a sourcebook of hiv/aids prevention programs volume 2

More documents

Recommendations

Info

Time allocation One 30- to 50-minute lesson aweek throughout the yearAverage length of participationin programRole of NGOs/educationsector partnersCollaboration with othersectorsAdaptation of program toother contexts90–120 minutes a week Program taught 45–60 minutesa week. One module ofPOP/FLE addresses HIVPeer education takes placeweekly during four-weekperiodFour academic hours spreadover a minimum of two daysFour years At least 100 days 12 years 10 years Most students are exposed toprogram five times: once inprimary school, two or threetimes in secondary school,and once during army serviceWorld Bank’s Global AIDSMonitoring and EvaluationTeam provides technicalsupport for evaluation surveyIntersectoral partners supportimplementationCommunity involvement Parents and other communitymembers involvedRobert H. Schaffer &Associates providestechnical support, UNICEFtrains lead trainers in lifeskillsIntersectoral partners supportimplementationNova Scotia–GambiaAssociation implements peereducation program activities,United Nations PopulationFund developed POP/FLEActivities implementedprimarily by education sectorNone None Program operates incoordination with othercountries in regionParents and other communitymembers involvedParents and other communitymembers involvedDonors provide support; NGOs, JAIP manages projectcommunity-basedorganizations, and faithbasedorganizations involvedin program implementationIntersectoral partners supportimplementationJAIP contracted by Ministry ofHealth to run AIDS hotlineNone Program adapted for use in 28countriesParents and other communitymembers involvedParents, communities, andreligious organizationsinvolvedAccess to health services Not included in program Not included in program Not included in program Not included in program Not included in programTraining and materialsTeacher training and supportPreservice training Not included in program Not included in program Covers HIV/AIDS within POP/FLE curriculum; peerhealth educators active atGambia Teacher TrainingCollegeBeing developed Not included in program(Continues on the following page)223(c) The International Bank for Reconstruction and Development / The World Bank
Table A.1: Overview of Programs in the Dominican Republic, Eritrea, The Gambia, Ghana, and Israel (continued)FEATUREDOMINICAN REPUBLIC:PROGRAMA DE EDUCACIONAFECTIVO SEXUAL (PEAS)ERITREA: RAPID RESULTSINITIATIVE (RRI)THE GAMBIA: INTEGRATEDSECTORWIDE HIV/AIDSPREVENTIVE EDUCATIONGHANA: SCHOOL HEALTHEDUCATION PROGRAM (SHEP)ISRAEL: JERUSALEM AIDSPROJECT (JAIP)In-service training National, regional, and provincialsensitization activities;training of secondary-schoolteachers; some refreshertrainingTeaching-learning methodsand activitiesWide range of participatorymethodologiesAfter initial sensitization,teachers receive weeklytraining from programcoaches; teachers provideweekly training of peereducatorsWide range of participatorymethodologiesPeriodic training of trainers,teachers, guidance andcounseling teachers, peerhealth educators, andDepartment of State forEducation staffProgram focuses on buildingknowledge about HIV;complementary activitiesconcentrate on building skillsand attitudes using variousparticipatory methodsPeriodic training of SHEPnational office staff, districtcoordinators, teachers, peereducators, and communitymembersWide range of participatorymethodologiesPeriodic training of teachers,school nurses, and NGO staffWide range of participatorymethodologiesPeer education Not part of program Peer educators main agents of Part of program Part of program Provided by university studentseducational delivery tostudentsProgram materials Manuals for teacher training;manuals for use by teachers,students, parents, andcommunities; supplementarymaterialsManuals for trainers, teachers,and peer educators; activitysheets for peer educators;brochures and magazines topromote programTeacher training manuals,teacher guides, assessmentmaterials, guidance andcounseling manual, studentmanual, student books, peerhealth educator manualImplementation guidelines,HIV/AIDS–related curricula,teacher manuals, peereducator manuals, PTA manual,posters, leaflets, bookletsEducational kits forprimary- and secondaryschoolstudents, includingteacher guide, cartoons, flipcharts, booklets, posters,stickers, condoms, and preandpostinterventionquestionnaires; supplementarymaterials224(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:
Page 127 and 128:
Page 129 and 130:
Chapter 6• Fewer students reporte
Page 131 and 132:
Page 133 and 134:
Page 135 and 136:
Page 137 and 138:
Page 139 and 140:
Page 141 and 142:
Page 143 and 144:
Page 145 and 146:
Page 147 and 148:
Page 149 and 150:
Page 151 and 152:
Page 153 and 154:
Page 155 and 156:
Chapter 7knowledge, and increased t
Page 157 and 158:
Page 159 and 160:
Page 161 and 162:
Page 163 and 164:
Page 165 and 166:
Page 167 and 168:
Page 169 and 170:
Page 171 and 172:
Page 173 and 174:
Page 175 and 176:
Page 177 and 178:
Page 179 and 180:
Page 181 and 182:
Page 183 and 184:
Page 185 and 186:
Table 8.2: Objectives and Topics of
Page 187 and 188:
Page 189 and 190:
Page 191 and 192:
Page 193 and 194: 172 A Sourcebook of HIV/AIDS Preven
Page 195 and 196: Chapter 9part of the day-to-day wor
Page 223 and 224: Chapter 10Key evaluation results: E
Page 243: Table A.1: Overview of Programs in
Page 247 and 248: Table A.1: Overview of Programs in
Page 255 and 256: (c) The International Bank for Reco
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

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?