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Considers the impact of the termination of the Grants for Education Support and Training for health education on the future support of health education in schools. Discusses the results of a national audit of healthy alliances between health promotion units and local education authority schools. The results of the survey showed that specialist health promotion units are enthusiastic about collaborative partnerships with education, but that the axing of the GEST‐funded advisory posts has militated against such initiatives. Demonstrates that relationships between local education authorities and health promotion units have been difficult since April 1993 and are now much more competitive. Concludes that alliances between health and education have an uncertain future.

This study assesses the influence of local government reorganisation on health education provision and support in Welsh secondary schools. The study was conducted in two stages, shortly before, and 31 months after, a local government reorganisation. Respondents for the study were a sample of health education co‐ordinators from 23 secondary schools that represented seven of the eight local education authorities prior to the local government reorganisation in April 1996. Findings revealed several obstacles to schools becoming more health promoting. Lack of time, demands of the National Curriculum, low profile and status given to Personal and Social Education programmes, lack of expertise amongst staff, and the pressure exerted by league tables, were commonly reported by co‐ordinators. The importance of in‐service training for all staff and the need for stronger community and parental links was only raised by a few. The research also suggests that schools are becoming more reliant on health promotion units as opposed to the advisory support in their locality.

Presents data from a 1995 self‐completion questionnaire survey of secondary schools in Wales on the organization and provision of health education teaching, the implementation of health‐related policies and the involvement of outside agencies in the planning and delivery of health promotion. The results from the 187 responding schools (82 per cent) show that a firm base exists for further developing health‐promoting secondary schools in Wales. Recommends that health education co‐ordinators devote preparation time to promote best practice in the subject and that schools put more effort into developing broadly based policies for health covering all those who use school premises. Advocates the structured integration of community resources into school programmes and improved understanding within schools of the concept of the health‐promoting school.

As part of the work leading to the development of the National Healthy Schools Scheme, an audit was carried out of existing healthy schools schemes in England. This, together with an evaluation of healthy schools activities within eight pilot healthy schools partnerships throughout England funded by the Department of Health and the Department for Education and Employment, formed part of the research underpinning the creation of a National Healthy Schools Standard. Principles for effective working are identified, as well as difficulties likely to be encountered in creating and promoting such a standard.

This paper aims to present recently published resources on library instruction and information literacy, providing an introductory overview and a selected annotated bibliography of publications covering various library types, study populations and research contexts.

This paper introduces and annotates English-language periodical articles, monographs, dissertations, reports and other materials on library instruction and information literacy published in 2019.

The paper provides a brief description of all 370 sources and highlights sources that contain unique or significant scholarly contributions.

The information may be used by librarians, researchers and anyone interested as a quick and comprehensive reference to literature on library instruction and information literacy.

Reports on the evaluation of the European Network of Health Promoting Schools project in England, which concluded in March 1997. The Europe‐wide initiative aims to develop schools as settings for the promotion of young people’s health, encouraging innovative approaches and opportunities for pan‐European working. In England the project has been managed by the Health Education Authority, which commissioned an independent research agency, the National Foundation for Educational Research (NFER), to carry out the evaluation. Reports on the NFER’s evaluation of the impact of a co‐ordinated whole school approach to health education in 16 pilot and 32 reference schools. Presents highlights from the Final Research Report and accompanying Management Summary, including a case history of health promotion work carried out by special schools which took part in the project.

Considers the future of health education in relation to schools; explores the continuing need for health education of young people and hence the priorities for schools; and addresses the current dilemmas, uncertainties and opportunities that affect the provision of health education in schools. Relates principally to health education in schools in England. Reviews the impact of recent Education Acts on the provision of health education in schools and examines how the new system of inspection of schools could and should work in relation to health education. Summarizes the early work on the health‐promoting schools project.

Reports on a detailed study of a school nursing service which has revealed the untapped value of the service and a generally poor understanding of what, precisely, school nurses do, and the nature of their skills and experience. Focuses on one aspect of this study: the changing nature of the school nursing role in health education and health promotion. Finds that school nurses have adjusted their practice to meet the changing nature of children’s health needs. They now increasingly work to health education and health promotion agendas and are acting in a health advisory role. Calls into question the need for universal health screening, particularly for older children, as the core activity of school nursing. Concludes that the service should in future be designated as being for “children of school age”, and that the range of sites where school nursing is delivered should be extended.

Describes an event organized by the Health Education Authority′s Best of Health project team, which took place at Crewe+Alsager Faculty of the Manchester Metropolitan University in spring 1994. The Best of Health project aims to raise awareness, in primary school teachers and those training to be teachers, of the opportunities for providing health education in schools. Summarizes the events of the day, explains how staff at the college prepared students to get the most out of the day, and how education staff planned follow‐up work on cross‐curricular ways of teaching health education.

The purpose of this paper is to analyse the evolution and characteristics of health education in schools in Spain during the dictatorship of General Franco (1939-1975).

The analysis of two kinds of sources has been performed. First, the reports from international organizations on health education in schools published in the 1950s and 1960s. Second, journals, books and official documents published by public health and education organizations in Franco’s Spain.

Health education in schools evolved in three stages under Franco’s dictatorship. In the first stage (1939-1953), Spanish schools maintained an outdated “school health” approach in the teaching programmes. In the second stage (1953-1965), the agreements with the USA in 1953 ended Spanish isolation, and the regime sought to follow the recommendations of international organizations. Efforts were made to “import” the WHO/UNESCO version of health education in schools but it failed to materialize. A programme that sought to enhance citizen participation and to acknowledge their idiosyncrasies was unlikely to prosper in a dictatorship. However, the less threatening food and nutrition education programme, encouraged by the FAO/UNICEF, did succeed. In the last stage (1965-1975), the Spanish education system entered a period of modernization in which the contents and methods of health education in schools were reformed in order to introduce the less conflictive aspects of the international recommendations.

The paper highlights the tensions between the aspirations to follow international programmes and the recommendations on health education in schools and the difficulties of implementing such schemes under a dictatorship.