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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. 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. …

  4. In search of an enabling pedagogy for HIV and AIDS education in initial teacher education

    This article addresses the issue of teacher knowledge in a developing world context of HIV and AIDS. More specifically, it responds to the need for practical 'how to' examples of HIV and AIDS education by describing the pedagogical strategies employed in an initial teacher education programme at a South African university. …

  5. Studying oursleves as scholar-teachers in the age of HIV and AIDS in southern Africa

    In southern Africa, critically high levels of HIV and AIDS have brought about an expectation that all teachers should integrate HIV- and AIDS-related education into their subject areas. Research suggests that such integration can be supported by teacher education that takes account of the vital mediating role that teachers' experiences and perspectives play in HIV- and AIDS-related education. …

  6. A Study of the Education Sector's Response to HIV and AIDS in Ghana

    The Study of the Education Sector Response to HIV and AIDS in Ghana provides a case study of how the challenges of the HIV and AIDS epidemic are being met by the Government of Ghana, through the Education Strategic Plan, which seeks to promote and apply multiple interventions in the formal education system in response to the epidemic and it's impact. The study shows best practices in gathering information and assessing it in order to "know your epidemic". …

  7. Recruiting, retaining and retraining secondary school teachers and principals in Sub-Saharan Africa

    Recruiting, retaining and retraining secondary school teachers and principals in Sub-Saharan Africa is based on country studies in Ethiopia, Ghana, Guinea, Madagascar, Tanzania and Uganda and an extensive literature review. In many parts of Africa, the demand for secondary teachers substantially exceeds the supply due to factors such as secondary teacher attrition, bottlenecks in the teacher preparation system, and perceived unattractive conditions of service. Few countries have strong policies, strategies, and programs for recruiting able secondary leavers to secondary teaching. …

  8. 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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