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UNESCO HIV and Health Education Clearinghouse

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  1. The Good School Toolkit for reducing physical violence from school staff to primary school students: a cluster-randomised controlled trial in Uganda

    Violence against children from school staff is widespread in various settings, but few interventions address this. The authors tested whether the Good School Toolkit - a complex behavioural intervention designed by Ugandan not-for-profit organisation Raising Voices - could reduce physical violence from school staff to Ugandan primary school children. Methods: The authors randomly selected 42 primary schools (clusters) from 151 schools in Luwero District, Uganda, with more than 40 primary 5 students and no existing governance interventions. All schools agreed to be enrolled. …

  2. Référentiel pour la détection et la gestion des situations de risques affectant un(e) élève. A l’usage du personnel de l’éducation

    Le présent référentiel, développé à travers un processus consultatif impliquant responsables centraux, autorités éducatives au niveau déconcentré et personnel enseignant, vise à donner des orientations pratiques pour toute personne travaillant dans le secteur de l’éducation, que ce soit dans l’école ou dans les daara, pour mieux détecter les situations de détresse et de violations des droits d’un(e) élève, et mieux gérer les cas identifiés, dans l’intérêt bien compris de l’enfant, à l’interne comme en liaison avec les autres institutions.

  3. Relationship between teachers’ attitude towards teaching HIV/AIDS education and students’ knowledge and attitude towards sexual behaviour in secondary schools in Coast Region, Kenya

    The purpose of the study was to determine the relationship between teachers’ attitude towards teaching HIV/AIDS education and students’ knowledge and attitude towards sexual behaviour in secondary schools in the Coast Region of Kenya. The study used descriptive survey research design. The samples comprised 421 respondents of which 33 were teachers and 388 students in 13 secondary schools. Questionnaires and interview schedule were used to collect the data. The validity of the instruments was checked by the supervisors and other experts in the field of research. …

  4. Old enough to know: Consulting children about sex and AIDS education in Africa

    This compelling study, comprising of a sample of eight schools in three countries in sub-Saharan Africa -Kenya, South Africa and Tanzania - examines the sources, contents and processes of children´s community-based sexual knowledges and asks how these knowledges interact with AIDS education programmes in school. Old enough to know showcases the possibilities of consulting pupils using engaging, interactive and visual methods including digital still photography, mini-video documentaries, as well as interviews and observations. …

  5. Teenage pregnancy and parenting at school in contemporary South African contexts: deconstructing school narratives and understanding policy implementation

    South African national education policy is committed to promoting gender equality at school and to facilitating the successful completion of all young people’s schooling, including those who may become pregnant and parent while at school. However, the experience of being pregnant and parenting while being a learner is shaped by broader social and school-based responses to teenage pregnancy, parenting and female sexuality in general. …

  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. School health minimum package

    A comprehensive, holistic approach encourages each school to look at its whole school community and develop an environment and culture that promote healthy ways of living. A Comprehensive School Health framework combines four main elements: Health Education, Health and Support Services, Social Support and the Physical Environment. It involves the active participation of all members of the school community in creating action plans that make their school a healthier place. …

  8. School health and nutrition: Teacher's guide

    This guide for promoting SHN is intended to: Provide information on the SHN Programme and how to establish a Health Promoting School; Provide basic information and procedures on the drugs for treatment of intestinal worms, bilharzia and micronutrient supplements like Vitamin A and Iron; Provide the knowledge and skills in the use of the bilharzia questionnaire, tablet pole, SHN card, monitoring tool, treatment forms, drug request and retirement forms: Provide basic information on school community partnership and how to develop action plans to promote SHN; Assist teachers in treating at least 7 …

  9. Management in action: Managing the HIV/AIDS curriculum in Kenya

    Curriculum management can only be effective when the curriculum content and expected learning outcomes are clearly stated for the actual implementers. The implementers on their side especially the teachers and the school administration must ensure that the stated contents, instructional methodologies and the time lines are followed appropriately. This paper examines the extent at which the HIV/AIDS curriculum is being implemented at the Secondary School level in Kenya. …

  10. Passing the test: The real cost of being a student

    Gender Based Violence (GBV) in and around schools is now widely recognized as a serious global phenomenon that is a fundamental violation of human rights and a major barrier to the realization of all children’s rights to education. Violence can be perpetrated by students or teachers in or around the school, or by out of school youths and adults who approach students on their way to and from school or demand sex in exchange for money or gifts. Acts of Gender Based Violence are disproportionately directed at girls, but boys and teachers can also be targets. …

  11. What can a teacher do with a cellphone? Using participatory visual research to speak back in addressing HIV and AIDS

    The ubiquity of cellphones in South Africa, a country ravaged by HIV and AIDS, makes cellphones an easily accessible tool to use in participatory approaches to addressing HIV (Human Immunodeficiency Virus) and AIDS (Acquired Immunodeficiency Syndrome) issues, particularly in school contexts. In this article we explore a participatory visual approach undertaken with a group of rural teachers, to uncover and address HIV and AIDS related issues. Drawing on our experience in using participatory video, we used cellphones to produce cellphilms about youth and risk in the context of HIV and AIDS. …

  12. Education sector policy on HIV and AIDS

    The objectives of the Education Sector Policy on HIV and AIDS, 2013 are to: 1. Enhance knowledge on HIV and AIDS at all levels of education with a view to reducing new infection, stigma and discrimination in the education sector; 2. Provide information on comprehensive treatment, care and support to learners living with HIV, OVC and youth below 24 years; 3. Mainstream HIV and AIDS education in the curricula at all levels of education; 4. Strengthen management and leadership structures and programs at all levels to sustain quality education in the context of HIV and AIDS; 5. …

  13. Checkmating HIV and AIDS: Using chess to break the silence in the classroom

    In this article, the author gives an account of his ‘Checkmating HIV&AIDS’ action research project, which was an attempt to break the ‘culture of silence’ concerning HIV&AIDS and sex and sexuality in his classroom. In this project, he focused specifically on one code of sport, namely chess, and he points out and discusses the potential of using chess as an educational tool in addressing HIV&AIDS. It was found that learners enjoy playing chess and that it can be used in the Life Orientation classroom to promote HIV&AIDS awareness. …

  14. Supporting HIV-positive learners in inclusive classes in South Africa: Is it the responsibility of teachers

    The adoption of White Paper 6 of 2001 in South Africa on the implementation of inclusive education has become an important milestone to ensure the accommodation of the full range of learner needs in ordinary schools. This paper deals with the rights and needs of HIV-positive learners and their first line of support, namely ordinary teachers, who form the backbone of support within the inclusive classroom. At the moment, learners living with HIV miss out frequently on help and support because specialist out-of-school HIV and AIDS services are not geared towards their needs. …

  15. HIV/AIDS educational strategies in private primary schools: a pilot study in Gaborone City, Botswana

    The study was a descriptive survey conducted in 14 private primary schools in Gaborne city in Botswana. A structured and self-administered instrument was used to collect data from 12 head masters out of the 14 headmasters identified to participate in the study. Descriptive statistics was used to report the findings. The results showed that the private primary schools in Gaborone use a variety of HIV/AIDS prevention educational strategies to make primary school pupils aware of the HIV/AIDS pandemic in the country. …

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