Chapters in Books (Stellenbosch Institute for Advanced Studies (STIAS))

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Browsing Chapters in Books (Stellenbosch Institute for Advanced Studies (STIAS)) by Subject "Health education -- Africa"

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    School-based initiatives to reduce malaria morbidity and promote academic achievement in children
    (African Sun Media, 2020) Macnab, Andrew J.
    In sub-Saharan Africa, the challenge of addressing illnesses related to the developmental origins of health and disease (DOHaD) is compounded by other determinants of health, most notably the impact of poverty and infectious disease. Research has identified social factors to be the root cause of inequities in health that involve both non-communicable and infectious diseases, hence the calls for remedial action to involve social and treatment strategies. There is a recognised need for school programmes to educate the next generation about DOHaD, so that young people gain a measure of ‘health independence’ through learned knowledge, acquired skills and positive behaviours with the potential to improve the future health of their offspring. However, this goal is at risk when other adverse social determinants of health exist, and especially where infectious diseases are endemic, and morbidity from infection among school children is high. In sub-Saharan Africa, for example, malaria is the principal reason a child will be absent from school. How long a child is absent is a well-accepted measure of the severity of morbidity from malaria. Such absences can be of long duration, and associated residual cognitive compromise can compound the negative impact of malaria on a child’s ability to learn. For this reason, school-based strategies to advance knowledge about DOHaD in sub-Saharan Africa will benefit where school-based programmes addressing malaria are offered in parallel. A variety of educational approaches able to advance knowledge and provide practical skills related to DOHaD lend themselves to parallel programmes. For example, programmes can follow policies to advance the United Nations (UN)’ ‘Sustainable Development Goals’, adopt global strategies to promote the education of girls and implement the World Health Organization (WHO)’s ‘Health-Promoting School’ model. Malaria morbidity exemplifies how health inequity can negatively impact a child’s ability to benefit from education. However, simple and effective school-based approaches exist that can positively impact morbidity, provide access to diagnostic and treatment services, reduce absence due to illness and increase the capacity of large numbers of children to learn. This chapter reviews global efforts to reduce the impact of malaria on children's health, improve their ability to attend school, enhance their potential for academic achievement and minimise their risk of cognitive impairment. It also describes a successful and inexpensive community participatory intervention model based on WHO-endorsed diagnostic and treatment principles, that also follows the 2017 Lancet Commission’s current recommendations on the future of health in sub- Saharan Africa to use ‘non-traditional outlets’, ‘people-centred approaches’ and ‘improved tools’ to address health challenges. This model is suitable for use in schools worldwide where malaria is endemic and can be offered in parallel with school-based strategies to engage youth in the context of the DOHaD agenda.
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    The World Health Organization's 'Health-promoting School' model: a potential avenue for developmental origins of health and disease education in Africa
    (African Sun Media, 2020) Macnab, Andrew J.
    Traditional health care strategies to manage illness are based on the tenets of prevention and cure. Health promotion is an urgent matter from both a health and economic standpoint, as most non-communicable diseases cannot be cured, and the future costs of management are prohibitive. Hence, a new focus on prevention involving youth has been widely called for, including by the Cape Town Manifesto.2 This chapter reviews the challenge and opportunities of engaging youth in health promotion related to the developmental origins of health and disease (DOHaD) agenda. It explores the potential for using the World Health Organization (WHO)’s ‘Health-Promoting School’ model as part of health initiatives in Africa to promote the adoption of a DOHaD related health agenda. At a societal level, effective disease prevention must often rely on the application of new science and technological innovation, plus legislation to dictate change. However, at an individual level, alterations in health behaviours are required to contain the epidemic of DOHaD-related non-communicable diseases, which can only be achieved through learning and increased awareness driving attitudinal change. The challenge facing DOHaD related health promotion is how we, as a society, can disseminate valid information widely and frame compelling arguments to engage and motivate individuals to improve their health and change their behaviours. The nature of DOHaD also predicates that the most fertile place to invest in prevention and health improvement strategies is the next generation. The WHO estimates are that school-based health promotion has the potential to reach one billion children worldwide. Health-Promoting School programmes are a proven means of providing children with the knowledge and practical ways to improve their health and have been shown to positively impact a range of specific health issues and health behaviours. Importantly in the context of Africa, the integrated educational approach used in Health-Promoting School has proved to be applicable and beneficial even in low- and middle-income settings. Significantly in the context of prevention, children who participate in good Health-Promoting School programmes have been shown to develop improved resilience, self-esteem and self-efficacy; traits recognised to engender a greater desire and increased ability to exercise control over their lives, and characteristics all likely relevant to advancing the DOHaD agenda.