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UNESCO HIV and Health Education Clearinghouse

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  1. National sexuality education framework

    The Ministry of Education and Sports (MoES) has developed this National Framework on Sexuality Education through wide consultations with a cross section of stakeholders. This framework seeks to create an over-arching national direction for providing young people with sexuality education in the formal education setting. …

  2. Statutory PSHE education: meaningful change supported by busy teachers and school leaders

    The purpose of this report is to show how statutory personal, social, health and economic (PSHE) education as an entire subject, including but not limited to relationships and sex education (RSE), can be implemented in a way that brings significant benefits while minimising impact on teacher workload and school funding. The PSHE Association Strategic Partners Group urges the Education Secretary and his Department to seize the opportunity to ensure all school children benefit from good quality PSHE education and proceed to consult on statutory regulations for PSHE education in its entirety. …

  3. Incorporating comprehensive sexuality education within basic and higher institutions of learning in KwaZulu-Natal

    The assessment was commissioned by the United Nations Population Fund (UNFPA) to assess Comprehensive Sexuality Education (CSE) within the Life Orientation (LO) curriculum in KwaZulu-Natal (KZN). The assessment aimed to identify common practices and trends in the roll out and implementation of CSE nationally and internationally.

  4. Teacher’s guide for sexual and reproductive health life skills for adolescents

    UNESCO in partnership with Ministry of Education and with financial support from the Government of the Republic of Azerbaijan, community and Civil society organizations implemented a two year Health Literacy and Behaviour Change practices among Adolescent Girls pilot project from September 2014-September 2017 in 41 schools. Health literacy materials were evaluated and approved by Kenya Institute of Curriculum Development (K.I.C.D.) for use in other informal settlements. This teachers' guide explains how other materials approved by K.I.C.D. can be used in the classroom.

  5. A model for the delivery of evidence-based PSHE (personal wellbeing) in secondary schools

    Personal Social Health and Economic (PSHE) education is a non-statutory school subject designed to facilitate the delivery of a number of key competencies relevant to health, safety and wellbeing. As well as contributing to learning objectives in regards to these topics PSHE education has been ascribed with weighty expectations for outcomes well beyond the classroom relating to physical, mental, sexual and emotional health and safety. …

  6. Life skills based education programme in Pakistan: an evaluation 2006-2010

    Life Skills Based Education in schools; World Population Foundation’s (WPF) flagship programme in Pakistan, is a channel to provide information and skills on Sexual and Reproductive Health and Rights to the young people and empower them to adopt safe health‐seeking behaviors and protect themselves from abuse, exploitation, drugs and disease. Purpose of the Evaluation: The main objective of the evaluation was to assess the programme performance against its functional objectives i.e. …

  7. Lifeskills survey 2015: report on survey findings

    The findings from the 2015 Lifeskills Survey highlight, as in the 2009 and 2012 surveys, the very good work that schools do to equip their students with a range of essential Lifeskills; including physical activity and healthy eating, aspects of Social, Personal and Health Education (SPHE) and Relationships and Sexuality Education (RSE), as well as addressing anti-bullying, substance use and road safety. In 2015 the survey included Youthreach Centres and Community Training Centres (CTC) for the first time. The survey is conducted entirely online. …

  8. Health and family life education grade 1 [-9] curriculum guide

    Health and Family Life Education (HFLE) was introduced into the curriculum of Primary Schools in 1998. The programme in schools was guided by the Health and Family Life Education Scope and Sequence for Grades 1-6, published in June, 1998. The programme achieved important successes. However, it has been argued that, given the challenges that children face in their daily lives, a more definitive “life skills” focus is required to help students manage the situations they encounter. In fact, advocates argue that a “life skills” approach should be adopted in the teaching of HFLE. …

  9. Impact evaluation of a school-based sexuality and HIV prevention education activity in South Africa: baseline survey report

    Gaining the knowledge and skills necessary to make healthy choices about sexual behavior as adolescent learners transition to young adulthood is key to controlling the potentially devastating effects of the HIV/AIDS epidemic. …

  10. Improving life skills based education: Pakistan

    As everywhere in the world, adolescence is quite a challenging phase in the lives of young people in Pakistan. Girls and boys need support to not only understand all the emotional, social and physical changes they experience but also to help them transition into adulthood – safely and happily. Due to very strict and deeply felt societal and religious norms they are currently not getting this support, at home or at school. Sexuality is a taboo subject in most parts of Pakistani society. Even talking about bodily changes is con¬sidered ‘not done’. …

  11. Desarrollo personal y educación sexual en el currículo nacional: escolares, jóvenes y adultos opinan

    Resultados de la encuesta nacional "Evaluación sobre la Educación Sexual" aplicada a población general y a estudiantes de secundaria.

  12. Cuidando mi salud y mi vida: guía metodológica para docentes de educación prebásica

    En esta guía se presentan: las orientaciones metodológicas, la estructura de la guía y el plan didáctico. Una segunda parte contiene la descripción de catorce unidades con su respectivo contenido sus expectativas de logro, los recursos, objetivos de la actividad, los saberes previos, construcción de nuevos saberes, consolidación de nuevos saberes, la evaluación, otros recursos didácticos y finalmente la información complementaria. Al final del documento se presenta el glosario, la bibliografía y anexos.

  13. Cuidando mi salud y mi vida: guía metodológica para docentes III ciclo de educación básica: séptimo, octavo y noveno grados

    En esta guía se presentan: las orientaciones metodológicas, la estructura de la guía, y el plan didáctico. Una segunda parte contiene la descripción de las unidades con su respectivo contenido sus expectativas de logro, los recursos, objetivos de la actividad, los saberes previos, construcción de nuevos saberes, consolidación de nuevos saberes, la evaluación, otros recursos didácticos y finalmente la información complementaria. En seguida se presenta el glosario, la bibliografía y anexos.

  14. Cuidando mi salud y mi vida: guía metodológica para docentes II ciclo de educación básica: cuarto, quinto y sexto grados

    En esta guía se presentan: las orientaciones metodológicas, la estructura de la guía, y el plan didáctico. Una segunda parte contiene la descripción las unidades con su respectivo contenido sus expectativas de logro, los recursos, objetivos de la actividad, los saberes previos, construcción de nuevos saberes, consolidación de nuevos saberes, la evaluación, otros recursos didácticos y finalmente la información complementaria. En seguida se presenta el glosario, la bibliografía y anexos.

  15. Cuidando mi salud y mi vida: guía metodológica para docentes I ciclo de educación básica: primero, segundo y tercer grados

    En esta guía se presentan: las orientaciones metodológicas, la estructura de la guía, y el plan didáctico. Una segunda parte contiene la descripción de las unidades con su respectivo contenido sus expectativas de logro, los recursos, objetivos de la actividad, los saberes previos, construcción de nuevos saberes, consolidación de nuevos saberes, la evaluación, otros recursos didácticos y finalmente la información complementaria.

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