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UNESCO HIV and Health Education Clearinghouse

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  1. USAID/Honduras: HIV/AIDS prevention programs evaluation

    This evaluation was performed to: Determine the effectiveness of HIV/AIDS programs for targeted beneficiaries; Document the degree to which program objectives have been met; Provide information about service delivery that will be useful to program staff and other audiences; Enable program staff to make changes to improve program effectiveness. …

  2. Peer education - outreach, communication and negotiation. Training Module

    Behaviour change communication (which includes peer education and interpersonal communication) have a crucial role to play in STI / HIV control, because access to information, health education, knowledge and skills are essential for STI/HIV control. This training manual describes ways in which NGOs may design, deliver and manage training programmes for peer educators in specific and how to run an effective peer-education component in general. …

  3. Becoming a responsible teen adaptation kit. Tools and resources for making informed adaptations to BART: Becoming a responsible teen

    Although the primary goal of Becoming a Responsible Teen (BART) is to decrease HIV infection among African-American adolescents ages 14 to 18, the curriculum also includes topics and activities relevant to teen pregnancy prevention. Teens learn to clarify their own values about sexual decisions and pressures, as well as practice skills to reduce sexual risk taking. These skills include correct condom use, assertive communication, refusal techniques, self-management and problem solving. Abstinence is woven throughout the curriculum and is discussed as the best way to prevent HIV and pregnancy. …

  4. Building capacity in the education sector within a multi-sectoral response: some IHSD experience in the Caribbean

    This document describes lessons learnt from the Caribbean Education Sector HIV/AIDS Response Capacity Building Technical Cooperation Project.

  5. Assessment of Curriculum Response in 35 countries for the EFA Monitoring Report 2005 "The Quality Imperative"

    This study does not address the level of implementation of HIV/AIDS education, but the framework and conditions set in policies and curricula for curriculum implementation. This analysis will however lead to an evaluation of the likely quality of implementation that may be expected, regarding criteria established through existing research and evaluation. From the analysis of the curriculum, which states goals, intention and, what can be expected to be actually implemented as HIV/AIDS education in schools and class rooms. …

  6. Addressing HIV and AIDS stigma in Jamaica: Lessons learned from a community based sensitization programme

    Many challenges have been encountered in the response to HIV and AIDS, not the least of which is the impact of stigma on the lives of people infected as well as those otherwise affected. We recognize that a multi-pronged approach is necessary in any effort to combat this disease and propose that explicit sensitization training and anti-stigma measures are a critical component of any successful HIV&AIDS education or elimination program. Working with people living with HIV & AIDS (PLWHA) has been a precious, most invaluable experience. …

  7. Men are changing. Case study evidence on work with men and boys to promote gender equality and positive masculinities

    Men are changing. Case study evidence on work with men and boys to promote gender equality and positive masculinities is a document that aims to strengthen and broaden the evidence base on working with men and boys. It describes and analyzes 12 programmes from around the world that sought to alter the attitudes and behaviours of men in relation to sexuality, sexual and reproductive health, violence and relationships. …

  8. Scaling-up together we can: a proven peer education program and community mobilization strategy for youth HIV prevention, Guyana, Haiti and Tanzania. Annual report, October 1, 2008-September 30, 2009

    The Scaling Up Together We Can program is a PEPFAR-funded and USAID-supported 6+ year, $10+ million effort to reach more than 1,060,000 youth ages 10 to 24 with curriculum-based and peer-to-peer outreach, and interpersonal community wide events in Guyana, Haiti, and Tanzania. The project has already reached more than one million youth through these interpersonal and participative approaches to relaying HIV prevention messages, and many more through general diffusion "edutainment" events and mass media-based outreach.

  9. RAP-Tool

    Youth Incentives, the international programme on sexuality developed by the Dutch expert centre on sexuality, Rutgers Nisso Groep, promotes the Dutch approach to the sexual and reproductive health (SRH) of young people. Core elements of this approach are represented in the RAP-rule, which stands for "Rights-based approach, Acceptance of young people's sexuality, and Participation of young people". This version of the RAP-tool is the result of experiences from pilot countries: Bangladesh, Eritrea, Rwanda and Tanzania. The RAP-tool is a needs assessment instrument guided by the RAP-rule. …

  10. Effective Peer Education: Working with children and young on sexual and reproductive health and HIV/AIDS

    This toolkit was published by Save the Children in 2004. It presents the peer education as one of the solution for children and adolescents' needs on skills and information on how to protect their sexual and reproductive health and reduce their vulnerability to HIV and AIDS. The manual begins with an introduction and some recommendations for the toolkit. …

  11. Becoming a Responsible Teen (BART): an HIV risk-reduction program for adolescents

    Becoming a responsible teen (BART) is an HIV and STI risk-reduction programme primarily targeting African-American adolescents ages 14 to 18. It was originally designed for non-school settings. The eight sessions of the curriculum are organized around interactive group discussions, videos and discussions with people living with HIV, as well as role-play to strengthen communication skills. The main objective of the programme is to provide teens with the skills to delay sex initiation and to reduce their risk of HIV and other STIs. …

  12. How to create an effective communication project: using the AIDSCAP strategy to develop successful behavior change interventions

    The handbook guides you through the development of behaviour change communication (BCC) projects using a strategy developed by the AIDS Control and Prevention (AIDSCAP) Project of Family Health International. The strategy is illustrated by the Communication Pyramid including the following components: risk factors, target audience, desired behaviour and attitude changes, initial planning, messages, communication channels and media, pre-testing, and interventions to reach the audience.

  13. How to conduct effective pretests: ensuring meaningful BCC messages and materials

    The handbook is meant to help field level planners and implementors conduct simple, effective pretests of BCC materials for HIV/AIDS prevention.

  14. Assessment and monitoring of BCC interventions: reviewing the effectiveness of BCC interventions

    The handbook is meant to help planners and implementors look at the effectiveness of the Behaviour Change Communication (BCC) HIV/AIDS prevention interventions. Implementors can use the handbook to monitor while the planners can use it as a planning tool since the handbook highlights important points for the design and development effective BCC programming.

  15. HIV/AIDS Care and Support Projects: using behavior change communication techniques to design and implement care and support projects

    The handbook is meant to help organizations implement HIV/AIDS care and support projects using behaviour change communication techniques. The topics included in the handbook are: choosing care and support interventions; selecting target audiences; planning and designing care and support interventions; using effective communication approaches; meeting the training and education needs of staff, volunteers and target audiences; developing systems for supervision, support and monitoring of activities; influencing social norms; and other important care and support topics (e.g. …

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