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UNESCO HIV and Health Education Clearinghouse

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  1. 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. …

  2. Relationships and sexuality education guidance: an update for primary schools

    The Department of Education Circular 2013/16 requires every school to have an up-to-date written policy on how it will address the delivery of Relationships and Sexuality Education. This guidance offers advice for schools on how to develop and review their policy.

  3. HIV-related discrimination among grade six students in nine southern African countries

    Background: HIV-related stigmatisation and discrimination by young children towards their peers have important consequences at the individual level and for our response to the epidemic, yet research on this area is limited. Methods: We used nationally representative data to examine discrimination of HIV-positive children by grade six students (n = 39,664) across nine countries in Southern Africa: Botswana, Lesotho, Malawi, Mozambique, Namibia, South Africa, Swaziland, Zambia and Zimbabwe. …

  4. The impact of HIV on children's education in eastern Zimbabwe

    Little is known about how HIV impacts directly and indirectly on receiving, or particularly succeeding in, education in sub-Saharan Africa. To address this gap, we used multivariable logistic regression to determine the correlation between education outcomes in youth (aged 15–24) (being in the correct grade-for-age, primary school completion and having at least five “O” level passes) and being HIV-positive; having an HIV-positive parent; being a young carer; or being a maternal, paternal or double orphan, in five rounds (1998–2011) of a general population survey from eastern Zimbabwe. …

  5. Action plan on bullying. Report of the anti-bullying working group to the Minister for Education and Skills

    Action Plan on Bullying, launched by the Minister for Education and Skills, and the Minister for Children and Youth Affairs, sets out twelve actions to help prevent and tackle bullying in primary and second level schools. Among the twelve actions recommended by the working group are proposals to: Support a media campaign focused on cyber bullying specifically targeted at young people as part of Safer Internet Day 2013; Establish a new national anti-bullying website; Begin development immediately of new national anti-bullying procedures for all schools. …

  6. National strategy for care and support services in primary schools in Tanzania

    Education is one of the basic child rights and it is vital for children’s future life. Children should attend school and take full advantage of getting their right for education. The Millennium development Goal 2 is to achieve Primary Education of good quality by the year 2015. The Dakar Framework for Action adapted in the World Education Forum reaffirmed the Global commitment to EFA exists six major goals focused on providing Gender responsive good and quality education to all children and adults. …

  7. Ready, set, respect! GLSEN's elementary school toolkkit

    Ready, Set, Respect! provides a set of tools to help elementary school educators ensure that all students feel safe and respected and develop respectful attitudes and behaviors. It is not a program to be followed but instead is designed to help educators prepare themselves for teaching about and modeling respect. The toolkit responds to elementary educators’ suggestion that they rarely teach about the kinds of topics (name-calling and bias, gender roles, and family diversity) addressed in the Ready, Set, Respect! toolkit. …

  8. Scaling up and sustaining community-based care for preschool and schoolage children - successes and challenges in Malawi

    Community-based organizations (CBOs) are an important model for the care of orphans and other vulnerable children whose life and development are threatened by human immunodeficiency virus/acquired immune deficiency syndrome (HIV/AIDS) and poverty. However, data are lacking on the challenges and solutions enabling successful expansion of these programs to the national level. This article presents some of the experiences encountered by Malawi in the expansion of their network of CBOs. …

  9. Planning a systemic education response to the needs of orphans and other vulnerable children (OVC) in Rwanda

    The objectives of the present study on education provision for OVC, as agreed with MINEDUC and CfBT, were to: Review the categories of OVC and children out of school; Review the identification and description of current education programmes for OVC and out-of-school children; Summarise what is known today of these programmes; Identify unmet needs - and/or changes needed in current OVC education programmes; Note the diversity of children, the diversity of their educational needs, their geographical contexts, social contexts, presence/absence of existing programmes in terms of geographical sprea …

  10. Zimbabwe national strategic plan for the education of girls, orphans and other vulnerable children 2005-2010

    Guided by the overall principles of the Convention on the Rights of the Child, the Convention on the Elimination of All Forms of Discrimination against Women, the Zimbabwean education act, the national policy on gender, the Orphan Care Policy and National Plan of Action for Orphans and Other Vulnerable Children, the proposed five year National Girls' Education strategic plan aims to accelerate Zimbabwe's progress towards UPE in the context of gender and other social asymmetries in accessing education. …

  11. Influencing policy for children in Tanzania: lessons from education, legislation and social protection

    This paper analyses three recent policy/programme developments regarding child wellbeing in Tanzania and examines the political 'drivers of change' that influence policy and action on child well-being. Chapter One explores the politics of policymaking, and the respective roles of citizens, government and donors in influencing recent reforms in primary education. Chapter Two provides a historical analysis of key processes in the development of a children's statute in Tanzania, and explores the underlying reasons behind the lack of change despite concerted efforts. …

  12. Orphans and schooling in Africa: a longitudinal analysis

    AIDS deaths could have a major impact on economic development by affecting the human capital accumulation of the next generation. We estimate the impact of parent death on primary school participation using an unusual five-year panel data set of over 20,000 Kenyan children. There is a substantial decrease in school participation following a parent death and a smaller drop before the death (presumably due to pre-death morbidity). Estimated impacts are smaller in specifications without individual fixed effects, suggesting that estimates based on cross-sectional data are biased toward zero. …

  13. Promoting quality education for orphans and vulnerable children. A sourcebook of programme experiences in Eastern and Southern Africa

    The Sourcebook documents 12 cases in 6 countries in Eastern and Southern Africa - Kenya, Rwanda, Swaziland, Uganda, the United Republic of Tanzania, and Zambia - that represent a wide range of approaches designed to address the educational rights and needs of orphans and vulnerable children. The single unifying feature of all of the cases was each intervention's goal of assisting children to exercise their right to education as guaranteed in article 28 of the UN Convention on the Rights of the Child.

  14. A healthy child in a healthy school environment. A look at the CHANGES program in Zambia

    CHANGES worked with the Zambian Ministries of Education, Health (MOH), and Community Development and Social Services (MCDSS) to develop the School Health and Nutrition (SHN) component, a first step in the development of a national school health and nutrition policy and the integration of health interventions and education in Zambian schools. …

  15. Orphanhood and the living arrangements of children in Sub-Saharan Africa

    Increasing adult mortality due to AIDS in sub-Saharan Africa raises considerable concerns about the welfare of surviving children. Studies have found substantial variability across countries in the negative impacts of orphanhood on child health and education. One hypothesis for this variability is the resilience of the extended family network in some countries to care for orphans - networks under increasing pressure by the sheer number of orphans in many settings. …

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