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The aim of health education is to help all young people gradually to acquire the resources that they need in order to make choices and exhibit responsible behaviour concerning both their own health and that of others. It therefore enables young people to be effective citizens. The role of the school system is, therefore, to help students to develop this capacity to decide for themselves and to take responsibility for their own health. …
This booklet is the ninth in a series of publications that address key themes of UNESCO’s work in HIV and health education. It is one of several contributions to school-based health promotion that UNESCO has produced to complement our work in HIV and sexuality education. The booklet lays out the context and rationale for education sector involvement, the characteristics of good quality puberty education and menstrual hygiene management, as well as key issues for programme development, implementation and sustainability. …
This study investigated the factors influencing whether high school teachers implemented HIV/AIDS education. The independent variables included constructs derived from expectancy value theories, teachers’ generic dispositions, their training experience, characteristics of their interactive context and the school climate. We conducted a postal survey of 579 teachers responsible for AIDS education in all 193 public high schools in Cape Town. Questionnaires were completed and returned by 324 teachers (56% response rate) from 125 schools. …
School-based HIV/AIDS education is a common and well-proven intervention strategy for providing information on HIV/AIDS to young people. However, lack of skills among teachers for imparting sensitive information to students can lead to programme failure in terms of achieving goals. A cross-sectional study was conducted among teachers to identify the factors that support or hinder their role in HIV/AIDS education. A self-administered questionnaire was used for interviewing teachers from randomly-selected schools in two adjacent districts in Bangladesh. …
This article focuses on the relationship between HIV/AIDS and education in countries with different levels of HIV/AIDS prevalence. It concentrates on the sector’s response to school issues, with some attention to teacher training colleges. The survey of experience has concentrated on sub-Saharan Africa, and on Asia and the Pacific, and the lessons that have been learned from high prevalence and low prevalence countries in those regions. The current and anticipated impact of HIV/AIDS on education is analysed in order to clarify probable changes in demand for and supply of education services. …
Teacher educators, school principals and teachers are potentially well positioned to play a pivotal role in changing the course of the HIV and AIDS epidemic. The purpose of this article is to focus on a spectrum of educational initiatives in sub-Saharan Africa and South Africa which are designed to equip educators to be informed about, and to manage, HIV and AIDS in their personal and professional lives. …
Since 1999, many South African education policy documents have mandated integration of HIV & AIDS education in learning areas/disciplines. Policy document research has shown that although South African politicians and managers have produced volumes of eloquent and compelling legislation regarding provision for HIV & AIDS education, little of this is translated into action. The impact of HIV & AIDS permeates the social, economic and political arenas in South Africa. Integration of HIV & AIDS education across disciplines can serve as a strategy to further the ideals of social justice. …
The authors assess the impact on teenage childbearing as well as student knowledge, attitudes, and behavior of a typical HIV/AIDS teacher training program in the Cameroon. Applying a regression discontinuity design identification strategy based on the key administrative criterion that determined program deployment, they find that 15–17 year old girls in teacher training schools are between 7 and 10 percentage points less likely to have started childbearing, an objective proxy for the incidence of unprotected sex. …
This report sets out findings of a research study designed to establish current levels of sex and relationships education (SRE) provision in further education (FE) and sixth form colleges. …
This article introduces a conceptual framework for thinking about the development of anti‐homophobia education in teacher education and schooling contexts. The authors bring the safe, positive, and queering moments framework to bear on three distinct anti‐homophobia education practices: coming out stories, homophobic name‐calling analysis, and Pride Week activities. The analysis of these education practices through the lens of our conceptual framework illuminates its usefulness for thinking through both the intent and impact of anti homophobia education within classrooms. …
Findings are presented from research in a teacher education course on diversity and the social studies that takes gender and sexuality as subject matter. Five themes emerge from five years of qualitative data related to teaching the course and following the experiences of graduates attempting to apply their learning to new teaching situations. The author offers ideas for infusing discussion of sexuality and homophobia into social studies teaching and teacher education as well as professional development workshops in schools.
Recognizing the importance of teachers in stopping the spread of HIV/AIDS in Zambia, the Ministry of Education requires that HIV/AIDS be integrated into classroom teaching at all levels. MOE, along with many partners, are implementing in-service training for teachers to give them the skills to do this. However, in order to be sustainable, HIV/AIDS needs to be an integral part of the COE curriculum. A survey of COE student-teachers and staff conducted by MOE and CHANGES2 in 2006 showed that student-teachers do not feel comfortable or well-prepared to teach HIV/AIDS prevention in the classroom. …
Recognizing the importance of teachers in stopping the spread of HIV/AIDS in Zambia, the Ministry of Education requires that HIV/AIDS be integrated into classroom teaching at all levels. MOE, along with many partners, are implementing in-service training for teachers to give them the skills to do this. However, in order to be sustainable, HIV/AIDS needs to be an integral part of the COE curriculum. A survey of COE student-teachers and staff conducted by MOE and CHANGES2 in 2006 showed that student-teachers do not feel comfortable or well-prepared to teach HIV/AIDS prevention in the classroom. …
Despite significant global efforts to mitigate HIV and AIDS, the epidemic continues to be a serious problem to the human race. It has claimed many productive individuals, including teachers, administrators, and parents, and has left millions of traumatized and orphaned children. Unfortunately, few teachers are prepared to take on the extra tasks of teaching and providing support that the disease creates within school settings. Teacher training institutions and governments are challenged to provide teachers with the knowledge and skills they need to take on these new and changing roles. …
Thaliand Country Report for the 2011-2012 Education Sector HIV and AIDS Global Progress Survey.
