{"id":4722,"date":"2022-01-06T11:14:47","date_gmt":"2022-01-06T10:14:47","guid":{"rendered":"https:\/\/unescochair-ghe.org\/?page_id=4722"},"modified":"2026-02-02T17:06:09","modified_gmt":"2026-02-02T16:06:09","slug":"india","status":"publish","type":"page","link":"https:\/\/unescochair-ghe.org\/fa\/the-chairs-community\/national-representatives\/india\/","title":{"rendered":"India"},"content":{"rendered":"

UNESCO Chair Global Health & Education in India<\/h3>\n\n\n\n
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The mission of our NGO, Tarang Health Alliance, is to develop innovative education materials and train teachers to implement the Comprehensive School Health Program in schools. We have presently developed Health Education workbooks and Teachers manuals for grade 6 & 7. We have also developed a nutritional mat for helping parents and students monitor their daily intake of diet and other materials to make health education engaging and fun.<\/p>\n\n\n\n

To implement the Comprehensive School Health Program, we do the following:<\/p>\n\n\n\n

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  • We train school teachers to implement the curriculum and to be good role models.<\/li>\n\n\n\n
  • We request the school to conduct at least forty hours of health education during the academic year.<\/li>\n\n\n\n
  • We conduct sessions with parents of these students for one hour every month to engage them in improving the health of their children. This is an important part of the program as parents are responsible for home nutrition and are role models for their children.<\/li>\n\n\n\n
  • We also monitor for physical activity conducted by students when the school is in the offline mode. We also monitor for the nutritional and other health services provided by the school utilizing a School Health Index. \u00a0<\/li>\n\n\n\n
  • We evaluate the impact of the health curriculum of student\u2019s health behavior and knowledge. This is done by having each student fill out a \u201chealth behavior\u201d and a \u201chealth knowledge\u201d questionnaire at the beginning and end of the academic year. This is done in the \u201cintervention\u201d schools where the comprehensive health program is implemented and we compare the data with that obtained from the \u201ccontrol\u201d schools. We then analyse the data statistically. The \u201ccontrol\u201d schools become an \u201cintervention\u201d school the following year.<\/li>\n<\/ul>\n\n\n\n

    Last year, we conducted a pilot study in one intervention and control school and found significant improvement in the health behaviour of students in the intervention school as compared to the control school. This was done during the pandemic when classes were online.<\/p>\n\n\n\n

    This academic year, our curriculum is being implemented in six schools in two Indian cities with a student population of about one thousand students. Some of these are private schools and others government schools. In some schools the classes are still online, others hybrid and in a few all classes are offline. The socio-economic status of these students ranges from being well off economically to students of poor parents. We also have an equivalent number of students in the \u201ccontrol\u201d schools. This data will be analysed at the end of the academic year.<\/p>\n\n\n\n

    We also play an active advocacy role. We have been in communication with educational policy makers in Indian government to make health education mandatory in every school across India and at every grade level. <\/p>\n\n\n\n

    Our long-term goals is to scale up and implement our health curriculum across various Indian States. We are developing the health curriculum for each grade level. We are presently funded by a grant from Lal Path Labs Foundation in India. We are also closely linked with Rotary India who have helped connect us with schools.<\/p>\n<\/div>\n\n\n\n

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    La mission de notre ONG, Tarang Health Alliance, est de d\u00e9velopper des supports p\u00e9dagogiques innovants et de former les enseignants \u00e0 la mise en \u0153uvre du programme global de sant\u00e9 scolaire dans les \u00e9coles. Nous avons actuellement d\u00e9velopp\u00e9 des cahiers d’exercices d’\u00e9ducation \u00e0 la sant\u00e9 et des manuels pour les enseignants de 6e et 7e ann\u00e9es. Nous avons \u00e9galement mis au point un tapis nutritionnel pour aider les parents et les \u00e9l\u00e8ves \u00e0 surveiller leur alimentation quotidienne, ainsi que d’autres mat\u00e9riels destin\u00e9s \u00e0 rendre l’\u00e9ducation sanitaire attrayante et amusante.<\/em><\/p>\n\n\n\n

    Pour mettre en \u0153uvre le programme complet de sant\u00e9 scolaire, nous proc\u00e9dons comme suit :<\/em><\/p>\n\n\n\n

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    • Nous formons les enseignants de l’\u00e9cole \u00e0 mettre en \u0153uvre le programme et \u00e0 \u00eatre de bons mod\u00e8les.<\/em><\/li>\n\n\n\n
    • Nous demandons \u00e0 l’\u00e9cole de dispenser au moins quarante heures d’\u00e9ducation sanitaire pendant l’ann\u00e9e scolaire.<\/em><\/li>\n\n\n\n
    • Nous organisons des sessions avec les parents de ces \u00e9l\u00e8ves pendant une heure chaque mois pour les inciter \u00e0 am\u00e9liorer la sant\u00e9 de leurs enfants. Il s’agit d’une partie importante du programme car les parents sont responsables de la nutrition \u00e0 la maison et sont des mod\u00e8les pour leurs enfants.<\/em><\/li>\n\n\n\n
    • Nous surveillons \u00e9galement l’activit\u00e9 physique pratiqu\u00e9e par les \u00e9l\u00e8ves lorsque l’\u00e9cole est en mode hors connexion. Nous surveillons \u00e9galement les services nutritionnels et autres services de sant\u00e9 fournis par l’\u00e9cole \u00e0 l’aide d’un indice de sant\u00e9 scolaire.<\/em><\/li>\n\n\n\n
    • Nous \u00e9valuons l’impact du programme de sant\u00e9 sur le comportement et les connaissances des \u00e9l\u00e8ves en mati\u00e8re de sant\u00e9. Pour ce faire, nous demandons \u00e0 chaque \u00e9l\u00e8ve de remplir un questionnaire sur le “comportement en mati\u00e8re de sant\u00e9” et sur les “connaissances en mati\u00e8re de sant\u00e9” au d\u00e9but et \u00e0 la fin de l’ann\u00e9e scolaire. Ceci est fait dans les \u00e9coles “d’intervention” o\u00f9 le programme de sant\u00e9 complet est mis en \u0153uvre et nous comparons les donn\u00e9es avec celles obtenues dans les \u00e9coles “de contr\u00f4le”. Nous analysons ensuite les donn\u00e9es de mani\u00e8re statistique. Les \u00e9coles “t\u00e9moins” deviennent des \u00e9coles “d’intervention” l’ann\u00e9e suivante.<\/em><\/li>\n<\/ul>\n\n\n\n

      L’ann\u00e9e derni\u00e8re, nous avons men\u00e9 une \u00e9tude pilote dans une \u00e9cole d’intervention et une \u00e9cole t\u00e9moin et avons constat\u00e9 une am\u00e9lioration significative du comportement sanitaire des \u00e9l\u00e8ves de l’\u00e9cole d’intervention par rapport \u00e0 l’\u00e9cole t\u00e9moin. Cette \u00e9tude a \u00e9t\u00e9 r\u00e9alis\u00e9e pendant la pand\u00e9mie, lorsque les cours \u00e9taient en ligne.<\/em><\/p>\n\n\n\n

      Cette ann\u00e9e scolaire, notre programme est mis en \u0153uvre dans six \u00e9coles de deux villes indiennes, avec une population \u00e9tudiante d’environ mille \u00e9l\u00e8ves. Certaines d’entre elles sont des \u00e9coles priv\u00e9es et d’autres des \u00e9coles publiques. Dans certaines \u00e9coles, les cours sont toujours en ligne, d’autres sont hybrides et dans quelques-unes, tous les cours sont hors ligne. Le statut socio-\u00e9conomique de ces \u00e9tudiants va de l’aisance \u00e9conomique aux \u00e9tudiants de parents pauvres. Nous avons \u00e9galement un nombre \u00e9quivalent d’\u00e9l\u00e8ves dans les \u00e9coles “t\u00e9moins”. Ces donn\u00e9es seront analys\u00e9es \u00e0 la fin de l’ann\u00e9e scolaire.<\/em><\/p>\n\n\n\n

      Nous jouons \u00e9galement un r\u00f4le actif de plaidoyer. Nous avons communiqu\u00e9 avec les responsables de la politique \u00e9ducative du gouvernement indien pour rendre l’\u00e9ducation \u00e0 la sant\u00e9 obligatoire dans toutes les \u00e9coles du pays et \u00e0 tous les niveaux scolaires.<\/em><\/p>\n\n\n\n

      Notre objectif \u00e0 long terme est d’\u00e9tendre et de mettre en \u0153uvre notre programme de sant\u00e9 dans plusieurs \u00c9tats indiens. Nous sommes en train de d\u00e9velopper le programme de sant\u00e9 pour chaque niveau scolaire. Nous sommes actuellement financ\u00e9s par une subvention de la Fondation Lal Path Labs en Inde. Nous sommes \u00e9galement \u00e9troitement li\u00e9s au Rotary India, qui nous a aid\u00e9s \u00e0 \u00e9tablir des liens avec des \u00e9coles.<\/em><\/p>\n<\/div>\n<\/div>\n\n\n\n

      National \/ Territorial Representative of the UNESCO Chair<\/h3>\n\n\n\n
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      Rahul was born in Delhi in 1948 and is a graduate of Modern School. He went to IIT, Kharagpur for his engineering degree. He received his PhD in Bio-Medical Engineering from New York University (USA). He worked as a medical research scientist in various hospitals and industry (Medtronic Inc). He was granted over 70 patents on various medical technologies and has authored over 90 manuscripts and 24 book chapters.<\/p>\n\n\n\n

      He has published several manuscripts and given several presentations on prevention of diseases in India. His educational DVD on harmful effects of Tobacco for Indian youth was translated into different languages by WHO. He retired in 2009 and started Tarang Health Alliance, an NGO in 2016. It is dedicated to promotion of health education among Indian youth. The NGO\u2019s mission is to make health education mandatory in all Indian schools so that  children grow up to be healthy & realize their full potential.<\/p>\n<\/div>\n\n\n\n

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      Rahul est n\u00e9 \u00e0 Delhi en 1948 et est dipl\u00f4m\u00e9 de la Modern School. Il est all\u00e9 \u00e0 l’IIT, Kharagpur, pour obtenir son dipl\u00f4me d’ing\u00e9nieur. Il a obtenu son doctorat en ing\u00e9nierie bio-m\u00e9dicale \u00e0 l’Universit\u00e9 de New York (USA). Il a travaill\u00e9 en tant que chercheur scientifique m\u00e9dical dans divers h\u00f4pitaux et dans l’industrie (Medtronic Inc). Il a obtenu plus de 70 brevets sur diverses technologies m\u00e9dicales et est l’auteur de plus de 90 manuscrits et 24 chapitres de livres.<\/em><\/p>\n\n\n\n

      Il a publi\u00e9 plusieurs manuscrits et donn\u00e9 plusieurs pr\u00e9sentations sur la pr\u00e9vention des maladies en Inde. Son DVD \u00e9ducatif sur les effets nocifs du tabac pour les jeunes Indiens a \u00e9t\u00e9 traduit en plusieurs langues par l’OMS. Il a pris sa retraite en 2009 et a cr\u00e9\u00e9 l’ONG Tarang Health Alliance en 2016. Elle est d\u00e9di\u00e9e \u00e0 la promotion de l’\u00e9ducation \u00e0 la sant\u00e9 aupr\u00e8s de la jeunesse indienne. La mission de l’ONG est de rendre l’\u00e9ducation \u00e0 la sant\u00e9 obligatoire dans toutes les \u00e9coles indiennes afin que les enfants grandissent en bonne sant\u00e9 & r\u00e9alisent leur plein potentiel.<\/em><\/p>\n<\/div>\n\n\n\n

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      \"\"<\/figure>\n<\/div>\n<\/div>\n\n\n\n
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      <\/div>\n<\/div><\/div>","protected":false},"excerpt":{"rendered":"

      UNESCO Chair Global Health & Education in India The mission of our NGO, Tarang Health Alliance, is to develop innovative education materials and train teachers to implement the Comprehensive School …<\/p>","protected":false},"author":3,"featured_media":0,"parent":4354,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":"","_links_to":"","_links_to_target":""},"class_list":["post-4722","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/unescochair-ghe.org\/fa\/wp-json\/wp\/v2\/pages\/4722","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/unescochair-ghe.org\/fa\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/unescochair-ghe.org\/fa\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/unescochair-ghe.org\/fa\/wp-json\/wp\/v2\/users\/3"}],"replies":[{"embeddable":true,"href":"https:\/\/unescochair-ghe.org\/fa\/wp-json\/wp\/v2\/comments?post=4722"}],"version-history":[{"count":10,"href":"https:\/\/unescochair-ghe.org\/fa\/wp-json\/wp\/v2\/pages\/4722\/revisions"}],"predecessor-version":[{"id":9988,"href":"https:\/\/unescochair-ghe.org\/fa\/wp-json\/wp\/v2\/pages\/4722\/revisions\/9988"}],"up":[{"embeddable":true,"href":"https:\/\/unescochair-ghe.org\/fa\/wp-json\/wp\/v2\/pages\/4354"}],"wp:attachment":[{"href":"https:\/\/unescochair-ghe.org\/fa\/wp-json\/wp\/v2\/media?parent=4722"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}