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UNESCO HIV and Health Education Clearinghouse

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  1. A sexual and reproductive health peer education programme for girls in grades 7 to 9. Mentor’s manual

    This sexual and reproductive health (SRH) peer education programme was developed as part of the Department of Basic Education’s (DBE) Leveraging Partnerships to Achieve the Goals of South Africa’s HIV & AIDS and STI National Strategic Plan 2012–16, otherwise known as Keeping Girls in School. The aim of this component of the programme is to shift social norms and change sexual behaviour by reinforcing and supporting the SRH messages received via the curriculum in order to increase retention and reduce the risk of HIV infection and teenage pregnancy.

  2. Living. Skills for life: Botswana's Window of Hope. Usage guidelines: Junior and senior secondary

    'Guidelines for Using Living: Skills for Life, Botswana’s Window of Hope', has been designed to help teachers use the Living materials in the classroom. They are in response to comments from teachers regarding the lack of clarity on (1) how to use the materials ‘as is’ and (2) how to use them to infuse life skills and HIV and AIDS topics in different subjects. Specifically, these guidelines seek to address two objectives. To help teachers to: 1. Use materials ‘as is’ and through infusion to build life skills; 2. …

  3. Living. Skills for life: Botswana's Window of Hope. Primary [Usage guidelines]

    'Guidelines for using Living: Skills for Life, Botswana’s Window of Hope', has been designed to help teachers use the Living materials in the classroom. They are in response to comments from teachers regarding the lack of clarity on (1) how to use the materials ‘as is’ and (2) how to use them to infuse life skills and HIV and AIDS topics in different subjects. Specifically, these guidelines seek to address two objectives. To help teachers to: 1. Use materials ‘as is’ and through infusion to build life skills; 2. …

  4. OET 302: HIV and sexuality education curriculum-based and comprehensive approach

    This module has six sections broken down into lectures. The lectures are further broken into different parts with activities to make the content of the lecture more clear and practical to educators. The Module sections start with the title, brief introduction, and general objectives and followed by different lectures which also have objectives, content summary; learning activities; lecture summary; reflection and assessment. The sections are presented as follows: Section One is about “Creating Enabling Environment”. …

  5. Upper Primary Phase: Life skills teachers’ manual grades 5 – 7

    The purpose of the manual is to guide teachers to have a better understanding of the presentation of Life Skills as a subject. The main target users of this manual are School Counsellors, Life Skills Teachers and Subject Heads. This manual mainly deals with the presentation of topics in Life Skills in the Upper Primary Phase.

  6. Senior Secondary Phase: Life skills teachers’ manual grades 11 - 12

    The purpose of the manual is to help teachers to have a better understanding of the presentation of Life Skills as a subject. The main target users of this manual are School Counsellors, Life Skills Teachers and Subject Heads. This manual mainly deals with the presentation of topics in Life Skills in the Senior Secondary Phase.

  7. Junior Secondary Phase. Life skills teachers’ manual grades 8 - 10

    The purpose of the manual is to guide teachers to have a better understanding of the presentation of Life Skills as a subject. The main target users of this manual are School Counsellors, Life Skills Teachers and Subject Heads. This manual mainly deals with the presentation of topics in Life Skills in the Junior Secondary Phase.

  8. Junior Secondary Phase. Life Skills Syllabus Grades 8 - 10

    This syllabus describes the intended learning of Life Skills for the Junior Secondary Phase. As a subject, Life Skills is within the spiritual and ethical area of learning in the curriculum, and has thematic links to other subjects across the curriculum. Under optimal circumstances, this subject needs one period per cycle to be taught comprehensively.

  9. HATEC: HIV/AIDS teacher education course for primary colleges of education. Tutor’s guide

    Recognizing the importance of teachers in stopping the spread of HIV/AIDS in Zambia, the Ministry of Education requires that HIV/AIDS be integrated into classroom teaching at all levels. MOE, along with many partners, are implementing in-service training for teachers to give them the skills to do this. However, in order to be sustainable, HIV/AIDS needs to be an integral part of the COE curriculum. A survey of COE student-teachers and staff conducted by MOE and CHANGES2 in 2006 showed that student-teachers do not feel comfortable or well-prepared to teach HIV/AIDS prevention in the classroom. …

  10. HATEC: HIV/AIDS teacher education course for primary colleges of education. Student - teacher handbook

    Recognizing the importance of teachers in stopping the spread of HIV/AIDS in Zambia, the Ministry of Education requires that HIV/AIDS be integrated into classroom teaching at all levels. MOE, along with many partners, are implementing in-service training for teachers to give them the skills to do this. However, in order to be sustainable, HIV/AIDS needs to be an integral part of the COE curriculum. A survey of COE student-teachers and staff conducted by MOE and CHANGES2 in 2006 showed that student-teachers do not feel comfortable or well-prepared to teach HIV/AIDS prevention in the classroom. …

  11. Family Life and Emerging Health Issues Curriculum implementation: strategic framework (2011-2015)

    In response to reducing the HIV infections and mitigating the impact of AIDS as well as other emerging health issues the NCCE in 2009 introduced the Family Life and Emerging Health Issues (FLEHI), a General Studies course in all NCE awarding institutions in Nigeria. Since the introducing of this course, the Commission has followed with keen interest the implementation with a view to continually providing the support and guidance necessary to achieving an effective implementation of the curriculum. …

  12. Family life and emerging health issues curriculum: training guide for colleges of education in Nigeria

    Family Life and Emerging Health Issues (FLEHI) is designed to promote the acquisition if factual information, formation of positive attitudes and values as well as develop skills to cope with biological, psychological, socio-cultural and spiritual development as human beings. It is intended to build the confidence of the student teachers in imparting Family Life and HIV/AIDS Education (FLHE) concepts at the basic school levels.

  13. National life skills education framework

    The development of a National Life Skills Education Framework (NLSEF) took place at an opportune moment in Tanzanian education. This framework, links closely with national strategies and initiatives in the education sector to improve the overall well-being and learning outcomes for all Tanzanian children and youth. These strategies include: MoEVT HIV and AIDS Strategic plan, the In-Service Training Strategy, Basic Standards for Pre-primary and Primary Education in Tanzania and National Strategy for Care and Support Services in Primary Schools in Tanzania. …

  14. Stay healthy: a gender-transformative HIV prevention curriculum for youth in Namibia

    The overall goal of Stay Healthy: A Gender-Transformative HIV Prevention Curriculum for Youth in Namibia is to prevent HIV infection among Namibian youth aged 13-18. Stay Healthy focuses on changing three key behaviors directly related to HIV infection by accomplishing the following: (1) delaying the onset of sexual intercourse, (2) increasing the correct and consistent use of the male condom among sexually active youth, and (3) decreasing multiple concurrent partners among sexually active youth. …

  15. National life skills education framework for Zanzibar

    This document describes the Zanzibar National Life Skills Education Framework (ZNLSEF) - a framework intended to provide guidance to different stakeholders and at different levels in Zanzibar on how to provide quality life skills education programs so as to attain positive behavioral changes among children and young people in Zanzibar for their own individual and societal benefits in relation to preventing HIV/AIDS infections, substance abuse, early pregnancies, gender based violence and lead more positive and productive lives. …

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