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Child-to-Child Newsletter
Editorial
By SYED SALMAN MEHDI RIZVI
Email: lotustrust@hotmail.com
lotustrust@yahoo.com
The Child-to-Child methodology can assist and enrich learning and teaching by making the process more active, child-centred, participatory and relevant. At the same time it can strengthen relationships between school, home and community. In their project descriptions for the new Child-to-Child Directory, many people have shared with us their experience of using the methodology to introduce Child-to-Child activities, both in and out of schools. Their accounts contain valuable insights into some of the hurdles that they encountered in the process. This wealth of information, anchored in practical, first hand experience, will become available through the Directory in the near future. However, it seemed opportune to pave the way for wider debate of the methodology in this issue of the newsletter. In the lead article Tashmin Khamis provides a detailed account of how teachers in Health Action Schools in Pakistan adopted and implemented the six-step approach in their health teaching. In their own words the teachers explain what this experience has meant for them and how they have seen this approach to teaching and learning change children’s understanding and behaviour. Clare Hanbury (page 8) and Hugh Hawes (page 9) further the discussion in their comments on the Health Action School’s experience. Their insight and expertise allow for exploration of both the methodology and some of the issues and difficulties inherent in its application. In her final response on page 10, Tashmin rounds off the discussion by bringing readers back to the realities shared by many other Child-to-Child workers when moving from a teacher to a child-centred way of teaching.
When children learn about health by means of the six-step approach they learn far more than facts. They also learn and develop life skills. In her article on pages 10-11, Rachel Carnegie explains what life skills are and draws on the experience of the Life Skills Initiative in Uganda to emphasize the importance of letting children practice and strengthen these skills. The Child-to-Child Trust has recently embarked on a project along with four partners to look at child-centred approaches to HIV/AIDS in the community (page 12). Many children and young people now live in families affected by HIV/AIDS. Helping them acquire life skills is an important way of helping them think, act and cope within this very difficult situation.
News from Around the World contains reports of Child-to-Child projects at various stages of development and operating in many different environments. Some are recently initiated and others longstanding. Several initiatives have been reported on in previous issues of the newsletter and it is encouraging to learn of their progress and growth. Careful monitoring and evaluation and the willingness to respond to new needs, perceptions and challenges lie at the heart of the successful and exciting evolution of these projects. Others show how the capacity of individuals and groups is strengthened by the provision of carefully validated training materials and methods that stimulate and enable. Another prominent feature in several projects is the development of close and active working partnerships between project workers, government, other agencies and community. All these elements are critical for projects to be effective and sustainable.
News about the forthcoming Child-to-Child Directory 2000 and information on new publications appear on pages 25-27. Reports of the two London-based Child-to-Child Short Courses appear on page 28.
Throughout the pages of this newsletter we have heard from people working hard to incorporate, strengthen or expand children's participation in health education and health promotion programmes. On page 25, we have included a list of web sites that provide a gateway to a body of relevant experience, information and documentation on issues around children's participation and child rights.