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UNESCO HIV and Health Education Clearinghouse

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  1. UNFPA operational guidance for comprehensive sexuality education: a focus on human rights and gender

    The right of access to comprehensive sexuality education (CSE) is grounded in fundamental human rights and is a means to empower young people to protect their health, well-being and dignity. This Operational Guidance sets out UNFPA’s framework for CSE, which is one of five prongs to UNFPA’s Adolescent and Youth Strategy. …

  2. Learning to live together: design, monitoring and evaluation of education for life skills, citizenship, peace and human rights

    In this Guide, we focus on strengthening the curriculum dimension known as education for learning to live together (LTLT), which incorporates areas of life skills, citizenship, peace and human rights. We first argue for a holistic view of this dimension and for appropriate teachinglearning processes. We then offer suggestions for monitoring and evaluation processes to answer one or more of the following questions - depending on circumstances. For a traditional system: does our traditional schooling meet our current goals in the LTLT/life skills dimension? …

  3. PALOP workshop on HIV and AIDS planning and implementation for the education sector, Praia, Cape Verde, March 22-25, 2010. Final report

    Under the banner of South-South cooperation and in line with UNESCO's EDUCAIDS Framework, UNESCO Regional Bureau for Education in Africa (BREDA) and UNESCO Brasilia have been working together to provide technical support to the five Portuguese-speaking countries (PALOP) for the development of a strong education sector response to HIV and AIDS. …

  4. Positive partnerships: a toolkit for the greater involvement of people living with or affected by HIV and AIDS in the Caribbean education sector

    The toolkit aims to assist education sector staff, networks of people living with HIV, and others to apply the principles for the greater involvement of people living with or affected by HIV and AIDS (GIPA) in a comprehensive approach for the education sector's response to HIV and AIDS. The toolkit includes 10 activities, each requiring from 1 to 3 hours, which can be modified as needed. The activities introduce the basics of HIV and AIDS, the concept of GIPA, and ways its principles can be incorporated into a comprehensive approach for the education sector's HIV and AIDS initiatives. …

  5. Report on the Study Visit between Botswana and Zambia on the Mainstreaming of HIV and AIDS in the TEVET Institutions

    This study which represents the first activity of an initiative under the small grants from UNESCO-UNEVOC has provided a platform for Botswana and Zambia to share experiences in mainstreaming HIV and AIDS into the TVET sector. The purpose of the study was to document the experiences, lessons learnt and challenges faced in mainstreaming HIV and AIDS in TVET in Botswana and Zambia. …

  6. Ministry of Education and NGO Partnership for Service Delivery in Schools

    This toolkit has five main components: Part 1 provides a detailed conceptual framework for ministries to understand the four components of a comprehensive approach and what schools need to do to develop such a response to HIV and AIDS. This section also explains important ways in which NGOs can work with the education sector. Part 2 describes the types of the NGOs that currently work with the education sector. A typology of NGOs is presented describing the different functions, geographic coverage, focus and approach, and governing structures that distinguish NGOs. …

  7. Ensuring quality: Ministry of Education and NGOs responding to the AIDS pandemic

    In a comprehensive approach, the education sector uses all means at its disposal to promote and protect the health of learners and staff and to mitigate the impact of HIV and AIDS on the system itself. …

  8. The formation of a critical, compassionate citizenry: the inculcation of HIV/AIDS curricula into South African Higher Education

    There have been numerous programmes internationally and continentally that involve the careful and sometimes not too careful inculcation of HIV/AIDS awareness into curricula. The majority of these have centred on adolescent programmes because, naturally, it is generally perceived that this age group is both sexually active and adventurous in so far as they are exploring boundaries that are simultaneously sexual, political and social. As the Love Life campaigns have proved, the adolescent and especially the early adolescent is a notoriously difficult age group to address effectively. …

  9. Impact of sex and HIV education programs on sexual behaviors of youth in developing and developed countries

    Sex and HIV education programs that are based on a written curriculum and that are implemented among groups of youth in school, clinic, or community settings are a promising type of intervention to reduce adolescent sexual risk behaviors. This paper summarizes a review of 83 evaluations of such programs in developing and developed countries. The programs typically focused on pregnancy or HIV/STI prevention behaviors, not on broader issues of sexuality such as developmental stages, gender roles, or romantic relationships. …

  10. Prevention: Lessons learned about school based approaches to reducing HIV/AIDS related risk

    Provides an overview of lessons learned for school based approaches to reducing HIV/AIDS related risk. Centres on youth-centred, integrated approach that includes sound monitoring and evaluation. Quality of Learner: Begin programmes by understanding what is known about HIV/AIDS and focus on understanding relevant risks to the population. Quality of Content: Using social learning theories to guide programme development will increase both positive individual health promoting behaviours as well as changing and supporting positive group social norms. …

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