International Agencies- Important UN

Organisations- WHO and IBE

GUMED-CLS-ELE2: ELEMENTARY EDUCATION-2
UNIT 1: Organisation and Institution in Administration and Management of Elementary
Education
WORLD HEALTH
ORGANISATION
 INTRODUCTION
● The World Health Organisation was established on 7th April 1948.
● WHO is a special agency of United Nation.
● The head quarters of WHO is located at Geneva.
● The WHO’s mandate seeks and includes: working worldwide to promote health, keeping world safe and
serve the vulnerable.
● The WHO played a leading role in several public health achievements, most notably the eradication of
smallpox, the eradication of polio and the development of Ebola vaccines.
● Its current priorities include communicable diseases particularly HIV/AIDS, Ebola, Covid 19, Malaria and
Tuberculosis.
● Non – communicable diseases such as heart disease and cancer, healthy diet, nutrition and food
security, occupation health And substance abuse.
 MISSION VISION
To lead strategic
The attainment by all
collaborative efforts
among member states and
people the highest
other partners to promote level of health
equity in health, to combat
disease, and to improve
the quality of and
lengthen, the lives of all
the people of the world,.
 Member States
• Membership into WHO is open to all the countries

• All the countries that are part of the UN are also the member of WHO.

• The Member State elects the Director-General , who leads the organisation in achieving

its global health goals.

• WHO member states appoint delegations to the World Health Assembly,

the WHO’s supreme decision making body.

• All UN member states are eligible for WHO membership, and according to WHO website, “

other countries may be admitted as members when their application has been approved

by a simple majority vote of a world health assembly

 Structure of WHO
• The World Health Assembly is the supreme decision making body for WHO.
• It is the world’s highest health policy setting body and is composed of health ministers from
states.
• WHO generally meets in Geneva in May each year and is attended by delegation from all 194
members.

• The main task of WHO is to decide major policy questions, as well as to approve the WHO
work programme and budget and elect its Director- General (every fifth year) and annually to
elect ten members to renew part of its executive board.

• In addition, seven agencies have observer status at WHO – the Vatican, the Palestinian
Authority, the Sovereign Military Order of Malta, The International of Red Cross and Red
Crescent Societies, The South Centre Organization and Inter Parliamentary Union.
India became a party to the WHO Constitution on 12 January 1948.
The first session of the WHO Regional Committee for South-East Asia was held on 4-5th
October 1948 in the office of the Indian Minister of Health.
It was inaugurated by Pandit Jawaharlal Nehru, Prime Minister of India and was
addressed by the WHO Director-General, Dr Brock Chisholm.
India is a Member State of the WHO South East Asia Region.
Dr. Roderico H. Ofrin is the WHO Representative to India.
The WHO Country Office for India is headquartered in Delhi with country-wide presence.
 Objectives of WHO
● To create an interface between the developed and developing nations when
pertaining to health issues.
● To patronize and support health programs in developing nations.
● To periodically formulate health policies that are readily endorsed by
nations.
● To coordinate and oversee the procurement of health services.
● To immerse in disease inspection and analysis.
● To involve itself in promoting health and also to impart health education.
● To collaborate with governments and administrations all over the world to
endorse health promotional programs.
 WHO’s School Health Services
● Access to education, safe and supportive school environments have been linked to
better health outcomes.

● In turn, good health is linked to reduce drop-out rates and greater educational
attainment, educational performance, employment and productivity.

● WHO has long recognized the link between health and education and the potential
for schools to play a central role in safeguarding student health and well-being.

● In 1995, WHO launched the Global School Health Initiative, which aimed to
strengthen approaches to health promotion in schools.

● School Health Services (SHS), are services provided by a health worker to students
enrolled in primary or secondary education, either within school premises or in
a health service situated outside the school.
 Interventions By WHO through SHS
• Promotion of timely care-seeking from an appropriate provider.

• Promotion of Health literacy: Health promoting schools, health-promoting curriculum, comprehensive

sexuality education

• Support teachers, adolescent health literacy through a combination of pre- and in-service training
opportunities.

• Promotion of personal hygiene and handwashing with soap.

• Provision of safe drinking-water and sanitation

• In a health-promoting school, oral health education should be regularly reinforced at home and further
developed in school
Oral Health check up drive at school
 Interventions By WHO through SHS

• Promotion of increased physical activity and limited sedentary behavior

• School health services should collaborate with the physical education

component of the school to regularly assess physical activity levels and fitness.

• Promotion of menstrual hygiene management: Ensure adequate conditions for

maintaining menstrual hygiene management such providing adolescent girls
with knowledge, sanitary products, proper disposal facilities and providing
private toilets with proper water and soap for washing
Awake, Arise
and Educate
Smash
Traditions-
Liberate
-SavitriBai
Phule
 LIMITATIONS OF SCHOOL HEALTH SERVICES
● Most countries have some form of SHS, but many such programs currently are not evidence-based, are not
implemented well, are underfunded and/or are delivered with limited reach and scope.

● In all WHO regions, school-age children and adolescents (those aged 5–19 years) experience a range
of largely preventable health problems, including unintentional injury, interpersonal violence, sexual and
reproductive health issues, communicable diseases, noncommunicable diseases and mental health issues.

● In addition, school-age children and adolescents have positive physical, sexual, psychosocial and
neurocognitive health and development needs as they progress from childhood to adulthood.

● The need for quality health care for 5–19 years old is great, but globally the quality of health services for
them are variable and coverage is limited.

● Schools offer a unique opportunity to implement effective health services at scale for children and
adolescents.
International Bureau of
Education
 INTRODUCTION
● The International Bureau of Education was established in 1925.

● The IBE is a UNESCO category 1 institute mandated as the centre of excellence of curriculum and

related matter.

● The head quarters of IBE is located at Geneva, Switzerland.

● The IBE has defined the scope of its work as pertaining to the curriculum, learning, teaching and

assessment.

● The IBE –UNESCO provides tailored technical support and expertise to all UNESCO Member State

facilitating the provision and delivery of equitable, inclusive, high quality education within the

framework of education 2030 agenda.

 MISSION VISION
To provide support and promote A world where every
innovation solutions to the person has access to
challenges faced by ministries of relevant, quality
education and governments in education and life long
the complex task of improving learning.
equity, quality, relevance and
effectiveness of curriculum,
teaching, learning and
assessment processes and
outcomes.
IBE works primarily in 6 programmatic areas in the context of the IBE's three main areas
of focus: Curriculum, Learning, and Assessment.

Those 6 programmes are:

1) Innovation and Leadership

2) Current and Critical Issues
3) Knowledge Creation and Management
4) Systemic Strengthening of Quality and Development Relevance
5) Leadership for Global Dialogue
6) Institutional and Organizational Development
 The IBE’s approach is based on principles that include

● Building on existing strengths and achievements.

● Supporting countries in mobilizing the best local expertise they can identify.

● Fostering meaningful and productive interactions between local and

international experts.

● Encouraging the participation, creativity and ownership of local decision-makers

and curriculum developers.

● Promoting knowledge exchange and sharing, and making available the most up-

to-date information resources.

 Structure of IBE

● The IBE works with UNESCO’s 195 Member States and 9 Associate Members
Which are organized in five regional groups - Africa, Arab States, Asia and the Pacific,
Europe and North America and Latin America and the Caribbean

● The governing body of the Institute is the IBE Council, composed of 12

representatives from Member States designated by UNESCO’s General Conference,
for four year office terms.

● The council’s role is to approve the IBE’s draft programme and budget for each
biennium for submission to the General Conference

● As well as to ensure consistent and complementary activities in line with the

education sector's strategy and programmes.
 Functions of IBE
It is indisputable that education can transform lives.
The power of education is not realized without the curriculum.
IBE harness the still untapped potential of the curriculum in the pursuit of inclusive and equitable quality
education and lifelong learning opportunities for all.

Lead innovation in curriculum and learning

➢ IBE sets the standards and guidelines for what must be regarded as quality curricula.
➢ The countries to benefit from the true development value of the curriculum, should look beyond
traditional conceptions, where the curriculum is viewed simply as a collection of syllabi, study plans, and
textbooks.
➢ Instead, stakeholders must come to realize the more encompassing role of curriculum in supporting
development through education.
➢ IBE is a global intellectual leader that continuously promote and support policy and technical dialogue
on a renewed understanding of curriculum.
 Functions of IBE
● Address critical and current issues

➢ Education is expected to be continuously responsive to the shifting development needs of

society.

➢ This could mean rapid systematic changes to national curriculum in response to national,
regional, and global developmental challenges.

➢ Many countries find it difficult to adequately adjust, let alone reform their curricula to keep
up with the rapid pace of change.

➢ IBE aim at supporting countries in effectively mainstreaming critical and current issues in
curriculum change and innovation processes across levels, settings and provisions of the
education system.
 Functions of IBE
Strengthen the analytical knowledge base

➢ An interesting paradox in education is that having increasingly greater amounts of research and knowledge
on how we learn does not naturally make us better at teaching and learning.

➢ The knowledge must first be accessed from the research settings where it is generated and must then be
appropriately translated to be useful in policy and practice settings.

➢ Subsequently, this knowledge must be managed and organised so that it is accessible when needed and
efficiently updated as new knowledge advances.

➢ IBE works as a neutral knowledge broker in collaborating with research partners to identify, select, and make
accessible to policymakers, specialists and practitioners cutting-edge knowledge, research findings, and
practices in curriculum design, development and implementation aimed at maximizing learning
opportunities.
 Functions of IBE
Ensure quality and relevance of education and learning

➢ It is important for the curriculum to be holistic and sustainable

➢ It is also prudent to recognize the various sources of systematic barriers within education systems that
could derail the design, development, and implementation of quality curricula.

➢ Even the best curriculum can be undermined by systematic constraints such as poor governance,
insufficient consultation with stakeholders in the decision-making process, the lack of appropriately
qualified teachers, inadequate physical facilities, and inadequate financing of teaching and learning
materials, to name a few.

➢ IBE works jointly with countries to enable them to strengthen their capacities through contextualized
response interventions.
 Functions of IBE
Lead global dialogue on curriculum

➢ There exists a narrow and traditional view of curriculum that conceives of it as a collection
of study plans, syllabi, and textbooks.

➢ This view is incomplete and fails to see the holistic value of curriculum in supporting the
acquisition of the broader essential competencies that citizens must posses to ensure
national, regional, and global development.
 Functions of IBE
Institutional and organizational development

➢ Monitor and manage stock of capabilities within the broader framework of

UNESCO and work to leverage comparative advantage in curriculum matters.

➢ An integrated service delivery approach to most effectively and holistically

address needs and demands of UNESCO member states and to strengthen their
capacities to achieve desired learning outcomes.

➢ Recognize institutional responsibility to expand the IBE human resources and

expertise base, to diversify and f develop strategic partnerships, and to increase
the financial resources required to improve delivery capacity.
 Investment in health
and education is need
of the hour .
Nation’s future and
wellbeing depends on
this
-Sadhguru

Thank you ☺