a sourcebook of hiv/aids prevention programs volume 2

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The Window of Hope Program, Namibia 167of natural science and health education, life skills/guidance, and socialstudies (62 percent of them women) and 528 learners from grades 6 and 7participated in the study.Eighteen National Institute for Educational Development (NIED) officials,mostly curriculum developers, and two regional education officers workedtogether on 11 data-collection teams. Data-collection methods included selfassessmenttools for teachers and for schools, focus group discussions, andlearners’ drawing exercises.Key FindingsAssessment of the program yielded several key findings.Learners’ needsNamibian students need and want comprehensive sexual health andHIV/AIDS education to prepare them to lead sexually healthy lives andmanage the impact HIV/AIDS is having on them. The most commonlyasked questions concerned where HIV comes from, how it got to Namibia,when the epidemic will end, and when a cure will be found.Teachers identified learner needs regarding managing the impact ofHIV/AIDS (caring for sick people, living positively, coping). They also identifiedlearners’ need to understand condom use and how to say no to sex.Learners need specific skills, such as communication, negotiation, selfawareness,analyzing, decision making, and problem solving. Situationsidentified by teachers and learners include pressure to have sex, pressurenot to use condoms, the influence of money on sexual relationships, sexualadvances from adults, substance abuse, and power imbalances betweenmales and females in sexual relationships.The majority of teachers recognized the need for HIV/AIDS educationin the school curriculum and felt an obligation to do what they can to helptheir learners stay healthy. A small minority of teachers was not willing totalk about sex or to teach skills such as condom use.Training needs of teachersNinety-six percent of teachers report that they felt confident about theirbasic knowledge about sexual health and HIV/AIDS. Most (89 percent)reported that they felt comfortable talking about sexual health issues withstudents. Forty-three percent indicated that they needed in-service trainingon at least one aspect of teaching about sexual health, such as teachingmethods, sensitivity to different cultures in class, approaching shy or negativestudents, and teaching in mixed-gender peer groups.(c) The International Bank for Reconstruction and Development / The World Bank
168 A Sourcebook of HIV/AIDS Prevention Programs, Vol. 2Teachers have a wide variety of training needs, from teaching methodsto counseling skills to specific questions about sexual health–related topics.The training needs most frequently cited by teachers were guidance andcounseling skills, home-based care, teaching methods/skills, overall training,and proper use of condoms. Teachers need training on general life skills(interpreting, analyzing, and synthesizing information; problem solving;making informed choices; and building self-esteem). They also need trainingon the relation between abstinence and safe sex education. Many teachersfeel that the messages of abstinence and safe sex are mutually exclusiverather than complementary.Materials needed by teachersAlthough teachers and learners reported that they have access to a broadrange of materials and resources on HIV/AIDS—posters, TV and radioprograms, textbooks, brochures and pamphlets, newspapers—many reportedthat they need more materials and resources to be effective. The mostpressing need is for visual materials, particularly videos that show peopleliving with HIV/AIDS, so that learners “believe the disease is real.” Someteachers reported that they need condoms, so that they can demonstratehow to use them. Some teachers also requested that textbooks be revised toreflect more sexual health and HIV/AIDS education.Lessons LearnedSchools in Namibia have demonstrated a high level of interest in the Windowof Hope program. Interviews with program managers and implementersreveal several of the challenges they face and some solutions to them.Lack of Trained TeachersToo few teachers have been trained to facilitate Window of Hope clubs (andeventually to provide in-class lessons). The lack of available teachers andtrainers is in part a result of the exodus of teachers from the profession.Transfer of teachers also disrupts the program.The number of teachers needs to increase and the scope of trainingsessions broadened. When the program is made part of the formalcurriculum, training will become part of preservice teacher education atteacher training colleges across the country. A module for teacher traininginstitutions that incorporates both Windows of Hope and My FutureIs My Choice is being prepared.(c) The International Bank for Reconstruction and Development / The World Bank
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A SOURCEBOOK OF HIV/AIDSPREVENTION
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© 2008 The International Bank for
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viContents4 The School Health Educa
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viiiContentsTables7.1 Impact of Sug
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xiiAcknowledgmentsKelly (University
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xviAbbreviationsNASNERDCNGONIEDNSGA
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xviiiIntroductionTable 1: Program D
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xxIntroductionhttp://unesdoc.unesco
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4 A Sourcebook of HIV/AIDS Preventi
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Chapter 3Key evaluation results: A
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Chapter 6• Fewer students reporte
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Table A.1: Overview of Programs in
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236 Indexcivil society organization
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238 IndexGhana AIDS Commission (GAC
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240 Indexmaterialsin ELPE Program (
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242 IndexOlatunde, Bunmi, 203Oren,
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244 IndexRapid Results Initiative (
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246 Indexmaterials needed by teache
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ECO-AUDITEnvironmental Benefits Sta
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