Linking Health, Equity & Sustainability in Schools (July, 2010)This is a featured page

This symposium was co-organized by the Swiss Health Promoting Schools Network/RADIX, Schools for Health in Europe and the International School Health Network on July 9-11, 2010 in Geneva, Switzerland. Several other partners supported and participated in the event (See below) Click on the speakers name to be taken to the presentation. Pre-symposium webinars, discussion papers as well as a summary statement were also published as part of this event.

Linking Health, Equity and Sustainability Through Schools

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.


Pre-Symposium Webinars

The webinars began in May 2010 and addressed these topics.

  • 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.
Symposium Discussion Papers and Summary Statement

A summary statement Linking Health, Equity & Sustainable Development was drafted by organizers of the event at its conclusion.
This summary is based on discussions at the symposium as well as three papers developed prior to and during the event. These include:
 Comments and edits to these documents are still welcome as they will be further developed by international discussion groups being convened after the event. A third discussion group, on the issue of integrating health,safety and social development programs within the mandate and constraints of educational systems, will also be convened following the discussions at this symposium.

Symposium Program with Links to Presentations

Friday, July 9, 2010


18:00 - 18:45 Welcome, Keynote and Structured Networking Activity.


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 & Gael Pannatier

9:15 - 10:15 Keynote: 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.
10:15 - 10:45 Health Break / Coffee and tea

10:45 - 12:15

 Six concurrent workshops

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

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

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

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

Implementation: A common challenge for health, equity and environmental education. Experiences from Europe and the Eastern Mediterranean (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.

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

12:15 - 13:30
Lunch

Six concurrent workshops

13:30 - 15:0 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.


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

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.

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.


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.

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.

15:15 - 15:30
Health Break / coffee and tea

15:30 - 16:45 Keynote: 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
Health, Equity and Sustainability: What is the connection for Schools?
  • Jaimie Cloud, President and 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.

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 Doug McCall
This session discussed the themes of the symposium showing hoe they are intertwined. The ISHN synthesis statement was also introduced as a means for identifying elements and strategies that are common to most types of school-based or school-linked multi-intervention programs. The discussion of a summary statement for the symposium was begun and a process described whereby participants could contribute to that statement.

9:15 - 10:15 Keynote: 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.

10:15 - 10:45 Health 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
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 quarters 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.

12:15 - 12:30 Health Break

12:30 - 13:30 Keynote: Closing Session: Panel about the educational, political and international perspectives
  • Sean Slade, Director, Healthy School Communities, Association for Supervision & Curriculum Development, Washington, USA
  • Koji Miyamoto, 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.

13:30 - 14:45 Lunch / Poster, Round Tables



Partners in this Event

International Organizing Committee :
Edith Lanfranconi, RADIX, Swiss School Health Network
Gaël Pannatier, RADIX, Swiss School Health Network
Goof Buijs, Schools for Health in Europe network (SHE), NIGZ
Doug McCall, International School Health Network (ISHN)

Swiss Organizing Committee :
Edith Lanfranconi, RADIX, Swiss School Health Network
Gaël Pannatier, RADIX, Swiss School Health Network
Safia El-Abassi El Ghandour, RADIX, Swiss School Health Network
Nadia Lausselet, Foundation for Education and Development (FED)
Barbara Schäfli, Swiss Foundation for Environmental Education (FEE)
Dagmar Costantini, Education and Health Network (é+s) - Federal Office of Public Health
Franziska Oswald, Sprouts, Learning & Creating for the Future

Networks and Foundations :

Logo RSESSwiss Network of Health Promoting Schools: http://www.ecoles-en-sante.ch

In 1993 the WHO, the Council of Europe and the European Union decided to start the European Network of Health Promoting Schools (ENHPS). Since then Switzerland has been a member of this network together with 42 other countries. The ENHPS (today SHE, schools for health in Europe) is based on the principles defined in the Ottawa Charter. Schools are therefore regarded as settings which will promote health in all the different levels of school, what means to be managed in a way that allows achieving common goals by focusing on participation and empowerment of everybody involved in school. Networking promotes the sharing of experiences and practical tools.

SHE New logoSchools for Health in Europe: http://www.schoolsforhealth.eu/

SHE network is the Schools for Health in Europe network. SHE network aims to support organisations and professionals to further develop and sustain school health promotion in each country by providing the European platform forschool health promotion. The network is coordinated by NIGZ, as a WHO Collaborating Centre for School Health Promotion.


ISHN Logo


International School health Network www.internationalschoolhealth.org

The ISHN is an informal network of practitioners, researchers and government officials as well as regional and other networks, international agencies and organizations. A number of international and regional organizations, researchers, government officials, UN Agencies and others support comprehensive approaches that address the needs of the whole child through coordinated school health programs delivered by health, education and other systems. The ISHN supports exchanges of information and dialogue by operating an international blog tracking research and news, organizing webinars and publishes a comprehensive encyclopedia and knowledge exchange program. The ISHN is based at the WHO Collaborating Centre at the University of Victoria, British Columbia, Canada.



FED2 Swiss Foundation Education and Development : http://www.globaleducation.ch/

The Foundation Education and Development (FED) is the national center of competence for “Global Education”. In this field it provides teachers of all education levels with a variety of services: loan and sale of teaching materials, courses in teacher training faculties, information and advice, and financial support for school projects. The FED contributes to education for sustainable development with an emphasis on global interdependence, and is aiming to strengthen synergies among different educational approaches. In order to achieve this goal, FED is networking with different partners in the field and is taking part in ongoing debates at conceptual and political level.


Nv Logo FEESwiss Foundation for Environmental Education : http://www.educ-envir.ch/fee/

The Swiss Foundation for Environmental Education (FEE/SUB/FEA) is a national centre of excellence for Environmental Education in Switzerland. Since 1994 the Foundation promotes and coordinates environmental education of high quality in the Schools sector, in close partnership with others. For us, environmental education (EE) supports schools in their job to provide high quality education and it allows learners to acquire the knowledge, skills, values and experience to act with respect, justice and in a sustainable way towards fellow human beings and the Earth.

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





OFSP Federal Office of Public Health : http://www.bag.admin.ch

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


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



World Conference:

IUHPE World Conference: http://www.iuhpeconference.net





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