21 century woke up with due awareness of the importance of education. Only a sane and healthy body can perform better in the field of education. To insure the well-being of people, and particularly the new generation, governments around the world takes responsibility of providing such opportunities which are given below:
Venereal disease Education
As the numbers of people effected by venereal diseases are raising with every coming day, it is becoming a cause of concern for the authorities on an alarming level (Unicef, 2007). Governments have setup regular sex education classes to give awareness to the young kids to avoid being infected by serious diseases like HIV (Unicef, 2007). To encourage people to have frequent HIV screening tests. To infuse detailed knowledge about puberty and its relevant issues. To avoid abrupt and undeliberate pregnancy. To education the young kids how to make and live in respectable relationship.
Juvenile Delinquencies
Another cause of concern for the societies at large is that kids and early teens falls into delinquencies, which results is lifelong addictions, and ultimate ruins (Unicef, 2007). To address this very often issue, government set up rehabilitation centers where addicted teens and even older were not only given medical treatments, but also given education about how to be moderate while using lesser relaxants occasionally.
Impacts of policy
Since the government is making such an honest efforts to keep the generations of the nation healthy, its impact has obviously been appreciation from the part of the folks to its generous government (Stromquist and Monkman, 2014).
Changes in policy
There has been lot of changes throughout the years in different sets of government policies with the passage of time (Stromquist and Monkman, 2014). Especially as far as the empirical scientific result have got lot to do with different health related policy makings, so there has to constant changes on invention basis. For example: policy on the policy of banning of alcohol and other intoxicant for everyone below eighteen years of age.
Part 2
Links between well being and safeguarding in education.
Evidences on the basis of researches have proofed that only sound body has a sound mind. So it’s widely believed that to promote quality education, one has to simultaneously promote quality health, since all activities like education are only possible if the health permits one to move.
Multi-agency working
In the case of well-being and its impact on education, the multi-agency cooperation remains at the heart of the entire efforts (Diener, 2000). Though bringing together several different professions creates difficulties at times, but it has been successful so far (Diener, 2000).
Effectiveness
Since all these efforts were selfless and purely on humanitarian grounds, its effects came out to be amazingly high and encouraging (Diener, 2000). Clear example of it lies in the notable well shortage in the numbers used to be reported by the hospitals annually of HIV cases registered.
Serious case reviews
Well as we have seen earlier that the importance of wellbeing of humans, and particularly of young people has precedence over every other things (Machel, 2001). Governments around the world has also endorsed the importance of the need of proper addressing of the issue, and have to fair extent have addressed it as well.
School policies
Schools policies regarding the issue have been of good care and right approach. The sex education has almost become a full time for particular period of school life (Machel, 2001)
Government authorities have assisted these schools in every possible to make the possible all means to educate the students about serious health hazards.
Key person
Well, as we had discussed in multi-agency working that various different and professional departments collaborate among themselves to smoothen the job of healthcare and well-being of students. It’s would be the responsibility of Minister Education overlook all the things regarding this public welfare work
References
Diener, E., 2000. Subjective well-being: The science of happiness and a proposal for a national index. American psychologist, 55(1), p.34.
Dolan, P., Peasgood, T. and White, M., 2008. Do we really know what makes us happy? A review of the economic literature on the factors associated with subjective well-being. Journal of economic psychology, 29(1), pp.94-122.
Unicef, 2007. Child poverty in perspective: An overview of child well-being in rich countries (No. inreca07/19).
Stromquist, N.P. and Monkman, K. eds., 2014. Globalization and education: Integration and contestation across cultures. R&L Education.
Capps, R., 2005. The health and well-being of young children of immigrants.
Blustein, D.L., 2008. The role of work in psychological health and well-being: a conceptual, historical, and public policy perspective. American Psychologist, 63(4), p.228.
Amato, P.R., 2005. The impact of family formation change on the cognitive, social, and emotional well-being of the next generation. The future of children, pp.75-96.
Helliwell, J.F., 2003. How’s life? Combining individual and national variables to explain subjective well-being. Economic modelling, 20(2), pp.331-360.
Cohen, J., 2006. Social, emotional, ethical, and academic education: Creating a climate for learning, participation in democracy, and well-being. harvard educational Review, 76(2), pp.201-237.
Lehman, A.F., 1983. The well-being of chronic mental patients: Assessing their quality of life. Archives of general psychiatry, 40(4), pp.369-373.
Machel, G., 2001. The Impact of War on Children: A Review of Progress Since the 1996 United Nations Report on the Impact of Armed Conflict on Children. United Nations Children’s Fund, 3 UN Plaza, New York, NY 10017.
