Part of the ‘Youth civic development: Work at the cutting edge’ book edited by C. A. Flanagan and B. D. Christens in 2011, this article explores the development of social responsibility among pre-adolescent children at a rural Zambian primary school which has been using a curriculum invoking Child to Child principles on health education since the 1990s.
‘The greatest gains are seen in small, poorer-resourced schools in rural areas or close-knit urban communities,’ Final Evaluation, Health Action Schools Pakistan, Save UK
Our 2009 Annual Report gives an overview of our programmes and impact worldwide for the year 2008. Particularly, it looks into the Getting Ready for School project which we conducted in partnership with Unicef. The Annual Report also details our funding and costs.
Dr. Sonal Zaveri, Family Health International (FHI) and Child to Child consultant, led the process of putting together this Life Skills Education Toolkit in 2007, drawing from the 37 projects implemented by FHI in India. The Toolkit has been developed for organisations which work with orphans and vulnerable children, to provide essential skills for children in the project areas to prevent them from acquiring STIs/HIV/AIDS and to help them cope with HIV infection.
The Toolkit is a comprehensive package comprised of a Facilitator’s Guide, Life skills education Modules, Information Sheets and a list of Resources for further reading and reference.
Adapted from Kassam-Khamis and Muzzafar Bhutta’s article, ‘Affecting schools through a health education initiative in Partnerships in Educational Development’, this is a case study of five schools in Pakistan which implemented their own school health action plan in 2006. The research shows how Child to Child’s approach had positive impacts on children, teachers and the wider community in regard to their understanding of health.
Part of the Healthy Schools Initiative, the Pimlico School implemented a Child to Child project early 2006 to increase young people’s participation in health sessions. The project had an overwhelmingly positive impact on the students participating in the project, on the school, and on the facilitators.
In this chapter of Partnerships in Educational Development (2006), Tashmin Kassam-Khamis and Sadia Muzzafar Bhutta from Aga Khan University, Institute for Educational Development, Karachi, assess the success of Child to Child approach in promoting health in 40 schools in Pakistan.
They have realised that the health promoting school and Child to Child approach create an enabling environment to help teachers teach better and encourage greater participation by children, which in turn enhances their health knowledge and self-esteem.
Between January and March 2007, Child to Child piloted a project at Newham College in Stratford, East London, delivered by SHiNE Young People’s Sexual Health Service (Newham PCT). Using the Child to Child step approach, the project increased student’s participation in, and commitment to taking control of their own learning; effected changes in sexual health behaviour and in communicating around sexual health among the peer group; helped the development of essential life skills, especially around practising safer sex; and strengthened links between education and health sectors.
From 1999 to 2002, the Mpika Inclusive Education Project (MIEP) integrated children with disabilities in regular classrooms in 17 schools of the Mpika district in Northern Province, Zambia. The project reached 10,387 children, including about 200 children with disabilities.
By actively promoting strong links between children in special units and children in regular classes, MIEP has helped change attitudes in the community towards children with disabilities, in particular, and highlighted the difficulties faced by many other children as well.