a sourcebook of hiv/aids prevention programs volume 2

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Introductionxixlearned—provide readers with a thorough sense of each intervention andits applicability to other settings.Discussion of the curricular approach in each chapter examines howHIV/AIDS education is integrated into the school curriculum. This integrationusually takes one (or a combination) of five forms: 2• Stand-alone subject. The topic is clearly labeled and included in theschool curriculum. It addresses all issues relevant to HIV preventionand mitigation.• Integrated in one main carrier subject. Teaching and learning of most of therelevant material is addressed within one main carrier subject, such associal science, family education, or biology.• Cross-curricular subject. The topic is integrated in a limited number of subjects(in no more than one-third of all subjects in the curriculum).HIV/AIDS teaching and learning within these few subjects is clearlydivided across carrier subjects.• Infused throughout the curriculum. The topic is integrated into a widerange of subjects.• Extracurricular or co-curricular topic. Schools sponsor extracurricular activities,which may be taught during the regular school day or after school.Course credit is rarely given for these activities. Some programs alsooffer co-curricular activities (activities that complement or reinforce theregular curriculum), for which students can receive credit.Notes1. Created in 1992, the Partnership for Child Development is committed to improvingthe education, health, and nutrition of school-age children and youth in low-incomecountries. It is based within the Department of Infectious Disease Epidemiology inthe Faculty of Medicine at London’s Imperial College. The organization helps countriesand international agencies turn the findings of evidence-based research intonational interventions that benefit children around the world.2. Definitions of curricular approaches are based on those described in IBE-UNESCO(2005). See also IBE-UNESCO (2006). The terms used to describe the differentapproaches vary across countries. For consistency the definitions shown here areused throughout.ReferencesIBE-UNESCO. 2005. The Quality Imperative: Assessment of Curricular Response in 35Countries for the EFA Monitoring Report 2005. Geneva: IBE-UNESCO. Available at(c) The International Bank for Reconstruction and Development / The World Bank
xxIntroductionhttp://unesdoc.unesco.org/ulis/cgi-bin/ulis.pl?by=2&ca=ibe&look=ibe&req=2&text=primaires.———. 2006. Manual for Integrating HIV and AIDS Education in School Curricula.Geneva: IBE-UNESCO. Available at http://www.ibe.unesco.org/AIDS/Manual/Manual_home.htm.Kirby, D., B. A. Laris, and L. Rolleri. 2005. “Impact of Sex and HIV EducationPrograms on Sexual Behaviors of Youth in Developing and Developed Countries.”FHI Working Paper Series No. 2, Family Health International, Triangle Park, N.C.(c) The International Bank for Reconstruction and Development / The World Bank
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236 Indexcivil society organization
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238 IndexGhana AIDS Commission (GAC
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ECO-AUDITEnvironmental Benefits Sta
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