Showing posts with label Health Section. Show all posts
Showing posts with label Health Section. Show all posts

Five Keys to Ensuring Sustainability of High-Impact, Scalable MNCH Programs




Impact. Scale. Sustainability. As public health professionals, we are dedicated to high-impact and high-coverage interventions that significantly improve the health of large human populations. We also hope that the benefits become part of the timeless fabric of their families, communities, and the health system.
This triple expectation—impact, scale, and sustainability—has accompanied global health for decades and especially during the last  generation. In 1990, Dr. Thomas Bossert reported that, among five US government-funded health programs in Africa and Central America, a project’s capacity to show results was the most important factor to ensure the sustainability of its benefits.
Recently, the Friedman School of Nutrition Science and Policy at Tufts University, as part of the US Agency for International Development (USAID)-funded FANTA III project, investigated the factors which enabled post-project sustainability (up to three years after project end) among USAID-funded food assistance projects in Kenya, Honduras, Bolivia, and India. These projects included maternal, newborn and child health (MNCH) interventions, such as maternal and child health, nutrition and water, sanitation and hygiene. Tufts found three factors critical to sustainability: (1) a sustained source of resources, (2) sustained technical and managerial capacity, and (3) sustained motivation (of beneficiaries and service providers). Linkages to governmental organizations and/or other entities, was considered a fourth factor that is central to sustainability in many circumstances. A gradual process of exit also contributed to sustainability.

WHAT DO THESE SUSTAINABILITY FINDINGS MEAN FOR GLOBAL HIGH-IMPACT, SCALABLE MNCH PROGRAMS?

  1. Results—and their measurement—matter. Host country governments and private providers appreciate significant impacts on lives saves and cases of disease prevented which are achieved at high coverage, quick speed, and at reasonable cost.  MNCH programs must include a strategy to ensure accurate, complete, and timely collection; processing; and reporting of health information needed to reach a determination of program success. In Rwanda, MSH is assisting government stakeholders with the timely and accurate periodic reporting of its hundreds of health facilities into the web-based DHIS2 software. MSH is also assisting these stakeholders to produce easy-to-analyze reports and scorecards which will help local and national managers see the fruits of their work and also make programs decisions to improve it. This assistance has resulted in better decisions and improved allocation of local resources, which helps ensure better care for mothers, newborns, and children.
  2. Sustainable resources are required. Additional personnel, medicines and commodities, equipment and health infrastructure are needed (in most cases) to continue tangible benefits to a lot of people after a donor-funded MNCH project ends. User fees have the net effect of limiting access to health care. Therefore, projects need to engage national and subnational government, the private sector, and international donors to facilitate other types of sustainable funding (e.g. government taxation, commercial credits or microloans to private providers, health insurance) for the resources needed. In addition, MNCH projects should also support health leaders and managers to ensure the adequate deployment and use of these resources, and to report these findings to their key stakeholders. In Nigeria, MSH was successful in engaging the state governments of Niger, Kwara, and Sokoto to increase their domestic funding for prevention of mother-to-child transmission (PMTCT) of HIV and other HIV programs by $2.5 million. Thus, this initiative helped in the sustainability of initially funded USAID programs.
  3. Capacity building is a winner. It pays off to enhance local technical and management capacity during the project life, e.g., leadership, management and governance, quality improvement, pharmaceutical management, health information systems, human resource management, fundraising and financial management. The challenge is to identify, for each specific setting, the key topics and the best methods to provide training, supervision and technical assistance in a cost-effective way. Thus, this capacity building can be easily replicated by the institution sustaining the benefits of the MNCH program. Participatory planning at the local level, online training, mobile technology, and integrated supportive supervision are all steps in the right direction. In Afghanistan, MSH and other development partners assisted in the creation of provincial schools for the 18-month pre-service training of locally recruited community midwives. Studies by Dr. Linda Bartlett from Johns Hopkins University show that in provinces benefitting from these schools, approximately 90 percent of graduates worked in their assigned places and they contributed to a 39-percent increase in ANC and a 63-percent increase in delivery by a skilled attendant.
  4. Motivated health leaders, managers, and providers make a difference. Results-based funding—the provision of financial and material incentives to health workers if they meet agreed targets—is now commonplace. Project activities should facilitate communication and feedback between patients and providers. Social accountability can play a role here. Monitoring the behavior of health providers by population can provide an avenue for communication and feedback. Ultimately, all health providers hope to do their best for their patients; and all satisfied patients will duly thank their health provider and return to them if help is needed again.

    In the Kasai Oriental Province of Democratic Republic of the Congo, MSH assisted local health providers to increase the access and quality of their maternal health services. In addition to facilitating training and supervision opportunities, plus providing material resources for the operation of the facilities, MSH and the government also implemented a performance-based funding activity. Through the latter, high-performing facilities received a periodic cash incentive if they met previously agreed targets of coverage and quality. In the first two years, maternal health indicators increased by 50 percent from baseline values (e.g. 54 percent of pregnant women had four antenatal care visits as compared with a baseline of 20 percent). With donor support, the government is planning to roll out a similar experience in other parts of the country.
  5. Develop linkages. In MNCH projects, the most important linkages to develop and strengthen are: (a) the provision of a continuum of care, i.e. from the family and community health worker up to the referral hospital, (b) between communities and formal health services, and (c) between government and private health services. Sometimes we forget that these linkages need to work in both ways to be effective and sustainable, e.g., the community health worker receives training, supervision and supplies from the health facility, while referring patients and providing periodic information on his or her health production and epidemiological findings to the health facility.

    In Madagascar, MSH supports local networks of more than 2,000 community volunteers who assist women or children (according to the volunteers’ government accreditation) with education and referral services. In a single quarter (October to December 2015), these volunteers referred to health facilities approximately 12,000 sick pregnant women, newborns, and children. In addition, nearly 6,500 pregnant women were referred by these volunteers to health facilities for antenatal care. Volunteers regularly meet with the facility staff to exchange information on the referred patients and to follow up in the community the patients discharged by the health facility (watch video).
Global health programs provide significant and sustained health benefits to the most vulnerable populations, including women, newborns, and children, in some of the most hard to reach, and conflict-ridden regions. We owe it to beneficiaries to help ensure that MNCH programs continue to make the most impact to the most people for many generations to come.

Health Systems Strengthening

What is Health Systems Strengthening?

Well-functioning health systems deliver the quality health care people need, when they need it, where they need it, and at prices they can afford. Strengthening health systems, however, is challenging given their complexity.
USAID captured this challenge in its definition of health systems strengthening: “A process that concentrates on ensuring that people and institutions, both public and private, undertake core functions of the health system (governance, financing, service delivery, health workforce, information, and medicines/vaccines/other technologies) in a mutually enhancing way, to improve health outcomes, protect citizens from catastrophic financial loss and impoverishment due to illness, and ensure consumer satisfaction, in an equitable, efficient and sustainable manner.”
As this definition implies, health systems encompass many subsystems, such as human resources, information systems, health finance, and health governance, all of which can be weakened by different types of constraints. For instance, health care may cost too much, causing people to delay seeking care or forgo it altogether. A country’s health budget may not cover all its population’s health needs, especially services for tuberculosis, HIV/AIDS, malaria, maternal and child health, reproductive health, and other priority issues. As a result, a country’s health outcomes may suffer.
To strengthen health systems and expand access to priority health services, USAID has supported a variety of global and bilateral health systems strengthening projects since 1989. They include Health Systems 20/20 and now the Health Finance and Governance (HFG) Project. HFG is designed to fundamentally strengthen health systems, with a focus on improving the health financing and governance functions, so the systems more efficiently and equitably deliver the life-saving health services that people, especially children, women, and poor and vulnerable populations, need.
quotation mark We will not be successful in our efforts to end deaths from AIDS, malaria and tuberculosis unless we do more to improve the health systems around the world.quotation mark
President Barack Obama, 2009
The HFG team views health systems strengthening as a nonlinear process that demands holistic systems thinking rather than a traditional, vertical approach. The holistic approach pays attention to how individual components of the overall system and subsystems interact and affect one another. Working simultaneously on multiple components of the system, such as governance and financing, yields greater impact than addressing an individual constraint. Effective interventions should target constraints that will have maximum benefit across multiple health programs.
Put another way, supporting the health system refers to any activity that improves services, from upgrading facilities and equipment to distributing mosquito nets. In contrast, strengthening the health system requires more comprehensive changes to policies and regulations, financing mechanisms, organizational structures, and relationships across the entire system. Both supporting and strengthening efforts are important and necessary, and the balance between them should be driven by a country’s context and priorities. Above all, country ownership is essential to building a health system’s sustainability and its ability to promote universal health coverage

Health Systems Strengthening (HSS)




Health Systems Strengthening (HSS)
Key Points:
  • PEPFAR is implementing new tools to help country teams strategically plan, support and document contributions to strengthening country health systems.
  • As part of the GHI and increased multilateral engagement, PEPFAR will integrate and link health systems activities to leverage global action on this issue.
  • In order to develop skills necessary to engage in strategic HSS planning and implementation, PEPFAR must support additional training for both partner government personnel and PEPFAR employees.
  • In its next phase, PEPFAR is emphasizing the strategic planning and implementation of its prevention, care, and treatment activities with consideration for their country-level health systems impacts.
  • PEPFAR is working with partner countries to expand understanding of each health system at the national, provincial, district, and community level.
  • PEPFAR, through the GHI and increased multilateral engagement, will work to develop universally accepted and harmonized indicators for HSS. In addition, PEPFAR is supporting countries in expanding their own mechanisms for data collection to measure the most important health services and health outcomes in a country.

WHO has identified six core health systems functions: service delivery; human resources for health; medical products, vaccines and technologies; information; governance; and finance. PEPFAR is assisting countries to improve health systems in these six core areas while achieving significant HIV/AIDS prevention, care, and treatment outcomes.
A health system encompasses the individuals, organizations and processes - from the national government to the private sector to community based organizations - focusing primarily on ensuring health outcomes. Examples of how PEPFAR has contributed to these six building blocks include the following. These represent a small sample of PEPFAR's larger health systems impacts:
WHO has identified six core health systems functions: service delivery; human resources for health; medical products, vaccines and technologies; information; governance; and finance. PEPFAR is assisting countries to improve health systems in these six core areas while achieving significant HIV/AIDS prevention, care, and treatment outcomes.
As part of broad global investments in HIV/AIDS, PEPFAR has contributed to improvements of larger health systems, with impacts on maternal and child health.10 However, PEPFAR has not had a strategic vision or plan to incorporate a health systems lens into its programming. In the first phase of PEPFAR, health systems activities were largely ad hoc, varied across countries, and did not always factor in an intervention's impact on the country's broader health system.
In 2009 PEPFAR developed a strategic framework tool for HSS. This tool is designed to help country teams plan HSS activities. Such planning can maximize the positive impacts of prevention, care, and treatment activities and identify opportunities to leverage and partner with other health and development programs. Through this framework, PEPFAR programs can identify:
  • Focused investments needed to achieve prevention, care, and treatment objectives;
  • Intentional spillovers or collateral benefits - primarily HIV-related work that benefits other parts of the health system at low additional cost; and
  • Targeted leveraging with other donors or USG programs, allowing PEPFAR and other health and development partners to jointly support programs that broadly benefit the health system.
In its next phase, PEPFAR is emphasizing the strategic planning and implementation of its prevention, care, and treatment activities with consideration for their countrylevel health systems impacts. To enable country health systems to respond to both HIV/AIDS and broader health needs, PEPFAR is engaging in the following activities:
Supporting strong government leadership of health systems, which is integral to sustainability
Health systems are strongest where governments have leadership and technical skills to address health system weaknesses. While a network of public and private partners deliver services, governments play the lead role in overseeing health systems among multiple actors at national, district, and community levels. In collaboration with other USG programs and international donors, PEPFAR supports governments to identify opportunities for HSS within their HIV and broader health sector plans. By working with governments, PEPFAR can create technical capacity necessary to engage, coordinate and oversee the multisectoral activities falling within the six building blocks. PEPFAR will provide mentoring and technical assistance to government employees and promote the involvement of a multisectoral country response in addressing a country's health needs.
Expanding efforts to partner with multilateral organizations on this issue
Organizations such as the Global Fund, the Global AIDS Vaccine Initiative (GAVI), the World Bank, WHO, and the International Health Partnership Plus (IHP+) are expanding HSS activities. Heightened donor interest provides PEPFAR with an opportunity to work in partnership and strengthen health systems at the country and regional level. As part of larger efforts, PEPFAR can work with countries to leverage additional donor resources and coordinate activities to realize a broader impact on an overall health system. As part of the GHI, PEPFAR will explore opportunities for joint programming and increased coordination around implementation and evaluation of health systems activities.
Including considerations of health systems dynamics in work to define, map, and implement plans to address country-level need
With its focus on rapid scale-up during the first five years of PEPFAR, the program sometimes established parallel health systems within a country, rather than strengthening the complex health systems that exist in each country. The process of assessing a health system itself can be a skill- and relationship-building tool with ministries, civil society, the private sector, and donor community counterparts. PEPFAR is working with partner governments to expand understanding of each health system at the national, provincial, district, and community level.
Through this engagement, PEPFAR is supporting creation of new, or review of existing, health systems assessments that contribute to overall country HIV/AIDS plans.
Developing good indicators to track progress with health systems strengthening
The challenge in health systems lies in identifying impact. It is difficult to determine exactly which health systems parameters are most closely associated with positive health outcomes, which interventions are most effective at improving health system performance, and which measures most effectively track progress. Setting appropriate targets, developing sound indicators, and monitoring change can be particularly challenging. PEPFAR, in collaboration with the GHI and other donors, will work to develop universally accepted and harmonized indicators for HSS. In addition, PEPFAR is supporting countries in expanding their own mechanisms for data collection to measure the most important health services and health outcomes in a country.

Moving Forward with Health Systems Strengthening
Years 1-2 -
  • Work with countries to identify how HIV/AIDS activities can contribute to broader HSS efforts.
  • Support both headquarters and country teams to obtain the skills necessary to carry out programming with a HSS perspective, and provide the technical assistance necessary to increase these skills in partner countries.
  • Increase multilateral engagement around accomplishing HSS HIV/AIDS activities.
  • Continue efforts to identify internationally accepted indicators for HSS.
  • Support policy change needed to attain HSS goals defined in Partnership Frameworks.
Years 3-5 -
  • Implement harmonized HSS indicators within PEPFAR programming.
  • Expand and coordinate, as appropriate, multilateral efforts to support HSS.
  • Strengthen country governance and financing of the health system to advance the goals of country ownership and sustainability.

Health Systems Strengthening

URC’s work strengthens the performance and interconnectedness of the six health system building blocks identified by the World Health Organization: service delivery, health workforce, strategic information, commodities, health financing, and leadership and governance. We provide high-quality technical assistance that focuses on national priorities and maximizes the effectiveness of a country’s resources.
URC's health systems strengthening work emphasizes a systematic, evidence-based approach designed to bring about significant improvement in:
  • Patient and population health outcomes, particularly among the poor
  • Efficiency and effectiveness of systems and processes of care
  • Social responsiveness and accountability
Through continuous quality improvement and innovation and close, supportive relationships with a country’s Ministry of Health, we build institutional, programmatic, and financial capacities for a high-performing health sector that adapts to changing situations. We also design context-specific health communication and behavior change strategies to bolster our systems strengthening work at the individual, family, and community levels.
Supporting our health systems strengthening approach, we use evidence-based approaches to improve health worker performance and engagement and employ our global One Health strategy to expand interdisciplinary collaboration for all aspects of health care.
One growing area for capacity building is mobile technology. URC is applying mHealth technology to strengthen service delivery and supervision systems—enabling real-time communication among health care providers, tools for decision-support, and streamlined referrals and recordkeeping.

Teaching Health Education in School


Many parents are keenly interested in the basic academic education of their youngsters—reading, writing, and arithmetic—but are not nearly as conscientious in finding out about the other learning that goes on in the classroom. A comprehensive health education pro­gram is an important part of the curriculum in most school districts. Starting in kindergarten and continuing through high school, it pro­vides an introduction to the human body and to factors that prevent illness and promote or damage health.
The middle years of childhood are extremely sensitive times for a number of health issues, especially when it comes to adopting health behavior that can have lifelong consequences. Your youngster might be exposed to a variety of health themes in school: nutrition, disease prevention, physical growth and development, reproduction, mental health, drug and alcohol abuse prevention, consumer health, and safety (cross­ing streets, riding bikes, first aid, the Heimlich maneuver). The goal of this ed­ucation is not only to increase your child's health knowledge and to create positive attitudes toward his own well-being but also to promote healthy be­havior. By going beyond simply increasing knowledge, schools are asking for more involvement on the part of students than in many other subject areas. Children are being taught life skills, not merely academic skills.
It is easy to underestimate the importance of this health education for your child. Before long he will be approaching puberty and adolescence and facing many choices about his behavior that, if he chooses inappropriately, could im­pair his health and even lead to his death. These choices revolve around alco­hol, tobacco, and other drug use; sexual behavior (abstinence, prevention of pregnancy and sexually transmitted diseases); driving; risk-taking behavior; and stress management. Most experts concur that education about issues like alcohol abuse is most effective if it begins at least two years before the behav­ior is likely to start. This means that children seven and eight years old are not too young to learn about the dangers of tobacco, alcohol, and other drugs, and that sexuality education also needs to be part of the experience of elementary-school-age children. At the same time, positive health behavior can also be learned during the middle years of childhood. Your child's well-being as an adult can be influenced by the lifelong exercise and nutrition habits that he adopts now.
Health education programs are most effective if parents are involved. Par­ents can complement and reinforce what children are learning in school dur­ing conversations and activities at home. The schools can provide basic information about implementing healthy decisions—for instance, how and why to say no to alcohol use. But you should be a co-educator, particularly in those areas where family values are especially important—for example, sexu­ality, AIDS prevention, and tobacco, alcohol, and other drug use.
Many parents feel ill-equipped to talk to their child about puberty, repro­duction, sex, and sexually transmitted diseases. But you need to recognize just how important your role is. With sexual topics—as well as with many other ar­eas of health—you can build on the general information taught at school and, in a dialogue with your youngster, put it into a moral context. Remember, you are the expert on your child, your family, and your family's values.
Education seminars and education support groups for parents on issues of health and parenting may be part of the health promotion program at your school. If they are not offered, you should encourage their development. Many parents find it valuable to discuss mutual problems and share solutions with other parents. Although some parents have difficulty attending evening meet­ings, school districts are finding other ways to reach out to parents—for in­stance, through educational TV broadcasts with call-in capacities, Saturday morning breakfast meetings, and activities for parents and children together, or­ganized to promote good health (a walk/run, a dance, a heart-healthy luncheon).
In addition to providing education at home on health matters, become an advocate in your school district for appropriate classroom education about puberty, reproduction, AIDS, alcohol and other substance abuse, and other relevant issues. The content of health education programs is often decided at the community level, so make your voice heard.
As important as the content of a health curriculum may be, other factors are powerful in shaping your child's attitudes toward his well-being. Examine whether other aspects of the school day reinforce what your youngster is be­ing taught in the classroom. For example, is the school cafeteria serving low-fat meals that support the good nutritional decisions encouraged by you and the teachers? Is there a strong physical education program that emphasizes the value of fitness and offers each child thirty minutes of vigorous activity at least three times a week? Does the school district support staff-wellness programs so that teachers can be actively involved in maintaining their own health and thus be more excited about conveying health information to their students?
In addition to school and home, your pediatrician is another health educator for you and your child. Since your child's doctor knows your family, he or she can provide clear, personalized health information and advice. For in­stance, the pediatrician can talk with your child about the child's personal growth patterns during puberty, relate them to the size and shape of other family members, and answer questions specific to your youngster's own de­velopmental sequence and rate.
For most school-related health concerns, your pediatrician can provide you with specific advice and tailored guidance. You and your pediatrician may also consult with the school staff on how to deal most effectively with school time management of your child's health problem.

5 Top Reasons Why You Should Drink Black Coffee Every Day

Coffee has been the most popular drink in the world. Most people drink it due to the numerous health benefits it has. Well, there are several reasons why you should drink black coffee every day. You may probably wonder why this is so but the truth is that this drink will change your life completely. It is pretty obvious to say that coffee is a great drink for your skin, brain and entire body health. Therefore, you should drink coffee every day to ensure your healthiness.

graphicstock.com
Here are the explanations why you should make black coffee your daily drink:

1. COFFEE MAKES YOU FEEL HAPPIER

It is well known that if you drink coffee daily, you will definitely fight any kind of depression thus living happy. Those people who drink coffee every day, they rarely feel depressed. This makes them to be happier in life and evade from any kind of suicide act. In addition, it is pretty to say that drinking coffee makes you look smarter whereby the caffeine boost your moods and keep your brain healthy for long. It generally makes you feel more intelligent.

2. COFFEE KEEPS TYPE 2 DIABETES AT BAY

If you drink coffee every day, chances are higher that you will lower the risks of type 2 diabetes. It is therefore recommendable to take two or more cups of coffee daily in order to avoid developing type 2 diabetes.

3. COFFEE IS USEFUL FOR YOUR LIVER

To those who frequently drink alcohol, chances are higher that they will develop liver cirrhosis hence leading to liver failure. If you are among such people, then there is a good reason why you should drink coffee daily. If you do so be assured that you will protect your liver. Moreover, three or more cups of coffee in a day, helps those people who suffer from non – alcoholic fatty liver disease. Coffee gives you a healthier liver.

graphicstock.com
graphicstock.com

4. COFFEE REDUCES HEART DISEASES

Drinking coffee everyday seems to be much enjoyable but this is not enough. There is an important health benefit of drinking coffee regularly and it is lowering risks of stroke, heart failure or any other heart disease. Generally, coffee is very important for your cardiovascular health which is flow of blood. It is paramount for you to drink coffee.

5. COFFEE REDUCES RISKS OF ANY TYPE OF CANCER

Cancer has become the most deadly disease in the world but the good news is that there is a way of reducing it. This is by drinking coffee on a regular basis. Those people who drink more than four cups of coffee a day, they lower the risks of developing any type of cancer. Some of the cancers that black coffee reduces are; liver cancer, lung cancer among others. Furthermore, those women who drink coffee frequently, reduces the risks of getting skin cancer.
It is good enough to say that knowledge is power. This is because the above mentioned information gives the reasons why you should drink black coffee on a regular basis. It is therefore intelligent to take more than four cups of coffee in a day. Keep drinking coffee you will experience such tremendous benefits.

More education leads to a healthier lifestyle


It is recognised that healthy habits account for large differences in health outcomes. Unhealthy behaviour has been cited as the main predictor of premature and preventable disease.
But this raises an important, policy-related question. Why do some people invest more in a healthy lifestyle than others?
Health economists argue that better educated people are more likely to choose healthier lifestyles. This is in part because future returns for healthy behaviour (in terms of both health and lifetime earnings) are higher for the better educated, thus leading them to invest more in a healthy lifestyle.
People of higher educational background are on average less likely to smoke, abuse alcohol, and will exercise more, eat healthier foods, and have more frequent health checks than the average population.
This can be explained by a variety of different reasons. For instance, students with healthier lifestyles may be more efficient in acquiring knowledge so they tend to perform well in their education. One could also imagine that people who value future consumptions more than current consumption will stay in school for longer, work more at younger ages and invest more in positive health-related behaviours.

New research in the area

Most of the existing evidence cannot truly separate the true effect of education itself on health habits from other confounding factors as mentioned above.
My colleague and I have recently conducted research to address this important question. We used an econometric technique to empirically identify the causal effect of education on a range of health behaviours among Australian adults aged 22 to 65. We rely on school reforms in Australia on minimum compulsory school-leaving age as a natural experiment to identify this causal relationship.
This research shows that among Australians, there is a sizable effect of staying an additional year in school on later health habits, including diet, exercise, and the decision to engage in risky health behaviours.
Results also show that the positive effect of staying an additional year in school on health behaviours is larger for Australian women than for Australian men. Interestingly, previous studies from UK and Germany have found the opposite, that is that the health benefits from staying an additional year in school are larger for men than for women in these two countries.

Does context matter?

While we found a positive effect of education on health among Australians, previous studies from other countries indicate this is not necessarily true in different countries.
Studies in Denmark and South Korea found similar evidence as ours, but no such evidence has been found in the US, the UK and Germany. This might be a reflection of the differences in the education and health care systems, or an interaction between these two systems, across different countries.
Not only the context of the residing country but also the context in terms of early-life family circumstances may moderate the causal effect of education on health behaviours. Our study demonstrates that the magnitude of the education effect is larger for people from a poorer background when they were about 14 years old.

Potential mechanisms

There are many theories to why more education will lead to better health behaviours. We provide evidence that one of the reasons is because more education raises the individual’s conscientiousness levels and the perceived sense of control over one’s life, which in turn contributes to adopting healthier lifestyles.
The intuition is that individual with different education levels may differ in their psychological capacity to make behaviour changes. This echoes some psychological theories which claim that in order to adopt certain behaviour or change certain lifestyles, individuals need to be “ready” to change and feel able to do so.
This new finding may also explain why in previous studies other important individual attributes such as cognition function and knowledge can only explain some, but not all, of the causal effect of education on health behaviours.

Policy implications

The direct implication of these findings is that an increase in spending on education can lead to the overall improvement of the nation’s health. This provides a way of saving money for our health system, given that preventable diseases are often directly related to health habits.
While we have found an important effect of education on later health behaviours for people who were directly affected by changes in the compulsory schooling laws in Australia, we have also demonstrated that there is a considerable difference in the education effect across different groups of individuals.
Future research – especially qualitative research – should come back to investigate how different predetermined characteristics and early home environments can moderate the causal effect of education on health behaviours.
Given that an additional year of schooling also caused a change in psychological traits that are known to govern healthy behaviour, there is scope for later policy interventions to try to improve personality traits that are related to healthy habits.

Appropriate Practices in School-Based Health Education

image4heap
This new SHAPE America Guidance Document gives teachers, administrators, curriculum specialists and teacher trainers a detailed blueprint for designing and delivering health education that meets national, state and local standards and frameworks. 
Created by SHAPE America and a task force of exemplary health educators, Appropriate Practices in School-Based Health Education lists best practices for:   
  • Creating a positive and inclusive learning environment that engages students in learning the skills they need to live healthy lives
  • Implementing a sequential, comprehensive curriculum —aligned with the National Health Education Standards and other relevant frameworks —that is skills-based, with an emphasis on developing health literacy 
  • Employing instructional practices that engage students in learning and in developing their health-related skills. 
  • Using assessments that measure student growth, knowledge and health-related skill development 
  • Advocating for a positive school culture toward health and health education. 
  • Maintaining high standards of practice 

The narrow, winding path





Fresh air filled our lungs as we climbed the hills to Mgambonyi; the car windows open to equalize the air pressure. During the day it was hot and extremely dry, grass and water are scarce from a long dry season so keeping hungry cows fed and watered is giving farmers a huge challenge. Farmers have small stores of dry grass remaining and others buy bundles carried by motorbike from the lowlands.
On the first night, the stars shone brightly, the sky was clear, the air crisp. Sleep was sweet and well needed in preparation for a busy day ahead. We set off walking to one of the farms where we’d agreed to meet with all Zaidi’s partnering farmers. During the meeting we discussed the importance and benefits of full participation and ownership of the project by farmers. All farmers aired their ideas, views and concerns, which led to many constructive conversations of how to move forward to improve their supplies of food and water for cattle, improve their levels of support for each other, stretch the assistance to welcome more farmers and develop their farms, one by one.

The early hours of the next morning brought welcome rain. It felt chilly in the wind and rain on the tops of the hills. Setting off wearing four layers (including a raincoat) we walked to visit one of Zaidi’s new farmers. We set off through familiar areas but then branched off down a hillside we’d never been down before. The views were absolutely breathtaking, with low clouds passing through the valley so close; you could reach to take hold of them. We walked along a path that not even a small motorbike could pass, down and then up small, winding pathways, almost impassable; it seemed almost it’s own community.

Stella, the new farmer has two children and she cares for her aged and sick mum who, when we arrived at their house, was completely wrapped in blankets on a mattress in the sitting room. The previous day, Stella had come to our meeting, it was the first time she had really been out for three years. It was great to see the benefit that Stacey (Stella’s new cow) would bring to that whole family. We were welcomed to Stella’s brother’s home (her nearest neighbour) for a cup of tea. Leaving their home, we visited families on the way back up the hill; it made us smile. We began, just Glyn, Pastor Ronald and I but as we continued our journey we kept adding people. At one point there was a line of ten people hiking up the hill together chatting stories and shouting greetings to others digging on the hillside in their farms! It’s a privilege to receive visitors and one way of appreciating their visit is to escort them on their way. We met many new and lovely people that day!

Kiriwa at Bob’s Place is a community nursery school whose teachers, Catherine and Margaret are doing a wonderful job teaching many young children from the area. Now they have their own building they are able to operate until 3pm, giving children lunch, as well as a mid morning break for porridge. Forty-three children attend the school, with three year groups being taught together. One group of children is preparing to join Mgambonyi Primary School in January, but more are waiting to come to join this fast growing school. Parents, teachers and locals are pulling together to build two extra classrooms and parents are being encouraged to make sunbaked mud bricks for the building. It’s a great community initiative! The children’s smiles are infectious, especially wrapped in their little, bright red balaclavas. Everyone enjoys play-time, “Make a circle, a big, big circle…” the children shout and then they breathe deeply in and out, taking in lots of refreshing air and continue with lots of songs, dances and games.

Zaidi (a Swahili word meaning, ‘more’) is an Education for Life project providing farmers with dairy cows, repaid by the farmers from the sale of their milk, generating income to provide a cow for another farmer. As the project develops, we’re also able to assist farmers to buy water tanks, which enables them to keep a constant supply of water for thirsty cows. This project is in it’s third year and it’s growing, our first calves are now pregnant, placed with new farmers and expecting young ones themselves! There are twelve cows within Zaidi at the moment, but watch this space, we’re growing ;0) With a high demand for milk in Kenya, the dairy will buy as much as the farmers can produce.
Thank you for your support and prayers, Zaidi is growing; there’s even ‘more’ to come!





End-of-life care needs an investment pledge

Holding hands of an elderly person
 ‘We urge the government to commit to the investment required to achieve good end-of-life,’ write Rob George, David Brooks and Claire Henry. Photograph: Voisin/Phanie/Rex
We agree with your editorial (30 July) that while guidelines on end-of-life care are helpful, they are not enough without adequate resources. The ministerial review on choice at the end of life published earlier this year quantified the amount of investment required to achieve good end-of-life care at £130m a year. We urge the government to commit to this investment now to ensure that the resource is available to ensure this new guidance delivers the necessary improvements in care for people in the last days and weeks of their lives.
Professor Rob George President, Association for Palliative Medicine Dr David Brooks Immediate past president, Association for Palliative Medicine Claire HenryChief executive, National Council for Palliative Care