Paul Tyrer

HIV / AIDS school-based education in selected Asia-Pacific countries.

This paper describes findings from a recent UNAIDS-funded study of how education systems in selected countries in East Asia, South East Asia and the Pacific are responding to HIV/AIDS-related education. Data were collected by means of postal questionnaire and key informant interviews in Brunei, Cambodia, China, Indonesia, Malaysia, Mongolia, Myanmar, the Philippines, Papua New Guinea, Thailand and Vietnam. Sources of information varied but included ministries, non-governmental organisations and other interested bodies. Findings suggest that the education provided is largely information-based, but with a developing emphasis on life-skills such as assertiveness and negotiation. Specific sexual practices are rarely discussed in the regions schools, except in a somewhat mechanistic way, focusing mainly on human reproduction and anatomy. However, those countries most affected by the epidemic are beginning to re-think their approaches. An increasing openness about sexual and drug injecting practices, and how to communicate these issues with young people, is beginning to become apparent.

Lessons learned: working towards the National Healthy School Standard

As part of the work leading to the development of the National Healthy Schools Scheme, an audit was carried out of existing healthy schools schemes in England. This, together with an evaluation of healthy schools activities within eight pilot healthy schools partnerships throughout England funded by the Department of Health and the Department for Education and Employment, formed part of the research underpinning the creation of a National Healthy Schools Standard. Principles for effective working are identified, as well as difficulties likely to be encountered in creating and promoting such a standard.

Education and health inequalities Input Paper 10 to the Independent Inquiry into Inequalities in Health, January 1998

The available evidence suggests that there are important links between educational inequalities and concurrent and subsequent health inequalities. Much of the literature further indicates that these inequalities are cumulative in their effect over the life course of individuals, families and communities. This evidence, drawn from UK and international studies, suggests that any attempt to tackle health inequalities through educational interventions needs to be conceived as part of a broader medium‐ to long‐term project. It would also need to involve local communities, as well as collaboration between agencies, in order to build up the social capital that the research suggests contributes to positive educational and health outcomes. The paper includes some policy recommendations, which the research suggests could make a significant contribution towards the reduction of inequalities in health. These priorities for intervention, which should initially be targeted towards areas of greatest disadvantage, involv...

Sex and Relationships Education in Schools--Evaluation of a Pilot Programme for the Certification of Community Nurses.

Objective In support of the UK Government’s teenage pregnancy and sexual health strategies, a certificated programme of professional development for school nurses and other community nurses was developed to provide support for personal, social and health education (PSHE) work, including sex and relationships education (SRE), for young people. Design and setting This paper reports on findings from a multi-method formative evaluation of the pilot programme, which commenced in June 2003 and focused on six of the nine centres taking part: namely Sunderland, Lancashire, Birmingham, Hertfordshire, Ealing and Plymouth. Method Face-to-face and telephone interviews took place with national officers, local leads, community nurses on the programme, their line managers, professional colleagues working with the community nurses, and national assessors. Data were collected using semi-structured interview schedules. Partial transcription of tape recordings and notes took place and a thematic analysis was carried out using constant comparative method. Results The evaluation of the programme suggests considerable benefits for local collaborative working between health and education. In addition, nurses who undertook the programme gained in confidence and skill. Some tensions remain including concern about the need for dedicated time for nurses to complete the programme. Conclusion Findings suggest that a well-designed scheme of the type described is likely to be well received by community nurses and facilitates cooperative working between health and education in the support of PSHE and SRE. There is a need to respect the unique contribution of the community nurse and to value the one-to-one work that she does.

Evaluation of a certification process for community nurses involved in sex and relationship education

Purpose – Alongside teachers, community nurses have been identified as having an important role to play in the provision of school‐based personal, social and health education (PSHE) and sex and relationships education (SRE). However, there currently exist few programmes of preparation for this work that recognise the specific contribution of community nurses to SRE. This paper reports on findings from a formative evaluation of a pilot certification scheme for community nurses involved in SRE provision and recently implemented in England. The evaluation sought specifically to access views about the value of the educational experience in preparing school nurses to better fulfil their SRE role.Design/methodology/approach – During the implementation of the pilot scheme, 124 semi‐structured interviews were conducted with a range of stakeholders, including national players, local scheme support leads, nurses participating in the pilot scheme, nurse managers and other colleagues. Data gathering adopted a close‐f...