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UNESCO HIV and Health Education Clearinghouse

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  1. Learning about HIV/AIDS in schools: does a gender-equality approach make a difference?

    Is HIV education based on the principles of gender equality possible in practice? If so, can it make a difference to gender relations in a society? This chapter considers these questions through reflection on two gender-based HIV education interventions in South Africa and Mozambique, which took place between 2001 and 2003.

  2. Is peer education the best approach for HIV prevention in schools? Findings from a randomized controlled trial

    The purpose of the research was to evaluate the effectiveness of peer education when compared to teacher-led curricula in AIDS prevention programs conducted in schools in Rome, Italy. The only apparent benefit of the peer-led intervention, compared to that led by teachers, was a greater improvement in knowledge of HIV. Neither of the interventions induced changes in sexual behavior. However, the role of possible biases and methodological problems must be considered when interpreting these results.

  3. The impact of individual differences on the willingness of teachers in Mozambique to communicate about HIV/AIDS in schools and communities

    The overall purpose of this study was to understand what factors contribute to teachers' willingness to communicate about HIV/AIDS in the broad educational setting (schools and communities). The study sought to fill the gap in the research on teachers and HIV/AIDS which has typically focused on cataloguing teachers' knowledge and attitudes, but without relating them directly to practice. …

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