Disparities in Academic Achievement and Health: The Intersection of Child Education and Health Policy

PEDIATRICS ◽  
2009 ◽  
Vol 123 (3) ◽  
pp. 1073-1080 ◽  
Author(s):  
K. Fiscella ◽  
H. Kitzman
Keyword(s):  
Academic Achievement ◽  
Health Policy ◽  
Education And Health ◽  
Child Education

Can Complexity Move UK Policy beyond ‘Evidence-Based Policy Making’ and the ‘Audit Culture’? Applying a ‘Complexity Cascade’ to Education and Health Policy

2011 ◽  
Vol 60 (1) ◽  
pp. 20-43 ◽  
Author(s):  
Robert Geyer
Keyword(s):  
Health Policy ◽  
Policy Making ◽  
Policy Response ◽  
Evidence Based ◽  
Visual Metaphor ◽  
Negative Effects ◽  
Audit Culture ◽  
Education And Health ◽  
Evidence Based Policy ◽  
The Uk

For much of the twentieth century UK public policy has been based on a strong centralist, rationalist and managerialist framework. This orientation was significantly amplified by New Labour in the 1990s and 2000s, leading to the development of ‘evidence-based policy making’ (EBPM) and the ‘audit culture’ – a trend that looks set to continue under the current government. Substantial criticisms have been raised against the targeting/audit strategies of the audit culture and other forms of EBPM, particularly in complex policy areas. This article accepts these criticisms and argues that in order to move beyond these problems one must not only look at the basic foundation of policy strategies, but also develop practical alternatives to those strategies. To that end, the article examines one of the most basic and common tools of the targeting/audit culture, the aggregate linear X-Y graph, and shows that when it has been applied to UK education policy, it leads to: (1) an extrapolation tendency; (2) a fluctuating ‘crisis–success' policy response process; and (3) an intensifying targeting/auditing trend. To move beyond these problems, one needs a visual metaphor which combines an ability to see the direction of policy travel with an aspect of continual openness that undermines the extrapolation tendency, crisis–success policy response and targeting/auditing trend. Using a general complexity approach, and building on the work of Geyer and Rihani, this article will attempt to show that a ‘complexity cascade’ tool can be used to overcome these weaknesses and avoid their negative effects in both education and health policy in the UK.

Level of Health Competence of 14–19-Year-Old Students

2021 ◽  
Vol 29 (2) ◽  
Author(s):  
Aneliya Kozleva ◽  
Stefania Belomazheva-Dimitrova
Keyword(s):  
High School Students ◽  
Health Policy ◽  
Health Education ◽  
Health Knowledge ◽  
Preventive Healthcare ◽  
School Students ◽  
Health Competence ◽  
Medical Specialists ◽  
Education And Health ◽  
The Family

Preventive healthcare is a top priority in modern health policy. As its main elements, the health education and health culture of the population are essential. Medical specialists bear almost little responsibility for their development and quality. Educators, the school as an institution, the family and society have a key role to play in this regard. In Bulgaria, health education is not present as an independent subject at school. It is embedded in various classroom and extracurricular forms of education. The purpose of this study is to establish the level of health knowledge among 14–19-year-old Bulgarian students achieved through the education system, family and social environment. It also explores the possibilities for enhancing the health competence of high school students.

scholarly journals The Evolution of Choice Policies in UK Housing, Education and Health Policy

2009 ◽  
Vol 38 (1) ◽  
pp. 63-81 ◽  
Author(s):  
IAN GREENER ◽  
MARTIN POWELL
Keyword(s):  
Health Policy ◽  
Social Policy ◽  
Policy Makers ◽  
Policy Positions ◽  
Education And Health ◽  
Healthcare It ◽  
History Of ◽  
Modern Welfare State ◽  
The Uk ◽  
Comparative Examination

AbstractScholarship in social policy in recent years has examined how policy positions users in a range of roles, particularly most recently in terms of their roles as ‘choosers’ through the increased use of markets in welfare. This article considers how choice policies have positioned users since the creation of the modern welfare state, presenting a history of choice policies, but also a comparative examination of how they have differed in the UK between housing, education and healthcare. It concludes by suggesting that although approaches to choice vary considerably between the three public services examined, policy-makers often appear unaware of these differences, leading to mistaken assumptions that policies can be transferred or transplanted unproblematically.

scholarly journals Breakfast, midday meals and academic achievement in rural primary schools in Uganda: implications for education and school health policy

2012 ◽  
Vol 56 (1) ◽  
pp. 11217 ◽  
Author(s):  
Hedwig Acham ◽  
JoyceK. Kikafunda ◽  
MarianK. Malde ◽  
WilnaH. Oldewage-Theron ◽  
AbdulA. Egal
Keyword(s):  
Academic Achievement ◽  
Health Policy ◽  
Primary Schools ◽  
School Health ◽  
School Health Policy

scholarly journals Investigating the disjoint between education and health policy for infant feeding among teenage mothers in South Africa: a case for intersectoral work

2022 ◽  
Vol 22 (1) ◽  
Author(s):  
Jo Hunter-Adams ◽  
Anna Strebel ◽  
Joanne Corrigall ◽  
Virginia Zweigenthal
Keyword(s):  
South Africa ◽  
Health Policy ◽  
Infant Feeding ◽  
Adolescent Mothers ◽  
Adolescent Mother ◽  
World Health ◽  
Return To School ◽  
Education And Health ◽  
Early Return ◽  
Breast Feed

Abstract Background Many low-and-middle-income countries, including South Africa, have high rates of teenage pregnancy. Following the World Health Organisation recommendations, South African health policy on infant feeding promotes exclusive breastfeeding until six months of age, with gradual weaning. At the same time, South Africa’s education department, in the interest of learners, promotes adolescents’ early return to school post-partum. Yet infant feeding at school is currently not perceived as a realistic option. Methods Recognising his this policy tension, we aimed to explore how policies are interpreted and implemented by the health and education sectors through interviews with key informants who produce, interpret and implement these policies. Using an interview guide developed for this study, we conducted in-depth interviews with 24 health policy makers, managers in both sectors, school principals and nursing staff who manage adolescent mothers (aged 16-19) and their babies. Data was analysed using thematic analysis. Results Informants from both sectors expressed discomfort at pregnant learners remaining in school late in pregnancy and were uncertain about policy regarding when to return to school and how long to breast-feed. Educators reported that new mothers typically returned to school within a fortnight after delivery and that breastfeeding was not common. While health professionals highlighted the benefits of extended breastfeeding for infants and mothers, they recognised the potential conflict between the need for the mother to return to school and the recommendation for longer breastfeeding. Additionally, the need for ongoing support of young mothers and their families was highlighted. Conclusions Our findings suggest educators should actively encourage school attendance in a healthy pregnant adolescent until delivery with later return to school, and health providers should focus attention on breastfeeding for the initial 4-6 weeks postpartum, followed by guided support of formula-feeding. We encourage the active engagement of adolescents’ mothers and extended families who are often involved in infant feeding and care decisions. Education and health departments must engage to facilitate the interests of both the mother and infant: some exclusive infant feeding together with a supported return to school for the adolescent mother.

scholarly journals The Effect of Education on Adult Mortality and Health: Evidence from Britain

2013 ◽  
Vol 103 (6) ◽  
pp. 2087-2120 ◽  
Author(s):  
Damon Clark ◽  
Heather Royer
Keyword(s):  
Health Policy ◽  
Educational Attainment ◽  
Regression Discontinuity ◽  
Educational Interventions ◽  
Adult Mortality ◽  
Dropping Out ◽  
Compulsory Schooling ◽  
Education And Health ◽  
Cohort Differences ◽  
Health Returns

There is a strong, positive, and well-documented correlation between education and health outcomes. In this paper, we attempt to understand to what extent this relationship is causal. Our approach exploits two changes to British compulsory schooling laws that generated sharp across-cohort differences in educational attainment. Using regression discontinuity methods, we find the reforms did not affect health although the reforms impacted educational attainment and wages. Our results suggest caution as to the likely health returns to educational interventions focused on increasing educational attainment among those at risk of dropping out of high school, a target of recent health policy efforts. (JEL H52, I12, I21, I28)

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