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UNIT 6 EVALUATION OF SCHOOL HEALTH

To determine the problems encountered in the implementation phase, so that necessary corrections can be

made to achieve set objectives (better management).

To determine the lessons learnt which may be useful for the future projects or programmes ( i.e sharing of experiences).

To provide basis for the formulation of new objectives, policies, strategies to meet the needs of the population served.

Evaluation of the school health programme is therefore essential-

- In order to determine how effectively schools meet the health needs of students and staff.

- The purpose of program evaluation is to assess whether goals and objectives have been met.

- Health laws and regulations change, professional standards change and the needs of students change. Program goals are adapted

accordingly.

- Ongoing data collection and evaluation are key to promoting responsiveness in programs, staffing, funding and resources

- Results and recommendations developed during the evaluation process become input for subsequent planning.

- This feedback loop allows plans to be revised as needed, in order to keep programs appropriate, realistic and effective. It also provides the health team with measures of accountability.

3.1.1 Process Evaluation

Also called formative evaluation, this is an on-going process, occurring during the formative stage of a program. The goal of this evaluation is to improve the program or materials being designed. Process or formative evaluation begins with initial program design and continues through implementation, observation and revisions.

The first phase is a needs assessment, which establishes baseline data on the need for a services, program, curriculum or materials. It should occur before embarking on a project. During design, development and planning, the school health team should test instruments for comprehensibility, persuasiveness, user friendliness, appeal and other factors.

During field testing, the program or materials are tested for effectiveness.

Data collected will help fine- tune materials, pinpoint any problems, aid in the revision process, and assist in the development of new materials. The programme designer should use different situations or settings to try out the program (reflective of the target audience), whether it be students, teachers and /or parents.

3.1.2 Outcome Evaluation

In contrast, outcome evaluation (also called summative evaluation) examines the success of the program in meeting specific objectives, such as whether there were changes in health behaviour or in the health status of students and/or staff. Did the program make a difference? For instance, as a result of a program to improve food habits of the students; did students eat less junk food?

Should the program be continued? Outcome evaluations are designed to answer questions about the immediate changes that occur as a result of the program.

Participant satisfaction, numbers served, and objective measures of change are common data collected for outcome evaluations.

3.1.3 Impact evaluation

Looks at longer-term changes that can help answer the question of overall program effectiveness. Some examples may include reducing costs, improvement in student health or productivity, or lower rates of school violence over an extended period of time. It may be helpful to consult a skilled external evaluator for outcome and impact evaluation; someone who is experienced in conducting evaluations, has some medical knowledge, and understands the mechanics behind day-to-day triage in a health service delivery. The basis of any good outcome evaluation is a good management information system for all children in the program. There should be periodic review and evaluation of the school health programme, to re- examine at each particular stage the school health needs and resources i.e the health problems and the means of getting those problems solved. This review should be carried out to see which of the objectives have been achieved and which ones have not been achieved.

3.2 Rationale for Periodic Review and Evaluation of School Health Needs and Resources to

• have a picture of the program at any point in time.

• determine the areas that requires more attention

• plan for more activities

• identify obstacles to the programme

• plan for intervention

• measure the achievement and impact.

3.3 Methods Used in the Review and Evaluation of School Health Programme

Teachers‟ interview

• Questions are designed and directed to the parents or teacher.

• The questions should cover all the objectives or needs of the program with the intention to find out the teachers‟ views and suggestions

• The interview is carried out by the health workers and each teacher is interviewed separately.

Students‟ Questionnaires

• The questionnaire are designed and directed towards the students.

• They are usually set with many responses to be chosen from.

• The questionnaires are tested first before distributing them to the children.

• The children fill in the questionnaires by themselves

• After filling, they are returned to the teachers or health workers for compilation. School attendance Records

• A review of the school attendance register for that period will show the rate of absenteeism to sickness.

• A high rate or low rate shows the impact of the programme,

and what health problems that need a more intensive intervention.

Health Services / PHC Statistics • Statistics from the health facilities which give attendance record of school children at the clinic,and the types of conditions they present with are useful in reviewing the programme.

• Even the attendance of other members of the community at the clinic and reflect the impact of the school health program, depending on the type of school health project that the school children had carried out

4.0 CONCLUSION

In this unit you have learnt about evaluation of school health programme;

the types of evaluation: process, outcome and impact evaluation, the rationale for periodic review and the methods that can be used to evaluate a school health programme.

5.0 SUMMARY

This unit has focused on the evaluation of school health programme- which is essential in order to determine how effectively the school health programme met the health needs of students and staff. The purpose of program evaluation is to assess whether goals and objectives have been met, identify obstacles and constraint to the achievement of the objective and the information obtained will be used to revise the programme.

6.0 TUTOR-MARKED ASSIGNMENT

What is the difference between process evaluation, outcome evaluation and impact evaluation?

7.0 REFERENCES / FURTHER READING

Olise, P. (2007). Primary Health Care- Sustainable Development.

Abuja, Nigeria: Ozege Publication, Massachusetts Comprehensive.