How to involve parents and community
Written by HEPCOMThe active involvement of parents and community is essential to the health promoting school. This tool gives examples of how to involve different target groups.
Involving visitors
Written by HEPCOMWhen planning the curriculum, it can be very useful to elicit the help of specialists - use people from the outside as "visitors" in the classrome in the health education.
Learning activity - working with partners
Written by HEPCOMA tool to help you reflect how you understand the whole school community and how it effects your work.
School-community collaboration
Written by HEPCOMThis tool points out potential partners from the community and it explains benefits and outcomes for schools and community from collaboration.
This list points out some of the essential priciples to ensure meaningful participation. It's a starting point to promote thoughtful consideration, discussion and development of conditions. A good practice example is enclosed as inspiration.
HEPS School Level Indicators
Written by HEPCOMThese School Level Indicators give an overview of aspects that need to be considered in planning, implementing, monitoring and evaluating a whole school policy on healthy eating and physicaln activity. They are designed to help schools when writing and fine tuning the components of their policy. They can help in monitoring and evaluating the policy's implementation.
These Guidelines are made for policymakers (i.e. heads of department or senior officials within ministries) and are designed to inform the provision of quality physical education across the full age range from early years through secondary education. They provide a framework to support the development of several dimensions of human capital in a unique, comprehensive way. Some of the case studies in the guidelines are chosen by HEPCOM as examples. Read the guidelines for more examples.
Guidelines for Improving Infrastructures for Leisure Time Physical Activity in the Local Area
Written by HEPCOMThese guidelines set out ways in which infrastructures for leisure-time physical activity can be assessed and improved across five key areas: policymaking, planning, building, financing, and management. They present a set of criteria for good practice and are illustrated by a number of case studies. The criteria aim to improve opportunities for achieving the principles of equity, inter-sectoral collaboration and participation.
This manual helps schools to introduce and implement a school programme promoting healthy eating and physical activity, including a rapid assessment tool.It introduces the concept of school policy on healthy eating and physical activity and provides suggestions and guidelines for its development.
Self Assessment Guide - Municipal Level
Written by HEPCOMThe questions in this self-evaluation tool are to be answered by staff at municipality level. It encompasses the following topics: (1) Policy, strategy and management; (2) Action planning; (3) Implementation; (4) Evaluation and communication. It contains questions related to the internal affairs of the local authority as well as questions related to external stakeholders.
The questions in this self-evaluation tool are to be answered by staff at pre-schools. Some of the questions need to be revised if the tool is used in other settings. The tool encompasses the following topics: (1) Policy, strategy and management; (2) Action planning; (3) Implementation; (4) Evaluation and communication.
Spider web of health
Written by HEPCOMThis tool can be used by adults in the process of making policies or strategies or planning an intervention. It's ment to be an eye-opener for discussions about the communal health strategy.
Gradient Evaluation Framework
Written by HEPCOMAn action-oriented policy tool that provides a framework for the evaluation of policy actions at each of the key stages of the policy cycle. It includes a set of principles, procedures and mechanisms that can be applied to 1) Public health policies that comprise of a complex mix of actions, 2) Specific health policy actions (e.g. nutrition programmes in schools), 3) Non-health policies that have a potential to impact on the social determinants of health inequalities (e.g. education, employment, and agriculture sectors). It presents a conceptual model to set the formulation, implementation, monitoring and evaluation of policies and their related actions.
Gathering Evidence Template
Written by HEPCOMThis template helps the local authorities to systematize the datacollection in a project on national level, local level and academic level. The primary aim of the datacollection is to gather good and inspiring examples of ‘best practice’.
Process Mapping Tool
Written by HEPCOMThe process mapping tool helps a community to document and hold track of activities in a development and change process related to planning and implementation of activities.
This is an example of training material for professional practitioners in the field of early childhood education. Topics: Conceptions of health, social inequality in health, the community as a health promoting factor, social heritage and social inequality, mechanisms of social inclusion and exclusion.
Traffic Light Matrix
Written by HEPCOMThe Traffic Light Matrix is a tool that focuses on the links between a specific sector and it’s strategic importance for the region. This adapted version of the tool focuses specifically on the health sector and it’s level of investment, employment and other economical issues.
How to build a collaborative group
Written by HEPCOMThis document gives examples of important reflections concerning: Choosing the team members, building the team and creating a collaborative community process.
An essential part of the health-promoting school is contact and communication between children and local experts and “resource persons”. This document gives some examples of how to facilitate the contact.
Self-guided snoop-abouts
Written by HEPCOMThis tool helps children to document and evaluate neighborhood living. This can lead to an open dialogue with community residents and increase the children's awareness of the diversity of individual perceptions of neighbourhood spaces and lifestyles - and point out problems to resolve and spaces to redesign.