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Linking EDUCAIDS with other on-going initiatives. An overview of opportunities. An assessment of challenges.
Paris, France, UNESCO, Education Sector, Division for the Coordination of UN Priorities in Education, Section on HIV and AIDS, 2006 Oct. 43 p. (ED-2006/WS/65; CLD-29608)This paper was commissioned by the United Nations Educational, Scientific and Cultural Organization (UNESCO) to review the linkages and synergies between EDUCAIDS, the UNAIDS Global Initiative on Education and HIV & AIDS, and other initiatives in the field of HIV and AIDS. EDUCAIDS is one of UNESCO's three core Education for All (EFA) initiatives and focuses specifically on supporting national governments and their partners in developing comprehensive and scaled-up education sector responses to HIV and AIDS, with the dual objective of preventing the spread of HIV through education and of protecting education systems against the worst effects of the epidemic. This paper documents the similarities and differences between EDUCAIDS and selected initiatives, identifies current and potential links, and provides recommendations on how synergies and linkages can be strengthened. The analysis in this review was done on the basis of a document review and interviews with partners from the majority of the initiatives selected by UNESCO for this study. Five kinds of initiatives were reviewed. The first concerns programmes that have been put in place with a specific focus on HIV and AIDS. The second includes examples of initiatives with a broader focus (such as promoting sustainable development and enhancing school health) and which, through their activities, address a number of priority areas, including HIV & AIDS and education. The third is constituted by 'thematic initiatives' which address HIV and AIDS from a particular defined priority, for example by focusing on children. These initiatives include education as one of their strategies. The fourth kind of initiative concerns frameworks for operation at country level such as the 'Three Ones', the United Nations Development Assistance Framework (UNDAF) and the UN country teams on HIV and AIDS. Finally, the analysis also considers the synergies and differences between EDUCAIDS and the UNAIDS Inter-Agency Task Team (IATT) on Education. (excerpt)
Paris, France, UNESCO, Education Sector, Division for the Coordination of UN Priorities in Education, Section on HIV and AIDS, 2006 Sep. 27 p.Steady progress has been made in recent years in efforts to achieve Education for All (EFA), but about 100 million children are still not enrolled in primary school, 55 percent of them girls. HIV and AIDS are among the key factors exerting pressure on education systems and students in the regions with the greatest EFA challenges. Halting the spread of HIV is not only a Millennium Development Goal (MDG) in itself (Goal 6), but is a prerequisite for reaching the others including Goal 2 (achieving universal primary education) and Goal 3 (promoting gender equality and the empowerment of women). The AIDS epidemic is increasingly recognised to be one of the most serious threats to global stability and progress. Adult HIV prevalence has reached 40 percent in parts of Southern Africa, and the virus is spreading rapidly in a number of regions, from West and Central Africa to Eastern Europe, from Asia (notably China and India) to Latin America and the Caribbean. The impact of AIDS is also magnified because the disease primarily strikes adults, particularly young adults, who drive economic growth and raise the next generation. Close to 39 million people are estimated to be living with HIV, and the global AIDS epidemic is responsible for the deaths of 25 million, 2.8 million in the last year alone. HIV is unravelling hard-won development gains and is having a crippling effect on future prospects. Unless strong action is taken, particularly in massively expanded and intensified prevention efforts, the epidemic will continue to spread and threaten sustainable development, including progress towards achieving EFA. (excerpt)
School health education to prevent AIDS and STD. A resource package for curriculum planners. Teachers' guide.
Rio de Janeiro, Brazil, WHO, 1994. , 117 p. (WHO/GPA/TCO/PRV/94.6c)This manual--part of a three-volume resource package prepared by WHO and UNESCO to guide the development of acquired immunodeficiency syndrome (AIDS) education programs for students 12-16 years of age--presents guidelines for teachers. The overall goal of AIDS education is to promote behaviors that prevent the transmission of human immunodeficiency virus (HIV) and other sexually transmitted diseases (STDs) through the learning of behavioral and communication skills. The educational program is comprised of four units: basic knowledge of HIV/AIDS/STDs, responsible behavior: delaying sexual intercourse, responsible behavior: protected sex, and care and support for people with AIDS. 53 student activities have been developed to support this curriculum; most are based on a participatory approach and present hypothetical situations of relevance to the lives of young people. Detailed information is provided for teachers on the rationale for this curriculum, seven appropriate teaching methods, creating a classroom atmosphere that promotes openness and acceptance, use of peer leaders, participation of parents and family members, test items for student evaluation, and typical questions about HIV/AIDS/STDs. In addition, the teacher's role in each of the student activities is described. Two companion volumes focus on guidelines for curriculum planners and the student activities.
WHO / Unesco guide for school health education to prevent AIDS and other sexually transmitted diseases. Draft.
[Unpublished] 1989 Mar. v, 50,  p.Adolescents and young adults contribute a disproportionate share of cases of sexually transmitted diseases (STDs), including acquired immunodeficiency syndrome (AIDS), and are an important target group for AIDS/STD preventive education. Information, values, and communication skills taught in the schools can have an important impact on the behavioral changes necessary to reduce the spread of AIDS. To encourage school systems' involvement, this guide shows how a culturally sensitive, locally relevant school-based educational effort can play a vital role in national AIDS prevention and control programs and outlines possible teaching approaches. School-based programs should seek to help students understand the modes of transmission of human immunodeficiency virus and recognize its symptoms, be able to make informed decisions about behaviors that place them at risk within the context of an overall understanding of human relationships, reject common myths about AIDS, and learn to recognize the rights to privacy and confidentiality of AIDS victims. It is essential that the AIDS educational program reflect the values and norms prevailing in the community. Teachers--and, where possible, parents and other community members--should be involved in planning the school-based curriculum. Since many students leave school before they become sexually active, AIDS education should begin at an early age. Participating teachers should receive training that enables them to feel comfortable addressing sexual issues and imparts both didactic and interactive learning strategies. Program evaluation should be conducted at regular intervals. Even if a formal school-based program is not designed, many opportunities exist within the educational system for informal references to AIDS.