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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 is a story aimed at what we call ‘level 1’ (ages 10-12). …
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.
Health and Family Life Education (HFLE) encapsulates the required body of knowledge in a comprehensive life-skill educational programme that can be integrated across the curriculum. This is the media through which teachers can impact and reinforce the positive behaviours that young people are expected to adopt and display. Beyond that, through increased awareness, students are given a safe and open environment in which they can address a wide range of issues affecting young people. …
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 for use in other informal settlements. …
The ‘Check It, Beat It’ Booklet aims to ensure that young people have the right information about practices that can harm them. It is a straightforward booklet with direct language (rather than using euphemisms) to ensure the messages get through. The booklet encourages young people to “check it” out or understand the risk of HIV and STI infection in relation to multiple concurrent partners, transactional sex (sex for money), intergeneration sex (sugar daddies) and alcohol use.
This is a manual for facilitators working with adolescents, generally aged 10–14, to help them address the many situations they encounter at home, school and in their communities. This manual is the beginning of a series that treats topics such as selfimage, setting goals, making plans, gender and family roles and relationships. Choose a Future! currently includes 15 modules and 66 sessions. Each session takes 1 to 2½ hours to complete. Sessions can be completed in weekly meetings or more frequently. The sessions are sequential and build on previous sessions. …
This is is a story for pupils/students at what we call ‘level 2’ (ages 13-14). It deals with the issues of negative traditional practices (female genital mutilation) on girls and the resulting medical problems, and with early marriage and early pregnancy and making the right choices. The story features a sensitive conversation between a mother and daughter, Agnes, the daughter, learns about her aunt who has passed away, about empathy and about good relationships. Agnes’ father is supportive and a positive male role model, although he remains in the background. …
This sexual and reproductive health (SRH) peer education programme was developed as part of the Department of Basic Education’s (DBE) Leveraging Partnerships to Achieve the Goals of South Africa’s HIV & AIDS and STI National Strategic Plan 2012–16, otherwise known as Keeping Girls in School. The aim of this component of the programme is to shift social norms and change sexual behaviour by reinforcing and supporting the SRH messages received via the curriculum in order to increase retention and reduce the risk of HIV infection and teenage pregnancy.
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. …
Cette brochure constitue un appui méthodologique à l'organisation des séances d'éducation à la sexualité. Elle a pour objectif d'aider les équipes éducatives à préparer ces séances, à structurer et animer leurs interventions.
The Go Girls! Toolkit is designed to support a comprehensive program that aims to reduce girls’ vulnerability to HIV/AIDS by reaching out to communities, schools, parents, boys and young girls using participatory awareness raising, community action items, and skills building tools. The tools have been pilot tested in the three implementation countries – Malawi, Mozambique, and Botswana – and revised based on the feedback from the facilitators and participants in each of the three countries
Menstrual hygiene remains a taboo in many settings, with poor knowledge and misconceptions as great a challenge as access to adequate facilities at both home and in school. In recent years, a solid body of evidence has revealed the discriminatory nature of many school environments, with menstruating girls unable to adequately manage their monthly menses with safety, dignity and privacy. This, in turn, may have negative impacts on girls’ ability to succeed and thrive within the school environment. …
The objective of the Journeys Activity Handbook for Teachers and School Staff is to mobilise school staff to take deliberate steps to increase, foster and promote a safe and caring school that is free from violence. A positive school climate includes norms, values and expectations that support people feeling socially, emotionally and physically safe. It also means that teachers are engaged and respected and pupils are cared about, encouraged and supported in a classroom that is free from violence. In addition all school staff and pupils contribute to keeping the school compound clean. …
Le présent module de formation est destiné aux adolescent(e)s. Un consensus est à ce jour réalisé tant sur le plan scientifique (derniers travaux de la psychologie du développement) qu’institutionnel (OMS, UNFPA, UNICEF, diverses ONG…), sur la tranche d’âge correspondant à l’adolescence. Il s’agit bien des garçons et filles âgés de 10 à 19 ans. …
Le présent curriculum est le produit d'un regard croisé de spécialistes de disciplines ayant partie liée à la santé de la reproduction. Il est structuré en quatre parties : 1. Référentiels et intentions pédagogiques. 2. Modules de formation opérationnalisés. 3. Stratégies d'enseignement - apprentissage et évaluation. 4. Note d’orientation scientifique des modules de formation (contenus).
