l. Health Education In 1979 a full-time health educator was employed in M&juro for the first time. This reflects the growing recognition that] educational efforts must be an integral and strong component of anb health care system. A health education section should become the sole provider of education. successful mbt, however, Their role is rf&ther one of developing materials and ideas and encouraging their ut§lization by all providers in the health care system. The most effettive health education is that given in response to a question - and Khe clinical staff are those being asked the most questions. The choice of topics to pursue in educational efforfs should be influenced by the prevalence of particular problems and which they can be improved. tihe ease with Priority topics that have bean identified are: Nutrition-related diseases including malnutrition hypertension, diabetes, and various dental diseases. ag@d obesity, Diseases related to improper sanitation and personal hygidne including diarrheal diseases, gastroenteritis, filariasis and infestation, amoebic dysentery, hepatitis, and others. Communicable through others. diseases immunization, including venereal ‘childhood’ disease, diseases tuberculosis, fother worm preventable feprosy, and Certain diseases and conditions associated with pregnan€y and early infancy which are partially or wholly preventable thnough proper prenatal, postnatal, and infant care. Oral diseases particularly dental decay occurring in chilHren Mental health-related suicide, and other disorganization problems including conditions often alcohol and associated Inappropriate use of health care services and facilities by consumers and reluctance of health care consumers] appropriate responsibility for health and the health cara@ drug ith abuse, social health care to assume system To accomplish these objectives, health education responsiljilities must be assumed by all health workers, especially the medical assistants (medex) and health assistants providing primary health care.