react cso la 2012 report

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Status/progress of project Latin America Ecuador and Nicaragua Child to Child Foundation - CCF Center for Information and Advisory Services in Health – CISAS

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Presented by Klever Calle at CSO Project Meeting, Cuenca, Ecuador, 15-17 November 2012

TRANSCRIPT

Page 1: ReAct CSO LA 2012 Report

Status/progress of project

Latin America 

Ecuador and Nicaragua 

Child to Child Foundation - CCFCenter for Information and Advisory

Services in Health – CISAS

Page 2: ReAct CSO LA 2012 Report

PartnersMinistry of Education / Program of Education for

Democracy and Life and Plenitude

PAHO – Ecuador

15 schools

Page 3: ReAct CSO LA 2012 Report

Penang – MalaysiaFeb, 2012

Objectives

Introduce the ABR issue in the curriculum

To develop material

To create a plaform to promote the inclusion of the ABR in the curriculum

Page 4: ReAct CSO LA 2012 Report

Penang – MalaysiaFeb, 2012

Administrative issues

Conformation of the basic team - responsibilities

Adaptation of the Penang Planning to the reality of CCF/Ecuador and CISAS/Nicaragua

Page 5: ReAct CSO LA 2012 Report

CCF and CISASCCF and CISAS regarding the ABR issue

Health Education with Child to Child Methodology (CCM)

Schools, teachers and children

Right to health

Page 6: ReAct CSO LA 2012 Report

ECUADORBuilding of the key alliance with the Ministry of

Education Differences between the current and the previous

situation

Preliminary research and analysis Curriculum Meetings with the stakeholders - teachers

Page 7: ReAct CSO LA 2012 Report

ECUADORDevelop of the strategy for implementing the

project

Develop the background document on the ABR from a holistic perspective, applied to the health education on the schools with the CCM

Develop of the draft of the training proposal – the Sumak Kawsay framework

Page 8: ReAct CSO LA 2012 Report

ECUADORAlliance with PAHO-Ecuador

Alliance with the Program of Education for Democracy and Life of Plenitude

Workshops

Page 9: ReAct CSO LA 2012 Report

ECUADORDevelop of the proposal for the elaboration of

the baselineType of research, methodology, questionnaire,

interviews, focus groups

Selection of the muestra50 teachers from 4, 5, 6 levelsAzuay provincePublic schools – private – rural/urban – intercultural

schools

Page 10: ReAct CSO LA 2012 Report

ECUADORObjectives of the research

To evaluateTo improve the develop of the training

Page 11: ReAct CSO LA 2012 Report

ECUADORTRAINING PROPOSAL

Face to face session: 8 hours

E-learning: 16 hours

5 modules – 5 months – January –may 2013

Integrate the proposal into the curriculum

Each module has a small team, and there is coordination each other

The first and the second module are being developed

Along the program will be re-elaboration of the proposal with the teachers to improve the

Page 12: ReAct CSO LA 2012 Report

Official Launching of the Program

Educación en salud escolar,

con énfasis en enfermedades infecciosas

y resistencia a los antibióticos,

en el contexto del Sumak Kawsay

Page 13: ReAct CSO LA 2012 Report

Documentation

In order to reflect and syatematize the the experience

Process DocumentationNext week 4 schools will be documenting

Page 14: ReAct CSO LA 2012 Report

ECUADORPAHO support

Reviewing of the training material

Funding suppport

Capacity building in e-learning education Two workshops in december

Use of the Virtual Campus

Advocay with the Ministry of Health

Page 15: ReAct CSO LA 2012 Report

NICARAGUAProyecto Alegremia – children

School teachers

Managua and Chinandega

Page 16: ReAct CSO LA 2012 Report

NICARAGUAResearch on the ABR issue on the health

education

Conformation of the team

Workshops with CISAS’ personnel on the ABR issue

Launching of the program

Page 17: ReAct CSO LA 2012 Report

NICARAGUABaseline:

La muestra The questionnaire interviews and focus groups

The differencesSumak Kawsay subjectThe levels

Page 18: ReAct CSO LA 2012 Report

NICARAGUAStrategy for training

Face to face workshops with the teachers Alegremia trainingEvery 15 days – 2 hours – on the themes emerged

from the baseline as the key problems