Ebenezer, RoshiniNannynonjo, Harriet2015-02-262015-02-262012-03https://hdl.handle.net/10986/21544This report presents the findings of the 2012 pilot assessment of the school health policies for the following Caribbean community (CARICOM) countries: Dominica, Grenada, Guyana, St. Lucia, Barbados, and St. Vincent and the Grenadines. The objective of this exercise is to help countries to identify the strengths and weaknesses in their school health policy frameworks, with the understanding that sound a policy framework is a critical component of effective school health programming. The result is a preliminary report on the status of development of the school health policy framework in the six countries. Section one gives introduction. Section two briefly discusses the importance of school health programs in contributing to education sector goals and the development of international consensus on the basic building blocks of effective school health programs. Section three discusses the conceptual framework of system assessment and benchmarking for education results (SABER) - school health, and introduces the components of the SABER - school health framework and scoring system. Section four provides the context for and objectives of this assessment as well the methodology used for data collection. Section five presents the results for the six countries: first by individual country and then as a comparative analysis across each of four policy domains.en-USCC BY 3.0 IGOABUSIVE RELATIONSHIPSACCESSIBILITYADOLESCENTSAGEDAIDS EPIDEMICALCOHOL MISUSEATTENDANCE RATESBARRIERBASIC NUTRITIONCHILD DEVELOPMENTCHILDREN WITH DISABILITIESCLASSROOMCLASSROOMSCOGNITIVE FUNCTIONCOMMUNICABLE DISEASESCOMPREHENSIVE ASSESSMENTCOMPREHENSIVE SCHOOL HEALTHCORPORAL PUNISHMENTCREATIVE THINKINGCRIMECURRICULUMCURRICULUM CURRICULUMCURRICULUM DEVELOPMENTDECISION MAKINGDIABETESDISABILITIESEDUCATION CURRICULUMEDUCATION DEPARTMENTEDUCATION FOR ALLEDUCATION MINISTRIESEDUCATION OUTCOMESEDUCATION POLICIESEDUCATION SECTOREDUCATION STRATEGYEDUCATION SYSTEMEDUCATIONAL ACCESSEDUCATIONAL ACHIEVEMENTEDUCATIONAL OPPORTUNITIESEDUCATIONAL OUTCOMESEDUCATIONAL PERFORMANCEEFFECTIVE EDUCATIONEXAMSEXERCISESFAMILIESFAMILY LIFEFAMILY LIFE EDUCATIONFIRST AIDFORMAL SCHOOLGENDERGENDER ISSUESGENDER-SENSITIVEGIRLSHEALTH EDUCATIONHEALTH EDUCATION CURRICULAHEALTH INTERVENTIONSHEALTH POLICIESHEALTH POLICYHEALTH SERVICESHEALTHY SCHOOL ENVIRONMENTHEARINGHELMINTH INFECTIONHIVHIV/AIDSHUMAN DEVELOPMENTHYGIENEHYPERTENSIONINCLUSIONINFLUENZAINSERVICE TRAININGINTERNATIONAL ORGANIZATIONSINTERPERSONAL SKILLSINTERVENTIONLEADERSHIPLEARNERSLEARNINGLEARNING MATERIALSLEARNING OUTCOMESLIFE SKILLSLIFE SKILLS EDUCATIONLIFE-SKILLSLOW SCHOOL ENROLLMENTMAINSTREAMINGMALNUTRITIONMEDICAL SERVICESMENTAL DISABILITYNATIONAL CURRICULUMNATIONAL EDUCATIONNATIONAL EDUCATION POLICYNATIONAL EXAMINATIONSNATIONAL SCHOOLNATIONAL SCHOOL CURRICULUMNUTRITIONNUTRITION INTERVENTIONSNUTRITION PROBLEMSNUTRITION PROGRAMOBESITYORAL HEALTHPHYSICAL ACTIVITYPHYSICAL DISABILITYPHYSICAL ENVIRONMENTPOOR CLASSROOM PERFORMANCEPREGNANCYPSYCHOSOCIAL SUPPORTQUALITY ASSURANCEREPRODUCTIVE HEALTHRESEARCH INSTITUTERISK FACTORSSAFETYSANITATIONSANITATION FACILITIESSCHOOL ATTENDANCESCHOOL BUILDINGSSCHOOL CHILDRENSCHOOL COMMUNITYSCHOOL CURRICULASCHOOL EDUCATIONSCHOOL ENROLLMENTSCHOOL ENVIRONMENTSCHOOL FEEDINGSCHOOL HEALTHSCHOOL HEALTH CURRICULUMSCHOOL HEALTH EDUCATIONSCHOOL HYGIENESCHOOL INFRASTRUCTURESCHOOL LEVELSCHOOL LEVELSSCHOOL POLICIESSCHOOL QUALITYSCHOOL SETTINGSCHOOL-HEALTH INTERVENTIONSSCHOOLCHILDRENSCHOOLSSCREENINGSEXUAL ABUSESEXUAL HARASSMENTSKILLED WORKFORCESKILLS TRAININGSMOKINGSOCIAL DEVELOPMENTSOCIAL SERVICESSOCIAL SUPPORTSPECIAL NEEDSSTUDENT PARTICIPATIONSUBSTANCE ABUSESUPPORTIVE SCHOOL ENVIRONMENTTEACHERTEACHER PREPARATIONTEACHER TRAININGTEACHERSTEACHINGTEACHING MATERIALSTRAINING FOR TEACHERSTRAINING OF TEACHERSVACCINATIONVIOLENCEVIOLENCE IN SCHOOLSYOUNG PEOPLEYOUTH10.1596/21544