre

Miss Nadhira Hussain Lh. Atoll Education Centre

Mr Ahmed Siraj Madhrasathul Ifthithaah/Lh. Nalfaru

Miss Rizna Ibrahim Madhrasathul Ifthithaah/Lh. Nalfaru

Mr Abdullah Shamin K. Atoll Education Centre

Miss Aminath Rameeza Maafushi School/K Maafushi

Mr Ibrahim Anwar Aa. Atoll Education Centre

Mr Mohamed Majid Ad. Atoll Education Centre

Mr Shabeen Ali V. Atoll Education Centre

Mr Mohamed Maujood M. Atoll Education Centre


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Miss Zoona Ahmed F. Atoll Education Centre

Mr Ismail Mohamed D. Atoll Education Centre

Miss Mariyam Seena Th. Atoll Education Centre

Miss Suwaida Abdul Latheef Th. Atoll School

Mr Abdullah Mohamed Kinbidhoo School/Th. Kinbidhoo

Miss Fathimath Asiya L. Atoll Education Centre

Miss Aishath Jaleela Qatar Ameer School

Mr Shazail Shiyam Ga. Atoll Education Centre

Miss Mariyam Sithna Saeed Ga. Atoll Education Centre

Miss Shabnam Mujthaba Gd. Atoll Education Centre

Mr Ahmed Saruvash Adam Gd. Atoll Education Centre

Mr Aiman Abdullah Gn. Atoll Education Centre

Mr Ali Jinah Shareef Gn. Atoll Education Centre

Miss Mariyam Nahida Sn. Atoll School

Miss Aishath Wishana Feydhoo School/Sn. Feydhoo

Mr Akhthar Rafeeu Irshadhiyya School

Mr Abdullah Mueez Addu Comprehensive School

Miss Nuzhath Ahmed Muhibbuddin School

Mr Mohamed Shinaaz Saeed Muhibbuddin School

Mr Ali Ihsan Muhibbuddin School

MYANMAR Maung Lin Aung Han Mandalay

Ma Aein Chan Tha Mandalay

Ma Su Mon Thwe Insein Township Yangon

Ma Nancy Sung Chin Sung Insein Township Yangon

Maung Phyo Kyaw Kyaw Lata Township Yangon

Dr Khin Zaw Latt School Health Medical Officer Dept. of Health Yangon

Daw Ahmar School Health Medical Officer Dept of Health Yangon

NEPAL Mr Manoj Sangraula Adarsha Secondary School Eastern Region

Mr Bishnu Prasad Shah Tri Juddha Mahabir Prasad Raghubir Ram Sec. School Central Region

Mr Prayash Shrestha Amar Singh Higher Secondary School Western Reg.


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Miss Sushila Shrestha Surkhet, Mid-Western Region

Miss Payal Bansal Aishowarya Viday Niketan Far-Western Region

Mr Dhananjaya Pant Headmaster Far-Western Region

SRI LANKA Mr S A G Kanchana Amarasinghe Negombo Road Kurunegala

Mr Dineesh Kanchana Thilakarathna A/Anuradhapura Central College Anuradhapura

Miss Melan Anuja Wickremeratne Matara

Mr Ekanayake Mudiyanselage Sajeewa Ekanayake Tholangamuwa

Miss Weerasinghe Arachchige M Charuka Weerasinghe Colombo 10

Dr (Mrs) Deepthi Perera Director Youth Dept. of Health Services Colombo

Miss A V Anusha Sandhamalie Vithanage G/Southlands College Galle

Miss Dakshika Buddhini Weerasinghe G/Sanghamitta Girls College Wackwella Road Galle

Miss M W Upeka Nayomi Wickramasinghe R/Ferguson High College Ratnapura

Mr E M Damayanthi Ekanayake A/Tambutteyama, Central College Tambuttegama

Miss Walimini Arachchilage Lideshika KI/Weera Walagamba M.V. Maduragoda

Miss Pahalage Thasheera Nawanthi Abeygunawardana Old Road, Kalutara South

THAILAND Mr Kanchit Arphatphiban Boraiwitthayakom School Zipaord

Miss Atcharin Mekloy Kanchanapisex Witthayalai Nakornpathom School Nakorn Pathom

Mr Yongyut Kongdi Pongwittayayon School Ban Pang Khon Kaen

Miss Thita Chiasakut Patumwan Demonstration School Bangkok

Mr Pat Komanee Yothiburana School Bangkok

Mr Sathit Boonpikum Mahasarakkam Provincial General Education Office

FACILITATORS Dr Uma Pocha Takshila, Mumbai

WORLD HEALTH ORGANIZATION Mrs Martha R Osei Regional Adviser Health Promotion and Education Dr Ohn Kyaw STP-Medical Officer


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Dr Patanjali Dev Nayar STP-Child and Adolescent

Dr Ei Kubota WHO Representative to Maldives

Mrs Mariyam Hafeeza Ahmed WR Maldives

Mrs Muriel D’Souza Health Promotion and Education Unit

Mr Sharath Babu Health Promotion and Education Unit

Mr C P Jain Budget and Finance Unit

Mr Umesh Gupta Budget and Finance Unit


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Annex 2

PROGRAMME

Day 1, Thursday, 13 September 2001

0900 – 1000 hrs Inauguration 1030 – 1200 hrs Ice Breaking

Introduction of the participants Get to know each other

1400 – 1600 hrs Session-1 TOPIC: “What is Health?”

Understand the concept of health Understand the factors that influence health status

1630 – 1800 hrs Session-2 TOPIC: Adolescent Health Issues 1 “Adolescent physical health ”

Understand the physical and biological changes that adolescents experience Learn to accept these changes as normal

2000 – 2100 hrs Session-3 TOPIC: Adolescent Health Issues 2 “Adolescent mental health”

Share common health problems and conditions are physiological and common to all persons of their age group

2000 – 2100 hrs Option to visit Health Exhibition

2100 – 2130 hrs Preparation of the day’s recap for next morning’s presentation by an assigned group.

Learning to delegate, organize and to make the participants carry out the tasks by themselves.

Day 2, Friday, 14 September 2001

0600 – 0700 hrs Session-4 TOPIC: Exercise and swimming

0820 hrs Call for assembly. A chosen group will present a summary of the previous day’s work (2-3 minutes)

0830 – 0930 hrs Session-5 TOPIC: Nutrition

Understand the importance of nutritious meals during adolescence


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0945 – 1100 hrs Session-6 TOPIC: First Aid

1400 – 1530 hrs Session-7 TOPIC: Lifeskills

Realize that each one is responsible for his/her own health and is capable of making healthy decisions, and adopting healthy lifestyles. Get the knowledge of lifeskills and the opportunity to practise the same

1600 – 1700 hrs Continue Life Skills

1715 – 1800 hrs Session-8 TOPIC: Swimming / beach sports

Encourage incorporation of physical activity as a regular part of daily activities

1845 – 1930 hrs Session-9 TOPIC: Students' preparation/group discussion for cultural and talent show.

Promote relaxation and enjoyment as part of routine life.

2030 – 2130 hrs Session-10 TOPIC: Presentation of school health programmes followed by School Health Jamboree Pledge

Sharing of country-specific games. Share observations, experiences on prevalent health problems, which they may have experienced as adolescents, as well as other public health problems in the communities. Discuss existing school health programmes in their respective countries and explore ways to improve those programmes

2130 hrs Prepare the day’s recap for next morning’s presentation. This will be done by an assigned group, followed by Bed time.

Day 3, Saturday, 15 September 2001

0600 – 0700 hrs Session-11 TOPIC: Exercise and swimming

Encourage incorporation of physical activity as a regular part of daily activities.


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0820 hrs Call for assembly. A chosen group will present a summary of the previous day’s work (2-3 minutes)

0830-1030 hrs Session-12 TOPIC: Making healthy decisions Tobacco, Drugs and HIV

Realize that each one is responsible for his/her own health and is capable of making healthy decisions and adopting healthy lifestyles. Get the knowledge of life skills and the opportunity to practise the same.

1030 – 1045 hrs Making a Pledge To impress on the young minds, a sense of responsibility and commitment to lead themselves and others to healthy lifestyles

1115 – 1230 hrs Session 13 TOPIC: Identifying methods to create healthy settings • Introduce Healthy City Concept • Discussion in groups

(1) Healthy household (2) Healthy school (3) Healthy market place/food

outlets (4) Healthy community (5) Identifying vector breeding

sites on the island

1330 hrs Depart for Male’

1400 hrs Arrive Male’ at Jetty No. 1


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1400 – 1730 hrs Session-14 TOPIC: Field visit to Male’ (in groups) • Depart to Male’ • Arrive Male’ at Jetty No. 2

(Ministry of Atolls Administration) • Group photo at Islamic Centre • Visit places of interest in groups • Groups assemble at

Ghiyaasuddin School (1) Presentation of cultural items (2) Presentation of environment

exhibits (3) Refreshments

• Leave Ghiyasuddin School

1730 hrs Depart Male’ from Villingili ferry terminal

1830 hrs Arrive Feydhoo Finolhu

1830 – 2000 hrs Packing

2030 – 2200 hrs Farewell party Dinner followed by cultural and talent programme and declaration


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Annex 3

ANALYSIS OF STUDENTS’ ASSESSMENT OF SESSIONS

Duration Content Method Relevance Session

VG G TS TL VG G P VG G P VR R NR

1. What is health? 1 106 5 16 15 106 7 30 92 6 37 89 2

2. Adolescent Health 0 103 13 12 17 110 1 17 90 1 48 78 1

3. Adolescent Health 2 0 102 11 14 24 101 3 35 90 1 45 93 0

4. Nutrition 0 69 7 10 17 64 3 16 65 3 9 72 2

5. First Aid 0 60 23 0 23 62 1 28 55 3 24 62 1

6. Life Skills 0 65 10 11 15 67 4 28 53 5 17 69 0

7. Beach Sports 0 49 47 0 20 66 0 24 62 0 18 68 0

8. Preparation 0 75 4 7 7 79 0 4 82 0 2 83 0

9. School Health Programmes

0 56 3 27 7 75 4 4 75 7 4 79 4

10. Decision-Making 0 60 11 3 20 53 1 35 38 1 30 44 0

11. Healthy Settings 0 55 6 13 19 53 2 25 46 3 25 49 0

12. Field Visit 0 35 39 0 20 51 3 25 48 1 19 53 2

13. Cultural Prog 0 61 13 0 14 60 0 19 55 0 8 66 0

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