HealthEquitySustainability&Schools - Recently Updated Pages

Ateliers (samedi 10.07.10)

safia2 — Wed, 11 Aug 2010 09:33:38 CDT

Pour accéder aux présentations PowerPoint qui ont été faites durant le symposium, il vous suffit de cliquer sur les noms des intervenants pour les présentations individuelles, ou sur les liens généraux pour les présentations collectives.

10:45 - 12:15	Huit ateliers simultanés (D = Allemand / E = Anglais / F = Français)
Atelier 1	Tabac en classe ! Comment réaliser une séquence d’enseignement interdisciplinaire (F) PowerPoint ici - Myriam Bouverat , Collaboratrice pédagogique, Fondation Education et Développement - François Bourqui, Chargé de cours «formation générale» à la Haute Ecole Pédagogique, Collaborateur du Dispositif d’Education générale du service de l’enseignement obligatoire de langue française – Fribourg Qui aborde ce sujet dans les écoles de Suisse romande ? Après un bref panorama de ce qui se fait et se dit, nous explorerons le sujet du tabac comme objet d’enseignement en commençant par le traiter sous l’angle de l’éducation à la santé (prévention) puis en intégrant différents éléments d’une éducation en vue du développement durable (comprendre les enjeux économiques et environnementaux qui y sont liés à l’échelle locale et mondiale). Présentation de documents pédagogiques, travaux de groupes.
Atelier 3	La participation, une compétence transversale nécessaire en vue du développement durable. Exemples concrets (F) PowerPoint ici - Roland Battus , Responsable de la formation continue des enseignant-e-s du Cycle d’orientation, Département de l’instruction publique, de la culture et du sport – Genève - Sophie Lagana , Sociologue et collaboratrice au Service de santé de la jeunesse, Département de l’instruction publique, de la culture et du sport – Genève L'atelier donne une vue d'ensemble du processus Agenda 21 d'établissements scolaires et des liens avec le domaine de la santé. Cet outil permet aux professionnel-le-s de l'école et aux élèves d'appréhender les enjeux du développement durable et de prendre conscience de l’impact de nos modes de vie. Il encourage la participation par la concertation, le débat et la réflexion. Le workshop propose un retour sur expériences, notamment le projet participatif scolaire et communal "Le pouvoir de la goutte d'eau".
Atelier 4	D’une intervention ponctuelle à un programme d’école: Développement des organisations et intégration des acteurs (D, F) - Fritz Schellenbaum, Responsable de la promotion santé, Ecole Petermoos – Zürich - Edith Lanfranconi, Coordinatrice nationale du Réseau Suisse d’Ecoles en Santé, Radix - Lucerne - Modération: Reiner Mathar, Service Center School and Health, Representative of Education for Sustainable Development, Germany L'école de Petermoos fait partie le Réseau d’Ecoles en Santé depuis 12 ans. Actuellement, elle a développé une approche scolaire globale, avec pour principes l'humanité, le respect d'autrui, la confiance et l'engagement: «... Au départ, les interventions et actions en faveur de la promotion de la santé étaient ponctuelles. Aujourd’hui ce sont devenus des processus auxquels ont peut accorder autant de valeur qu'un programme de mathématiques ou de français». L'exemple de cette école et l'instrument «Critères de qualité» seront présentés, en vue d’expliquer concrètement l’approche du setting. L’atelier discutera et essaiera de comprendre comment les expériences issues de la promotion de la santé peuvent être élargies aux questions du développement durable.
Atelier 5	Promotion de la santé et de l'équité en reliant les centres de la petite enfance et les programmes de santé scolaire (D,E) PowerPoint ici - Rüdiger Bockhorst, Bertelsmann Foundation, Gütersloh, Germany - Prof. Dr. Peter Paulus, Leuphana University, Lüneburg, Germany The concepts of “Good and Healthy Early Childhood Centers” and “Anschub.de”, the Alliance for Sustainable School Health and Education in Germany, are initiatives from the Bertelsmann Stiftung that aim to strengthen health and education and therefore strengthen equity and reduce inequalities among children and young people. The proposed workshop of the Bertelsmann Foundation will present aims, concepts, methods and evaluation data of the two programs “Good and Healthy Early Childhood Centers” and “Anschub.de”. The main focus will be set on the question of how healthy childcare centres and schools can strengthen equity and contribute to the reduction of inequalities in health and education among children and young people. Strategies will be discussed how programs can build capacity in the system through coordinated policies, e.g. by building up networks and intersectoral cooperation.
Atelier 7	Mise en oeuvre: un défi commun pour la santé, l'équité et l'éducation en vue du développement durable. Expériences européennes (E) - Monica Carlsson et Venka Simovska Research Programme for Environmental and Health Education Danish School of Education, Aarhus University - Anna-Karin Jälminger, Department of Public Health Sciences, Karolinska Institute, Stockholm, Sweden - Lynne Perry et Sue Bowker, Principal Public Health Officer et Head of Branch, Young and Older People, Health Improvement Division, Department for Public Health and Health Professions, Welsh Assembly Government This round-table session will discuss different aspects of implementation and sustainability that have been learned through several case studies. The Shape Up project in several European countries has identified the constraints and dilemmas that influence school-community collaboration, especially the links with educational practices. The nine participating schools in Sweden's SCIP school program provide a similar school lens on the processes associated with implementation. The insights from Wales national evaluation offer insights on how local implementation and sustainability can be encouraged. The goal of the session will be to sketch out an agenda of issues and strategies that help us learn more about implementation.
Atelier 8	Perfectionnement des enseignant-e-s : Renforcement des structures coopératives et de communautés d'apprentissage professionnelles (E) PowerPoint ici - Patricia Mannix McNamara, University of Limerick, Ireland - Edith Flaschberger, Ludwig Boltzmann Institute Health Promotion Research, Austria - Didier Jourdan, University Blaise Pascal, Clermont-Ferrand, France - Palo Almond, University of Southampton, UK Most research on teacher training in school health promotion is centred around classroom-based approaches with a focus on knowledge transfer rather than influencing the work process and working conditions. For example, the work life of teachers is often individualistic and isolating because they all work in separate classrooms. This session will explore more multifaceted approaches to teacher development. The session will learn about a focus group study that has revealed that cooperative structures and processes should be strengthened as a way of overcoming this isolation. The workshop will then discuss how professional learning communities in and amongst schools can be used to further professionalization through self-reflection and increased cooperation and teamwork.

13:45 - 15:15	Huit ateliers simultanés (D = Allemand / E = Anglais / F = Français)
Atelier 10	Exemples inspirants: une action pratique, écologique et sociale en forêt de montagne et ses effets sur la santé (F, D) - Jean-Romain Ebener, Chargé de cours, Membre du conseil de fondation, Fondation Atelier forêt de montagne (AFM ), Zürich - Michael Frais, Professeur ordinaire, Haute Ecole Pédagogique, Zürich AFM organise et conduit des semaines de travaux forestiers en montagne pour des adolescent-e-s. Le contact direct de l'adolescent-e avec la nature et les responsabilités qui lui sont attribuées renforcent son estime de soi et stimulent son développement personnel et social. L’exposé traite de la pratique et de la méthodologie d’AFM. Un élève ayant participé au programme nous présentera comment il a vécu cette expérience. Une évaluation de la Haute Ecole Pédagogique de Zürich auprès de 162 adolescent-e-s qui ont participés aux semaines de travaux forestiers en montagne, montre que la santé individuelle a été améliorée grâce au développement de ces facteurs de protection.
Atelier 11	Trouver son chemin dans un monde complexe. Penser en système : une compétence centrale pour l’éducation en vue du développement durable et à la santé (E, D) PowerPoint ici Texte "Les attitudes du penseur" - Ueli Nagel, professeur ordinaire, HEP, Zürich - Sandra Wilhelm-Hamiti, professeure ordinaire, zhaw Université de Zürich des Sciences appliquées, Wädenswil Cet atelier s’attache à plusieurs enjeux: la capacité de changer les perspectives; une vue holistique et en lien avec les recoupements des systèmes; une compréhension de l’autorégulation; des cycles. La capacité de penser et d’agir de manière systémique est centrale un monde actuel d’une complexité croissante. A travers des exercices pratiques, nous démontrerons comment tester la complexité et comment développer une compréhension de l’interconnectivité des systèmes. Sur la base des instructions données, les participant-e-s pourront directement transférer ces exercices à leur salles de classe.
Atelier 12	Travailler avec des méthodes basées sur la pratique pour enseigner la santé, l'équité et la durabilité (F, E, D) - Modération: Franziska Oswald, Manager, Sprouts – Learning and Creating for the Future, Berne, Suisse - Dr. Regina Steiner, Geschäftsstellenleiterin Forum Umweltbildung, Salzburg, Autriche - Jaimie P. Cloud, Présidente, Institut Cloud pour l'Education au Développement durable, Etats-Unis Des présentations fondées sur des pratiques éprouvées, des méthodes faciles et innovantes pour favoriser l'apprentissage de la santé, l'équité et du développement durable dans les écoles. Ces méthodes présentées un apprentissage coopératif et centré sur les élèves pour tendre vers un avenir juste et durable. Les participant-e-s partiront avec des instructions et des idées concrètes pour leurs classes.
Atelier 13	Promouvoir la consommation durable et la nutrition: Expériences au Danemark, en Allemagne, en Finlande et en Italie (E, D) - Bent Egberg Mikkelsen, Food, People & Design, Department of Development and Planning, Aalborg University Copenhagen, Denmark. This workshop will report on a study investigating the effectiveness of organic food intervention in school meals and nutritional curricular activities results in healthier eating behaviours among children. The research was conducted among school food coordinators (school staff in charge of the school food service) in the public primary/secondary schools (children age from 6 to 15 years old) in Denmark, Germany, Finland and Italy. The data showed that children tend to behave healthier, and schools were also more likely to promote nutritional education and availability of healthy food items in that schools with organic food supply or policies. The study also shows that schools have a huge potential to promote nutritional education and sustainable food choices. However, some difficulties appeared when schools implemented the organic food service. The discussion will focus on how to develop and implement such programs.
Atelier 14	Engager les élèves dans le changement par le dialogue et le développement identitaire (E) - Ulla Pedersen, Centre for Health Promotion, University College South Denmark - Dan Grabowski, Bjarne Bruun Jensen, Jens Aagaard-Hansen, Kjeld Poulsen, Steno Health Promotion Center – Gentofte – Denmark In our enthusiasm for our work in or with schools as adults, we sometimes conceive of our work as "teaching subjects", "promoting health" or "protecting the environment" and thereby forget that young people develop their own frames of reference. This session will examine two concepts that are central to a child-centered approach; dialogue and identity. A Danish study has shown how the development and maintenance of identities is essential in order to obtain a feeling of sustainability for the individual schoolchildren, the school-staff and the school itself. Another project from Denmark has identified ways in which active dialogue with students in evaluation can increase their competence in taking actions to improve their health. Discussions in this workshop will focus on the implications of these studies and how to apply those insights in the daily functioning of the school.
Atelier 16	Relier la santé et l'environnement: Des idées pratiques pour les enseignant-e-s (F) - Marina Gruslin, Haute Ecole Charlemagne, Centre d'Education Relative aux Interactions Santé et Environnement, Liège, Belgique Texte ici This session will focus on teacher concerns and immediate interests in their teaching about health, the environment and equity. Participants in this session will benefit from the experiences of two resource centres devoted to health and environmental education. They will discuss how teacher concerns such as linking with the obligatory curriculum, cross-curricular or integrated learning lessons and packages and other similar can be addressed effectively.

Workshops

safia2 — Wed, 11 Aug 2010 09:33:06 CDT

The PowerPoint presentations are available: please press on the name of the speaker or on the main link for commun intervention.

Saturday, July 10, 2010

10:45 - 12:15

Eight Concurrent Workshops (Languages of the presentations: D=German, E=English, F=French)

Workshop 1

Tobacco in the classroom ! How to make a sequence of interdisciplinary teaching (F)
PowerPoint here

- Myriam Bouverat , Collaboratrice pédagogique, Fondation Education et Développement
- François Bourqui, Chargé de cours «formation générale» à la Haute Ecole Pédagogique, Collaborateur du Dispositif d’Education générale du service de l’enseignement obligatoire de langue française – Fribourg

Qui aborde ce sujet dans les écoles de Suisse romande ? Après un bref panorama de ce qui se fait et se dit, nous explorerons le sujet du tabac comme objet d’enseignement en commençant par le traiter sous l’angle de l’éducation à la santé (prévention) puis en intégrant différents éléments d’une éducation en vue du développement durable (comprendre les enjeux économiques et environnementaux qui y sont liés à l’échelle locale et mondiale). Présentation de documents pédagogiques, travaux de groupes.

Workshop 2

Cancelled

Workshop 3

Participation, a necessity for sustainability. Transversal skills about participation. Practical examples (F)
PowerPoint here

- Battus Roland, Responsable de la formation continue des enseignant-e-s du Cycle d’orientation, Département de l’instruction publique, de la culture et du sport – Genève
- SophieLagana , Sociologue et collaboratrice au Service de santé de la jeunesse, Département de l’instruction publique, de la culture et du sport – Genève

L’atelier donne une vue d'ensemble du processus Agenda 21 d'établissements scolaires et des liens avec le domaine de la santé. Cet outil permet aux professionnel-le-s de l'école et aux élèves d'appréhender les enjeux du développement durable et de prendre conscience de l’impact de nos modes de vie. Il encourage la participation par la concertation, le débat et la réflexion. Le workshop propose un retour sur expériences, notamment le projet participatif scolaire et communal "Le pouvoir de la goutte d'eau".

Workshop 4

From a one-day intervention to a whole school program: How health promotion and education for sustainable development are supporting school development (D)

- Fritz Schellenbaum, Responsable Promotion Santé, Ecole Petermoos – Zürich

- Edith Lanfranconi, Coordinatrice nationale du Réseau Suisse d’Ecoles en Santé, Radix - Lucerne

- Moderator: Reiner Mathar, Head of Service Center School and Health, Education for Sustainable Development, State authority for Teacher Education, Germany

Die Schule Petermoos gehört seit 12 Jahren dem Netzwerk Gesundheitsfördernder Schulen an. In dieser Zeit hat sie einen ganzheitlichen Schulansatz entwickelt und lebt heute ein Leitbild, das auf Menschlichkeit, Respekt vor den Anderen, Vertrauen und Engagement aufbaut: ‚ … Aus einzelnen Intervention und Aktionen der Gesundheitsförderung wurden Abläufe, welche heute die gleiche Verbindlichkeit haben wie ein Curriculum in Französisch oder Mathematik.’
Am Beispiel dieser Schule und dem Instrument ‚Qualitätskriterien’ soll gezeigt werden, was ‚Settingansatz’ bedeutet. Im Workshop wird auch diskutiert und erarbeitet, wie die Erfahrungen aus der Gesundheitsförderung auf die Themen der Nachhaltigen Entwicklung übertragen werden können.

Workshop 5

Promoting health & equity by linking early childhood centres and school health programs (D, E)
PowerPoint here

- Rüdiger Bockhorst, Bertelsmann Foundation, Gütersloh, Germany
- Prof. Dr. Peter Paulus, Leuphana University, Lüneburg, Germany

The concepts of “Good and Healthy Early Childhood Centers” and “Anschub.de”, the Alliance for Sustainable School Health and Education in Germany, are initiatives from the Bertelsmann Stiftung that aim to strengthen health and education and therefore strengthen equity and reduce inequalities among children and young people. The proposed workshop of the Bertelsmann Foundation will present aims, concepts, methods and evaluation data of the two programs “Good and Healthy Early Childhood Centers” and “Anschub.de”. The main focus will be set on the question of how healthy childcare centres and schools can strengthen equity and contribute to the reduction of inequalities in health and education among children and young people. Strategies will be discussed how programs can build capacity in the system through coordinated policies, e.g. by building up networks and intersectoral cooperation.

Workshop 6

Cancelled

Workshop 7

Implementation: A common challenge for health, equity and environmental education. Experiences from Europe (E)

- Monica Carlsson and Venka Simovska Research Programme for Environmental and Health Education Danish School of Education, Aarhus University
- Anna-Karin Jälminger, Department of Public Health Sciences, Karolinska Institute, Stockholm, Sweden
- Lynne Perry and Sue Bowker, Head of Branch, Young and Older People, Health Improvement Division, Department for Public Health and Health Professions, Welsh Assembly Government, UK

This round-table session will discuss different aspects of implementation and sustainability that have been learned through several case studies. The Shape Up project in several European countries has identified the constraints and dilemmas that influence school-community collaboration, especially the links with educational practices. The nine participating schools in Sweden's SCIP school program provide a similar school lens on the processes associated with implementation. The insights from Wales national evaluation offer insights on how local implementation and sustainability can be encouraged. The goal of the session will be to sketch out an agenda of issues and strategies that help us learn more about implementation.

Workshop 8

Teacher development: Building cooperative structures and professional learning communities (E)
PowerPoint here

- Patricia Mannix McNamara, University of Limerick, Ireland
- Edith Flaschberger, Ludwig Boltzmann Institute Health Promotion Research, Austria
- Didier Jourdan, University Blaise Pascal in Clermont-Ferrand, France
- Palo Almond, University of Southampton, UK

Most research on teacher training in school health promotion is centred around classroom-based approaches with a focus on knowledge transfer rather than influencing the work process and working conditions. For example, the work life of teachers is often individualistic and isolating because they all work in separate classrooms. This session will explore more multifaceted approaches to teacher development. The session will learn about a focus group study that has revealed that cooperative structures and processes should be strengthened as a way of overcoming this isolation. The workshop will then discuss how professional learning communities in and amongst schools can be used to further professionalization through self-reflection and increased cooperation and teamwork.

13:45 - 15:15

Eight Concurrent Workshops (Languages of the presentations D=German, E=English, F=French)

Workshop 9

Cancelled

Workshop 10

Exemples inspirants: une action pratique, écologique et sociale en forêt de montagne et ses effets sur la santé (F, D)

- Jean-Romain Ebener , Chargé de cours, Membre du conseil de fondation, Fondation Atelier forêt de montagne, AFM
- Michael Frais, Professeur ordinaire, Haute Ecole Pédagogique, Zürich

AFM organise et conduit des semaines de travaux forestiers en montagne pour des adolescent-e-s. Le contact direct de l'adolescent-e avec la nature et les responsabilités qui lui sont attribuées renforcent son estime de soi et stimulent son développement personnel et social.
L’exposé traite de la pratique et de la méthodologie d’AFM. Un élève ayant participé au programme nous présentera comment il a vécu cette expérience. Une évaluation de la Haute Ecole Pédagogique de Zürich auprès de 162 adolescent-e-s qui ont participés aux semaines de travaux forestiers en montagne, montre que la santé individuelle a été améliorée grâce au développement de ces facteurs de protection.

Workshop 11

Finding your way in a complex world. System thinking as a central skill for education to sustainable development and health (E, D)

PowerPoint here
Text here
- Ueli Nagel, professeur ordinaire, HEP, Zürich
- Sandra Wilhelm-Hamiti, professeure ordinaire, zhaw Université de Zürich des Sciences appliquées, Wädenswil

The capacity to change perspectives. An insight into the interconnectedness of systems. An understanding of cycles and feedback loops. Grasping the long term impact of any action. The capacity to think and act in a systemic way are central in today's world of growing complexity. Through exemplary practical exercises you will be shown how to experience complexity and how to develop an understanding of interconnected systems. Based on the instructions given you can transfer these exercises directly into your classroom.

Workshop 12

Working with practice based methods to learn for Health, Equity and Sustainability (E, D, F)

- Moderator: Franziska Oswald, Sprouts, Learning & Creating for the Future
- Dr. Regina Steiner, Geschäftsstellenleiterin Forum Umweltbildung Salzburg, Austria
- Jaimie P. Cloud, President, The Cloud Institute for Sustainability Education

Presentation and hands on experience of practice based, easy and innovative methods to enable learning for Health, Equity and Sustainability in schools. The presented methods support student centered-, place based- and cooperative learning for a healthy, just and sustainable future. The participants will be able to take instructions and concrete ideas for the classroom with them.

Workshop 13

Promoting sustainable consumption and nutrition: Experiences in Denmark, Germany, Finland and Italy (E, D)

- Bent Egberg Mikkelsen, Food, People & Design, Department of Development and Planning, Aalborg University Copenhagen, Denmark.

This workshop will report on a study investigating the effectiveness of organic food intervention in school meals and nutritional curricular activities results in healthier eating behaviours among children. The research was conducted among school food coordinators (school staff in charge of the school food service) in the public primary/secondary schools (children age from 6 to 15 years old) in Denmark, Germany, Finland and Italy. The data showed that children tend to behave healthier, and schools were also more likely to promote nutritional education and availability of healthy food items in that schools with organic food supply or policies. The study also shows that schools have a huge potential to promote nutritional education and sustainable food choices. However, some difficulties appeared when schools implemented the organic food service. The discussion will focus on how to develop and implement such programs.

Workshop 14

Engaging students in change through dialogue and identity development (E)

- Ulla Pedersen, Centre for Health Promotion, University College South Denmark
- Dan Grabowski, Bjarne Bruun Jensen, Jens Aagaard-Hansen, Kjeld Poulsen, Steno Health Promotion Center – Gentofte – Denmark

In our enthusiasm for our work in or with schools as adults, we sometimes conceive of our work as "teaching subjects", "promoting health" or "protecting the environment" and thereby forget that young people develop their own frames of reference. This session will examine two concepts that are central to a child-centered approach; dialogue and identity. A Danish study has shown how the development and maintenance of identities is essential in order to obtain a feeling of sustainability for the individual schoolchildren, the school-staff and the school itself. Another project from Denmark has identified ways in which active dialogue with students in evaluation can increase their competence in taking actions to improve their health. Discussions in this workshop will focus on the implications of these studies and how to apply those insights in the daily functioning of the school.

Workshop 15

Cancelled

Workshop 16

Linking Health and the Environment: Practical Ideas for Teachers (F)

- Marina Gruslin, Haute Ecole Charlemagne, Centre d'Education Relative aux Interactions Santé et Environnement
Text here

This session will focus on teacher concerns and immediate interests in their teaching about health, the environment and equity. Participants in this session will benefit from the experiences of two resource centres devoted to health and environmental education. They will discuss how teacher concerns such as linking with the obligatory curriculum, cross-curricular or integrated learning lessons and packages and other similar can be addressed effectively.

Home

safia2 — Wed, 04 Aug 2010 02:15:32 CDT

English Français Deutsch

SEE THE PROGRAM International symposium: Linking health, equity and sustainability in schools 10th and 11th July 2010 Geneva The Swiss Network of Health Promoting Schools (SNGS), the Schools for Health in Europe Network (SHE network) and the International School Health Network (ISHN) in collaboration with education and health (b+g) and the Foundations of Global and environmental education (SBE and SUB) are pleased to invite all those concerned with education, health and sustainable development to this symposium. The international symposium is open to all who are interested in questions of health and sustainable development in school, in particular young people, stake holders in schools, researchers, NGOs and government officials. Our discussions will identify practical ways to integrate these many demands placed on schools to achieve their common goals. There will be several opportunities for discussion of the themes and synergies among the different themes of the symposium. Please see the program of speakers, workshops and working sessions for the symposium. The symposium will be preceded and followed up by webinars and online discussions as well as a coordinated set of presentations in the large international IUHPE conference being held immediately after this symposium. We thank IUHPE for their substantive contribution to this symposium. As in previous similar international symposia in Australia (2004) and Canada (2007), this symposium offers a unique opportunity for local, national and international experts to learn together. The sessions will include the practical experience of front-line practitioners as well as the observations of a wide variety of advocates and researchers. For more information, go to the English section of this web site. The draft statement of the symposium is available. To see the PowerPoint presentations, please go on the correspondant page of the intervention that you are looking for. To see the summary of all the interventions, click here. List of participants here. To see the pictures of the event, please go here. More information on http://www.ecoles-en-sante.ch/html/Symposium.html	CONSULTER LE PROGRAMME Symposium international: Lier santé, équité et développement durable dans les écoles 10-11 juillet 2010 Genève Le réseau suisse (RSES), le réseau européen (SHE) et le réseau international (ISHN) des écoles en santé ont organisé un symposium international. Les organisateurs de ce symposium – issus du milieu de la promotion santé dans les écoles (RES, é+s) mais aussi de l’éducation au développement (FED) et de l’éducation à l’environnement (FEE) – ont proposé des approches concrètes et des thèmes afin de pouvoir atteindre ce but. De plus, cette recherche de synergies a permis d’articuler les différentes demandes adressées à l’école. Cette rencontre s’est adressée à tous les acteurs intéressés, et en particulier au corps enseignant et aux directions d’écoles, aux institutions, aux spécialistes des organisations internationales, des réseaux, des administrations, des hautes écoles pédagogiques, aux chercheur-e-s et aux jeunes. De nombreux accès sont possibles pour ces thématiques et permettent de réfléchir à des synergies et à des enrichissements mutuels. Veuillez consulter le programme des présentations, ateliers et sessions de travail. Les séminaires en ligne pré- et post- conférences, les discussions en ligne et la conférence IUHPE qui suivra notre symposium seront trois opportunités pour les échanges. Merci a IUHPE pour leur appui significatif. Comme lors des précédentes rencontres internationales qui ont eu lieu en Australie (2004) et au Canada (2007), ce symposium a offert l'opportunité unique aux experts locaux, nationaux et internationaux d'apprendre ensemble de leurs pratiques et expériences respectives. Les sessions ont notamment compris des exemples concrets des praticiens qui sont sur le terrain ainsi que les observations et analyses d'experts et de chercheurs de tous horizons. Pour plus d'informations, consultez la section française de ce site web. Le statement du symposium (version intermédiaire) est disponible. Pour consulter les différentes présentations PowerPoint, veuillez vous rendre sur la page correspondante à l'intervention que vous cherchez. Pour consulter le résumé de toutes les interventions, cliquez ici. Liste des participant-e-s ici. Pour voir les photos de l'événement, allez ici. Plus d'informations sur le site du Réseau d'écoles en santé: http://www.ecoles-en-sante.ch/html/Symposium.html

SEE THE PROGRAM

International symposium:
Linking health, equity and sustainability

in schools

10th and 11th July 2010
Geneva

The Swiss Network of Health Promoting Schools (SNGS), the Schools for Health in Europe Network (SHE network) and the International School Health Network (ISHN) in collaboration with education and health (b+g) and the Foundations of Global and environmental education (SBE and SUB) are pleased to invite all those concerned with education, health and sustainable development to this symposium. The international symposium is open to all who are interested in questions of health and sustainable development in school, in particular young people, stake holders in schools, researchers, NGOs and government officials. Our discussions will identify practical ways to integrate these many demands placed on schools to achieve their common goals.

There will be several opportunities for discussion of the themes and synergies among the different themes of the symposium. Please see the program of speakers, workshops and working sessions for the symposium. The symposium will be preceded and followed up by webinars and online discussions as well as a coordinated set of presentations in the large international IUHPE conference being held immediately after this symposium. We thank IUHPE for their substantive contribution to this symposium.

As in previous similar international symposia in Australia (2004) and Canada (2007), this symposium offers a unique opportunity for local, national and international experts to learn together. The sessions will include the practical experience of front-line practitioners as well as the observations of a wide variety of advocates and researchers.

For more information, go to the English section of this web site.

The draft statement of the symposium is available.

To see the PowerPoint presentations, please go on the correspondant page of the intervention that you are looking for.

To see the summary of all the interventions, click here.

List of participants here.

To see the pictures of the event, please go here.

More information on http://www.ecoles-en-sante.ch/html/Symposium.html

CONSULTER LE PROGRAMME

Symposium international:

Lier santé, équité et développement durable
dans les écoles

10-11 juillet 2010

Genève

Le réseau suisse (RSES), le réseau européen (SHE) et le réseau international (ISHN) des écoles en santé ont organisé un symposium international. Les organisateurs de ce symposium – issus du milieu de la promotion santé dans les écoles (RES, é+s) mais aussi de l’éducation au développement (FED) et de l’éducation à l’environnement (FEE) – ont proposé des approches concrètes et des thèmes afin de pouvoir atteindre ce but. De plus, cette recherche de synergies a permis d’articuler les différentes demandes adressées à l’école. Cette rencontre s’est adressée à tous les acteurs intéressés, et en particulier au corps enseignant et aux directions d’écoles, aux institutions, aux spécialistes des organisations internationales, des réseaux, des administrations, des hautes écoles pédagogiques, aux chercheur-e-s et aux jeunes.

De nombreux accès sont possibles pour ces thématiques et permettent de réfléchir à des synergies et à des enrichissements mutuels. Veuillez consulter le programme des présentations, ateliers et sessions de travail. Les séminaires en ligne pré- et post- conférences, les discussions en ligne et la conférence IUHPE qui suivra notre symposium seront trois opportunités pour les échanges. Merci a IUHPE pour leur appui significatif.

Comme lors des précédentes rencontres internationales qui ont eu lieu en Australie (2004) et au Canada (2007), ce symposium a offert l'opportunité unique aux experts locaux, nationaux et internationaux d'apprendre ensemble de leurs pratiques et expériences respectives. Les sessions ont notamment compris des exemples concrets des praticiens qui sont sur le terrain ainsi que les observations et analyses d'experts et de chercheurs de tous horizons.

Pour plus d'informations, consultez la section française de ce site web.

Le statement du symposium (version intermédiaire) est disponible.

Pour consulter les différentes présentations PowerPoint, veuillez vous rendre sur la page correspondante à l'intervention que vous cherchez.

Pour consulter le résumé de toutes les interventions, cliquez ici.

Liste des participant-e-s ici.

Pour voir les photos de l'événement, allez ici.

Plus d'informations sur le site du Réseau d'écoles en santé: http://www.ecoles-en-sante.ch/html/Symposium.html

Organisation:
Edith Lanfranconi, RADIX, Swiss School Health Network
Gaël Pannatier, RADIX, Swiss School Health Network
Goof Buijs, SHE network, NIGZ
Doug McCall, International School Health Network

General information/ registration after 15-06-10 // Informations générales/ inscriptions après le 15 juin 2010: info-la@radix.ch
Questions about presentations, webinars, registration prior to 15-06-10 Douglas McCall // Questions sur les présentations, les séminaires en ligne et inscriptions avant le 15 juin 2010: dmccall@internationalschoolhealth.org

FRANCAIS: Programme et contenu

safia2 — Tue, 03 Aug 2010 05:47:54 CDT

La santé, l'équité et le développement durable sont trois thèmes de société d'une grande actualité, dont l'interdépendance commence à être reconnue. Cette situation se reflète dans le milieu scolaire, où la promotion de la santé et la promotion du développement durable se côtoient et s'influencent de plus en plus mutuellement, même si elles continuent souvent d’être traitées de manière séparée. Dans l’optique de favoriser l’intégration de ces approches dans le domaine scolaire, ce symposium propose de réfléchir concrètement aux liens possibles et aux points communs entre ces démarches. L’attention sera focalisée tant sur les expériences et enseignements issus de la pratique, que sur les observations de spécialistes et les acquis de programmes de différents pays. Les organisations suisses, européennes et internationales de parrainage de ce colloque sont heureux d'offrir un événement passionnant dans une des villes les plus belles et durables au monde.

Cette page donne un aperçu du programme. Veuillez utiliser le menu défilant sur le côté gauche de cette page pour avoir accès aux informations concernant les présentations plénières, les ateliers, les sessions de travail et les séminaires en ligne. Vous pouvez également télécharger une version plus complète du programme, mais merci de penser à l'environnement avant de l'imprimer.

PROGRAMME

VERSION A TÉLÉCHARGER

Vendredi, 9 Juillet 2010

18:00 – 18:45	Mot de bienvenue et activités de mises en réseau. Présentation des objectifs globaux du symposium. Projection de films.
18:45 – 20:00	Apéritif -réception

Samedi, 10 Juillet 2010
* Les pauses seront animées par les intermèdes musicales de Bruno Bieri, musicien et professeur à la Haute École Pédagogique de Soleure

8:30 - 9:00	Accueil
9:00 - 9:15	Mot de bienvenue et ouverture du Symposium Edith Lanfranconi et Gaël Pannatier (Réseau suisse d'écoles en santé)
9:15 - 10:15	Conférence plénière I: Lier santé, équité et développement durable: une manière de réfléchir et d’agir entre renouveau et tradition Shirley Tagalik, Chercheuse, Centre de collaboration nationale de la santé autochtone, Aboriginal School Health Community of Practice,Canada
10:15 - 10:45	Pause-santé
10:45 - 12:15	Six ateliers simultanés :* (D = Allemand / E = Anglais / F = Français) Tabac en classe! Comment réaliser une séquence d’enseignement interdisciplinaire (F) (annulé) La participation, une compétence transversale nécessaire en vue du développement durable. Exemples concrets (F) D’une intervention ponctuelle à un programme d’école: Développement des organisations et intégration des acteurs (D, F) Promotion de la santé et de l'équité en reliant les centres de la petite enfance et les programmes de santé scolaire (D,E) (annulé) Mise en œuvre : un défi commun pour la santé, l'équité et l'éducation en vue du développement durable. Expériences européennes (E) Perfectionnement des enseignant-e-s: Renforcement des structures coopératives et des communautés d'apprentissage professionnelles (E)
12:15 - 13:30	Repas
13:30 - 15:15	Huit ateliers simultanés : * (D = Allemand / E = Anglais / F = Français) Mange ou crève! Enseigner «l’alimentation» sous différentes perspectives. Exemples et matériel pédagogique (D) Exemples inspirants: une action pratique, écologique et sociale en forêt de montagne et ses effets sur la santé (F, D) Trouver son chemin dans un monde complexe. Penser en système: une compétence centrale pour l’éducation en vue du développement durable (E, D) Travailler avec des méthodes basées sur la pratique pour enseigner la santé, l'équité et la durabilité (F, E, D) Promouvoir la consommation durable et la nutrition: Expériences au Danemark, en Allemagne, en Finlande et en Italie (E, D) Engager les élèves dans le changement par le dialogue et le développement identitaire (E) (annulé) Relier la santé et l'environnement: Des idées pratiques pour les enseignant-e-s (F)
15:15 - 15:30	Pause-santé
15:30 - 16:45	Conférence plénière II: Exemples et mesures pratiques d’actions intégrées dans les écoles en santé, en équité et en développement durable Reiner Mathar, Service du centre Ecole & Santé, Représentant de l'éducation au développement durable, Allemagne Santé, équité et développement durable: Quelles connexions pour les écoles? Jaimie Cloud, Présidente et Directrice executive de l’Institut Cloud pour l’éducation au développement, Etats-Unis
16:45 - 17:00 17:00 - 17:30	Conférence de clôture Elisabeth Baume-Schneider, Ministre de la Formation, de la Culture et des Sports Affichage des posters, tables rondes sur les programmes innovateurs
17:45 - 18:45	Healthy walk and talk

Dimanche, 11 Juillet 2010

8:30 - 9:00	Accueil
9:00 - 9:15	Mot de bienvenue et introduction Douglas McCall (ISHN) et Goof Buijs (SHE)
9:15 - 10:15	Conférence plénière III: Approches intégrées de la santé, du développement durable et de l’équité: faire face aux défis Carol Tanahill, Directrice du Centre de santé publique de Glasgow, Angleterre
10:15 - 10:45	Pause-santé
10: 45 - 12:15	Sessions de travail parallèles A. Allons-y! Obstacles et ressources à la mise en commun des démarches santé, équité et développement durable. (Français) B. Approche communautaire: les écoles en lien avec leurs quartiers et villes. (Anglais) C. Intégration des éducations à la santé et au développement durable dans les plans d’études et l’enseignement. (Français) D. Les différents réseaux d’écoles: comment promouvoir la coopération ? (Traduction simultanée Français/ Anglais)
12:15 - 12:30	Pause
12:30 - 13:30	Session de clôture : Panel des perspectives éducatives, politiques et internationales. Avec la participation de représentants des organisations internationales. Sean Slade, Directeur, Communautés d'Ecoles en Santé, Association pour la supervision et l'élaboration du développement, Etats-Unis Koji Miayamoto, Analyste, Centre sur la recherche et l'innovation de l'éducation, Organisation pour la coopération et le développement économique Charles Basch, Professor, Teachers College, New York City Dolf va Veen, Professeur, Education urbaine et politique de la jeunesse, Université de Nottingham / Ambassadeur à l'éducation, Ministère de l'éducation, Hollande
13:30 - 14:45	Repas / Affichage des posters

ENGLISH: Program and content

safia2 — Tue, 03 Aug 2010 05:47:10 CDT

The health of human populations, equitable distribution of resources and the health of global ecosystems are inextricably linked and the need for fundamental changes in how we live is becoming impossible to ignore. Health promotion, equity and sustainable development are all relevant for schools, yet often they are being treated as different issues. Linking these parallel approaches is the aim of the international symposium in Geneva, Switzerland. The Swiss, European and international organizations sponsoring this symposium are pleased to offer an exciting event in one of the world's most beautiful and sustainable cities.

This page provides an overview of the program. Please use the navigation bar found on the left hand side of this page to find more detailed information on the keynote presentations, workshops, working sessions and pre & post symposium webinars. A more complete version of the program has also been provided for downloading but we ask you to consider the environment before printing.

PROGRAM

Version for Downloading

Friday, July 9, 2010

18:00 - 18:45	Welcome, Keynote and Structured Networking Activity. The overall goals of the symposium will be introduced.
18:45 - 20:00	Reception.

Saturday, July 10, 2010
With intermediates by Bruno Bieri, musician and professor at the college of education, Solothurn, Switzerland

8:30 - 9:00	Welcome
9:00 - 9:15	Opening of the Symposium Edith Lanfranconi and Gaël Pannatier
9:15 - 10:15	Keynote I : Linking Health, Equity and Sustainability: A New and Traditional Way of Thinking and Acting Shirley Tagalik, Project Lead, National Collaborating Centre on Aboriginal Health, Chair, Aboriginal School Health Community of Practice, Canada
10:15 - 10:45	Health Break / Coffee and tea
10:45 - 12:15	Six concurrent workshops 1. Tobacco in the classroom ! How to make a sequence of interdisciplinary teaching (F) 3. Participation, a necessity for sustainability. Transversal skills about participation. Practical examples (F) 4. From a one-day intervention to a whole school program: How health promotion and education for sustainable development are supporting school development (D, F) 5. Promoting health & equity by linking early childhood centres and school health programs (D, E) 7. Implementation: A common challenge for health, equity and environmental education. Experiences from Europe and the Eastern Mediterranean (E) 8. Teacher development: Building cooperative structures and professional learning communities (E)
12:15 - 13:30	Lunch Six concurrent workshops
13:30 - 15:00	Eat or die! : Teaching “food” from different perspectives. Samples and materials (D) Exemples inspirants: une action pratique, écologique et sociale en forêt de montagne et ses effets sur la santé (F, D)and Linking Health and the Environment: Practical Ideas for Teachers (F) Finding your way in a complex world. System thinking as a central skill for education to sustainable development and health (E, D) Working with practice based methods to learn for Health, Equity and Sustainability (E, D, F) Promoting sustainable consumption and nutrition: Experiences in Denmark, Germany, Finland and Italy (E, D) Engaging students in change through dialogue and identity development (E)
15:15 - 15:30	Healthy Break / coffee and tea
15:30 - 16:45	Keynote II : Practical steps and examples of integrated practice at school in Health, equity and sustainable Development Reiner Mathar, Service Center School and Health, representative of Education for Sustainable Development, Germany Health, Equity and Sustainability: What is the connection for Schools? Jaimie Cloud, President and Executive Director of The Cloud Institute for Sustainability Education, USA
16:45 - 17:00 17:00 - 17:30	Closing Session Elisabeth Baume-Schneider, Ministre of Education, Culture and Sports Poster session / Round Tables
17:45 - 18:45	Healthy walk and talk

Sunday, July 11, 2010

8:30 - 9:00	Welcome
9:00 - 9:15	Introduction Goof Buijs and Douglas McCall
9:15 - 10:15	Keynote III : Integrated approaches to health, sustainability and equity: addressing the challenges Carol Tanahill, Director Glasgow Centre for Population Health,Scotland
10:15 - 10:45	Healthy break / coffee and tea
10: 45 - 12:15	Working Sessions: A. Let’s go! Obstacles and resources of linking the approaches to health, equity and sustainable development B. Community approach: Schools in connection with their quarters and towns C. Integration of education for health promotion and sustainable development in curricula and teaching D. The different school networks: how can we promote collaboration?
12:15 - 12:30	Break
12:30 - 13:30	Closing Session: Panel about the educational, political and international perspectives Sean Slade, Director, Healthy School Communities, Association for Supervision & Curriculum Development, Washington, USA Koji Miayamoto, Analyst, Centre on Education Research & Innovation, Organization for Economic Cooperation & Development Charles Basch, Professor, Teachers College, New York City Dolf van Veen, Professor, Urban Education and Youth Policy, University of Nottingham/Hogeschool in Holland, Ambassador Education, Health and Human Services Partnerships for the Dutch Ministry of Education
13:30 - 14:45	Lunch / Poster, Round Tables

Sessions de travail (dimanche 11.07.10)

safia2 — Thu, 15 Jul 2010 04:48:46 CDT

Pour accéder aux présentations PowerPoint, veuillez cliquer sur le titre de l'intervention.

Dimanche 11 juillet 2010, 10:45 – 12:15

Ces sessions parallèles proposent un regard sur quatre thématiques centrales au niveau des développements institutionnels et des enjeux de la mise en commun des questionnements sur la promotion santé, l’équité et le développement durable dans le champ de l’éducation et des liens entre l’école et la société. Inputs puis large espace pour la discussion et les échanges.

A. Allons-y! Obstacles et ressources à la mise en commun des démarches santé, équité et développement durable.
Les difficultés sont nombreuses dans les démarches structurelles d’intégration de ces différentes dimensions dans les systèmes éducatifs. Après une réflexion sur les défis actuels puis une présentation d’une expérience locale, la discussion s’ouvrira sur les ressources disponibles pour faciliter la construction d’une démarche commune.

L’Education en vue du développement durable: une filiation à assumer, des défis à affronter
Varcher Pierre , Membre du groupe d’experts d’évaluation et d’expertise pour la Décennie des Nations Unies pour le Développement durable, Chargé de cours UNIGE, Commission suisse de l’UNESCO
L’éducation au développement durable (EDD) est en chantier et peine à sortir de son image de protection de l’environnement et à s’imposer comme une priorité . Même la définition de l’EDD n’est pas encore précise. Pour permettre une contextualisation locale de l’EDD, les débats nationaux et locaux vont prendre une place de plus en plus cruciale. Dans cette perspective, il nous semble que, dans notre cadre national ou régional, nous avons intérêt à identifier les défis principaux et les obstacles à une réelle mise en oeuvre de l’EDD

Ecole et travail en réseau: une opportunité ou une utopie?
Laurent Duruz, Consultant, Service de Médiation Scolaire LE POINT - Genève
Marinette Clavijo-Gallay, Référante des pratiques infirmières et de la santé communautaire, Service santé de la jeunesse - Genève
L'intervention en réseau est un outil pour travailler dans des quartiers sensibles. Cette démarche vise le partage des ressources internes et externes de l'école. Les acteurs ont un grand intérêt à développer ces pratiques pour agir sur des problématiques complexes. L’objectif recherché est une meilleure synergie des actions. La mise en œuvre de ce travail n'est pas forcément facile, de nombreux obstacles jalonnent la route de ces processus. Comment impulser et accompagner ce type de démarche?

B. Approche communautaire: Les écoles en lien avec leurs quartiers et villes.
L’intégration dans la communauté et les démarches participatives sont une composante centrale d’une vision de l’école en santé et en développement durable.

Liens entre les communautés et les écoles
Texte ici

Christine Jones, directrice exécutive, Centre international sur les écoles communautaires, Royaume-Uni

Ensemble prévenons l'obésité de l'enfant
Texte ici
Christophe Roy, Coordinateur du réseau européen EPODE, France
Cette présentation examinera plusieurs aspects spécifiques de la relation école-communauté et les méthodes pratiques pour renforcer ces relations. Il s'agit notamment du travail avec des organismes communautaires, du partage des installations et des programmes, de l’offre des programmes pré-scolaires et des journées continues dans ou près des écoles et de la participation à des campagnes communautaires.

C. Intégration des éducations à la santé et au développement durable dans les plans d’études et l’enseignement
Comment intégrer les «éducations à» dans les plans d’études scolaires d’une part, et dans la formation du corps enseignant d’autre part? Deux exemples concrets illustreront ces deux aspects. Puis le débat sera ouvert sur les différentes expériences et pistes d’action: quels modèles, quelles perspectives, quelle difficultés?

Formation des enseignants et développement durable: un exemple d’intégration
Bertrand Gremaud, Formateur, Haute Ecole Pédagogique - Fribourg, Suisse
François Bourqui, Chargé de cours «formation générale» à la Haute Ecole Pédagogique, Collaborateur du Dispositif d’Education générale du service de l’enseignement obligatoire de langue française – Fribourg, Suisse
Dans le cadre de la formation initiale des enseignants primaires du canton de Fribourg, les étudiants sont amenés à choisir un profil de formation particulier. Un des ces profils, le domaine de la Formation générale du (FG), a pour but de répondre aux attentes relatives à l’introduction de la Formation générale dans l’enseignement, attente tant cantonale qu'intercantonale (PER).
Ce profil Formation générale (FG) s’articule autour des trois principes suivants:
- développer ses compétences à analyser et chercher des solutions de manière systémique pour résoudre les problématiques relatives à l’éducation à l’école en les abordant avec une perspective de développement durable;
- se spécialiser dans la conception et la mise en œuvre de projets éducatifs interdisciplinaires en lien avec la vie intra et extra scolaire;
- devenir une personne de référence dans le domaine de la Formation générale au sein d’un établissement scolaire.

Former les enseignant-e-s au domaine de la Formation générale: comment et pourquoi?
Françoise Pasche-Gonin, Professeure et Coordinatrice de projets, Haute école pédagogique, BEJUNE, Suisse
La question de la formation générale est un domaine de réflexion du futur Plan d’étude romand (PER) pour la scolarité obligatoire en Suisse romande. Ce domaine tend à visibiliser des apports éducatifs en matière de santé, de citoyenneté, d’environnement et de médias. Pour répondre aux besoins de formation des enseignants, la Haute-école pédagogique des cantons de Berne francophone, Jura et Neuchâtel (HEP-BEJUNE) propose - au travers d’un Centre de compétences PROMESCE - diverses ressources dont un concept de formation visant à renforcer les compétences professionnelles des étudiant-e-s et des enseignant-e-s.
Nous proposons dans cet atelier de présenter concrètement nos modules de formation tout en y apportant une réflexion tant sur la construction de la formation que sur son application dans les écoles.

D. Les différents réseaux d’écoles: comment essayer de mieux collaborer?
Différents types de réseaux d’écoles existent, en particulier dans les pays anglo-saxons, notamment les écoles en santé, les écoles vertes ou les écoles communautaires. Un exemple de mouvement des écoles en santé et des écoles communautaires travaillant ensemble pour promouvoir l'équité et atténuer les préjudices sera présenté avant d'échanger les expériences et les avantages et inconvénients de différents scénarios.

Dwayne Provo, Chair, International Council, American School Health Association, USA
Charles Basch, Professeur de Santé et Education au Collège des enseignants, Université de Colombia, USA

William Potts-Datema, Chef du programme de développement et services, Centre américain pour le contrôle et la prévention des maladies, USA

La session débutera par une définition claire des questions qui reflètent vraiment un intérêt partagé dans les différents secteurs qui travaillent avec les écoles. Dans ce cas, il s'agira d'une description factuelle des obstacles socio-économiques qui entravent la réussite scolaire et la santé. Cette session souhaite permettre une meilleure compréhension de certains des «déclencheurs » et « pièges » qui peuvent entraver le progrès. Il s'agit notamment de trop d'attention portée sur la fusion des modèles, l'utilisation de mots qui ont une signification controversée pour certains, une tendance à voir notre modèle ou le mode de fonctionnement précédent comme global plutôt qu'une simple approche alternative. L'un des documents de travail (sur la santé et l'équité) qui doit être discuté avant la conférence est un exemple de travail collaboratif qui a commencé par une technique de l'OMS qui s'est tenue à Vancouver en 2007. Des Canadiens et des Américains ainsi que des experts d'autres pays se sont efforcés de définir une vision partagée, mais pas fusionnée de leurs intérêts communs et des préoccupations.

Working Sessions

safia2 — Thu, 15 Jul 2010 04:47:57 CDT

This page will provide the details of the working sessions

The PowerPoint presentations are available: please press on the title of the intervention you are interested in.

July 11, 2010 at 10:45 - 12:15

These parallel sessions propose a look on four central themes on the level of institutional development and the ways of bringing together the questions on health promotion, equity and sustainable development in the field of education and the links between school and society. The sessions will include presentations and time for discussions.

A. Let’s go ! Obstacles and resources of linking the approaches to health, equity and sustainable development
There are various difficulties of structural integration of these different dimensions into the educational system. After a short international comparison and a presentation of a national experience, the discussion will be open focussing on available resources to facilitate the construction of a common approach.

L’Education en vue du développement durable: une filiation à assumer, des défis à affronter
Varcher Pierre , Membre du groupe d’experts d’évaluation et d’expertise pour la Décennie des Nations Unies pour le Développement durable, Chargé de cours UNIGE, Commission suisse de l’UNESCO

L’éducation au développement durable (EDD) est en chantier et peine à sortir de son image de protection de l’environnement et à s’imposer comme une priorité . Même la définition de l’EDD n’est pas encore précise. Pour permettre une contextualisation locale de l’EDD, les débats nationaux et locaux vont prendre une place de plus en plus cruciale. Dans cette perspective, il nous semble que, dans notre cadre national ou régional, nous avons intérêt à identifier les défis principaux et les obstacles à une réelle mise en oeuvre de l’EDD

Ecole et travail en réseau: une opportunité ou une utopie?
Laurent Duruz, Consultant, Service de Médiation Scolaire LE POINT - Genève
Marinette Clavijo-Gallay, Référante des pratiques infirmières et de la santé communautaire, Service santé de la jeunesse - Genève

L'intervention en réseau est un outil pour travailler dans des quartiers sensibles. Cette démarche vise le partage des ressources internes et externes de l'école. Les acteurs ont un grand intérêt à développer ces pratiques pour agir sur des problématiques complexes. L’objectif recherché est une meilleure synergie des actions. La mise en œuvre de ce travail n'est pas forcément facile, de nombreux obstacles jalonnent la route de ces processus. Comment impulser et accompagner ce type de démarche?

B. Community approach : Schools in connection with their neighbourhoods and towns The integration of the community and the participative approaches are a central component in the vision of health promoting schools, equity and sustainable development. The presentation of an ambitious European program and a local example will illustrate practically the participative development between schools and cities, before there will be space for discussion.

Linkages between Communities and Schools
Christine Jones, Executive Director, International Centre on Community Schools, UK
This presentation will examine several specific aspects of the school-community relationship and practical methods to strengthen those relationships. These include working with community organizations, sharing facilities and programs, offering pre-school and day care programs in or near schools, participating in community campaigns and more. Text here

EPODE
Christophe Roy, coordinator of the Epode European Network, France
The EPODE European Network aims at raising political awareness, sharing experiences and promoting commiunity development. Text here

C. Integration of education for health promotion and sustainable development in curricula and teaching How can we integrate the ‘education for’ into the school programs on one hand and into teacher formation on the other ? Two practical examples illustrate the two aspects. After that the debate will be open to the different national experiences and ways of action: with model, which perspective, which difficulties ?

Formation des enseignants et développement durable: un exemple d’intégration
Bertrand Gremaud, Formateur, Haute Ecole Pédagogique - Fribourg
François Bourqui, Chargé de cours «formation générale» à la Haute Ecole Pédagogique, Collaborateur du Dispositif d’Education générale du service de l’enseignement obligatoire de langue française – Fribourg

Dans le cadre de la formation initiale des enseignants primaires du canton de Fribourg, les étudiants sont amenés à choisir un profil de formation particulier. Un des ces profils, le domaine de la Formation générale du (FG), a pour but de répondre aux attentes relatives à l’introduction de la Formation générale dans l’enseignement, attente tant cantonale qu'intercantonale (PER).
Ce profil Formation générale (FG) s’articule autour des trois principes suivants:
- développer ses compétences à analyser et chercher des solutions de manière systémique pour résoudre les problématiques relatives à l’éducation à l’école en les abordant avec une perspective de développement durable;
- se spécialiser dans la conception et la mise en œuvre de projets éducatifs interdisciplinaires en lien avec la vie intra et extra scolaire;
- devenir une personne de référence dans le domaine de la Formation générale au sein d’un établissement scolaire.

Former les enseignant-e-s au domaine de la Formation générale: comment et pourquoi?
Françoise Pasche-Gonin, Professeure et Coordinatrice de projets, Haute Ecole Pédagogique BEJUNE, Suisse

La question de la Formation générale est un domaine de réflexion du futur Plan d’étude romand (PER) pour la scolarité obligatoire en Suisse romande. Ce domaine tend à visibiliser des apports éducatifs en matière de santé, de citoyenneté, d’environnement et de médias. Pour répondre aux besoins de formation des enseignants, la Haute-école pédagogique des cantons de Berne francophone, Jura et Neuchâtel (HEP-BEJUNE) propose - au travers d’un Centre de compétences PROMESCE - diverses ressources dont un concept de formation visant à renforcer les compétences professionnelles des étudiant-e-s et des enseignant-e-s.
Nous proposons dans cet atelier de présenter concrètement nos modules de formation tout en y apportant une réflexion tant sur la construction de la formation que sur son application dans les écoles.

D. The different school networks : how can we promote collaboration? There are different types of school networks such as healthy schools, green schools, safe schools and community schools. An example the healthy schools and community schools movements working together to promote equity and alleviate disadvantage will be presented before exchanging the experiences and the advantages and disadvantages of different scenarios.

Dwayne Provo, Chair, International Council, American School Health Association
Charles Basch, Professor of Health and Education at Teachers College, Columbia University, United States
William Potts-Datema, Chief, Program Development and Services, USA Centers for Disease Control and Prevention

One of the discussion papers (on health & equity) that is to be discussed prior to the conference is an example of collaborative work that began with a WHO Technical Meeting held in Vancouver in 2007. Canadian and American as well as experts from other countries have been working to articulate a shared but not merged vision of their shared interests and concerns. The session will begin with a clear articulation of the issues that truly reflect a shared interest in the various sectors that work with schools. In this case, it will be an evidence-based description of the socio-economic barriers that hinder educational achievement and health. Participants will leave this session with a better understanding of some of the "tripwires" and "pitfalls" that can impede progress. These include over-attention to merging models, the use of words that have controversial meaning for some, a tendency to see our model or previous way of operating as all-encompassing rather than an just an alternative approach.

Keynote Presentations

safia2 — Thu, 15 Jul 2010 03:17:00 CDT

This page provides the details of the plenary sessions and background of the speakers.

The PowerPoint presentations are available. In order to see them, please press on the speaker's name.

Saturday, July 10, 2010

9:15-10:15	Linking Health, Equity and Sustainability: A New and Traditional Way of Thinking and Acting Shirley Tagalik, Project Lead, National Collaborating Centre on Aboriginal Health, Chair, Aboriginal School Health Community of Practice, Canada Encouraging a more holistic approach to promoting health, equity and sustainability is the goal of this symposium. This well be a new way of thinking for many of us, as we face the pressures to focus on specific health, social or environmental problems that challenge our students. The traditional knowledge that has been the foundation of indigenous people and nations offers us much to consider as an example and a role model. For example, most aboriginal cultures recognize that "the land" or natural environment is always a central and healing force in our lives. If we ignore the health of the land, we ignore our own well-being. Shirley Tagalik, an educator who lives in a village well within the arctic circle of the world, will describe the concepts, principles and values that are part of an Indigenous approach and framework to school health promotion that was developed in consultations with tribal nations from around the world. She will then show how this framework can be applied to curriculum development and to teacher training and policy in a realistic and effective manner. The traditional knowledge, that has been the foundation of Indigenous people and Nations, offers us much to consider as an example and a role model. Most Aboriginal cultures recognize that "the land" or natural environment is always a central force in our lives. If we ignore the health of the land, we ignore our own well-being. Shirley Tagalik, an educator who lives in a village well within the Arctic Circle of the world, will describe the concepts, principles and values that are part of an Indigenous approach and framework to school health promotion that was developed in consultations with Indigenous populations from around the world. Shirley will also show how these principles and values recently helped to redesign Nunavut's (Canada`s most northern territory) education system based on Inuit traditional knowledge.
15:15 - 16:00	Practical steps and examples of integrated practice at school in Health, equity and sustainable Development Reiner Mathar, Service Center School and Health, Representative of Education for Sustainable Development, Germany Improving health situation and the empowerment of Equity is only possible with an integrated thinking of Sustainability. Health and social situation of people are directly linked to the main basis of Sustainable development: enough for all, for ever.Schools have already integrated these three areas in their everyday practice. This will be demonstrated by concrete examples and supporting structures. Starting from the actual German situation, the programme “Schule & Gesundheit” as an integrated concept which includes all thematic areas of health, equity and sustainability, an overview on the situation and the development in the European countries will be given. In 1999, the Ministries of Education of the German Länder (federal states) and the Federal Ministry of Education started a five-year programme on Education for Sustainable Development. The guiding questions of this programme are “What are the skills and competencies necessary to live in the 21st century?” and “How can these skills and competencies become everyday practice in German schools?” The programme also includes creating adequate learnscapes for the future. Reiner Mathar has described German experiences in basing school development on environmental issues, developing school programmes and establishing new forms of self-evaluation and “action” research. A three year programme called On the Way to Environmentally Friendly Schools showed the need to combine school development with curriculum development. Classroom instruction should draw links to the way a school is organised and to school maintenance. School life and everyday practices should become the object of learning activities. New forms of problem-solving, concerning for example problems with living together in the school, are necessary to prepare young people for the future. More information is available in German at http://www.blk21.de
16:00 - 16:45	Health, Equity and Sustainability: What is the connection for Schools? Jaimie Cloud, President/Executive Director of the Cloud Institute for Sustainability Education, USA The knowledge, skills and attitudes that characterize education for sustainability can be learned in classrooms nested in organizations that learn, in buildings and cafeterias that learn in communities that learn. In this session Jaimie Cloud will discuss how educators In the U.S. educate for sustainability through the lenses of health and equity. The dynamics of systems and change, the commons, natural laws and principles, responsible citizenship and sustainable economics are all ESD content standards that can contribute. Jaimie P. Cloud is the founder and president of the Cloud Institute for Sustainability Education in New York City. The Cloud Institute is dedicated to the vital role of education in creating awareness, fostering commitment, and guiding actions toward a healthy, secure and sustainable future. Ms. Cloud has written several book chapters and articles, teaches extensively, and writes and facilitates the collaborative development of numerous instructional units and programs that are designed to teach across disciplines through the lens of sustainability. In addition she serves as an advisor, board or committee member to several organizations with related goals and interests. The Cloud Institute believes that: There is hope for a future with a healthy environment, a strong economy, and a just society. Young people must understand the important role they play in creating this sustainable future. The best way to reach young people is by working directly with their entire community – educators, government officials, community members, and the business community. Effective education combines engaging and relevant content with the highest quality pedagogy.

Sunday, July 11, 2010

9:15-10:15	Integrated approaches to health, sustainability and equity: addressing the challenges Carol Tanahill, Director, Glasgow Centre for Population Health,Scotland Schools across Europe are trying to achieve optimal outcomes for children, often through a series of initiatives which may appear as additional demands and put pressure on the curriculum. This presentation will consider the shared objectives and the tensions that exist among the agendas of health, education, equity and sustainability. It will look at challenges that need to be overcome at national, municipal and school levels and propose approaches that may help in establishing an integrated way forward. Carol Tannahill graduated BA in Human Sciences from Oxford University, and MPH and PhD in Public Health from the University of Glasgow. She is currently Director of the Glasgow Centre for Population Health, a research and development centre generating insights and evidence for action to improve health and tackle inequality. In this role, she has been instrumental in establishing a number of multi-disciplinary public health research and evaluation projects which are helping to elucidate the pathways linking deprivation and ill health, and to evaluate the effects on health of various social policy interventions. Over a period of almost 20 years, Carol has contributed to a wide range of international, national and local public health developments. She is Honorary Professor with the University of Glasgow, and Honorary Visiting Professor in the School of Health and Social Care at Glasgow Caledonian University. Carol is the Director of the Glasgow Centre for Population Health.
12:30-13:30	Closing Session: Panel on Educational, Political and International Perspectives Sean Slade, Director, Healthy School Communities, Association for Supervision & Curriculum Development, Washington, USA Koji Miayamoto, Analyst, Centre on Education Research & Innovation, Organization for Economic Cooperation & Development Charles Basch, Professor, Teachers College, New York City Dolf van Veen, Professor, Urban Education and Youth Policy, University of Nottingham/Hogeschool in Holland, Ambassador Education, Health and Human Services Partnerships for the Dutch Ministry of Education This session will examine how health, equity and environmental concerns can be integrated within the educational mandate and constraints of the school system. This is perhaps the greatest challenge to the sustainability of school human development programs. The ASCD, representing senior educational administrators world-wide, has recognized this and is now promoting an approach to involve all segments of the educational community and to link programs directly to school improvement. The OECD has been working on the development of indicators of the "social role of schools". Research done by Charles Basch in the United States has clearly identified how specific health inequities affect educational outcomes, a prime motivator for educators to become involv ed. Advocates for health, environmental and equity programs should recognize this as an opportunity for solidifying their programs within the core concerns of educators. Critical to the success of school-based efforts is the school principal/headmaster. This session will conclude the symposium with strategic and practical advice on how to engage school systems in our future efforts.

9:15-10:15

Integrated approaches to health, sustainability and equity: addressing the challenges

Carol Tanahill, Director, Glasgow Centre for Population Health,Scotland

Schools across Europe are trying to achieve optimal outcomes for children, often through a series of initiatives which may appear as additional demands and put pressure on the curriculum. This presentation will consider the shared objectives and the tensions that exist among the agendas of health, education, equity and sustainability. It will look at challenges that need to be overcome at national, municipal and school levels and propose approaches that may help in establishing an integrated way forward.

Carol Tannahill graduated BA in Human Sciences from Oxford University, and MPH and PhD in Public Health from the University of Glasgow. She is currently Director of the Glasgow Centre for Population Health, a research and development centre generating insights and evidence for action to improve health and tackle inequality. In this role, she has been instrumental in establishing a number of multi-disciplinary public health research and evaluation projects which are helping to elucidate the pathways linking deprivation and ill health, and to evaluate the effects on health of various social policy interventions. Over a period of almost 20 years, Carol has contributed to a wide range of international, national and local public health developments. She is Honorary Professor with the University of Glasgow, and Honorary Visiting Professor in the School of Health and Social Care at Glasgow Caledonian University. Carol is the Director of the Glasgow Centre for Population Health.

12:30-13:30

Closing Session: Panel on Educational, Political and International Perspectives

Sean Slade, Director, Healthy School Communities, Association for Supervision & Curriculum Development, Washington, USA
Koji Miayamoto, Analyst, Centre on Education Research & Innovation, Organization for Economic Cooperation & Development
Charles Basch, Professor, Teachers College, New York City
Dolf van Veen, Professor, Urban Education and Youth Policy, University of Nottingham/Hogeschool in Holland, Ambassador Education, Health and Human Services Partnerships for the Dutch Ministry of Education

This session will examine how health, equity and environmental concerns can be integrated within the educational mandate and constraints of the school system. This is perhaps the greatest challenge to the sustainability of school human development programs. The ASCD, representing senior educational administrators world-wide, has recognized this and is now promoting an approach to involve all segments of the educational community and to link programs directly to school improvement. The OECD has been working on the development of indicators of the "social role of schools". Research done by Charles Basch in the United States has clearly identified how specific health inequities affect educational outcomes, a prime motivator for educators to become involv ed. Advocates for health, environmental and equity programs should recognize this as an opportunity for solidifying their programs within the core concerns of educators. Critical to the success of school-based efforts is the school principal/headmaster. This session will conclude the symposium with strategic and practical advice on how to engage school systems in our future efforts.

Séminaires en ligne pré-symposium

safia2 — Thu, 15 Jul 2010 03:11:34 CDT

Les séminaires en ligne qui précèderont le symposium aborderont les trois grands thèmes du symposium - santé, équité et développement durable - par le biais de présentations-séminaires sur le Web (webinaires) et de lectures choisies et basées sur des discussions wikis.

Les séminaires en ligne ne sont pas traduits.

► Lier la santé, l'équité et le développement durable tout en renforçant la capacité de changement
Blake Polland, école de santé publique Dala Lana, Université de Toronto, Canada

This session will introduce all of the key concepts of the symposium, showing why these three aspects of human and sustainable development need to be addressed in a coherent way. The complexities of ecological and systems-based approaches to settings such as schools will also be discussed in order to show how specific programs and practical actions are more powerful when they are situated within long-term plans based on deep understandings about the local situations and forces blocking progress.
Cette session a été enregistrée et peut être visionnée ici.

► Santé et équité: Un contexte pour plus d'équité: les communautés à faible revenu
Charles Basch, Richard March Hoe Professeur de Santé & Education, Teachers College, Université de Columbia , USA

The WHO Commission on Social Determinants of Health has identified the need for the health and other sectors to address poverty and disadvantage. A WHO Technical Committee meeting in 2007 called for action to address disadvantage in several contexts, including low income countries, aboriginal communities, communities disrupted by war and low income communities in high and middle income countries. This webinar will examine an agenda of issues and relevant programs for low income countries in these more affluent countries. (Note: There is similar work undertaken by indigenous nations on school health programs that will be discussed at the Geneva symposium.)
Cette session a été enregistrée et peut être visionnée ici.
Les diapositives de ce séminaire en ligne peuvent être consultées ici.

► Liens entre santé humaine et environnement durable: les efforts de l’UNESCO
Bernard Combes, Programme d’éducation au développement durable des Nations Unies, UNESCO

The United Nations Decade of Education for Sustainable Development (2005-2014), for which UNESCO is the lead agency, seeks to integrate the principles, values, and practices of sustainable development into all aspects of education and learning, in order to address the social, economic, cultural and environmental problems we face in the 21st century. This webinar will describe the activities of the UNESCO Associated Schools program. In particular, the webinar will focus on UNESCO's 2009 Collection of Best Practices in Education for Sustainable Development and the similar 2009 UNESCO advice for policy-makers on education for sustainable development.
Cette session a été enregistrée et peut être visionnée ici.
Les diapositives de ce séminaire en ligne peuvent être consultées ici.

► Lier santé, environnement durable et équité: une sélection de programmes innovants
Daniel Fischer, chaire de durabilité de l’environnement de l’UNESCO, Université Leuphana de Lueneburg, Allemagne

This session will highlight specific programs, policies and practices that have simultaneous impacts on human health and environmental sustainability. The focus will be on the nature of the program, how it developed and how partnerships were established with the different advocates and sectors promoting health, economic development, environmental sustainability and other aspects of human development.
Cette session a été enregistrée et peut être visionnée ici. Attention: l'enregistrement commence trop tôt: il faut avancer jusqu'à la minute 20' pour commencer à visionner le séminaire.

► Date à déterminer (automne 2010)
Réduire les disparités et promouvoir la santé: des initiatives du Canada et des USA (durée: environ une heure)
Mathew Yale, Département de l’éducation des Etats-Unis

This webinar will highlight US plans for “Full Service Community Schools” and Canadian provincial plans for integrating “healthy schools”, “schools plus” and other similar strategies. The discussion will include school level models but also discuss how states/provinces and federal agencies are and can re-organize and focus their efforts to support local schools and their communities.

Un blog est aussi ouvert sur le site afin de discuter d’éléments amenés par les participant-e-s.

Séminaires en ligne post-Symposium et Activités en ligne
Les sessions des séminaires en ligne seront organisées sur la base de programmes précis, pratiques et politiques. Ces derniers seront sélectionnés en tenant compte de l'interaction des trois principaux thèmes du colloque.

Présentation des plénières

safia2 — Thu, 15 Jul 2010 02:40:48 CDT

Samedi, 10 Juillet 2010

9:15-10:15	Lier santé, équité et développement durable: une manière de réfléchir et d’agir entre renouveau et tradition Shirley Tagalik, Chercheuse, Centre de collaboration nationale de la santé autochtone, Présidente de la communauté de pratiques des écoles en santé autochtones, Canada Encourager une approche plus holistique pour promouvoir la santé, l’équité et le développement durable est l’objectif de ce symposium. Il s’agira d’une nouvelle manière de penser pour plusieurs d’entre nous, puisque nous faisons face à des pressions pour nous focaliser sur une santé spécifique, sur les problèmes sociaux et environnementaux que rencontrent les élèves. Le savoir traditionnel qui a été le fondement des populations et nations autochtones nous offre beaucoup à considérer en tant qu’exemple modèle. Par exemple, la plupart des cultures autochtones reconnaissent que «la Terre» ou l’environnement naturel est toujours un point central et une source de guérison pour nos vies. Si nous ignorons la santé de la terre, nous ignorons notre propre bien-être. Shirley Tagalik, une éducatrice qui vit dans un village à l'intérieur du cercle polaire, décrira les concepts, les principes et valeurs qui font partie d'une approche locale et le cadre de la promotion de la santé scolaire qui a été élaboré en consultation avec les nations de différentes parties du monde. Elle va montrer comment ce cadre peut être appliqué à l'élaboration des programmes d’études, à la formation des enseignants et à des politiques de l’éducation de manière réaliste et efficace.
15:30 - 16:45	Exemples et mesures pratiques d’actions intégrées en santé, en équité et en développement durable dans les écoles Reiner Mathar, Service du centre Ecole & Santé, représentant pour l'éducation au développement durable, Allemagne Améliorer l’état de santé et renforcer l’équité sont uniquement possibles avec une pensée intégrée du développement durable. La santé et la situation sociale des gens sont d’ailleurs directement liées au fondement du développement durable. Les écoles ont déjà intégré ces trois domaines dans leurs activités quotidiennes. Ceci sera démontré par des exemples concrets et par des structures de soutien. En partant de la situation allemande actuelle, le programme «Ecole et Santé» en tant que concept intégré qui inclut toutes les thématiques, à savoir la santé, l’équité et le développement durable, un survol de la situation et du développement dans les pays européens sera présenté.
	Santé, équité et développement durable: Quelles connexions pour les écoles? Jaimie Cloud, Présidente et Directrice exécutive de l’Institut Cloud pour l’éducation au développement, Etats-Unis Le savoir, les compétences et les attitudes qui caractérisent l’éducation en vue du développement durable peuvent être enseignées à tous les niveaux: salles de classe, communautés, organisations, cafétérias. Dans cet atelier, Jaimie Cloud expliquera comment des enseignant-e-s des Etats-Unis éduquent au développement durable à travers les perspectives de la santé et de l’équité. La dynamique des systèmes et du changement, les communes, les lois et principes naturels, la citoyenneté responsable et l'économie durable sont autant de normes qui peuvent contribuer au contenu de l’éducation au développement durable.

Dimanche, 11 Juillet 2010

9:15-10:15

Approches intégrées de la santé, du développement durable et de l’équité: faire face aux défis

Carol Tanahill, Directrice du Centre de santé publique de Glasgow, UK

Les écoles à travers l’Europe essayent d’atteindre des résultats optimaux pour les enfants, souvent à travers des séries d’initiatives qui apparaissent comme des demandes supplémentaires et qui font pression sur les plans d’étude. Cette présentation va considérer les objectifs partagés ainsi que les tensions qui existent dans les agendas de la santé, de l’éducation, de l’équité et du développement durable. Les défis qui nécessitent d’être traités aux niveaux national, municipal et scolaire seront abordés et des approches qui peuvent favoriser une prise en charge intégrée de ces thématiques seront proposées

12:30-13:15

Session de clôture: panel sur les perspectives éducationnelles, politiques et internationales

Sean Slade, Directeur, Communauté d’écoles en santé, Association pour la supervision et le développement curriculaire, Washington, USA

Koji Miyamoto, Analyste, Centre pour la recherche et l’innovation en éducation, organisation pour la coopération et le développement économiques, Paris

Charles Basch, Professor, Teachers College, New York City

Dolf van Veen, Professeur, Education en milieu urbain et politique de la jeunesse, Université de Nottingham/Hogeschool, Ambassadeur du ministère hollandais pour l’éducation, la santé et des partenariats de services humains, Pays-Bas

Modération : Réseau des écoles en santé : Douglas McCall (ISHN) et Goof Buijs (SHE)

Cette session examinera comment la santé, l'équité et les préoccupations environnementales peuvent être intégrées dans le mandat éducatif et les contraintes du système scolaire. L’ASCD (Association for Supervision and Curriculum Development), représentant de nombreux responsables de l'éducation dans le monde, a reconnu ce fait et est maintenant engagée dans la promotion d'une approche pour que tous les segments de la sphère éducative soient impliqués et pour que les programmes soient directement liés à l'amélioration de l’organisation des écoles. L'OCDE (Organisation de coopération et développement économiques) a travaillé sur l'élaboration d'indicateurs du «rôle social des écoles». Les promoteurs des programmes de santé, d'environnement et d’équité devraient reconnaître qu'il s'agit d'une occasion pour consolider leurs programmes en lien avec les préoccupations des éducateurs et éducatrices. D'autres acteurs clés pour le succès des efforts en milieu scolaire sont les directeurs et directrices d’établissements. Cette session conclura le symposium avec des conseils stratégiques et pratiques sur la façon d'engager les systèmes scolaires dans nos efforts futurs.

Speakers - Intervenants

safia2 — Wed, 07 Jul 2010 04:12:20 CDT

ENGLISH: This is a non-exhaustive list of the speakers at the symposium. You will find more information about the others stakeholders on the pages referring to keynote presentations, workshops and working sessions.

FRANÇAIS: Vous trouverez ci-dessous une liste non-exhaustive des intervenant-e-s du Symposium. Pour plus de détails sur l'ensemble des intervenant-e-s, veuillez consulter les pages se référant aux conférences plénières, aux ateliers et aux sessions de travail.

Jaimie P. Cloud President and Executive Director Cloud Institute for Sustainability Education USA

Jaimie P. Cloud is the founder and president of the Cloud Institute for Sustainability Education in New York City. The Cloud Institute is dedicated to the vital role of education in creating awareness, fostering commitment, and guiding actions toward a healthy, secure and sustainable future. Ms. Cloud has written several book chapters and articles, teaches extensively, and writes and facilitates the collaborative development of numerous instructional units and programs that are designed to teach across disciplines through the lens of sustainability. In addition she serves as an adviser, board or committee member to several organizations with related goals and interests. The Cloud Institute believes that: There is hope for a future with a healthy environment, a strong economy, and a just society. Young people must understand the important role they play in creating this sustainable future. The best way to reach young people is by working directly with their entire community – educators, government officials, community members, and the business community. Effective education combines engaging and relevant content with the highest quality pedagogy.

Carol Tannahill Director, Glasgow Centre for Population Health, Scotland

Carol Tannahill graduated BA in Human Sciences from Oxford University, and MPH and PhD in Public Health from the University of Glasgow. She is currently Director of the Glasgow Centre for Population Health, a research and development centre generating insights and evidence for action to improve health and tackle inequality. In this role, she has been instrumental in establishing a number of multi-disciplinary public health research and evaluation projects which are helping to elucidate the pathways linking deprivation and ill health, and to evaluate the effects on health of various social policy interventions. Over a period of almost 20 years, Carol has contributed to a wide range of international, national and local public health developments. She is Honorary Professor with the University of Glasgow, and Honorary Visiting Professor in the School of Health and Social Care at Glasgow Caledonian University. Carol is the Director of the Glasgow Centre for Population Health.

Shirley Tagalik Arviat Health Committee

Shirley received a Bachelor of Arts degree in Sociology and Anthropology from Lakehead University and a Bachelor of Education degree in both elementary and secondary education in 1975 and 1976. She received her Master of Education in Curriculum and Instruction from McGill University in 1998. Her research was in the area of heritage language loss and loss of quality of language amongst Inuit in her community of Arviat.

Shirley has been a teacher and administrator in Arviat schools for 23 years and then worked with Nunavut Education as the Manager of Curriculum and School Services from1999-2008. She has been actively involved at the community level in establishing early childhood education programs, elementary secondary and post-secondary education programs. In addition, Shirley has been active with the community health committee since 2002.

Shirley has written much of the new philosophical Inuit Qaujimajatuqangit foundational documents for Nunavut Education and the Aulajaaqtut health curriculum for secondary students. Her current work focuses on the articulation of Inuit worldview within social development policy and practices.

Currently, Shirley is most active on the Arviat Health Committee, is a Research Director of the Mental Health Task Force for the Centre of Excellence for Children and Adolescents with Special Needs and operates Inukpaujaq Consulting, an education and health consulting agency.

She lives with her husband and family in Arviat, where she continues to be actively involved in community development projects and in promoting change in educational and wellness practices.

Charles Basch Richard March Hoe Professor of Health and Education at Teachers College, Columbia University

Charles Basch is the Richard March Hoe Professor of Health and Education at Teachers College, Columbia University. He specializes in planning and evaluating health education programs for urban minority populations to reduce health and educational disparities. His work has been diverse with respect to population groups (ranging from young children to older adults), disease topics (AIDS, cardiovascular disease, cancer, diabetes, and eye disease), and behaviors (vision, diet, physical activity, and screening), but has a common theme of translating research into practice. The health education programs he has developed and evaluated are philosophically grounded in informed voluntary decision making and rely heavily on building strong interpersonal relationships. His evaluative research has been collaboratively conducted with self-insured unions, hospitals, community-based clinics, and schools.
Basch’s main scholarly interests are improving understanding about (1) health-related decision making (2) dissemination and implementation of effective health-related programs and policies and (3) the influence of health factors on educational outcomes in urban minority youth. He teaches courses related to epidemiology, planning and evaluation. During his past 25 years at Teachers College, he has directed approximately $15 million dollars of grant-funded research and program development (primarily supported by the National Institutes of Health) and he continues to do so. His work has yielded over 100 publications.

Ulla Pedersen Consultant University College South Denmark www.ucsyd.dk

Ulla Pedersen works as consultant at Center for Health Promotion in Denmark. Her main interests are children's health, social inequality in health and the democratic approach to health promotion.

Rüdiger Bockhorst Director Programm LebensWerte Kommune Bertelsmann Stiftung Germany

Since 2006: Director of the „Creating Supportive Environments“ program at the Bertelsmann Stiftung and member of the management circle at the Bertelsmann Stiftung Since 2005: Program Manager of „Health Promotion and Education in Day Care Centers in Germany (Kita´s bewegen)“ and „Alliance for Healthy Schools and Education in Germany (Anschub.de)“ at the Bertelsmann Stiftung May 2002: Project Manager of the „Alliance for Healthy Schools and Education in Germany (Anschub.de)“ project at the Bertelsmann Stiftung 1999 – 2002: Deputy head of the department “Schools and Day Care Centers“ for the Gemeindeunfallversicherungsverband Westfalen Lippe (Municipal Insurance Association)
1992 – 1998: Consultant for safety and health promotion for the Gemeindeunfallfallversicherungsverband Westfalen Lippe (Municipal Insurance Association) 1990 – 1992: Freelance consultant for teachers` training courses (educational development) and independent youth work / member of federal und state committees for sports and gymnastics respectively
1990: Secondary school teacher in biology and physical education

Professor Dr. Peter Paulus Leuphana Universität Lüneburg Institut für Psychologie Germany

Focus of work and research:
Educational Psychology, Family Psychology, Health Psychology, - Education, Counseling und Promotion. Overarching interest is research and promotion of good education in different educational, socio-paedagogical and social work areas especially family, kindergarden, school, college, university and community related to preservation and promotion of health (e.g. „Good healthy school“).

From 2002 to 2008 head of research of the project „Anschub.de – Allianz für nachhaltige Schulgesundheit und Bildung“ (Alliance for sustainable school health and education in Germany“) of the Bertelsmann-Foundation.
Since 2009 head of scientific advisory council of the association „Anschub.de“.
Also since 2002 head of the nationwide school project „MindMatters – mit psychischer Gesundheit gute Schule machen“. („MindMatters – to make good school through mental health“).
Since 2007 co-head of research of the nationwide school project „Gemeinsam gesunde Schule entwickeln“ („To develop healthy schools together“) and also member of the steering committee of the Lower Saxony programe „die Initiative – Gesundheit – Bildung –Entwicklung“ (“The initiative – Health – Education – Development”).
Since 2006 also member of the board of trustees of Partnership for Children (London/Kingston).
Since 2005 board member of “Intercamhs” (“International Alliance of Children and Adolescent Mental health and Schools”).

Dr. Ueli Nagel PHZH - Zurich University of Teacher Education Dept. Man and Environment Education for Sustainable Development Zeltweg 21 CH - 8090 Zurich Switzerland

Dr. Ueli Nagel has been active in the field of environmental education and ESD in different postions for almost three decades: education officer of WWF Switzerland from 1981 - 90. Head of the EE unit at Pestalozzianum Zurich (Institute of Teacher INSET and school development) from 1990 - 2002. Researcher and lecturer at Zurich University of Teacher Education from 2002 - 2010. He has initiated and managed several school programmes and research projects and is (co-)author of numerous publications. He has retired from University as of June 2010.

Didier Jourdan Professor at the University Blaise Pascal Clermont-Ferrand France Adjunct Professor at the University of Limerick Ireland

Didier Jourdan is Professor at the University Blaise Pascal in Clermont-Ferrand France. He teaches health education in the education department and is the director of the masters course “education and public health”. He also teaches at the department of education of the University of Provence (Aix Marseille 1), department of education of the University Charles de Gaulle (Lille 3), department of child studies of the University of Minho (Braga Portugal) and school of medicine of the University of Auvergne (Clermont-Ferrand 1). He currently has 6 PhD students (for one of them, in co supervision with the University of Quebec in Montreal). He’s the head of the ‘health education in schools’ research team (PAEDI EA 4281).
Before being a Professor at the University Blaise Pascal he was senior lecturer and did research in neuropharmacology at the University of Auvergne (Clermont-Ferrand 1). He also has experience of teaching at primary, secondary, and adult education.

He was invited Professor at the University of Limerick (Ireland) and at the University Laval in Quebec City (Canada). With Patricia Mannix McNamara he leads the international collaboration «Teacher training in the field of health promotion» within the International Union for Health Promotion and Education (http://www.iuhpe.org/?page=523&lang=en).
He’s a member of the scientific committee of the School for Health in Europe Network and of the steering committee of the international school health network. He’s also a member of the BIOHEAD CITIZEN collaboration (FP 6) and works in close collaboration with the institute for population and reproductive health of the University Cheik Anta Diop of Dakar (Senegal), the department of child studies of the University of Minho (Portugal).

He is one of France’s leading health promoters and health educators and is the national coordinator of the French teacher training colleges’ health education network. This network, created in 2005, aims to support and develop the health education training provided for student teachers. The research team leads the French health promotion program “learning to live together better” and writes teaching and learning materials.

Dr Palo Almond Lecturer Public Health and Health Promotion, University of Southampton, School of Health Sciences, Southampton

Dr Almond is a qualified nurse, midwife and health visitor. Her research focuses on issues of equity in policy, services and practice and evaluating interventions to reduce health inequalities. She is also engaged in developing the wider public health workforce’s public health skills and knowledge. As an educationalist Palo took a lead in developing the MSc and BSc Public Health Practice degrees at the University of Southampton. She is currently engaged in teaching inter-professional public health and supervising students’ research.

Sean Slade Director, Healthy Schools Communities Program, Association for Supervision & Curriculum Development, Alexandria, USA

Sean Slade has had over 20 years of experience in education in a career that has encompassed 4 continents and 5 countries. He serves as the Director of Healthy School Communities (HSC) at ASCD. HSC is a worldwide effort to promote the integration of health and learning and the benefits of school-community collaboration. It is part of a large, multiyear plan to shift public dialogue about education from an academic focus to a whole child approach that encompasses all factors required for successful student outcomes.

Prior to this was a Project Director and Manager of several key youth risk and resilience projects at WestEd in California. Amongst these projects were the California Healthy Kids Survey (CHKS) and California School Climate Survey (CSCS), Improving School Climate and Closing The Achievement Gap Workbook, Service-Learning and the Alameda School Climate Project. He was also a founding member of the Center for Resilience and Youth Development (CRYD) at WestEd.

Sean has been at the forefront of promoting and using Resilience and Youth Development data for school improvement, publishing and making keynote talks across California and the US on the value of Resilience and School Connectedness. This has included recent publications such as the first School Climate and Closing The Achievement Gap Workbook (http://www.wested.org/chks/pdf/CTAGWorkbook-complete.pdf ) and the chapter ‘Listening to Students: Moving from Resilience Research to Youth Development Practice and School Connectedness’ in The Handbook for Positive Psychology in Schools (www.wested.org/cs/we/view/rs/964 ).

Prior to relocating to the US he was the Senior Education Officer for the NSW Department of Education and Training, providing professional development and overseeing Drug Education and Personal Development implementation in Sydney’s public schools. He has over 10 years of experience in Physical Education as a teacher, Head of Department, a faculty member with the School of Physical Education at the University of South Australia. He has taught, trained and administered educational projects in Australia (SA & NSW), the UK, Italy, Venezuela and the US. He has a Masters Degree in Education, over 9 years experience in educational research/professional development and has published educational articles in US and Australia.

Sue Bowker Health Improvement Division Welsh Assembly Government Cardiff,Wales

Sue Bowker has the policy lead for health improvement programmes for schools and young people in Wales. This currently includes
- Implementation of the action plan: Food and Fitness for Children and Young People in Wales.
- National management and co-ordination of the Welsh Network of Healthy School Schemes and UK co-ordinator for SHE (Schools for Health in Europe) Network.
- Co-ordinated programme on adolescent tobacco control, including the Smokefree Class Competition in Wales and the rollout of the ASSIST programme.
- Implementation of the Welsh Assembly Government commitment to provide one school nurse for every secondary school in Wales.
Sue is also a member of the SHE (Schools for Health in Europe) and HEPS (Healthy Eating and Physical activity in Schools) planning committees and a member of Editorial Advisory Board for `Health Education.’

Lynne Perry Principal Public Health Officer Public Health Wales

Lynne Perry has the Public Health lead for Children and Young People in Pembrokeshire, a county in Wales, and also a national special interest lead for the Healthy School Scheme for Public Health Wales. This currently includes:
- Supporting and liaising with the Welsh Assembly Government policy lead for the Welsh Network of Healthy School Schemes
- Supporting public health officers across Wales to implement the Healthy School Scheme and related initiatives
- Local management and co-ordination of the Welsh Network of Healthy School Schemes
- Working in partnership with a range of agencies and organisations to ensure health improvement for children and young people is integrated into local strategies and policies

Marina Gruslin

Marina Gruslin est enseignante à la HE Charlemagne, Liège Belgique, en didactique des sciences en formation initiale des instituteurs. Depuis une vingtaine d'année elle s'est spécialisée en santé environnementale et a choisi de développer des contenus de formation donnant du sens et pouvant lier les apprentissages " du corps humain dans son environnement avec les comportements de santé" qu'il s'agisse de choix alimentaires "critiques" ou de diverses préventions possibles dès l'enseignement fondamental (tabagisme, pollutions intérieures, respect du corps...).
Depuis 2001, elle coordonne CERISE (centre d'éducation relative aux interactions santé environnement) qui propose une formation d'adultes appliquant le modèle d'apprentissage allostérique d'André Giordan, aux interactions santé environnement intégrées comme axes de motivation prioritaires dans une éducation globale (EDD). C'est une formation continuée subventionnée par le Fonds social européen et la Communauté française de Belgique, pour des enseignants ou pour d'autres profils professionnels qui souhaitent développer leurs compétences en santé environnementale et y découvrir des outils pédagogiques et des ressources qui leur permettront de devenir des "intervenants éducatifs" dans ce domaine.

Edith Flaschberger

Edith Flaschberger, Mag., studied Sociology and Communication Studies at the University of Vienna. She is a researcher at the Ludwig Boltzmann Institute Health Promotion Research in Vienna, Austria, in the programme line “health promotion in schools”. Her main research focus is teacher education in school health promotion.

Chen He

Chen He grew up in China and she took her B.sc in Food science and Engineering at Shanghai Ocean University and M.sc in Food Science and Technology in Technical University of Denmark. Besides, she studied one year of Food Technology at KUL (Katholieke Universiteit Leuven) in Belgium. Chen had been worked in Rhodia (Shanghai) Co., Ltd. within different laboratories to establish the fundamental knowledge and technique on how to analyse and develop new products.
Currently Chen is PhD student at AAU (Aalborg University) Development and Planning. She has conducted a number of national and international research projects. She is presently engaged in iPOPY research project under EU Core Organic with develop health and nutrition. The latest work has focused on:
1) using public organic procurement policy to boost healthy eating among children,
2) development of association between organic and health and finally,
3) Children’s awareness on sustainable and health.

Linking Health & Sustainable Development through Schools

Anonymous — Mon, 28 Jun 2010 09:49:05 CDT

This page contains a draft discussion paper on the linkages between school-based and school-linked approaches and programs promoting human health and sustainable development and how they can be strengthened and better aligned. Please use the editing and discussion tools in this wiki to either edit or comment on these papers which will be used at the conference in Geneva and as a back drop to the webinars that will precede and follow the July conference.

Learn more about how to edit and move pages as well as make comments within this wiki in this video/web tour. (Or, read these detailed instructions on using "Easy Edit" to change the text on pages, or how to create, move or work with pages.)

Linking Health & Sustainable Development through Schools
An Initial Identification of Priority Issues, Approaches and Relevant Programs

Introduction

The Ottawa Charter for Health Promotion, adopted by participants in the first world conference on health promotion on November 21, 1986 states that

"The fundamental conditions and resources for health are:peace,shelter,education,food,income,a stable eco-system,sustainable resources,social justice, and equity.

Our societies are complex and interrelated. Health cannot be separated from other goals. The inextricable links between people and their environment constitutes the basis for a socioecological approach to health. The overall guiding principle for the world, nations, regions and communities alike, is the need to encourage reciprocal maintenance - to take care of each other, our communities and our natural environment. The conservation of natural resources throughout the world should be emphasized as a global responsibility.

Systematic assessment of the health impact of a rapidly changing environment - particularly in areas of technology, work, energy production and urbanization - is essential and must be followed by action to ensure positive benefit to the health of the public. The protection of the natural and built environments and the conservation of natural resources must be addressed in any health promotion strategy."

The Ottawa Charter also states that "Health is created and lived by people within the settings of their everyday life; where they learn, work, play and love" Schools are one of the key settings in all communities. Consequently, schools need to be at the forefront of action promoting human health and sustainable development.

Sustainable development was defined in the 1987 UN Bruntland Commission report, Our Common Future, as development that meets the needs of the present without compromising those of future generations. This simple definition encompasses a complex dynamic that implicates values and value systems as well as interdisciplinary knowledge and experience, and stresses the interdependence of the environment, society and the economy.

UNESCO defines education for sustainable development as follows:

The role of education for sustainable development (ESD) is to help people develop the attitudes, skills, and knowledge to make informed decisions for the benefit of themselves and others, now and for the future, and to act upon those decisions. ESD is an approach to teaching and learning based on the ideals and principles that underlie sustainability – human rights, poverty reduction, sustainable livelihoods, peace, environmental protection, democracy, health, biological and landscape diversity, climate change, gender equality, and protection of indigenous cultures

UNESCO urges all Member States of UNESCO to involve as many stakeholders as possible in activities to develop and implement policies, strategies, and activities throughout the Decade. A number of key action themes have been developed to highlight possible areas of focus and project implementation:gender equality,health promotion,environment,rural development,cultural diversity,peace and human security,sustainable urbanization, and sustainable consumption

Purpose and Use of this Statement

The purpose of this statement is to describe the the actions that schools, working with other agencies and their communities can take to promote human health and sustainable development that protects the ecological environments in which we live. Our goal is to to identify, describe and discuss the comprehensive approaches, coordinated programs and whole school strategies that have proved to be relevant and effective in school-based and school-linked programs that address this conjuncture of common concerns. This statement can be used as a lens to focus the efforts of advocates, policy-makers,officials, researchers and practitioners from the environmental sector that promotes eco-friendly or green schools, from health sector that promotes healthy schools and the education sector, that is primarily concerned with effective schools and educational outcomes. The intent is not to merge all of the efforts of these three sectors, since they each have their own separate mandates but rather to better align efforts where they overlap.

Preamble and Principles

There are many frameworks, models and multi-intervention approaches, programs and strategies that have been developed by various sectors, working with schools, to promote different aspects of human development for all children. Community schools, healthy schools and safe schools and eco-schools are just four examples of these approaches. The research on these multi-intervention approaches to health, safety and social development is consistent in one respect; having a variety of carefully selected policies, programs and services whose delivery is coordinated and aligned is far more effective than single issue or single intervention strategies. Consequently, this statement seeks to identify and describe a cluster of policies, programs, services and practices that are more suited to the promotion of human health and the protection of the ecological environment.

It is suggested here that the pursuit of a detailed common framework or model to mesh all of these models together would be a mammoth undertaking because each of these approaches has already established long-term visions, shared terminologies and complex relationships between education systems and the health, welfare, law enforcement and environmental sectors. This paper suggests that it is more useful to simply note what is common or compatible in the approaches, identify where expertise and experience resides from among the various sectors/models and then encourage jurisdictions and local communities to select the programs and work with the sectors that they see as being most relevant to them.

Further, there is already significant knowledge and experience in implementing these comprehensive approaches that we need not re-invent in this statement about health and sustainable development. The International School Health Network, in its consensus statement, has identified several broad implementation strategies that are common to almost all school-based and school-linked programs. They include:

addressing the needs of the whole child to identify clusters of strengths, problems and conditions. For example, clean water, discouraging the use of pesticides, climate change and sun protection are are inter-related and can be addressed in holistic programs
recognizing the limits of school-based and school-linked programs while still maximizing their potential use in partnership with parents, communities and community-based and government agencies
selecting a corresponding synergistic combination of programs and policies to address them
striving for comprehensive approaches, coordinated programs and whole school strategies through means such as assigning and staffing coordinator positions, coordinating policies at the ministry and agency levels, using formal mechanisms such as inter-agency protocols and informal means such as joint professional development programs
using multiple, coordinated interventions, including school, environmental agency and health authorities policy, instruction, health, social and other services, different forms of social support (such as parent involvement, youth engagement, community participation) and changes to the physical environment to improve student knowledge and skills, alter risk and protective factors and influence practices that influence health or the environment
selecting or adapting evidence-based and experience-tested programs, policies and practices as well as implementation plans/models
building community, system, agency and professional capacity for sustainable programs, policies and practices through adequate budgets, ongoing knowledge exchange and workforce development, regular monitoring and reporting on program capacity etc
seeking congruence with the educational mandate and constraints of school systems
deepening our understanding of the complex, ecological factors that are the reality of the multiple, open, loosely-coupled and bureaucratic systems that work with and within schools

Common Arenas for Action

School-based and school-linked programs can be implemented in several arenas. By clarifying the levels of action and the systems/agencies/personnel involved, we can be clearer about intended outputs. The arenas or levels of action for school-related programs include:

enabling, engaging and empowering young people to develop fully through attention to the whole child and not just specific problems, by building assets such as positive relationships with others and mental health while timing interventions to match developmental stages
informing, involving, educating and supporting parents and families through school-linked parent programs delivered in cooperation with other agencies
the transition from early childhood programs and the home into primary school is a time of vulnerability and potential continued strength as young children leave from various pre-school programs. Other transitions (into secondary schools, between schools when families are forced to move often due to economic needs,from school to work or training) also need attention.
classroom instruction whose intended outputs are in the students’ knowledge, attitudes, normative beliefs, awareness of services and how to access them locally, skills such as social skills, self-knowledge and behavioural intentions (Note: most instructional programs produce minimal behaviour change but changes in knowledge, attitudes, skills etc may be a prerequisite for change)
whole school strategies that can address broadly based issues such as preventing dropouts
coordinated agency-community-school based/linked programs
comprehensive approaches (multi-level, multi-system, multi-issue) include changes at the ministry level, school board/agency/health authority/police service level and the school-neighbourhood level. They include synergistic programs that address aspects of other issues such as addiction, violence, crime, and others. The focus at this level should be on system capacity and change.

The Issues and Programs that are Link Human Health with Sustainable Development

The issues associated with the link between human health and the environment and how they can be addressed through schools

Climate Change has caused increased risks from exposure to the sun. Schools can promote sun safety through instruction, parent involvement, modifications to the school grounds to create shade and cooperating with voluntary health organizations
Climate change has created extreme weather conditions. Schools can educate students about the causes of these new weather patterns, ensure that students and parents are aware of community safety, risk mitigation and emergency response plans and cooperate wuthg authorities in emergency response procedures
Pesticides are a major cause of human health problems as well as deterioration of habitats. Schools can educate students, inform parents, cooperate with community awareness campaigns and use pesticide-free procedures to maintain the school grounds.
The use of environmentally hazardous cleaning agents also affects human health. Schools can instruct students, inform parents and ensure that cleaning products used in schools and classrooms are not destroying the environment
At current levels, human consumption of natural resources is not sustainable. Schools can restore instructional programs that educate students in sustainable consumer and home economics, ensure that use of non-renewable resources is minimal in schools, conserve energy, teach and practice re-using and recycling, participate in community awareness campaigns, inform parents and address the economic ideology that "growth" and over or extravagant consumption is desirable.
In low income countries and low income communities, basic needs such as clean water, sustainable sanitation procedures, pollutant free food supplies and other minimal conditions for health and sustainable development are not being met.. Health, environmental and educational authorities must work together to eliminate or mitigate those hazards through comprehensive efforts to address the needs of these countries and communities.
The growth and proliferation of long-distance supply chains in food supply systems often results in increased risk of supply problems in the event of natural or other disasters, higher use of energy and exploitation of workers. Schools can educate students, inform parents, participate in community garden programs and order food from local or sustainable producers. These programs can also address the issue of genetically modified food.
Energy use in transporting children to schools is part of the overall problem with the use of fossil fuels. Schools can reduce emissions through the use of "walking school buses" and the elimination of bus and car idling outside schools.
Please add additional summary statements here

The Programs that Link Health & Sustainable Development

The programs listed here should be delivered in a coordinated manner, clustering them in synergistic ways to maximize their effectiveness. This requires that advocates, policy-makers, officials and practitioners who have traditionally worked in separated domains such as "eco-schools" and "healthy schools" must find ways to work together in cooperative rather than competitive fashion. For example, rather then competing for scarce instructional time within the school curriculum, the two sectors should be identifying, developing and promoting integrated instructional packages and curricula that deliver coherent messages in subject areas such as health, social studies, science, literature, physical education, family studies/home econo9mics and moral/spiritual/religious education.

Multiple Intervention Approaches, Programs and Whole School Strategies

There are several examples and models of multi-intervention programs that address both the environment and sustainable development. These include:

Eco-Schools (Foundation for Environmental Education)
Eco-Schools is a programme for environmental management and certification, designed to implement sustainable development education in schools by encouraging children and youth to take an active role in how their school can be run for the benefit of the environment.
Green School Bali
One of the most amazing schools on earth, is giving its students a relevant holistic and green education. The students come from all corners of the world, many relocating with their parents just for the experience of attending.
Les écoles vertes Brundtland
Le programme des écoles vertes Brundtland a été lancé en 1992 par la CEQ (representant les enseignante (es) au Quebec, Canada).
Healthy Schools Assessment Tool (Environmental Protection Agency, USA)
The HSAT is a fully customizable and easy to use software program designed to help school districts evaluate and manage ALL of their environmental, safety and health issues.
Educational Institutions and Sustainable Consumption (BINK): In the pilot project BINK schools and high schools explore ways to promote more healthy and sustainable lifestyles by systematically transforming the organizational culture. Teachers, students and other stakeholders, assisted by an interdisciplinary team of researchers, engage in the participatory development of measures of intervention.
Please add more examples of multi-intervention programs that address health and sustainable development here

Individual, Evidence-based Interventions

These individual programs, policies, services and practices can be brought together in a variety of multi-intervention comprehensive approaches, coordinated agency-school programs or whole school strategies. These interventions are listed in these five domains below:

Please add more examples below:

Policy

California School District Policy on Cleaning Products
Michigan School District policy Includes Local Foods http://is.gd/cy4UB

Changes to the Physical Environment and Resource Allocations

Instruction

Social Support

A number of American school health and green school organizations are promoting a joint "healthy schools day" awareness campaign that links health and education for sustainable development

Support Services

Logement

safia2 — Thu, 17 Jun 2010 04:59:01 CDT

Genève offre un large éventail de logements - des simples chambres d'étudiants (à la Cité Universitaire par exemple) aux hôtels 5 étoiles et maisons ou appartements.

Hébergements à prix modérés
Auberge de jeunesse de Genève: les prix varient de 29.- Frs (lit en dortoir) à 123.- (chambre à 4 lits). Il est également possible d'avoir une chambre double avec lavabo (85.- Frs) ou avec douche (95.- Frs).
Contact: info@genevahostel.ch ou +41 22 732 62 60
Site Internet: http://genevahostel.ch

Outre les auberges de jeunesse, de nombreux établissements proposent un hébergement abordable pour les budgets modestes. Par exemple:

City Hostel Geneva: les prix varient de 32.- Frs (lit dans une chambre à 3) à 87.- (chambre double).
Contact: info@cityhostel.ch ou +41 22 901 15 00
Site Internet: http://cityhostel.ch/english/

Pour voir davantage d'offres et obtenir plus d'informations sur l'hébergement à Genève, visitez le site Web de Genève Tourisme.

Hotels Information

safia2 — Thu, 17 Jun 2010 04:53:30 CDT

Additional information on accommodations is available from the Geneva Tourism Bureau.

Many tourism agencies offer on-line hotel reservation assistance.

Rooms
The IUHPE conference organizer MCI has booked a large number of rooms with special rates for conference participants and delegates. You can benefit from these offers by registering for the IUHPE conference and booking an accommodation via the registration system. (We have not booked any blocks of rooms for this Symposium) To have a quick overview of this list please click here (PDF, 205 kb).

Economy accommodations
Geneva offers something for everyone. Aside youth hostels, plenty of establishments offer affordable accommodation for low budgets. Average prices for these accommodations vary from 29 CHF to 60 CHF per room per night. Some of the hostels require a minimum stay of 5 nights. In order to see the whole range of offers, please visit Economy Accommodations.

The Cité Universitaire offers accommodation to participants who would like to have an economy stay in Geneva. Website: http://www.unige.ch/cite-uni

Price per room per day SINGLE (one person)	CHF 60.-
Price per room per day SINGLE+ extra bed (2 people)	CHF 80.-
Price per room per week SINGLE (one person)	CHF 380.-
Price per room per week SINGLE + extra bed (2 people)	CHF 520.-

Cité Universitaire is placed 35 min away (with public transport) from the conference venue.
See the photos: closet / bed

To reserve a room at the university go to:http://www.asso-etud.unige.ch/cite-uni/en/hebergementguest.php
If you are intending the IUHPE World Conference:

Fill in all fields that are blank in the submission form
Under point “Situation”, please choose “Etudiant” even if you are not a student anymore
For “Faites-vous partie d'un groupe, si oui lequel : “, please write “IUHPE 2010”
After you have submitted your reservation for a room, you will be contacted by the hotel coordinator to make the payment for your stay
Please bring your conference badge with you – this will show that your are eligible for the conference rate

Other Hotels
These hotels which are near the conference centre.

Inscription

safia2 — Wed, 16 Jun 2010 05:27:50 CDT

L'inscription est maintenant ouverte pour le symposium. Merci de vous inscrire dès que possible. L'inscription comprend la participation au colloque, les pauses santé et les déjeuners et la participation aux cinq séminaires en ligne pré-symposium ainsi qu'à la discussion facilitée en ligne de deux documents de travail.

Il existe deux procédures d'enregistrement:

Pour les personnes faisant partie du Réseau Suisse-Romand d'Ecoles en Santé: Cliquez-ici !

(Attention: les frais d'inscription sont pris en charge par le Réseau pour les personnes qui en font partie)

Pour les personnes originaires d'autres pays ou pour les personnes Suisses ne faisant pas partie du Réseau Suisse-Romand : Cliquez-ici

Il est possible de s'inscrire uniquement pour les séminaires en ligne et les discussions en ligne si vous n'êtes pas en mesure de venir à Genève en juillet. L'inscription pour les cinq séminaires en ligne comprend un abonnement annuel au service de l'information multi-source du réseau international d'écoles en santé (ISHN) (School Health Insider) qui permet de suivre plus de 50 revues de recherche, plus de 40 revues médiatiques et de nombreux autres médias sociaux.

Frais d'inscription pour le symposium:

Vendredi (réception),samedi et dimanche, inclus quatre séminaires en ligne: 255 CHF = 180 EUR = 250 USD

Samedi, inclus quatre séminaires en ligne: 170 CHF = 120 EUR = 160 USD

Dimanche, inclus quatre séminaires en ligne: 125 CHF = 90 EUR = 120 USD
Séminaires en ligne uniquement (comprend un abonnement annuel au service d'information de l'ISHN): 75 CHF = 50 EUR = 78 USD

Ces frais d’inscription très accessibles sont possibles grâce à l’important soutien de différents partenaires et particulièrement des organisateurs de la Conférence mondiale (Promotion santé suisse et IUHPE). Nous les remercions chaleureusement pour leur soutien.

Ce tarif d'inscription comprend les frais de transaction Paypal

Registration

safia2 — Wed, 16 Jun 2010 05:27:15 CDT

Registration is now open for the symposium. Please register as soon as possible. The registration includes attendance at the symposium, health breaks and lunches and participation in four webinars as well as facilitated online discussion of two discussion papers.

There are two procedures for registration:

Members of the Réseau Suisse-Romand d'Ecoles en Santé (fees are paid by their association) Click Here
Participants from other countries and other Swiss participants Click Here

It is possible to register only for the webinars and online discussions if you are not able to come to Geneva. Registration for all four webinars includes an annual subscription in the international ISHN multi-source Information service (School Health Insider) that tracks over 50 research journals, over 40 media outlets and many other social media outlets.

Costs:

Full registration (Friday reception, Saturday, Sunday, plus 4 webinars) $255 (CHF) = $180 (EUR) or $250 (USD)
Saturday (Saturday program, plus four webinars) $170 (CHF) = $120 (EUR) or $160 (USD)
Sunday (Sunday program,l plus four webinars) $125 (CHF) = $90 (EUR) or $120 (USD)
Webinars only (includes annual subscription to ISHN information service) $75 (CHF) = $50 (EUR), $78 (USD)

* The very reasonable fees are possible thanks to the generous support of several partners and especially the World Conference Organization (Health Promotion Switzerland and IUHPE). Their support is very much appreciated.

* There is a processing fee included in the registration that includes the fee from the secure processing web site Paypal

Webinars

dmccall — Tue, 15 Jun 2010 17:48:05 CDT

The webinars began in May 2010 and address these topics. (NOTE Two dates and times for these webinars have been changed. See below.)

Linking health, equity and sustainability while building capacity for change
(May 18, 9:00-Washington, 15:00-Geneva, 21:00-Singapore time) (~60 minutes)

Blake Poland, Dalla Lana School of Public Health, University of Toronto
This session will introduce all of the key concepts of the symposium, showing why these three aspects of human and sustainable development need to be addressed in a coherent way. The complexities of ecological and systems-based approaches to settings such as schools will also be discussed in order to show how specific programs and practical actions are more powerful when they are situated within long-term plans based on deep understandings about the local situations and forces blocking progress.

(Note: This session has been recorded and can be viewed at this link.)

Health & Equity: A context for more equity: Low income communities
(May 27. 9:00-Washington, 15:00-Geneva, 21:00-Singapore time) (~60 minutes)

Charles Basch,Richard March Hoe Professor of Health & Education, Teachers College, Columbia University, USA

The WHO Commission on Social Determinants of Health has identified the need for the health and other sectors to address poverty and disadvantage. A WHO Technical Committee meeting in 2007 called for action to address disadvantage in several contexts, including low income countries, aboriginal communities, communities disrupted by war and low income communities in high and middle income countries. This webinar will examine an agenda of issues and relevant programs for low income countries in these more affluent countries. (Note: There is similar work undertaken by indigenous nations on school health programs that will be discussed at the Geneva symposium.)

(Note: This session has been recorded and can be viewed at this link. The slides from the presentation are also available as a separate file in the ISHN collection on www.slideshare.net.)
Human Health and Environmental Sustainability: UNESCO Efforts
(June 3, 11:00-Washington, 17:00-Geneva, 23:00-Singapore time) (~60 minutes)
Bernard Combes, UN Education for Sustainable Development Program, UNESCO

The United Nations Decade of Education for Sustainable Development (2005-2014), for which UNESCO is the lead agency, seeks to integrate the principles, values, and practices of sustainable development into all aspects of education and learning, in order to address the social, economic, cultural and environmental problems we face in the 21st century. This webinar will describe the activities of the UNESCO Associated Schools program. In particular, the webinar will focus on UNESCO's 2009 Collection of Best Practices in Education for Sustainable Development and the similar 2009 UNESCO advice for policy-makers on education for sustainable development.

(Note: This session has been recorded and can be viewed and heard at this link. The slides are also available from this session is a separate file. Click here to go to that powerpoint file stored on the ISHN collection on www.slideshare.net)

Linking Sustainability & Health: Some Selected Innovative Programs
(June 10, 9:00-Washington, 15:00-Geneva, 21:00-Singapore Time) (~60 minutes)

Daniel Fisher, UNESCO Chair Environmental Sustainability, Leuphana University of Lueneburg, Germany

This session will highlight specific programs, policies and practices that have simultaneous impacts on human health and environmental sustainability. The focus will be on the nature of the program, how it developed and how partnerships were established with the different advocates and sectors promoting health, economic development, environmental sustainability and other aspects of human development.

(Note: This session has been recorded and can be seen and heard by clicking on this link. Please note that the recording started early, so please slide the control at the bottom of the screen to the 20 minute mark, when the presentation actually starts.)

Reducing Disparities, Promoting Health: Initiatives in the United States and Canada
(Day TBD , 9:00-Washington, 15:00-Geneva, 21:00-Singapore Time) (~60 minutes)

Speakers to be confirmed

This webinar will highlight US plans for “Full Service Community Schools” and Canadian provincial plans for integrating “healthy schools”, “schools plus” and other similar strategies. The discussion will include school level models but also discuss how states/provinces and federal agencies are and can re-organize and focus their efforts to support local schools and their communities.

Addressing Health & Equity through Schools

dmccall — Fri, 04 Jun 2010 12:46:35 CDT

In June 2007, the World Health Organization convened a meeting to discuss future directions in school health promotion. One of the themes discussed at that meeting was how to correlate school-based and school-linked programs more closely with the local community contexts in which schools operate. These contexts included schools in low income countries, schools in communities that have been disrupted by war, disasters and epidemics, aboriginal communities and schools serving low income communities within high or medium income countries.

Subsequent to that meeting, the Canadian Association for Community Education, the Canadian Association for School Health and the International School Health Network established a Community of Practice on Schools in Disadvantaged Communities. In order to focus the discussion, the following summary statement has been developed. This statement has been discussed on-line, been presented and discussed at a Canadian conference in April, 2010 and will be presented and discussed at an international school health symposium in Geneva in July 2010. Subsequent to that, the statement will be translated into French and German and presented to the individuals and groups who participated in the June 2007 meeting.

Visitors to this web page are encouraged to either comment on the draft below using the "thread" tool found at the bottom of this page or to use the "Easy Edit" tool found at the top of the page to open up and edit this document. (Don't worry, all versions of the draft are automatically saved by this wiki platform)

Creating and Maintaining Schools for All: Addressing Determinants, Reducing Disparities and Alleviating Disadvantages
An Initial Identification of Priority Issues, Related Strengths and Relevant Programs

Purpose and Use of this Statement

The purpose of this statement is to describe the needs and strengths of populations or communities that have been disadvantaged by lower incomes, discrimination, geographical or social isolation with a view to identifying and describing the approaches, strategies and programs that have proved to be relevant and effective in these types of circumstances. This statement can be used as a lens to focus our collective efforts on the sub-populations that need more support and development. It is also a explicit recognition that there are disadvantaged communities within all countries and states that require cohesive, focused action such as suggested herein.

Preamble and Principles

Every child has a right to education, health, safety, human rights, social and economic opportunity and freedom from discrimination. All educational, health and social development agencies and systems have the responsibility to provide equitable opportunities, programs and services to serve all children through public schools. Universal access and equitable outcomes are among the basic values included in almost all statements for publicly funded school, health and social service programs and institutions. Yet we know, that despite these statements, easy and equitable access to these services is often not achieved. As one participant noted in our discussions; "After all is said and done, more is said than done".

Consequently, this statement is not about all students or all schools, nor is it a statement about the rights to universal access. This statement is also not a re-iteration of the need for comprehensive and coordinated approaches. This statement is about the students, schools and communities that face greater challenges and therefore need relatively more resources and different/adapted services. In the same way that health programs are differentiated with such terms as universal, targeted or indicated based on individual characteristics, we need to select, adapt/develop and coordinate programs that are in closer harmony with the local contexts in which they are delivered.

In order to provide equitable access, opportunities, programs and services, it is incumbent upon education, health and other public systems to provide additional supports to those who are facing greater adversity. This can be done in all schools for individual students facing greater adversity, but it is particularly important where and when local communities face a number of simultaneous challenges. It is equally important that these additional resources and specific programs build on the strengths within these communities, enable these communities to identify the issues of priority concern and then develop, select or adapt programs suitable to their needs and aspirations.

There are many frameworks, models and multi-intervention approaches, programs and strategies that have been developed by various sectors, working with schools, to promote different aspects of human development for all children. Community schools, healthy schools and safe schools and eco-schools are just four examples of these approaches. All of these recognized models provide benefits to all children. In other words, all schools should be safe, healthy, protect the environment and work closely with their communities. However, in almost all of the prominent statements about these recognized school-related strategies, there is an explicit recognition that such approaches should specifically address the needs of the more vulnerable. In health promotion, the term "social determinants is often used. Disparities, poverty, higher or special needs, marginalized, at-risk and other terms are used in other sectors. Consequently, this statement attempts to create a shared focus on addressing determinants, reducing disparities and alleviating disadvantages by empowering schools and communities to build on their strengths, identifying the issues of most concern to them and selecting/developing and coordinating a set of programs relevant to their needs.

The research on these multi-intervention approaches to health, safety and social development is consistent in one respect. Having a variety of carefully selected policies, programs and services whose delivery is coordinated and aligned is far more effective than single issue or single intervention strategies. Consequently, this statement seeks to identify and describe a cluster of policies, programs, services and practices that are more suited to the strengths and needs of communities that face several challenges or disadvantages.

It is suggested here that the pursuit of a detailed common framework or model to mesh all of these models together would be a mammoth undertaking because each of these approaches has already established long-term visions, shared terminologies and complex relationships between education systems and the health, welfare, law enforcement and environmental sectors. This paper suggests that it is more useful to simply note what is common or compatible in the approaches, identify where expertise and experience resides from among the various sectors/models and then encourage jurisdictions and local communities to select the programs and work with the sectors that they see as being most relevant to them.

Further, there is already significant knowledge and experience in implementing these comprehensive approaches that we need not re-invent in this statement about selected populations and contexts of specific concern. The International School Health Network, in its consensus statement, has identified several broad implementation strategies that are common to almost all school-based and school-linked programs. They include:

addressing the needs of the whole child to identify clusters of strengths, problems and conditions
recognizing the limits of school-based and school-linked programs while still maximizing their potential use in partnership with parents, communities and agencies
selecting a corresponding synergistic combination of programs and policies to address them
striving for comprehensive approaches, coordinated programs and whole school strategies through means such as assigning and staffing coordinator positions, coordinating policies at the ministry and agency levels, using formal mechanisms such as inter-agency protocols and informal means such as joint professional development programs
using multiple, coordinated interventions, including school, agency and health authorities policy, instruction, health, social and other services, different forms of social support (such as parent involvement, youth engagement, community participation) and changes to the physical environment to improve student knowledge and skills, alter risk and protective factors and influence pr alleviate social and economic determinants
selecting or adapting evidence-based and experience-tested programs, policies and practices as well as implementation plans/models
building community, system, agency and professional capacity for sustainable programs, policies and practices through adequate budgets, ongoing knowledge exchange and workforce development, regular monitoring and reporting on program capacity etc
seeking congruence with the educational mandate and constraints of school systems
deepening our understanding of the complex, ecological factors that are the reality of the multiple, open, loosely-coupled and bureaucratic systems that work with and within schools

enabling, engaging and empowering young people to develop fully through attention to the whole child and not just specific problems, by building assets such as positive relationships with others and mental health while timing interventions to match developmental stages
informing, involving, educating and supporting parents and families through school-linked parent programs delivered in cooperation with other agencies
the transition from early childhood programs and the home into primary school is a time of vulnerability and potential continued strength as young children leave from various pre-school programs. Other transitions (into secondary schools, between schools when families are forced to move often due to economic needs,from school to work or training) also need attention.
classroom instruction whose intended outputs are in the students’ knowledge, attitudes, normative beliefs, awareness of services and how to access them locally, skills such as social skills, self-knowledge and behavioural intentions (Note: most instructional programs produce minimal behaviour change but changes in knowledge, attitudes, skills etc may be a prerequisite for change)
whole school strategies that can address broadly based issues such as preventing dropouts
coordinated agency-community-school based/linked programs
comprehensive approaches (multi-level, multi-system, multi-issue) include changes at the ministry level, school board/agency/health authority/police service level and the school-neighbourhood level. They include synergistic programs that address aspects of other issues such as addiction, violence, crime, and others. The focus at this level should be on system capacity and change.

The Issues, Strengths and Programs that are More Relevant to Disadvantaged Communities

The following selection of issues, strengths and related school-based or school-linked programs is presented to stimulate discussion about the policy/program options that schools, communities and governments can realistically consider in order to address social determinants, reduce disparities and alleviate the impact of disadvantage through schools. This is an important first step, since these issues and programs are usually addressed in isolation from each other by different sectors such as health, education, welfare and law enforcement.

We have attempted to identify practical program options that schools can implement to reduce the impact of poverty, geographical isolation, cultural, religious and linguistic barriers, discrimination based on gender, sexual orientation, physical or intellectual abilities or race rather than pretend that we can eliminate these geographical, social or economic problems through school programs. The reduction of poverty and other disparities is something that must be addressed by fundamental changes to public services, to wealth redistribution mechanisms/taxation and other aspects of society that are beyond the scope of schools to change directly. Further, these specific issues/programs discussed here should be considered within their community contexts because those local situations will create constraints and opportunities within which schools must work .

We have tried to identify a cluster of issues that are likely to be more relevant to the ecology or context of low-income communities. Economic disparity is often a common denominator among other forms of disadvantage, so we have used poverty or social determinants as our focal point. Far too often we approach communities and schools that face these clusters of issues with a silo approach, whereby we address only one or two of their issues with one or two programs or changes. We need a comprehensive, coordinated approach.

The Issues Relevant to Disadvantaged Communities

Some of the health, economic and social issues that are likely more relevant to the school communities in this context include the list below. Two recent analysis done in Canada (Mikkonen & Raphael, 2010) and the United States (Basch, 2010) point out the urgent need for greater focus, descriptive and action-oriented studies on such determinants, disparities and disadvantages. While not all of these issues will be present in al disadvantaged communities, research shows that there are often clusters of such issues and conditions. As part of the community development process, each community should be enabled and supporting the issues, strengths, strategies most relevant to their situation.

Students arriving in school hungry and families not having sufficient food, clothes or financial resources

Parents who are not able to access public services easily due to geographical, linguistic, cultural or other barriers and who often have a distrust of schools and other services

High levels of poverty, unemployment and crime (eg. While anti-social behaviours such as vandalism or bullying are and should be of concern to all schools, some communities regularly face more extreme forms of aggression such as gangs and guns)

Run-down school buildings and infestations of lice and other parasites as well as poor quality of water, air, heating and facilities. These conditions can lead to inappropriate responses/policies such as prohibiting students with head lice from attending school.
High rates of staff turn-over and consequent use of inexperienced or under-qualified personnel

A lack of sports, recreation and informal learning services and spaces in the community as well as disorganized communities and unsafe or inadequate public transportation

Relatively more health problems related to early childhood ailments, hearing and vision problems, oral health/dental problems, genetic problems, FASD and similar problems

A lack of basic literacy and health literacy among parents, the community and students. This is further complicated by transportation, employment and single parent families not having the time or resources available to read to their children at a young age.

Higher levels of early school leaving and dropouts/pushouts

Higher levels of tobacco and alcohol use as well as illicit drug use and selling in the neighbourhoods

Identifying and Building on Strengths

Another area for urgent attention is to identify and describe the family and community strengths within disadvantaged communities that can be used to guide, focus and support school-based and school-linked programs. The recent work of Valladares & Anderson Moore (2009) is an illustration of this strength-based approach where they examine low, middle and high income families. They suggest that low income families have equal or more capability in these areas:

taking their children on local outings such as parks, playgrounds
feeling close with their children
talking with their children about things that matter
having their children attend religious service regularly
feeling their child is safe while at home (there were stark differences about safety and support in the neighbourhood)
feeling their child is safe while at school
having meals together as a family

In a project and Community of Practice similar to this one, indigenous nations around the world identified some of the strengths of aboriginal communities. These attributes would be similar in some respects to cultural and linquistic minority communities. They can include:

extended families, with more willingness to assist or lead in raising children
strong community organizations
more opportunities for community involvement in celebrations and customs
more evident spiritual connections and religious beliefs
more awareness of the connection to the natural environment and the land
a better understanding of their ancestral roots
particular and specific actions aimed at healing and righting historical injustices that often extend implicitly into the present

Another key focus can be on initiating and supporting trusted and trustworthy relationships with other students, mentors, staff and others from the community. Every community, every school can recruit and support people who can support students in building such relationships. Indeed, Strength-based approaches have these common elements and are actually different than traditional approaches to health promotion, social development, prevention or education. Strength-based approaches have an emphasis on capacity and intentionality. They are likely to include:

A focus on personal relationships
Acknowledging contributions
Respecting the tacit, practical and cultural knowledge of community members
Attending to the context / systems
Inviting meaningful participation
Providing opportunities for skill-building/ learning
Recognizing interrelationships
Concentrating on solutions / potential

Systematic Change; One Step or Program at a Time

Some of the programs that are described briefly in this overview paper address many of those factors and conditions. These programs, policies, services and practices can be brought together in a variety of multi-intervention approaches, programs or strategies. These interventions are listed in these five domains below:

Policy

cooperation with day care and pre-school programs
emphasis on early literacy programs
cooperation with vocational training and youth employment programs to assist in transitions to work and training
cooperation with post-secondary institutions to encourage PSE access
use of comprehensive (community policing, community-development, rural development etc), agency-school (community schools, healthy schools, safe schools) or whole school models (Social-Emotional Learning, Effective Behaviour Supports) and frameworks

Instruction

head start or head start continuation programs
school dropout prevention programs
focused efforts on basic literacy and health literacy for all
more instructional time allocated to programs that foster student interactions (health,social studies, music, the arts, family studies, physical education, moral and religious instruction)
tutoring programs and remedial learning programs that recruit marginalized students
alternative schooling and individual education programs (IEP's)
emphasis on vocational programs (eg. Teaching assistants and nurse practitioners in education/health/caring professions can be used as a stepping stone to further employment and careers)
additional assistance (financial, administrative flexibility, guidance services etc) to facilitate access to post secondary education

Health, Social and Other Services

use of early assessment/identification and screening for vision, hearing, learning problems
school meal programs
parent resource centres/school-based and school-linked parent education & support programs
after school programs that actively recruit marginalized students and that offer a range of music, sports, technology, remedial and other opportunities
crime prevention and youth justice programs that emphasize diversion and restorative justice that are linked to community policing strategies
school-based or school-linked assignments of youth police officers
working closely with youth employment programs
delivery of basic health services such as dental, vaccinations, vision screening, etc
support for special populations such as those with FASD, emotional-behaviour disorders etc
cooperation with or hosting community-based Internet access programs
cooperation with street youth and homeless programs

Increased Social Support

incorporating and infusing diverse cultures into school activities and procedures so that all feel welcome
parent education and training programs
peer helper programs
youth social justice clubs (eg gay-straight alliances, anti-racism campaigns, environmental and peace campaigns )
service learning programs whereby university and college students do their field practice in schools
school-based or school-linked mentoring programs
family violence/neglect prevention programs
cooperation with child protection services
cooperation with housing authorities
cooperation with local businesses, community groups, advocacy groups
cooperation with youth employment programs and local employers
school activities to reflect cultural makeup of the community
working with elders and respected members of minority communities
cooperation with immigrant service and cultural community organizations
cooperation with community and youth programs preventing discrimination based on race, language, religion, orientation or culture
school-based cultural heritage programs, school cooperation with community cultural and linguistic heritage programs/activities

Changes to the Physical Environment & Practical Resources

school and community restoration and renovation programs (clean water, parasites, lead pipes, asbestos, moulds etc)
improved security measures for schools in high crime neighbourhoods
organization of safe, active transportation routes to school
cooperation with community libraries

These multiple programs can be combined in coordinated delivery models that are suitable to the local neighbourhood, community, region or provincial/territorial context.

DEUTSCH: Gesundheit, Gerechtigkeit und nachhaltige Entwicklung in der Schule verbinden

safia2 — Wed, 02 Jun 2010 02:43:34 CDT

Internationales Symposium, 10. und 11. Juli 2010 in Genf

Vorkonferenz zur IUHPE Weltkonferenz vom 11. - 15. Juli 2010
Die Gesundheit der Bevölkerung, gerechte Verteilung von Ressourcen und die Gesundheit des globalen Ökosystems sind untrennbar miteinander verbunden. Die Notwendigkeit für eine grundlegende Veränderung unserer Lebensweise kann nicht mehr ignoriert werden. Gesundheitsförderung, Gerechtigkeit und nachhaltige Entwicklung haben alle ihren Platz in der Schule, aber meist werden sie als getrennte Themen behandelt. Diese parallelen Ansätze zu verbinden ist das Ziel des internationalen Symposiums in Genf, Schweiz.
Das Schweizerische Netzwerk Gesundheitsfördernder Schulen (SNGS), das europäische Netzwerk Schools for Health in Europe (SHE network) und das Internationale Schulgesundheit Netzwerk (ISHN), in Zusammenarbeit mit bildung und gesundheit, Netzwerk Schweiz (b+g) und den Stiftungen für Umweltbildung (SUB) und Bildung und Entwicklung (SBE) freuen sich, all diejenigen die sich mit Bildung, Gesundheit und nachhaltiger Entwicklung befassen an dieses Symposium einzuladen. Das internationale Symposium ist offen für alle, die sich für Fragen der Gesundheit und nachhaltiger Entwicklung in der Schule interessieren, speziell junge Menschen, Schulbeteiligte, ForscherInnen, NGOs und BehördenvertreterInnen. Vor und nach dem Symposium wird es online Diskussionen und Präsentationen geben und Resultate des Symposiums sollen in die anschliessende IUHPE Welt Konferenz einfliessen. Ähnlich wie bei vorangegangenen internationalen Symposien in Australien (2004) und Canada (2007) bietet dieses Symposium eine einmalige Möglichkeit für lokale, nationale und internationale ExpertInnen miteinander zu lernen. Die Veranstaltung vereint Erfahrungen von PraktikerInnen aus dem Schulbereich mit Wissen aus Gremien und Forschung.

Symposiumssprache ist Französisch und Englisch.

Liens des partenaires

safia2 — Wed, 02 Jun 2010 02:16:07 CDT

Cette page contient les informations sur les partenaires de cet évènement.

Comité d'organisation international :

Edith Lanfranconi, RADIX, Réseau Suisse d'Écoles en Santé (RSES)
Gaël Pannatier, RADIX, Réseau Suisse d'Écoles en Santé (RSES)
Goof Buijs, Réseau Européen d'Écoles en Santé (SHE)
Doug McCall, Réseau International d'Écoles en Santé (ISHN)

Comité suisse d'organisation :

Edith Lanfranconi, RADIX, Réseau Suisse d'Écoles en Santé (RSES)
Gaël Pannatier, RADIX, Réseau Suisse d'Écoles en Santé (RSES)
Safia El-Abassi El Ghandour, RADIX, Réseau Suisse d'Écoles en Santé (RSES)
Maëlle Skjellaug, RADIX, Réseau Suisse d'Écoles en Santé (RSES)
Nadia Lausselet, Fondation Éducation et Développement (FED)
Barbara Schäfli, Fondation Suisse d'Éducation pour l'Environnement (FEE)
Dagmar Costantini, Réseau suisse Education+santé (é+s) - Office fédéral de la santé publique
Franziska Oswald, Sprouts, Learning & Creating for the Future

Réseaux et fondations :

Réseau Suisse d'Écoles en Santé: http://www.ecoles-en-sante.ch

En 1993 l’OMS, le Conseil de l’Europe et l’Union européenne décident de lancer conjointement le projet de Réseau Européen des Ecoles en Santé (REES). Dès cette date, la Suisse en fait partie aux côtés de 42 autres pays. Sur le plan théorique, le REES se fonde sur les principes définis dans la Charte d’Ottawa. Les écoles sont donc considérées comme des entités institutionnelles appelées à promouvoir la santé en milieu scolaire, c’est-à-dire à se gérer de façon concertée pour atteindre des buts communs en misant sur la participation et «l’empowerment» de tous les acteurs impliqués. Le fait de fonctionner en réseau favorise la mise en commun d’expériences et d’outils pratiques.

Schools for Health in Europe: http://www.schoolsforhealth.eu/

Le SHE est un programme stratégique pour la région européenne. Il est soutenu par le Conseil de l'Europe, la Commission européenne et le bureau régional de l'OMS pour l'Europe. Comme les déterminants liés à l'éducation et la santé sont étroitement reliés, ce programme cherche à intégrer la politique et les pratiques de la promotion de la santé à l'école dans les champs plus larges de la santé et l'éducation. Ceci sur trois niveaux : école, national et international. Mais son rôle premier concerne les élèves de l'école. Plus de 40 pays de la région européenne sont membres du SHE.

International School health Network www.internationalschoolhealth.org

Le ISHN est un réseau informel de praticiens, chercheurs et représentants du gouvernement ainsi que des réseaux régionaux et d'autres, les agences et organisations internationales.Un certain nombre d'organisations internationales et régionales, des chercheurs, des responsables gouvernementaux, des agences onusiennes et d'autres soutiennent des approches globales qui répondent aux besoins de l'enfant dans sa globalité par le biais des programmes scolaires coordonnés de santé fournis par la santé, l'éducation et les autres systèmes.Le ISHN soutient les échanges d'informations et de dialogue en exploitant un blog international de suivi des études, des nouvelles, en organisant conférences Web et publie une encyclopédie complète et programme d'échange de connaissances.Le ISHN est basé au Centre collaborateur OMS de l'Université de Victoria, en Colombie-Britannique, Canada.

Fédération d'éducation au développement : http://www.globaleducation.ch/
La Fondation Education et Développement FED est le centre de compétence national pour l'éducation à la citoyenneté mondiale. Elle fournit diverses prestations pour les enseignant-e-sde tous les degrés scolaires: prêt et vente de matériel pédagogique de qualité, cours de formation initiale et continue, information et conseil, financement de projets scolaires. La FED contribue à une éducation en vue du développement durable en mettant l’accent sur les interdépendances mondiales, et cherche à renforcer les synergie entre différentes approches éducatives actuelles. Elle effectue pour cela un travail de réseautage et participe aux débats en cours au niveau conceptionnel et politique.

Fondation Suisse d'Éducation pour l'Environnement : http://www.educ-envir.ch/fee/

La Fondation suisse d’Education pour l’Environnement (FEE/SUB/FEA) est le centre national de compétence et de coordination en l’éducation à l’environnement en Suisse. Depuis 1994, elle s’engage pour que l’éducation à l'environnement soit ancrée de façon pérenne et systémique dans le système éducatif suisse (scolarité obligatoire et formation des enseignants). Avec ses partenaires, elle œuvre en faveur d’une éducation à l’environnement de qualité , adaptée aux besoins de l’école , qui favorise l’acquisition de connaissances de base, de compétences et de valeurs permettant à l’apprenant de comprendre le fonctionnement de la Terre, de situer les limites des ressources naturelles, d’évaluer son impact personnel et sa coresponsabilité, et d’agir de façon consciente et solidaire dans la société, vis-à-vis de l’environnement, de ses semblables et des générations futures.
Réseau suisse éducation + santé : http://www.educationetsante.ch

Par la devise « La santé s’apprend », le programme éducation + santé Réseau Suisse intègre la santé et la prévention dans l’éducation scolaire. L’environnement scolaire doit être conçu afin que les élèves et l’ensemble des acteurs liés à l’école se sentent bien et puissent apporter de bonnes prestations. é+s constitue un réseau national favorisant l’implantation de la prévention et de la promotion de la santé dans l’école, la mise en réseau et la coordination des différents acteurs. L’accroissement des compétences en matière de santé du corps enseignant, des autorités scolaires, des parents et des jeunes figure au centre du projet.

Radix Centre de compétences suisse en promotion de la santé et prévention : http://www.radix.ch/

Partenaires:

Office fédéral de la Santé Publique : http://www.bag.admin.ch

Promotion Santé Suisse: http://www.promotionsante.ch

Loterie Romande: http://www.entraide.ch

Conférence mondiale:

Conférence internationale: http://www.iuhpeconference.net

Organisateurs de la Conférence mondiale:

Union international pour la promotion de la santé et l'éducation : http://www.iuhpe.org/

Promotion Santé Suisse: http://www.promotionsante.ch