Washington: World Bank, 2006. 165 p.
World Bank. Independent Evaluation Group
From Schooling Access to Learning Outcomes: An Unfinished Agenda, An Evaluation of World Bank Support to Primary Education is a document made by the Independent Evaluation Group (IEG) of the World Bank Group in 2006. The goals of evaluation are to learn from experience, to provide an objective basis for assessing the results of the Bank Group's work, and to provide accountability in the achievement of its objectives. It also improves Bank Group work by identifying and disseminating the lessons learned from experience and by framing recommendations drawn from evaluation findings. This evaluation has two objectives. This evaluation has two objectives. The first is to assess World Bank assistance to countries in their efforts to improve their basic knowledge and skills base through the provision of quality primary education, particularly since the beginning of the EFA movement in 1990.The second objective is to provide lessons for countries in their development strategies, and for the Bank in its support of those strategies. Early findings of the evaluation have been incorporated in the 2005 Education Sector Strategy Update. This evaluation is intended to help the Bank work more effectively with partner countries in converting these strategies into results-oriented programs. It doesn't expressly discuss the question of HIV/AID but it can serve as a general document useful for put in place policy actions and strategy related to HIV/AIDS education. Skills and HIV Education Curricula in Africa: Methods and Evaluations is a study commissioned by the basic education team of the U.S Agency for International Development Africa Bureau's Office of Sustainable Development (USAID/AFR/SD) in 2003. Today, most of the HIV/AIDS prevention intervention in sub-Saharan Africa focused on disseminating information and discouraging risky sexual practices. Generally, such campaigns merely improve young people's knowledge about HIV/AIDS; they seldom strengthen attitudes and intentions favouring HIV/AIDS prevention, let alone lead to risk-reducing behaviour. In contrast are innovative interventions such as skills-bases health education for HIV prevention, referred to here as Life Skills programs. These are designed to: reinforce adolescents' personal risk perception, self-esteem, and self-efficacy; provide them with skills in such areas as assertiveness, communication, and decision-making, as well as coping with peer pressure and emotions; and install compassion and anti discrimination. These skills enable young people to translate information about HIV/AIDS into protective behaviours. The purpose of this study is to compile lessons learned from Life Skills programs in sub-Saharan Africa by renewing evaluation reports. However, since few such programs have been evaluated, a theoretical analysis was also made of a sample of curricula used in French-speaking Africa.
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