Improving Education and Health in Remote Aboriginal Communities Assessment Answer

Social Determinant of Health

No school, no pool is about helping the remote aboriginal communities across western Australia improve the education and health of the children. Education access and quality are about the ability of all people to have equal opportunity in education, regardless of social class, race, and gender. It will make the Aboriginals get education about their ethnic background and physical and mental disabilities. Addressing the social determinant will provide high-quality educational opportunities for children. Education is the basic right of an individual that is making people able to meet the interest of people (Stronach et al., 2019). The video is based on the remote aboriginal communities' improvement that is allowing the education and health of children to be enhanced. It addresses the educational needs of the people that encourage younger students to attend the school. Secondly, it addresses the health needs of the Aboriginal community which makes the students take participation in the activity (Vigus, 2018). Health is improved by enhancing coordination, flexibility, and strength which gives strength to people and promotes healthy lives. Health and education in Aboriginal communities require the physical, social, emotional, and cultural well-being that is achieving the whole community's outcomes. The program is going to improve the health and education of Aboriginals in remote areas. The documentary is based on a remote aboriginal community in Northwestern Australia that makes a complete revolutionization by making a new community swimming pool. The pool is built in the middle of town that is allowing the community to take participation in health and the level of education is improved.

Primary Health Care Principle

The principle that is taken in the context of no school, no pool is based on the primary principle of community participation. It is about both the theory or practices related to the direct involvement of citizens and citizen action groups that are potentially affected by or interested in a decision. Community participation requires the values and interests of the community to be preferred which leads toward the development process. Based on the above principle, it is possible to facilitate education in the Aboriginal community which is making action groups work according to interest in educational settings (Altman, 2018). Swimming pools in remote aboriginal communities are a positive enabler of community cohesion in remote communities that makes the increase in the attendance of children in schools. It holds the potential to improve the health and well-being of the Aboriginal communities which is depicted by the fact that high school attendance is there. In addition, it will take another principle which is an equitable distribution which implies more investment in resources in areas where it is needed more. It is the means of activity that is given to an individual who is at high risk and gives the serving in the under-served areas. The principle is aiming to give continuum care and then eliminate the factors that are resulting in ill health. For example, offering an apple to those who come daily and try new swimming gestures is a good way.

Action Area from the Ottawa Charter

It identifies the three basic strategies for health promotion that is political, economic, social, cultural, environmental, and biological. The inclination is seen with the supportive environment strategy that is acknowledging the interaction with variable environments that is making the safe and supportive way of delivering the practices. It will lead to the establishment of links between people's health and their environment. The impact is seen in the context of designing supportive healthy behaviors that build healthy alliances and bridge the equity gaps in society that leads to health promotion. It will be making the gaps in population get addressed by this the positive influence is going to be seen in the Aboriginal communities (Wilberg et al., 2021). The intersectoral approach that is capable in terms of addressing the wide range of health factors and injustice at multiple levels. It is making a healthy nexus of the organization that holds the ability to direct toward the improvements in health. It is allowing the social justice principles to be implemented in the community by which the basic need of the Aboriginals is provided. It brings all the phases that are planning, implementation, and evaluation by which the need and factors can be accessed (Tseng et al., 2021). No school, no pool is targeting the such problem of an aboriginal society that make the health promotion in the variable areas that meet the need of aboriginal communities.

Cultural Competence

Cultural competence is the ability to participate ethically and effectively at personal and professional levels in intercultral settings. It is requiring knowledge about self and others that is reflecting on one’s cultural values and makes them able to view the world from their perspective. It allows respectful, reflective, and reasoned choices that is meeting the capacity to imagine and collating with the cross-cultural context. Cultural competence will be valuing diversity for richness and creativity that brings the society together (Tseng et al., 2021). No School, no pool is such an intiative that aims to provide the practices with the best of the capacity that is making the supportive growth of the aboriginals. It is about effectively and sensitively interacting with the aboriginals that are making the accomplishment of the families, communities, and staff. Through cultural competency, recognition is given to the Aboriginals that are bringing cultural diversity and its richness to remain intact. It gives the ability of understanding, communicate and sensitively interact with the community

(Fredericks & Bargallie, 2020). Delivering services that are culturally safe and will be responsible for working with Aboriginals is allowing addressing the need of health consumers and clients need for community services. It is improving the healthcare services and needs by which an increase in the level of participation is seen in indigenous communities. Colonization is the biggest challenge that lies in the Australian community that is addressed by the program

(Sinclair, 2021). In conclusion, it holds capabilities to improve Aboriginal health and education by increasing the community participation.

References

Altman, J. (2018). Indigenous social policy and the new mainstreaming.https://openresearch-repository.anu.edu.au/bitstream/1885/148927/1/Altman_Mainstreaming_0.pdf

Fredericks, B., & Bargallie, D. (2020). An indigenous Australian cultural competence course: talking culture, race, and power. Cultural competence and the higher education sector: Australian perspectives, policies and practice, 295-308.https://library.oapen.org/bitstream/handle/20.500.12657/39549/2020_Book_CulturalCompetenceAndTheHigher.pdf#page=297

Sinclair, K. (2021). Disrupting normalised discourses: Ways of knowing, being and doing cultural competence. The Australian Journal of Indigenous Education, 50(1), 203-211.https://doi.org/10.1017/jie.2018.23

Stronach, M., Adair, D., & Maxwell, H. (2019). ‘Djabooly-djabooly: why don’t they swim?’: the ebb and flow of water in the lives of Australian Aboriginal women. Annals of Leisure Research, 22(3), 286-304.https://doi.org/10.1080/11745398.2018.1503086

Tseng, M. F., Tsai, S. C. S., Wu, C. Y., Lin, C. C., & Wong, R. H. (2021). The effectiveness of betel quid cessation among workers through the adoption of the five action areas of the Ottawa charter. Substance Use & Misuse, 56(5), 718-727.https://doi.org/10.1080/10826084.2021.1892141

Vigus, S. (2018). Encouraging participation. Australasian Leisure Management, (129), 36-38.\https://search.informit.org/doi/abs/10.3316/informit.008036515428871

Wilberg, A., Saboga-Nunes, L., & Stock, C. (2021). Are we there yet? Use of the Ottawa Charter action areas in the perspective of European health promotion professionals. Journal of Public Health, 29, 1-7.https://doi.org/10.1007/s10389-019-01108-x

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