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  1. 1

    Workshop report: Appraising HIV / AIDS Prevention Curricular Materials and Teaching-Learning Resources, Geneva, Switzerland, 9-11 June 2003.

    UNESCO. International Bureau of Education

    Geneva, Switzerland, UNESCO, International Bureau of Education, 2003 Jul 14. 11 p. (IBE/2003/RP/HV/01)

    The IBE organized this workshop as part of UNESCO's common effort to make existing curriculum documents and teaching-learning materials for HIV/AIDS education easily accessible, and to identify and disseminate good practices and lessons learned, with the aim of improving the overall success of education as principal means of combating the epidemic. Three objectives have been identified for this workshop: discuss and improve the set of appraisal criteria prepared by the IBE to assess curricular materials and teaching-learning resources for HIV/AIDS prevention in schools; apply the proposed appraisal criterial to analyze concrete curriculum materials and teaching learning resources brought by the participants and identify good practices and lessons learned; formulate follow-up actions and recommendations for future collaboration among participants for identification and promotion of promising approaches and good practice. Presentations of the participants the first day and discussions on important issues and challenges that the education sector faces in designing and implementing HIV/AIDS prevention in schools provided valuable information, but also crucial questions on how to continue the work. (excerpt)
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  2. 2

    GBV communication skills manual. Communication Skills in Working with Survivors of Gender-based Violence: a five-day training of trainers workshop.

    Family Health International [FHI]; Reproductive Health Response in Conflict Consortium; International Rescue Committee

    [New York, New York], Reproductive Health Response in Conflict Consortium, [2003]. [194] p.

    This curriculum represents collaboration between FHI, the RHRC Consortium, and the IRC. The original curriculum used in Peja, Kosovo, has been supplemented and refined in subsequent trainings by FHI, as well as by the work of IRC's Sophie Read-Hamilton in Tanzania and Sierra Leone. The curriculum presented here has been finalized by Jeanne Ward of the RHRC Consortium, with feedback from FHI and IRC. What follows is an outline of the overall goals of the training, a training outline, and a list of materials needed, as well as a list of transparencies, handouts, and activity sheets used in the training, an indepth training curriculum, and all transparencies, handouts, and activity sheets necessary to conduct a training. The training is designed so that all the materials used in the training can be shared with participants at the end of the workshop (preferably in a binder), and they can conduct subsequent trainings on topics with which they feel comfortable. Participants are not expected to be able to train on the entire contents of the manual unless they have extensive training and psychosocial experience. (excerpt)
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  3. 3

    Prevention of HIV / AIDS and Drug Abuse. Final report of the regional workshop, Beijing, 25-29 August 1997.

    Workshop on Prevention of HIV / AIDs and Drug Abuse through Quality Improvement of Curriculum and Teaching / Learning Materials in Asia and the Pacific (1997: Beijing)

    [Unpublished] 1997. [43] p.

    This is a report of the Workshop on "Prevention of HIV/AIDS and Drug Abuse through Quality Improvement of Curriculum and Teaching/Learning Materials in Asia and the Pacific" held from 25 to 29 August 1997, in Beijing, China. The Regional Strategy, which is considered the most important outcome of the Workshop, is published in a separate document. The Regional Strategy aims to inform policy on "Preventive Education against HIV/AIDS" in the school setting. Participants to the Workshop were from several Asian countries-China, India, Indonesia, Lao PDR, Philippines, Sri Lanka and Thailand and representatives of several organizations, e.g. the Southeast Asia Ministers of Education Organization Regional Tropical Medicine and Public Health Network (SEAMEO-TROPMED); UNDCP and UNESCO Bangkok and Jakarta. In total twenty-two (22) participants and one (1) resource person were present at the workshop. The involvement of UNDCP represents a deliberate strategy to coordinate and streamline activities of common interest across HIV/AIDS and drug use prevention issues. The workshop outcomes are: the Situation Analysis on Preventive Education Against HIV/AIDS in seven countries; the identification of 'best practice' from the region; the formulation of a regional strategy framework and the regional and country plans for follow-up actions. According to the participants, this project is a 'milestone' on preventive education, because in addition to the professional outcomes it has a value-added component which has encouraged the desire to mobilize resources and expertise among partners. The participatory process of the workshop created strong teamwork and encouraged motivation for further work. (excerpt)
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  4. 4

    Integration of population education in APPEAL. Volume Two. Population education in universal primary education.

    UNESCO. Principal Regional Office for Asia and the Pacific [PROAP]

    Bangkok, Thailand, UNESCO, PROAP, 1992. [3], 100 p. (Population Education Programme Service)

    As part of the goal to integrate population education into primary school curriculum and literacy programs, workshops were held in 1989 and 1991. The noteworthy teaching materials for primary education included in this document were generated from the experiences in Indonesia and Pakistan. Workshop participants completed questionnaires on various aspects of population education and then visits were made to 3 primary schools in SD Jayagiri, SD Negeri Lembang V, and SD Negeri Cibodas, Indonesia; observations were made and teachers and principals identified their needs. A similar process led to the production of materials for Pakistan after visits to a Muslim community about 4 km from Islamabad and to Saidpur, Pakistan. The materials from Indonesia focused on core messages and submessages on small family size for family welfare, delayed marriage, responsible parenthood, population planning for environmental and resource conservation and development, reorientation of beliefs, and improved status for women. Each core unit had a submessage, objective, content, method or format, target audience, and learning activity. For example, the core message on small family size for family welfare contains the message that a family needs a budget. The objective is to develop an awareness of the relationship between family needs and family income. The content is to stress the limits to expenditures within family resources and a comparison of sharing available resources in a large family. The method or format is a script for radio directed to out-of-school children and class VI. Dialogue is presented in a scene about purchasing food at a local market. The noteworthy curriculum materials from Pakistan focuses on their problems, their population, family, teachings of the Holy Prophet Muhammad, implications of population growth, living things and their environment, and Shimim's story. Each issue has a class time, subject, core message, and instructional objective. In Shimim's story, the social studies class is devoted for 45 minutes to the core message about elders as an asset to the family and society. Reading material is provided and the teacher directs questions about the material and tests students with true/false questions.
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  5. 5

    Integration of population education in APPEAL. Volume One. Guidelines for curriculum and materials development.

    UNESCO. Principal Regional Office for Asia and the Pacific [PROAP]

    Bangkok, Thailand, UNESCO, PROAP, 1992. [3], 67 p. (Population Education Programme Service)

    As part of an effort to integrate population education messages into the Asia-Pacific Program of Education for All (APPEAL), two workshops were held, one in Indonesia in 1989 and one in Islamabad, Pakistan, in 1991. The objectives were 1) to exchange experiences on integrating population education messages for in-school and out-of-school programs; 2) to develop alternative program designs for integrating population education into primary education and literacy programs; and 3) to develop prototype materials. This article provides a summary of discussions occurring during the two workshops. Volume II and III reflect prototypes of outstanding instructional materials developed during the workshops; volume II is directed to primary education and volume III to literacy and continuing education programs. The issues discussed in this document include population core messages developed in Indonesia and Pakistan, and guidelines and instruments in curriculum and materials development. The focus of curriculum development is on special considerations in integrating population education, learning requirements, problems in use of population education materials, guidelines for determining curriculum needs and developing and using materials, and steps in developing integrated curricula and preparing and using materials. Linkages are possible with different sectors. Sample evaluation instruments are provided as well as reference materials lists (papers, brochures, reports). Some experiences with teaching-learning materials development are indicated. Basic considerations in preparing for development of population education are the national policy, concepts of population education, societal needs, program targets, core messages, and limitations. The recommendation is for the establishment of a single coordinating group to implement primary and continuing education and literacy programs for population education. Some of the problems noted were conceptualization of population education, nonavailability of experts, nonidentification of core messages, shortages of trained teachers and materials, overloading of curriculum, decision making, and employment of unsuitable or unqualified personnel in population education.
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  6. 6

    Integrating HIV-related content into a competency-based curriculum.

    World Health Organization [WHO]. Regional Office for the Western Pacific

    Manila, Philippines, WHO, Regional Office for the Western Pacific, 1993. vi, 44 p. (HIV / AIDS Reference Library for Nurses Vol. 6)

    The current challenge represented by the AIDS epidemic demands the involvement and continued commitment of nurses. Nursing services are required in the areas of human resources management, community development, and the provision of health and social services. This booklet, prepared by the World Health Organization's Western Pacific Region, outlines curricula that will ensure nurses have the basic knowledge, skills, and attitudes they need to promote the prevention of HIV infection and provide clinical care to AIDS patients. The first section covers the integration of HIV/AIDS content into the basic nursing curriculum and presents a competency-based approach to curriculum development. The second section presents curriculum guidelines for formal education after the basic program, while the third suggests guidelines for planning continuing education through workshops and seminars. This is the sixth in a series of booklets that comprise the HIV/AIDS Reference Library for Nurses.
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  7. 7

    Informal consultation meeting for IMCI preservice training at the World Health Organization, Geneva, Switzerland, January 25-31, 1998.

    Northrup RS

    Arlington, Virginia, Partnership for Child Health Care, Basic Support for Institutionalizing Child Survival [BASICS], 1998. [22] p. (Report; USAID Contract No. HRN-C-00-93-3031-00)

    This trip report pertains to a consultant visit to WHO offices in Geneva, Switzerland, during January 25-31, 1998. The purpose was to participate in informal consultation meetings with WHO's Division of Child Health and Development. Discussion focused on pre-service training for Integrated Management of Childhood Illnesses (IMCI) in medical, nursing, and other health provider teaching institutions. The consultant participated in a one-day introduction to IMCI with others who had not previously received the standard 11-day IMCI course. The consultant also participated in a 3-day consultation with medical and nursing faculty members from 13 developing countries, consultants from developed countries, and the WHO Division of Child Health and Development (CHD) staff. The appendices includes a summary of findings and group recommendations. The consultant met with BASICS and CHD staff and discussed private practitioner quality of care and met with a staff member from the Expanded Program on Immunization to discuss child survival and decentralization. There was some agreement that IMCI pre-service education was desirable and feasible and an appropriate activity for WHO. It is likely that the 11-day IMCI course content will be integrated within subjects in the curriculum and scattered over different years of study. There is a need to develop guidelines for teaching the content of and including readings on the technical background for the IMCI algorithm and methods and for IMCI treatment protocols for diseases and interventions. Materials could be self-study oriented.
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  8. 8

    WHO informal consultation meeting for IMCI preservice training, Geneva, Switzerland, January 28-30, 1998.

    Nersesian PV

    Arlington, Virginia, Partnership for Child Health Care, Basic Support for Institutionalizing Child Survival [BASICS], 1998. [50] p. (Report; USAID Contract No. HRN-C-00-93-3031-00)

    This trip report pertains to a consultant visit to WHO offices in Geneva, Switzerland, during January 28-30, 1998. The purpose was to participate in informal consultation meetings with WHO's Division of Child Health and Development. Discussion focused on pre-service training for Integrated Management of Childhood Illness (IMCI) in medical, nursing, and other health provider teaching institutions. The skills and knowledge taught in IMCI courses would be suitable for inclusion in pre-service training programs. Although it was expected that recommendations would result from the meetings, this did not occur. The appendices provide summary documents from small group discussions. It was generally agreed that WHO should continue to support the development of a strategy to and materials for incorporating IMCI into pre-service training for health providers. The referral care guidelines are nearly complete and should be included in any training materials. Participants considered it very important to include core inpatient content, even for providers working in outpatient facilities. Participants thought that pre-service trainers must have someone designated as an effective focus person who can link the child health and community health departments. Change to IMCI-based curricula within schools will be difficult to achieve, but worthwhile. All providers of sick children should be trained to provide standard IMCI care. An adaptation guide for pre-service training materials may be needed. IMCI introductory activities should be implemented country-wide. Experience integrating IMCI into training will indicate how to implement this approach.
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  9. 9

    Existing integrated population education curriculum updated. Nepal.


    A workshop in February 1994, which was organized by the Ministry of Education and Culture and the UN Population Fund (UNFPA), modified and updated the current population education curriculum taught by the Faculty of Education at Tribhuvan University. 23 educators from 3 campuses of the Kathmandu Valley attended the workshop, which was inaugurated by Dr. Iswar Prasad Uphadhyaya, secretary of the Ministry of Education, Culture, and Social Welfare. The previous system had incorporated the subject into other areas at the proficiency certificate, bachelor's degree, and master's degree levels. Concepts of family health, acquired immunodeficiency syndrome (AIDS), the population situation in Nepal, determinants of population change, aging, Nepalese population policies and programs, the philosophy of population education, and studies of the major national and international organizations concerned with health and family planning were added to the health and physical education programs at all levels. Concepts of population dynamics, population and development, measures to reduce rapid population growth, and population growth were modified and added to the proficiency certificate and bachelor's degree in geography. The concepts of population dynamics and composition, determinants and measures of population change, and Nepalese programs and policies were added to all levels in economics. Concepts of environmental pollution and ecological crises were added to biology. Concepts of AIDS, infant mortality, health facilities, family size, puberty, family life education, sociocultural values and beliefs were added to education psychology. The mathematical skills necessary to determine annual population growth rates, crude birth rates (CBRs), crude death rates (CDRs), migration rates, fertility rates and family size were added to mathematics.
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