Sixty-two further education colleges will have to use more than 400 million to renovate their buildings and convert their campuses. Raising funds will help more people acquire the skills needed to find a good job, increasing opportunities across the country.
The colleges announced today will be the last to benefit from the government’s միլի 1.5 billion in additional education capital conversion fund. This significant contribution contributes to the transformation of education after age of 16 by providing excellent places for colleges to study and modern, accessible facilities for students.
Funding will assist colleges in undertaking construction or renovation projects that will dramatically improve the learning environment, including creating special teaching facilities for subjects such as automotive engineering, ICT, science, and engineering. This will help more people get the training they need to progress, reward jobs, and fill skills gaps in local communities. Some colleges will also build new study areas to replace poorly maintained buildings in city centers or universities.
The Prime Minister launched the Fund for the Transformation of Further Education Capital in September 2020.
The first phase of the foundation was to provide 200 200 million to all colleges so that they could carry out urgent restoration work to renovate their buildings.
Then, in April 2021, the government announced its intention to work with sixteen colleges on some of the country’s poorest sites to improve their sites and ensure they were great places to study. One of these projects, Stafford College, is under construction, and others will be ready soon.
Today’s announcement results from a competition open to all colleges for additional funding to help modernize their universities.
This significant contribution is part of the Government’s Further Technical Education Correction Reform, as set out in the White Paper on Job Skills.
The foundation is based on activities already underway to transform education after the age 16. This includes spreading new high-quality T-level qualifications, building a network of technical institutes, and ensuring that everyone, no matter where they live or where they come from, can acquire the skills needed to advance their work at any stage.
Health Education And Promotion
Health schooling is a social science that pulls from the biological, environmental, psychological, physical, and medical sciences to advertise health and stop disease, disability, and early death through education-driven voluntary behavior change activities. Health education is the development of the individual, group, institutional, neighborhood, and systemic strategies to improve health knowledge, attitudes, skills, and behavior. Health education aims to positively influence the health behavior of individuals and communities and the living and working conditions that affect their health.
- To contribute to the knowledge and understanding of health behavior through scholarly research;
- To maintain the highest ideals of academic excellence in education and the professional preparation of future health promotion professionals at both the undergraduate and graduate levels;
- To develop leaders who will donate to the growth of the profession and the achievement of societal health goals;
- To serve as a health promotion resource to the community regionally and nationally.
Who are the health schooling professionals? The Society for Public Health Education (SOPHE) has released a video showcasing the various roles, work settings, specialized activities, and valuable contributions of health schooling specialists to enhancing the quality of life for all. The video can be considered below:
WHERE ARE HEALTH EDUCATORS EMPLOYED?
• In schools, health educators train health as a subject and promote and enforce Coordinated School Health Programs, including health assistance, student, staff, and parent health education, and encourage healthy school territories and school-community partnerships. At the school district level, they design education methods and materials; coordinate, promote, and consider programs; and write grant proposals.
• Operating on a college/university campus, health educators are part of a group working to create an environment where students sense empowered to make healthy choices and create a caring community. They identify needs; advocate and do community organizing; teach whole courses or individual classes; develop mass media campaigns; and train peer educators, counselors, and advocates. They address issues related to disease prevention; consumer, environmental, emotional, and sexual health; first aid, safety, and disaster preparedness; import abuse prevention; human growth and development; and nutrition and eating issues. They may manage budgets and conduct research.
• In companies, health teachers perform or coordinate employee counseling, education services, employee health risk appraisals, and health screenings. They design, promote, lead, and assess programs about weight management, hypertension, nutrition, substance abuse prevention, physical fitness, stress management, and smoking death; create educational materials; and write grants for money to fund these projects. They help companies complete occupational health and safety regulations, work with the media, and determine community health resources for employees.
• In healthcare settings, health teachers enlighten patients about medical procedures, operations, services, and healing regimens; create actions and incentives to encourage the use of services by high-risk patients; conduct staff training and consult with other healthcare providers about behavioral, cultural, or social barriers to health; encourage self-care; develop activities to enhance patient participation on clinical processes; educate individuals to protect, promote or support their health and reduce risky behaviors; make proper community-based referrals; and write grants.
• In resident associations and government agencies, health teachers help a community determine its needs, draw upon its problem-solving capabilities, and mobilize its resources to develop, promote, implement, and evaluate methods to improve its health status. Health teachers do community organizing and outreach, grant writing, coalition building, and advocacy, and develop, produce, and evaluate mass media health campaigns.