a sourcebook of hiv/aids prevention programs volume 2

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National Family Life HIV/AIDS Education, Nigeria 217“National Comprehensive Sexuality Education Curriculum Imple mentationProgram” to the “National Family Life HIV/AIDS Education Curri culumImplementation Program.” Teaching-learning contents were also adapted,leading to the removal from the curriculum of controversial topics such asthe use of condoms.Unfortunately, these changes did not assuage opposition to the program,which continues to provide misinformation to the mass media. To deal withthis challenge, program officials try to explain the FLHE program and itsvalue for young people at every possible opportunity.Working around the Small Size of ClassroomsThe large number of students and small size of most classrooms limits theability to carry out interactive skill-building activities, which form the basis ofeffective teaching-learning about HIV/AIDS. A possible solution suggestedby the program manager is to encourage teachers to conduct activities outside,on school premises.Dealing with Limited ResourcesThe limited budget and general lack of resources leads to a range of challenges.To be fully effective, the program needs more trained teachers, betterfacilities, and more teaching-learning materials, particularly for students. Thelimited budget also affects the program’s capacity to improve its public relations’component.The shortage of trained teachers is being addressed in the ongoingFHLE teacher training program. Education on FHLE is also being integratedinto tertiary teacher education at the preservice level.Ensuring Uniform Mode of Delivery and Motivating TeachersTeaching and comfort levels of teachers vary across schools. Most adhereto the lesson plan laid out in the scheme of work. On the whole, integratedscience teachers are more comfortable teaching science-based aspectsof sexuality, while social studies teachers focus more on the moral andsocial dimensions.The program tries to motivate teachers through nonmonetary incentives,such as awarding training certificates, involving teachers in implementationprocesses, publicly acknowledging teachers’ contributions, recognizingoutstanding performances during award ceremonies, distributingresource materials to outstanding teachers, providing transportationallowances for meetings, and allowing some teachers to share their experiencesin other states.(c) The International Bank for Reconstruction and Development / The World Bank
218 A Sourcebook of HIV/AIDS Prevention Programs, Vol. 2ConclusionThe FLHE program has enabled thousands of students across Lagos Stateto learn about HIV/AIDS. While cultural and political factors have meantthat programmers have been unable to include every aspect of teachingthat was initially intended, sensible compromise has enabled teaching ofmany program objectives to occur at a mass scale.Several factors contributed to the success of the FLHE program:• LSMoE recognized the need to involve partners to meet the demandsimposed by the scale of the HIV epidemic in Nigeria.• The program was developed based on a series of needs assessments.• The program recognized and actively addressed the cultural diversitywithin Nigeria by including a wide range of stakeholders in the developmentof the program and teaching materials.• Curriculum experts were involved in developing the FLHE curriculum.Annex 10.1ELPE Attainment of Impact BenchmarksBENCHMARKATTAINMENT/COMMENTS1. Identifies and focuses on specific sexual health goals Program aims to meet the sexual and reproductive healthneeds of young people. Specific objectives include reducingteenage pregnancy and STI and HIV transmission.2. Focuses narrowly on specific behaviors that lead to sexual Program focuses on, among other issues, increasing age ofhealth goalsfirst intercourse and marriage and reducing teenage pregnancyand STI/HIV infection.3. Identifies and focuses on sexual psychosocial risk and Partial. Program contents were shaped partly by findingsprotective factors that are highly related to each ofof a learning needs assessment. Program aims to respond tothese behaviorsneeds by helping students acquire skills needed to makehealthy decisions about their sexual health and behavior.Although young people indicated that they do not considerabstinence a viable option, the program promotestotal abstinence.4. Implements multiple activities to change each of the Program uses variety of methods aimed at attainingselected risk and protective factorscognitive, affective, and behavioral learning goals.5. Actively involves youth by creating a safe social Learners are actively involved in classroom sessions,environmentmonitoring, and pretesting of teaching aids.(Continues on the following page)(c) The International Bank for Reconstruction and Development / The World Bank
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A SOURCEBOOK OF HIV/AIDSPREVENTION
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(c) The International Bank for Reco
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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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Chapter 7knowledge, and increased t
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Table 8.2: Objectives and Topics of
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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 (
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Page 267 and 268: 246 Indexmaterials needed by teache
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