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UNESCO HIV and Health Education Clearinghouse

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  1. Journeys: activity handbook for teachers and school staff

    The objective of the Journeys Activity Handbook for Teachers and School Staff is to mobilise school staff to take deliberate steps to increase, foster and promote a safe and caring school that is free from violence. A positive school climate includes norms, values and expectations that support people feeling socially, emotionally and physically safe. It also means that teachers are engaged and respected and pupils are cared about, encouraged and supported in a classroom that is free from violence. In addition all school staff and pupils contribute to keeping the school compound clean. …

  2. Comprendre pour agir: l'homophobie: guide à destination des équipes pédagogiques du collège et du lycée

    Le présent guide à destination des professionnels des collèges et lycées a pour objectifs de donner des bases théoriques et des pistes d’actions pour prévenir le harcèlement à caractère homophobe.

  3. Creando un ambiente seguro y amigable a los niños y niñas VIH positivos en la escuela. Guía para el docente

    Paquete educativo orientado a abordar el tema de la no discriminación de niños y niñas VIH positivos en instituciones educativas de educación primaria.

  4. Advocacy toolkit HIV/AIDS and Education [Kazakhstan]

    This kit includes the information on issues surrounding the relationship between HIV/AIDS and Education as well as human rights, stigma and discrimination.

  5. 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”. …

  6. My big story book – learners and teachers tell their stories on living positively with HIV: a practical guide for teachers

    This Guide has been developed for all teachers, and supporters of learners and children in-school, who may either be infected with, or affected by, HIV. It can also be used by older children who are working with younger children in school settings, supporting them to cope with the effects of HIV, either in school, in their homes or in their communities. Learners ranging from age 7 – 17 years of age will benefit from My Big Story Book and therefore this Guide is relevant for anyone teaching or working with learners in this age group in schools. …

  7. Anti-bullying procedures for primary and post primary schools

    The purpose of these procedures is to give direction and guidance to school authorities and school personnel in preventing and tackling school-based bullying behaviour amongst its pupils and in dealing with any negative impact within school of bullying behaviour that occurs elsewhere. These procedures apply to all recognised primary and post primary schools and to centres for education (as defined in the Education Act 1998) which are attended by pupils under the age of 18 years.

  8. Network of teachers and educational workers in HIV and AIDS, Ghana (NETEWAG) strategic plan 2015-2020

    NETEWAG (Network of Teachers and Educational workers in HIV and AIDS, Ghana) envisions a stigma and discrimination free and equal opportunity environment for Teachers and Educational workers living with HIV in Ghana. Teachers play a key custodian role within the education system and are also central to efforts to achieve the Education for All (EFA) and Millennium Development Goals (MDGs). However like their counterparts in other sub Saharan African countries, teachers in Ghana have not been spared the threat of HIV and AIDS. …

  9. Children’s representations of school support for HIV-affected peers in rural Zimbabwe

    Background: HIV has left many African children caring for sick relatives, orphaned or themselves HIV-positive, often facing immense challenges in the absence of significant support from adults. With reductions in development funding, public sector budgetary constraints, and a growing emphasis on the importance of indigenous resources in the HIV response, international policy allocates schools a key role in ‘substituting for families’ (Ansell, 2008) in supporting child health and well-being. …

  10. Homophobic bullying in Britain's schools in 2014: The teachers' report

    This report presents the findings from the 1832 primary and secondary school respondents across Britain, a subsection of the total sample of 2163 teaching and non-teaching staff in schools and colleges surveyed by YouGov. The survey asked staff about their experiences of homophobic bullying of pupils in their schools and the inclusion of sexual orientation issues in their classrooms. The respondents are from a range of school types including maintained schools, independent schools, academies and free schools. …

  11. Skool’s out

    The Skool's Out initiative was aimed at encouraging effective responses to homophobic harassment and violence in and around schools, both public and private, in New South Wales, Australia. The focus was on safety and security in the school environment for all students, teachers, parents and community members. It was held as part of the 2002 Sydney Gay and Lesbian Mardi Gras and comprised three events: a public Forum, an entry in the Parade and a stall for the Mardi Gras Fair Day. A report and an information card were also produced. …

  12. Lesbian teachers' identity, power and the public/private boundary

    This article examines lesbian teachers' negotiation of the public/private boundary in the school, focusing on identity management in the context of the heterosexualised space of this public institution. The study is based on interviews conducted with six lesbian teachers working in London secondary schools. I examine the teachers' responses, and the ways in which they mediate the ‘polite’ silences in relation to lesbian and gay sexuality, as situated in a framework of liberal tolerance found in public and political domains. …

  13. A case for legal protection for sexual minority educators

    Discrimination based on sexual orientation in K–12 education is not prohibited in many school districts across the United States. Teachers who are of the sexual minority (gay, lesbian, or bisexual) must remain closeted or risk losing their jobs. A history of past court decisions and laws deeming sexual minorities to be degenerates from which children should be protected, coupled with little legal protection for sexual minorities, have pressured many educators into remaining quiet about their identity. …

  14. Education Sector HIV and AIDS Global Progress Survey: Vietnam Summary Report

    Viet Nam Country Report for the 2011-2012 Education Sector HIV and AIDS Global Progress Survey.

  15. Courage and Hope: Stories with Teachers living with HIV in Sub-Saharan Africa

    This book is a collection of stories from teachers living with HIV in Sub-Saharan Africa. The stories documented here give voice to the real life experiences of 12 HIV-positive teachers, five of whom are women, from Burkina Faso, Cameroon, Ghana, Kenya, Mozambique, Rwanda, Senegal, Tanzania (both Mainland and Zanzibar), and Zambia. The teachers recount their experiences of discovering their HIV-positive status and how this has aff ected them in their families, their communities, and their professional lives. …

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