What Are The Components Of Health Education? - Education Portal for Students in India (2024)

1. Comprehensive School Health Education (grades K – 12) – A planned, sequential, K-12 curriculum that addresses the physical, mental, emotional, and social dimensions of health. The curriculum is designed to motivate and assist students to maintain and improve their health, prevent disease, and reduce health-related risk behaviors.

It allows students to develop and demonstrate increasingly sophisticated health-related knowledge, attitudes, skill, and practices. The health education curriculum includes a variety of topics such as personal health, family health, community health consumer health, environmental health, sexuality education, mental and emotional health, injury prevention and control of disease, and substance use and abuse.

Qualified, trained teachers provide health education.
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What are educational components?

The components are: 1. The Teacher 2. The Learning Material 3. The Learning Situation.
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What is the meaning of fresh in PHE?

FRESH Framework FRESH is an for Focusing Resources on Effective School Health, an inter-agency framework developed by,,, and the, launched at the Dakar Education Forum, 2000, which incorporates the experience and expertise of these and other agencies and organizations. It is a worldwide program for improving the of and,
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What is the most important component of education?

Free 10 Questions 10 Marks 10 Mins The most important component of the teaching-learning process is Learner as all the activities and the whole process is centered and planned around him. Important Points Learning-centered education focuses on the learning process. Although its primary concern is on the learning of the students, all those involved in the education of students such as teachers are also co-learners with the students in the learning-centered education. Key Points Characteristics of learner-centered teaching and learning​:

It stresses the importance of inquiry, observation, and investigation. It takes into account the learner’s capabilities, capacities, and preferred learning styles. It uses methods like experiential learning, problem-solving, concept mapping, and creative writing. In this method, teachers facilitate students as a facilitator by providing them with the proper environment and materials to learn at their own pace. Students work in flexible, cooperative groupings to solve problems to demonstrate an understanding of the task that ensures their holistic development. It refers to an education system that accommodates all children regardless of their physical, intellectual, social, emotional, linguistic, or other conditions. It’s based on the premise that learning is a right of every child and ensuring that no child is left behind in education. It refers to a learning environment where the students of different backgrounds (economically disadvantaged children, children from remote populations, children belonging to ethnic, linguistic, or cultural minorities, or children from other marginalized groups, gifted and weak students) learn together in the same class.

​Thus, option 3 is correct. Last updated on Mar 5, 2023 UPTET Notification 2023 to be out soon. The candidates who will qualify for the written test will receive an eligibility certificate. Candidates who qualify Paper I can apply for Primary Teacher role & those who qualify Paper II can apply for Upper Primary Teacher Role in Government schools across Uttar Pradesh.
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What is safety education?

Definition of Safety Education – Safety education is the acquisition of knowledge and skills for dealing with emergencies, resulting from accidents, and also preventing accidents; through the early removal of hazards.
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What are the four components of fresh?

FRESH Tools for Effective School Health This document is intended to help individuals advocate for and implement HIV/AIDS/STI prevention through schools. Clearly showing that HIV prevention programmes are effective in reducing the risk of HIV infection among young people, it puts forward strong arguments for addressing HIV/AIDS/STI prevention through schools and why schools must accept the responsibility to educate their community members and work with them to determine the most appropriate and effective ways to prevent HIV infection among young people.

It describes the concepts and qualities of a Health-Promoting School, specific ways in which schools can use their full organizational capacity to prevent HIV infection, and how each of the four components of FRESH (Focusing Resources on Effective School Health) model can be used to prevent HIV/AIDS/STI.

The four components of FRESH are: school health policy, school environment, skills-based health education and school health and nutrition services. FRESH offers a strategic framework within which to develop an effective school health programme. Planning and evaluation are essential processes that enable the framework to be adapted to local resources and needs.

• Careful planning and documentation of outcomes enhances the success and sustainability of school health programme activities.
• The six tools are the following: Making the case for HIV/AIDS/STI prevention through schools; Planning HIV/STI interventions: conducting a situation analysis; Evaluating HIV/STI interventions; Characteristics of successful health education programmes to prevent HIV/AIDS; Guidelines for school health education to prevent the spread of AIDS; Addressing gender in HIV/AIDS prevention.

: FRESH Tools for Effective School Health
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What does PHE mean in education?

Public Health England. Core messages supporting implementation of. statutory Relationships Education, Relationships. and Sex Education and Health Education. (RSHE)
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What are the 3 major components of education for the future?

Effective teaching involves aligning the three major components of instruction: learning objectives, assessments, and instructional activities. – Taking the time to do this upfront saves time in the end and leads to a better course. Teaching is more effective and student learning is enhanced when (a) we, as instructors, articulate a clear set of learning objectives (i.e., the knowledge and skills that we expect students to demonstrate by the end of a course); (b) the instructional activities (e.g., case studies, labs, discussions, readings) support these learning objectives by providing goal-oriented practice; and (c) the assessments (e.g., tests, papers, problem sets, performances) provide opportunities for students to demonstrate and practice the knowledge and skills articulated in the objectives, and for instructors to offer targeted feedback that can guide further learning.
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What are five different key components of an education system?

Top 8 Components of Educational Management This article throws light upon the eight components of educational management. The components are: (1) Educational Planning, (2) Educational Administration, (3) Educational Organisation, (4) Educational Direction, (5) Educational Co-ordination, (6) Educational Supervision, (7) Educational Controlling, and (8) Educational Evaluation.
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What are the 3 components of the learning environment?

Learning environment is the physical, psychological, and instructional atmosphere in a classroom. Specifically, the physical, psychological, and instructional settings are the three areas that are important for the learning environment.
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What is an important component of learning?

Motivation, reinforcement, retention, and transference are the essentials of learning which are determined by the objective.
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Why is it important to teach health and safety?

Effective training: –

Will contribute towards making your employees competent in health & safety; Can help your business avoid the distress that accidents and ill health cause; Can help you avoid the financial costs of accidents & occupational ill health.

Don’t forget that your insurance doesn’t cover all losses. Damaged products, lost production and demotivated staff can all result. The law requires that you provide whatever information, instruction and training is needed to ensure, so far as is reasonably practicable, the health & safety of your employees.
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Why do we need health and safety education?

Education and Training – Education and training are important tools for informing workers and managers about workplace hazards and controls so they can work more safely and be more productive. Another role of education and training, however, is to provide workers and managers with a greater understanding of the safety and health program itself, so that they can contribute to its development and implementation.

• Knowledge and skills needed to do their work safely and avoid creating hazards that could place themselves or others at risk.
• Awareness and understanding of workplace hazards and how to identify, report, and control them.
• Specialized training, when their work involves unique hazards.

Additional training may be needed depending on the roles assigned to employers or individual managers, supervisors, and workers. For example, employers, managers, and supervisors may need specific training to ensure that they can fulfill their roles in providing leadership, direction, and resources for the safety and health program.

Workers assigned specific roles in the program (e.g., incident investigation team members) may need training to ensure their full participation in those functions. Effective training and education can be provided outside a formal classroom setting. Peer-to-peer training, on-the-job training, and worksite demonstrations can be effective in conveying safety concepts, ensuring understanding of hazards and their controls, and promoting good work practices.

Action item 1: Provide program awareness training Action Item 2: Train employers, managers and supervisors on their roles in the program Action item 3: Train workers on their specific roles in the safety and health program Action item 4: Train workers on hazard identification and controls
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What are the 8 components of comprehensive school health program?

Professional Development –

Effective in-service education is provided by and to the counseling, guidance and mental health staff addressing the multitude of mental health issues of children and adolescents (e.g., multicultural sensitivity, dysfunctional family systems, disability awareness, developmental learning, etc.). In-service programs are provided to assist with the implementation of experiences that promote interpersonal development in students. Consultation services are available to teachers, administrators, families and others on student and system levels to improve learning and psychosocial developmental outcomes.

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What are the objectives of school health?

To promote healthy behaviors among the children that they will inculcate for life. To detect and treat diseases early in children and adolescents including identification of malnourished and anemic children with appropriate referrals to PHCs and hospitals. To promote use of safe drinking water in schools.
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What are the goals of school health program?

The overall objective of school health promotion is to improve student achievement by increasing healthy life skills through healthy school environment, health services, health education and health behavioural change.
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What are the three major components of the educational process?

Effective teaching involves aligning the three major components of instruction: learning objectives, assessments, and instructional activities. – Taking the time to do this upfront saves time in the end and leads to a better course. Teaching is more effective and student learning is enhanced when (a) we, as instructors, articulate a clear set of learning objectives (i.e., the knowledge and skills that we expect students to demonstrate by the end of a course); (b) the instructional activities (e.g., case studies, labs, discussions, readings) support these learning objectives by providing goal-oriented practice; and (c) the assessments (e.g., tests, papers, problem sets, performances) provide opportunities for students to demonstrate and practice the knowledge and skills articulated in the objectives, and for instructors to offer targeted feedback that can guide further learning.
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What are the 3 components of the learning environment?

Learning environment is the physical, psychological, and instructional atmosphere in a classroom. Specifically, the physical, psychological, and instructional settings are the three areas that are important for the learning environment.
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What are the three components of learning?

Developing and delivering lessons by teachers are integral in the teaching process. It is hence important for teachers to ensure that the three (3) domains of learning which include cognitive (thinking), affective (emotions or feeling) and Psychom*otor (Physical or kinesthetic) to be achieved.

1. It is imperative to understand that there are different categories of learners.
2. Who have varying needs and as such different methods must be adopted in the planning and delivery of lessons to ensure that such needs are addressed.
3. The world of education has gradually adopted the strategy of ‘ Every child matters ‘ structure.

That requires that all learners with different needs are counted. This article aims to evaluate the three domains of learning (cognitive, affective and psychom*otor) and their benefits to addressing the different learning styles of students. DOMAINS OF LEARNING Initially developed between 1956 and 1972, the domains of learning have received considerable contributions from researchers and experts in the field of education.

1. Studies by Benjamin Bloom (on cognitive domain), David Krathwohl (affective domain) and Anita Harrow (Psychom*otor domain) have been encompassed into the three domains of learning (Sousa, 2016).
2. A holistic lesson developed by a teacher requires the inclusion of all the three domains in constructing learning tasks for students.

The diversity in such learning tasks help creates a comparatively well – rounded learning experience that meets a number of learning styles and learning modalities. An increased level of diversity in the delivery of lessons help engage students. As well as create more neural networks and pathways that helps with recollection of information and events.

1. Learning helps develop an individual’s attitude as well as encourage the acquisition of new skills.
2. The cognitive domain aims to develop the mental skills and the acquisition of knowledge of the individual.
3. The cognitive domain encompasses of six categories which include knowledge; comprehension; application; analysis; synthesis; and evaluation.

Knowledge includes the ability of the learner to recall data or information. This is followed with comprehension. Which assesses the ability of the learner to understand the meaning of what is known. This is the case where a student is able to explain an existing theory in his or her own words (Anderson et al, 2011).

• This is followed by application which shows the ability of the student to use abstract knowledge in a new situation.
• A typical case is when an Economics student is able to apply.
• The theory of demand and supply to the changing market trend of clothing during a particular season.
• The analysis category aims to differentiate facts and opinions.

The synthesis category shows the ability to integrate different elements or concepts in order to form a sound pattern or structure to help establish a new meaning. The category of evaluation shows the ability to come up with judgments about the importance of concepts.

• A typical scenario is when a manager is able to identify and implement the most cost effective methods of production in the bid to increase profits whilst sustaining a high level of competitive advantage.
• The affective domain includes the feelings, emotions and attitudes of the individual.
• The categories of affective domain include receiving phenomena; responding to phenomena; valuing; organization; and characterization (Anderson et al, 2011).

The sub domain of receiving phenomena creates the awareness of feelings and emotions. As well as the ability to utilize selected attention. This can include listening attentively to lessons in class. The next sub domain of responding to phenomena involves active participation of the learner in class or during group discussion (Cannon and Feinstein, 2005).

1. Valuing involves the ability to see the worth of something and express it.
2. This includes the ability of a learner to share their views and ideas about various issues raised in class.
3. The ability of the student to prioritize a value over another and create a unique value system is known as organization.

This can be assessed with the need to value one’s academic work as against their social relationships. The sub domain of characterization explains the ability to internalize values and let them control the behavior of the individual. In view of this, a student considers the academic work highly important as it plays an important role in deciding the career path chosen rather than what may be available.

The psychom*otor domain includes utilizing motor skills and the ability to coordinate them. The sub domains of psychom*otor include perception; set; guided response; mechanism; complex overt response; adaptation; and origination. Perception involves the ability to apply sensory information to motor activity.

For instance, a student practices a series of exercises in a text book with the aim of scoring higher marks during exams. Set, as a sub domain, involves the readiness to act upon a series of challenges to overcome them. In relation to guided responses, it includes the ability to imitate a displayed behavior or utilize a trial and error method to resolve a situation (Sousa, 2016).

The sub domain of mechanism includes the ability to convert learned responses into habitual actions with proficiency and confidence. Students are able to solve exams questions after they have confidently been able to answer some past questions. Complex Overt responses explain the ability to skillfully perform complex patterns of actions.

A typical instance has to do with the ability of a student to have an increased typing speed when using a computer. Adaptability is an integral part of the domain which exhibits the ability to modify learned skills to meet special events. An instance is when a student who has learnt various underlying theories is able to invent or make a working model using everyday materials.

• Origination also involves creating new movement patterns for a specific situation (Sincero, 2011).
• CONCLUSION Learning is an integral part of every individual’s life.
• It is very key to growth and development and hence requires the need for both students and teachers to be committed to the process.
• It is further necessary to ensure that the delivery of learning combines generally different facets which have been identified to be the domains of learning.

With the continually increasing need to ensure that students are taught with varying strategies and techniques. It is important for teachers to adopt a teaching strategy. That combines various domains of learning to enable teaching and learning to be considered as effective.

At London School of Management of Education (LSME) we are proud to inform our cherished students and stakeholders. That we actively ensure that all our facilitators apply the best and suitable delivery techniques. That would impact positively on the Cognitive, Affective and Psychom*otor Domains of the students.

All our lecturers are well trained and experienced in pedagogy. They excel based on the feedback from the results churned by our students in all external exams and standardization. All our graduated students are in gainful employment in the UK, USA, Canada, UAE, India, Pakistan, Saudi Arabia, Qatar, Bahrain, Germany, Spain and most countries in the EU.

We are proud of our enviable record in delivering the best training to our students, our partners! The learning process must go beyond reading and memorizing facts and information to the ability to critically evaluate the information, explain to others as well as design things out for everyday use and that is what we do best at LSME,

REFERENCES

Anderson, L.W., Krathwohl, D.R., Airasian, P.W., Cruikshank, K.A., Mayer, R.E., Pintrich, P.R., Raths, J., Wittrock, M.C. (2001). A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives, New York: Pearson, Allyn & BaconCannon, H.M. and Feinstein, A. H (2005). Bloom Beyond Bloom: Using the Revised Taxonomy to Develop Experiential Learning Strategies, Developments in Business Simulation and Experiential Learning, Vol.32, 2005Sincero, S. M (April 18, 2011). Domains of Learning. Accessed from https://explorable.com/domains-of-learning Date accessed 8th October 2018.Sousa, D. A (2016). How the Brain Works. Crowin Press.2016.

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