a sourcebook of hiv/aids prevention programs volume 2

More documents

Recommendations

Info

CHAPTER 8The Window of Hope Program, NamibiaTransmission of HIV is increasingly understood to occur as the result of acomplex interplay of factors, including individual decision making, societalforces, cultural attitudes, and environmental determinants. If school-agechildren are to learn how to grow up able to remain free of HIV, merelyequipping them with information about the virus is not enough. To beeffective, education must also address issues of life skills, motivation, andthe environment.Namibia’s Window of Hope program is an example of an attempt todevelop such a comprehensive response. Delivered through after-schoolclubs, the program aims to equip 9- to 14-year-olds with self-esteem,knowledge, attitudes, and skills before they become sexually active and riskbehaviors become ingrained.This is a program that was developed by Namibians, within Namibia, based on some importantNamibian values, taking culture into consideration, so it’s not something strange. It is notonly about jumping and screaming to children about HIV/AIDS and its effects, but is also aprogram that is life-skills based, to help children learn skills that are critical in survivingamong the current waves of the epidemic.Program ImplementerA major challenge facing those responsible for HIV/AIDS education iscurriculum reform. How can the school curriculum be strengthened toinclude accurate age-appropriate information on HIV/AIDS to supportacquisition of essential knowledge and life skills? How can educators bestShamani Jeffrey Shikwambi and Alicia Fentiman, consultants, conducted the interviewsand collected the data for this chapter. Silke Felton and Rushnan Murtaza, UNICEF,Namibia; Lucy Steinitz, Ministry of Education, Namibia; and Criana Connal, consultant,assisted in drafting the text of this chapter.155(c) The International Bank for Reconstruction and Development / The World Bank
156 A Sourcebook of HIV/AIDS Prevention Programs, Vol. 2ensure that sexual health and HIV/AIDS education engenders positivevalues, attitudes, and behaviors?DescriptionRationale and HistoryIn 2003 Namibia established a policy framework that was conducive to curricularreform. The framework demanded “age- and ability-appropriateeducation on HIV/AIDS . . . in the curriculum of all learners” (MBESC/MHETTEC 2003).At the time the framework was adopted, the school curriculum did notoffer a self-standing, compulsory life-skills subject. Life-skills training wasallocated only one lesson a week in the school timetable. Moreover, lessonswere often not taught, because teachers were assigned to the subject in arandom manner.In 2003 Namibia developed the Window of Hope program, a compre -hensive life-skills education that adds an HIV education component to theexisting formal curriculum and supports after-school clubs (figure 8.1). Theprogram is managed and implemented by the HIV/AIDS Management Unit(HAMU) of the Ministry of Basic Education, Sport and Culture (MBESC),with technical assistance from UNICEF. Targeting the crucial “window ofopportunity” in adolescent behavior formation, the program equips 9- to 14-year-olds with self-esteem, knowledge, attitudes, and skills before theybecome sexually active and risk behaviors become ingrained.Following an audit of all subject curricula in senior-primary school and anationwide study of the status of HIV/AIDS education, a national workshopwas held. During the workshop, stakeholders agreed on an integrationframework in which two examinable subjects—natural science and healtheducation and social studies—were identified as the core carrier subjects forFigure 8.1: Timeline of Window of Hope Implementation2003National study on needs ofupper-primary teachersand learners conducted;two national stakeholders’workshops held; programdesigned.2004Junior modules finalized. Thirtytwoeducation officers from 13regional directorates trainedas Window of Hope trainers;655 teachers from 572 schoolstrained. Eight of 13 regionsachieved more than 80 percentcoverage of all primary schools.2005Senior modules finalized;Window of Hope trainerstrained on senior modules;teacher training on juniorand senior modules rolledout.Source: Authors.(c) The International Bank for Reconstruction and Development / The World Bank
Page 1 and 2:
A SOURCEBOOK OF HIV/AIDSPREVENTION
Page 3 and 4:
(c) The International Bank for Reco
Page 5 and 6:
© 2008 The International Bank for
Page 7 and 8:
viContents4 The School Health Educa
Page 9 and 10:
viiiContentsTables7.1 Impact of Sug
Page 11 and 12:
Page 13 and 14:
xiiAcknowledgmentsKelly (University
Page 15 and 16:
Page 17 and 18:
xviAbbreviationsNASNERDCNGONIEDNSGA
Page 19 and 20:
xviiiIntroductionTable 1: Program D
Page 21 and 22:
xxIntroductionhttp://unesdoc.unesco
Page 23 and 24:
Page 25 and 26:
4 A Sourcebook of HIV/AIDS Preventi
Page 27 and 28:
Page 29 and 30:
Page 31 and 32:
10 A Sourcebook of HIV/AIDS Prevent
Page 33 and 34:
Page 35 and 36:
Page 37 and 38:
Page 39 and 40:
Page 41 and 42:
Page 43 and 44:
Page 45 and 46:
Page 47 and 48:
Page 49 and 50:
Page 51 and 52:
Page 53 and 54:
Page 55 and 56:
Page 57 and 58:
Page 59 and 60:
Page 61 and 62:
Page 63 and 64:
Page 65 and 66:
Page 67 and 68:
Chapter 3Key evaluation results: A
Page 69 and 70:
Page 71 and 72:
Page 73 and 74:
Page 75 and 76:
Page 77 and 78:
Page 79 and 80:
Page 81 and 82:
Page 83 and 84:
Page 85 and 86:
Page 87 and 88:
Page 89 and 90:
Page 91 and 92:
Page 93 and 94:
Page 95 and 96:
Page 97 and 98:
Page 99 and 100:
Page 101 and 102:
Page 103 and 104:
Page 105 and 106:
Page 107 and 108:
Page 109 and 110:
Page 111 and 112:
Page 113 and 114:
Page 115 and 116:
Page 117 and 118:
Page 119 and 120:
Page 121 and 122:
100 A Sourcebook of HIV/AIDS Preven
Page 123 and 124:
Page 125 and 126: 104 A Sourcebook of HIV/AIDS Preven
Page 127 and 128: (c) The International Bank for Reco
Page 129 and 130: Chapter 6• Fewer students reporte
Page 155 and 156: Chapter 7knowledge, and increased t
Page 173 and 174: (c) The International Bank for Reco
Page 175: (c) The International Bank for Reco
Page 185 and 186: Table 8.2: Objectives and Topics of
Page 195 and 196: Chapter 9part of the day-to-day wor
Page 223 and 224: Chapter 10Key evaluation results: E
Page 227 and 228:
Page 229 and 230:
Page 231 and 232:
Page 233 and 234:
Page 235 and 236:
Page 237 and 238:
Page 239 and 240:
Page 241 and 242:
Page 243 and 244:
Table A.1: Overview of Programs in
Page 245 and 246:
Page 247 and 248:
Page 249 and 250:
Page 251 and 252:
Page 253 and 254:
Page 255 and 256:
Page 257 and 258:
236 Indexcivil society organization
Page 259 and 260:
238 IndexGhana AIDS Commission (GAC
Page 261 and 262:
240 Indexmaterialsin ELPE Program (
Page 263 and 264:
242 IndexOlatunde, Bunmi, 203Oren,
Page 265 and 266:
244 IndexRapid Results Initiative (
Page 267 and 268:
246 Indexmaterials needed by teache
Page 269 and 270:
ECO-AUDITEnvironmental Benefits Sta
show all

a sourcebook of hiv/aids prevention programs volume 2

Create successful ePaper yourself

Delete template?

Save as template?