1. education

Life Skills Education
with a Focus on
HIV/AIDS
Eastern and Southern Africa Region
Review of Materials
Annotated Listing
Alphabetical Listing
Annotated Listing
Section Two:
HIV/AIDS and Young People
Annotated
Bibliography
21
Life Skills Education with a Focus on HIV/AIDS
Botswana
Perlman, H. & J. Ngare.
Choose Life: Living with HIV and AIDS in Our World.
Botswana Edition, Soul City and PSI Botswana: Department for International
Development/Ministry of Education, n.d. (45pp.)
Designed for the 12-18 age group, this magazine is intended both for individual use as well as supplementary teaching material on HIV/AIDS. Featuring celebrities from Soul City (who the target audience can identify with), it passes on positive messages about STDs, HIV/AIDS, sex and selected gender issues. It’s content may be used to stimulate discussion in either peer-learning situations or the
classroom.
The magazine is user-friendly. Not only visually attractive, it attempts to address the needs of a readership that may not be very familiar with the English language: It includes boxes with words written in
Tsetwana that could be new to the readers. It also presents in Tsetwana some of the opinions expressed by teenagers.
The magazine is a frank presentation of a number of sexually related issues in a manner that facilitates
discussion. It identifies some social norms and myths that act as barriers to smooth relationships, and
proposes ways of overcoming them. However, though it introduces some gender stereotypes, it
does not go far enough to enable the reader see the fallacious assumptions underlying them.
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22
Annotated Listing
Ethiopia
HIV/AIDS and Young People
Ezra, M., & S.G. Selassie.
Handbook on Population and Family Life Education for Secondary School
Teachers in Ethiopia. Addis Ababa: Institute for Curriculum Development and
Research; 1998. (392pp.)
A comprehensive support handbook for teachers of secondary schools in Ethiopia who by virtue of
their profession, provide guidance and counselling services to adolescent students. Topics of Population and Family Life Education (POP/FLE) are integrated in the two subjects of Geography and
Biology. The idea of the handbook is to supply these subject teachers with supplementary POP/FLE
materials to enhance their guidance and counselling abilities. Its goal is “to help the youth acquire life
skills that will enable them to prepare for responsible parenthood”.
The life skills’ component consists of detailed data on different STDs with lengthy sections dedicated to each type that has ever been identified in Ethiopia. The handbook adopts an historical
perspective presenting comparative data disaggregated by sex, age and regional prevalence. All
information, including that relating to HIV/AIDS, though treated in an in-depth manner, is presented
factually. No consideration is given to whether such an approach can actually induce behaviour
change and prepare the youth for “responsible parenthood”.
The handbook goes as far as summarising existing legislation governing issues such as women and
contraception. However, it does not suggest how the information provided may be applied. The
depth of information given, and the language used are both too technical, and unless guided, secondary school teachers might experience difficulty understanding, using and applying the information. Neither does the book equip users with skills that can diminish their chances of contracting the
HIV/AIDS virus, nor does it instruct in coping mechanisms for the affected and infected. It is a sterile
and technical piece of work that shows no recognition of cultural influences at play in Ethiopia, and
how these exacerbate the spread of HIV/AIDS. Overall, the book is not user-friendly.
Hiwol, Y.G.
Responsible Parenthood: Population Education Monograph.
Addis Ababa: Institute for Curriculum Development and Research, 1994.
(51pp.)
The institutionalisation of Population/Family Life Education (POP/FLE) through integration of relevant concepts and contents in the regular curriculum has led to the development of materials to supplement the
information that teachers have. This booklet is one in a series of materials developed for use by teachers
during pre- and in-service training. It aims to educate the teachers about human sexuality, and documents
the different STDs including HIV/AIDS. However, due to lack of data on HIV/AIDS infections and deaths in
Ethiopia, the book is unable to show the gravity of the situation.
The book presents information factually without offering suggestions on how it can be used to benefit
the students. Though there is a section that introduces the issue of gender imbalance in Ethiopian
society, it is also tackled in a very factual manner that does not impress upon the reader the need for
change. The book does not identify concrete methods that may be used to impart life skills’ messages
effectively.
In addition, there is a distinct lack of mention of cultural issues that would play a large part in affecting
the reception and usability of the information given in the books. This brings to question its ability to
help the students cope with the three environments of school, community and family.
23
Life Skills Education with a Focus on HIV/AIDS
Mengesha, G.
Biology Student Text, Grade 8. Addis Ababa: Educational Materials Production
and Distribution Enterprise, 1999. (173pp.)
Under the broad topic of “Humans and Diseases”, this Grade 8 pupil’s book outlines the classes of
disease-causing agents. The aim of the topic is to inform the students of the many types of diseases,
and it does a commendable job with this. There is however a complete lack of life skills’ lessons to be
learnt here because the book does not have a behaviour-change component.
The book is factual, and not learner-friendly because none of the methodology used encourages
learner participation in any way, means or form. Like the above two resources, this is a clinical discourse that omits completely cultural perspectives and their role in sustained behaviour change.
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Manuals/Teaching Materials, Peer Learning Materials, Training Manuals, Video, Comic, Magazine and Others.
24
Annotated Listing
KenyaHIV/AIDS and Young People
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Ministry of Education/Kenya Institute of Education.
AIDS Education for Youth Action Programme: A Facilitator’s Handbook. Nairobi:
UNICEF Kenya/Kenya Institute of Education, 1997. (84pp.)
This handbook, using a format that is appropriate, provides guidance to teachers on how to handle
HIV/AIDS education in schools. It suggests ways that teachers may use to effectively deliver factual
information on HIV/AIDS-related issues including how to avoid getting infected. Addressing issues
perceived to induce behavioural changes, it incorporates materials on helping the youth to cope with
the pressures that they are confronted with in their lives.
The usefulness of the handbook is enhanced by the concrete recommendations it makes on the
integration of HIV/AIDS education into various subjects in the school curriculum. It also advises on the
measures that teachers should take in preparation for community-based activities.
Ministry of Education/Kenya Institute of Education.
Doom or Bloom: Your Choice. A Resource Book for Youth in Secondary Schools.
Nairobi: Kenya Institute of Education/Ministry of Education, 1997. (143pp.)
An in-depth factual textbook on STDs and HIV/AIDS meant for youths in and out-of-school. Its objective is to inform the readers of the nature of transmission of different STDs and their effects on the
human body.
The book is thorough in information content. However, the methodology used here is instructional
with very little participatory roles included. Furthermore, some illustrations found in the book have
not been fully exploited for maximum gain by the readers. Overall, this text is not user-friendly and
though factual, might not result in the desired behavioural changes.
Ministry of Education/Kenya Institute of Education.
Good Health: Facts about STDs and AIDS. Nairobi: Kenya Institute of Education,
1997. (21pp.)
The main message of this magazine is “Say No” to sex. It uses illustrations to give certain facts about
STDs and HIV but the content stresses “what to do” and “what not to do”.
The magazine is limited and does not help the readers develop useful skills: The students are not
armed with the ability to cope with difficult situations requiring critical thinking and decision-making
skills. In addition, there is nothing in the content that can enable the youth to identify with the people
in the illustrations.
Ministry of Education/Kenya Institute of Education.
Let’s Talk About It: Pupil’s Book 1 for Standard 1,2 & 3. Nairobi: Kenya
Institute of Education, 1997. (31pp.)
This book, intended for use by children in and out of school aged between 7 and 10 years old, has
been specifically developed for HIV/AIDS education. It introduces the concept of personal awareness
and safety.
25
Life Skills Education with a Focus on HIV/AIDS
Considering that the books are to be used by students in the three lowest classes, the language used
is too complex for their level, and the methodology is examinations oriented. Aspects of life skills such
as self-awareness are introduced. The examples used assume that teachers have a moral obligation to
correct every perceived wrong in society. This gives the teachers a policing role. In addition, the book
assumes a dictatorial stance because there are many instances where the phrases “Do not” appear.
This is laying the foundation for a passive target group when Life Skills Education require active
participation from the learners. The illustrations used depict men as the main perpetrators of violence,
with young girls as the victims. There is no recognition that young boys too may be vulnerable, thereby
leaving them open to unforeseen dangers.
Ministry of Education & Kenya Institute of Education.
Let’s Talk About It: Pupil’s book II for Standard 4 & 5. Nairobi: Kenya Institute
of Education, 1997. (32pp.)
Aimed at youth of Class Four to Six (i.e., 11- 13 age group), the book builds upon the concepts introduced
in the previous volume. The book is moralistic in tone and encourages gender stereotyping. It uses nonconclusive arguments, for example, to give instructions on what the students are not supposed to do
and circumstances they are not supposed to find themselves in. It does not consider those unexpected
and unforeseen circumstances that may arise in a real-life situation. “Tell your teacher” is given as the
panacea for all ills.
All of the illustrations used present set points of view with little room for negotiation. The most commonly
used method for presenting arguments is dialogue between two people where one has the “correct”
opinion, while the other is “wrong”. Learner-participation is not encouraged; the students are therefore
not enabled to develop skills of dealing with difficult situations on their own. The principal goal of the
learning of life skills, that is learning to think and act independently, is thus not achieved.
Ministry of Education & Kenya Institute of Education.
Let’s Talk About It: Pupil’s Book II for Standard 6,7 & 8. Nairobi: Kenya
Institute of Education, 1997. (55pp.)
This book builds upon the information that has been introduced in the previous two ones. No new
topics are introduced though the themes are addressed in a more in-depth manner. The methodology remains the same, mainly consisting of dialogue between two persons where one is the custodian
of information whereas the other is always needing to hear more. Short stories are sometimes used
to “show how” something is supposed to be done. Though token questions are given for discussions
and debates, learner participation is not encouraged.
Gender issues are introduced in so far as identifying the kind of work females and males can do, but
this is only addressed in one topic. Gender sensitivity is not discernible in the other topics included in
the book.
Ministry of Education & Kenya Institute of Education.
Secondary Population and Family Life Education: Pupil’s Book for Form Four.
Nairobi: Kenya Literature Bureau, 1993. (136pp.)
A fact-filled text, the book aims at educating the student on “living in modern Kenya”. However, some
of the illustrations used in the book conform to typical gender stereotypes. The impression one gets
on reading the text is that the information has been lifted straight from certain carrier subjects, and
pasted onto this book without adequate adaptation to suit the needs of the new subject. The learning
methodology used is academic-oriented. It is important to note the lack of conformity between the
content of the teachers’ guide and the pupils’ book.
26
Annotated Listing
Ministry of Education & Kenya Institute of Education.
Secondary Population and Family Life Education: Teachers’ Guide for Form Four.
Nairobi: Kenya Literature Bureau, 1991. (15pp.)
HIV/AIDS and Young People
This is a brief guide that highlights the specific objectives, background information and suggested teaching
and learning activities that the teacher requires to instruct in the topics below. There is no continuity
or correlation between the activities suggested by the teacher’s guide, and those put down in the
pupil’s book.
Behaviour change does not appear to be the aim of the book. Instead, the topics are expected to be
learnt for passing examinations. However, the guide does suggest use of selected learner-friendly
methods such as discussions, role-plays, narratives and resource persons. Though this is the last class
before students go to university, vocational schools or start work, this book does not equip the students
with behavioural changing life skills
Tabifor Henry, MD.
The Dignity of Human Sexuality and the AIDS Challenge. Nairobi, Kenya:
Alpha and Omega Publications, 2002 (212pp).
The Dignity of Human Sexuality and the AIDS Challenge was written in partnership with young people.
It is an easy to read reference book, written in simple language and sensitively addressing issues on sex
and sexuality among young people. It is also a good resource for teachers, parents, curriculum developers and development workers implementing educational programmes for young people. It covers
a wide range of inter-related topics on sex and sexuality, HIV/ AIDS, gender, youth and drugs. This
book answers different questions regarding sex, gender and sexuality, the what, the how, the when
and the whys in a friendly manner.
The author thoughtfully integrated views held by different people on sexuality. It has a non-judgmental
stand on sex and sexuality that is also factual and sensitive. The book is provides many practical suggestions including suggestions on what to teach children of different ages and suggests opportunities that
parents can use to introduce sex education to them.
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29
Life Skills Education with a Focus on HIV/AIDS
Lesotho
Mpeta, M., et al.
Junior Secondary Science Course Book 1. Lesotho: Heinemann, n.d. (16pp.)
In its chapter on healthy living, this textbook introduces aspects of HIV/AIDS and uses a few illustrations to show how certain behaviour leads to the spread of various STDs and HIV/AIDS. Because
Science, the subject within which HIV/AIDS education is infused, is examinable, emphasis is placed on
the presentation of facts. What could be termed learner-friendly teaching methods such as debates
and discussions are included but in a perfunctory manner.
As a Life Skills Education resource, this book has limited value as it lacks a behaviour change component.
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Annotated Listing
HIV/AIDS and Young People
Malawi
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Ministry of Education, Sports and Culture.
Life Skills Education: ATraining Manual. Domasi: Malawi Institute of Education,
2000. (31pp.)
This is a short manual intended as a training tool for facilitators who are expected to instruct teachers
and head teachers on learner-centred teaching methodologies for use in teaching life skills. It briefly
outlines the content and teaching methodologies which Life Skills' teachers must master. It also gives
tips on how to use the teachers’ guide and pupils’ books. The manual reiterates what has been
included in the teachers’ guides without the extras (such as sample lessons and proposed activities).
At the end of the manual is a section that gives sample schemes of work and lesson plans.
The manual is gender blind, failing to recognise gender as a key variable in the spread of HIV/AIDS. In
addition, though the content is pertinent, the presentation is not very user-friendly.
Ministry of Education, Science and Technology.
Life Skills for You and Me. Domasi: Malawi Institute of Education, 2001. (79pp.)
This comprehensive, user-friendly handbook is dedicated to guiding Class Five teachers in the use of
participant-centred teaching methodologies. It assists teachers with planning and executing learnercentred lessons focusing on life skills. The lesson plans suggest activities designed to develop each of
the identified skills. They also recommend ways of performing these activities in the classroom.
Each of the early lessons centres on a different type of life skill. But as the book progresses, the lessons
tackle problems whose resolution requires multiple skills. Each lesson ends with a summary and an
assessment tool.
The handbook concentrates on creating awareness and guiding teachers on teaching life skills in general. Information on HIV/AIDS-related issues is limited in it, comprising only a third of the content.
However, one can sense that the book is laying a foundation for more in-depth treatment of the
subject in the future.
National AIDS Control Programme & UNICEF Malawi.
EDZI TOTO: A Handbook for Anti-AIDS Clubs, Club Activities. Lilongwe: UNICEF
Malawi, 1997. (38pp.)
This handbook provides youth with guidelines on how to form anti-AIDS clubs and participate in HIV/
AIDS prevention activities. Participation in the anti-AIDS clubs is proposed as an extra-curricula activity
with teachers as non-active patrons. With emphasis placed on behaviour change, the main goal of the
handbook is to equip the youth with life skills and transmit the same to the wider community.
Activities designed to enhance the learning of life skills are suggested in the handbook. It goes on to
explain, in short chapters, how those particular activities may be used to transmit HIV/AIDS prevention messages. Though it has a short section on “gender”, the book does not follow through with
relevant lessons to support this topic.
Though club members are the primary targets of the handbook, it attempts to cater for non-members
through the extension activities.
31
Life Skills Education with a Focus on HIV/AIDS
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32
Annotated Listing
HIV/AIDS and Young People
Namibia
Cloete, D. & E. du Toit.
Life Skills for Learners, Grades 8, 9 & 10. Windhoek: Gamsberg Macmillan
Publishers, 1994. (220pp.)
This is a comprehensive well-illustrated textbook that builds upon concepts introduced in Life Skills
Grade 7. In this volume, the activities and discussions have graduated from requiring simple factual
responses to critical thinking and decision-making skills, where the students are required to support
their opinions. On the whole, the content is covered within the book in a user-friendly manner. The
book offers ample opportunities for skills development.
The authors have tried to minimise the amount of extra research the teachers would be required to
undertake by providing in-depth information. In addition, at the end of every chapter, detailed references have been supplied, should either the teachers or students need to investigate an issue further.
The positive aspects as described above notwithstanding, the textbook suffers from some weaknesses. Most notably, the issues discussed are not domesticated to ensure relevance in the Namibian
context. Similarly, the terminology used in the text and the supporting photographs appear to be alien
to the reality existing in the country. Moreover, the topics are not conclusively handled and examples
used limit themselves to the classroom and not real life situations. Finally, the complete lack of information on HIV/AIDS is a glaring omission.
Government of the Republic of Namibia.
My Future Is My Choice, Extra-Curricula Life Skills Training Manual for
Adolescents 13 to 18 Years of Age. Windhoek: The Youth Health and
Development Programme, 1999. (120pp.)
This manual targets facilitators working with teenagers aged between 13 and 18. It draws attention to
the fact that the concerns raised by the 13-14 year olds may differ from those raised by the 15-16 and
the 17-18 age groups. It thus recommends the formation of groups of (a maximum of) twenty-two
persons based on the above age groups for training purposes. It is assumed that the messages transmitted
would trickle-down even to those who do not benefit from the training.
There is an emphasis in the manual on the acquisition of knowledge and skills intended to improve
decision-making by the youth, more so in situations that demand that the decision made be an informed
one. It adopts a modular approach that promotes progressive and participatory learning methods;
new activities cannot be embarked upon without a good understanding of the previous one.
Ten training sessions are required to cover the course content. The manual recommends that only
those attending all the ten be given recognition for their participation.
The facilitators are advised on the kinds of background checks they would need to do on an area
before initiating “My Future My Choice” (MFMC) sessions. They are informed of the need to meet
certain set criteria, and undergo evaluation by both an external evaluator and session participants.
Though the facilitators are put in a position of responsibility, the manual recognises the “facilitating”
role they have to play as opposed to the instructional one of the traditional teachers.
Accountability measures for both the facilitators and participants are outlined in the manual. Similarly,
a feedback mechanism that allows the immediate correction of misconceptions is described.
33
Life Skills Education with a Focus on HIV/AIDS
It should be noted that gender biases that enhance vulnerability of a particular sex, especially in relation
to HIV/AIDS, are addressed in the manual. It also recognises the age-related disparities that exist in
substance abuse.
Government of the Republic of Namibia.
My Future Is My Choice, Extra Curricular Life Skills Manual for Youth of 15 to
18 Years of Age. Windhoek: The Youth Health and Development Programme,
1999. (120pp.)
Similar to the manual discussed previously, this is designed for facilitators who will be working with the
older youth between the ages of 15 and 18. Consequently, emphasis is placed on slightly different
issues. For example, it recognises that a higher percentage of youth within this age group are likely to
be sexually active than the younger ones. Therefore the messages are tailored to respond to this
difference. The difference in age is also reflected in the types of activities proposed—more sedate and
intellectual games are suggested in contrast to the more exuberant games found in the manual for the
13 to 18 age group.
The manual tackles sensitive issues by providing factual information so that the participants can make
the right choices from an informed position. They are given the information on whether or not certain sexual activities enhance possibility of contracting HIV/AIDS infections as opposed to others. The
emphasis is on “caring” for oneself and one’s partner. This caring is expected to translate into careful
behaviour.
Gender sensitivity of the content is reflected in the recognition that not only girls but boys too can be
victims of sexually related assaults. In addition the manual highlights the age disparity in drug abuse.
Government of the Republic of Namibia.
My Future Is My Choice, Participants Workbook, Life Skills Education Training
for Youth of 15 to 18 Years of Age. Windhoek: The Youth Health and
Development Programme, 1999. (77pp.)
This is a workbook for participants to record vital aspects of particular sessions after each activity. In
addition, the workbook contains important information concerning each topic so as to enable the
participants to verify their knowledge later on. For all of the topics covered, not only are relevant facts
provided misconceptions people have about them are addressed and highlighted. It must be noted
that the workbook for each age-group emphasises different issues based on what is deemed important
by that particular group.
The workbook develops the topics and skills sequentially. It includes an action component at the end
of the ten sessions, with the participants being “bonded” to decisions they propose to take in relation
to promoting peer education.
Overall, this is a useful tool for participants to have as backup for development of Anti-AIDS activities
and clubs.
34
Annotated Listing
Government of the Republic of Namibia.
A Handbook for AIDS Awareness Activities for Clubs. Windhoek: The Youth
Health and Development Programme, 2000. (71pp.)
HIV/AIDS and Young People
A handbook designed to support the Youth Health and Development Programme (YHDP), its aim is
to sustain peer education activities of MCMC graduates and those of other young people. The handbook
takes the peer “teacher” through the steps they can use to develop Anti-AIDS activities to help teenagers
avoid HIV infection, and incorporates a care and support component. It includes activities the peer teachers
might not have been taught during the ten sessions on MFMC, but that could be used in a “club”. Noteworthy
is the fact that every activity that could be used by a club such as drama, role playing and games are broken
down to their basic component with emphasis on the messages that the activities are intended to pass on.
The handbook does not limit the proposed activities to Anti-AIDS clubs. It recommends their incorporation
into the existing social structures. For example, it observes that a sports club could organise a “Run for
AIDS”, while a health club could organise a nutritional festival that deals specifically with AIDS concerns.
Nicanor, N. & H. Speelman.
Discovering Science, A Primary Course for Namibia Grade 6.
Windhoek: New Namibian Books and Heinemann, 1997. (122pp.)
This book presents an exciting new course designed to make science and health education enjoyable
and interesting. It promotes the use of participatory and discovery approaches so that the students
form an integral part of teaching and learning activities.
Though the subject is examination-oriented, it has a strong behavioural component. Life skills are
taught under three topics, i.e., “Personal Health”, “Human Development” and “Social Health”. It is an
effective way for introducing life skills to pupils because of its radical and interesting approach to
information gathering as well as a learner-friendly layout.
The textbook is relevant to Namibia today, and is age specific in its approach to issues relating to life
skills. It gives the students an opportunity to develop the requisite skills needed to be successful and
healthy citizens.
Nicanor, N. & H. Speelman
Discovering Science, A Primary Course for Natural Science and Health Education,
Grade 7. Windhoek: New Namibian Books and Heinemann, 1998. (138pp.)
As the title reads, “Discovering Science” aims to help students get as much information on the topics
of study as possible through the discovery approach. Though the subject is examination-oriented, it
has a strong behavioural component. The methodologies promoted by the book are learner- and
discovery-centred, with a cross-curricula approach to teaching.
Life skills is taught under three distinct sections on “Healthy Lifestyles”, “Alcohol and Drug use”, and
“Sexually Transmitted Diseases”. It is an effective text for teaching life skills because of its radical
approach to information gathering.
The book is gender balanced, and its layout is user-friendly.
35
Life Skills Education with a Focus on HIV/AIDS
Nott, K., & D. du Toit.
Life Science for Namibia, Human Biology and the Global Environment; Grade
10. Windhoek: Longman Namibia, 1997. (190pp.)
This is a text meant for Grade 10 students in formal school setting. It has two main topics that address
aspects of HIV/AIDS related life skills. Under the topic “Human Health and Diseases” the authors
establish a general foundation upon which the impact of viruses (of which HIV is one) on the immune
system can be understood. Based on this understanding the topic “AIDS and Other Sexually Transmitted
Diseases” can be better understood by the students. Considering that these are Grade 10 students,
HIV/AIDS information contained in this book is sufficient.
The book presents information on HIV/AIDS in different ways. Graphs are used to show them the
magnitude of infection rates in different cities in Namibia. Though implicit in the text is the message for
a change in behaviour, the book does not explicitly advocate for behaviour change. It assumes that
being armed with adequate knowledge will lead to the desired changes. The textbook offers multiple
opportunities for learner-centred activities.
Pottas. M.
Life Skills for Namibia: Grade 7. Windhoek: Namibia Publishing House, 1996.
(100pp.)
This is a comprehensive Life Skills’ textbook for use by Grade 7 teachers and students in formal school
setting. It highlights important aspects of daily living that youth need addressed, but are not adequately
tackled by formal schooling or in any other recognised fora. The book recognises the need to consider
a wide range of issues when dealing with the youth. It is therefore high in content matter. This augurs well
for teachers regardless of their location in the country as it means less research is required from them.
On sexuality, the textbook addresses the needs of girls and boys due to general bodily changes at the
onset of puberty. One of the STDs mentioned is HIV/AIDS. Teachers are advised to call in professionals
to teach on preventive measures, transmission and contraction of HIV/AIDS. However, there is no
mention either of the gravity of the pandemic, or on its differential impact on girls and boys.
The textbook is visually appealing as each topic has either photographic or drawn illustrations. The
methodology concentrates on group work and written answers to questions, with very few instances
of guided discussions. Learning activities are not participatory and do not encourage diverse and active
student participation. Therefore, life skills’ development is likely not to be effective.
Pottas, M.
Namibian Guide to Modern Living. Windhoek: Gamsberg Macmillan Publishers,
1999. (237pp.)
This book contains a brilliant exposition of the basic rules underlying a wide range of subjects on
everyday living in Namibia. It aims at integrating marginalized Namibians with the more affluent using
information that has long been elusive and off-limits to the latter group.
The objective of this book is to furnish the reader with information on Namibia and supply them with
the competence to be a useful member of society. This book covers all those aspects of life which, if
properly learnt and applied to real situations, will no doubt contribute to the emergence of a more
enlightened and progressive citizenry anywhere in the world. The book recognises that many Namibian
youth still require a thorough grounding and polishing in etiquette and general rules of behaviour. It is
underscores the importance of ensuring that the readers learn the new culture of modern living, not
only for their own benefit, but also for those with whom they come into contact in their daily life.
36
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40
Annotated Listing
and Young People
SouthHIV/AIDS
Africa
Mather, C.
What are HIV and AIDS? African AIDS Education Series. Gallo Manor:
Awareness Publishing, 2002. (24pp.)
This is the first in a series of eight booklets that aims at introducing young readers to what HIV is, the
nature of the virus, how it can be contracted, and what it does to the body. Using simple language, this
introductory booklet does an excellent job of introducing certain pertinent terminology often used
when talking about HIV/AIDS.
The booklet uses very striking pictures and examples to achieve its objective of introducing the meaning
and implications of HIV/AIDS virus and pandemic to the readers. Readers are easily able to identify
with the issues presented since every example cited is taken from the South African setting. The
message for prevention is paramount, and examples are given of how the HIV virus could be contracted
while undertaking everyday activities.
Mather, C.
AIDS in Africa, African AIDS Education Series. Gallo Manor: Awareness
Publishing, 2002. (24pp.)
The second in the series of eight publications dealing with AIDS Education, this booklet introduces the
readers to the status of AIDS in Africa. In its endeavour to demystify HIV/AIDS, the booklet shows
how tests are done to determine HIV status, then goes on to give examples of people living with HIV.
The concept of AIDS orphans is introduced as is the effect of HIV/AIDS on families. Just like the
previous booklet, this one also emphasises the lack of a cure, and advocates for prevention.
The booklet includes concerns expressed by different African heads of states about the AIDS epidemic,
and what they are doing to control it. This series offer a message of hope.
Mather, C.
Children and AIDS, African AIDS Education Series. Gallo Manor:
Awareness Publishing, 2002. (24pp.)
This third booklet in the African AIDS Education Series concentrates on the topic “Children and AIDS”.
Showing the different ways children can contract the HIV virus, it illustrates how everyday activities
need not be curtailed should a child be HIV positive. It suggests ways of making everyone safe in
various situations including when children are playing.
The authors of the booklet must be commended for providing an account of the possibilities that exist
even for HIV positive people.
41
Life Skills Education with a Focus on HIV/AIDS
Johnson, N., & Mather, C. (ed.)
Care for Us and Accept Us. African AIDS Education Series. Gallo Manor:
Awareness Publishing, 2002. (24pp.)
This book presents a very touching account of the life story of an AIDS activist, young Nkosi Johnson.
It is adapted from a speech he gave at an international AIDS conference in Durban South Africa in June
2000. It shows that even HIV positive people can make great contributions to society. The example of
Nkosi’s Havens or the homes that have sprung up for HIV positive people as a result of Nkosi’s work
in the short time he lived is cited.
This account brings home to the reader the many ways in which HIV positive individuals are affected.
It describes some of the hurdles they have to overcome including stigmatisation by other people. The
negative attitude of others, it is argued, often stem from ignorance.
Mather, C.
Rights and AIDS, African AIDS Education Series. Gallo Manor: Awareness
Publishing, 2002. (24pp.)
This booklet in the African AIDS Education Series highlights the rights of people infected by the HIV
virus in South Africa. Drawing upon the Constitution of South Africa, it asserts that children have the
right to HIV information. It also stresses the non-mandatory nature of AIDS’ tests and the importance
of doctor confidentiality.
A variety of rights such as the rights to education, medical care, medicines, work, protection and a safe
environment that HIV-positive people are entitled to are described in the booklet. The readers are
informed that all the rights identified are guaranteed by the South African Constitution. Therefore,
infringement of these rights amounts to violations of the Constitution, which is the supreme law of the
country.
The role of Nkosi Johnson as an AIDS activist is highlighted. The authors argue the case for activism
citing the urgent need for cheaper medicines and advocacy for the achievement of equal rights for
infected people in job situations
Mather, C.
Masakhane: Working together to stop AIDS, African AIDS Education Series.
Gallo Manor: Awareness Publishing, 2002. (24pp.)
Sixth in the series, this booklet is about what can be done by everybody, in their own small ways, to
stop the spread of HIV/AIDS. The messages passed on here are not just preventive, but also proactive.
Examples of the kinds of activities that have been held in South Africa in the fight against AIDS are
included in this booklet, including the Memorial Quilt and homes offered as havens for the infected
and affected by common people.
This booklet also includes examples of HIV-positive people who have publicly declared their status.
It describes the contribution of these people in de-mystifying AIDS, and their role in fighting against
the disease. Their declarations have resulted in improving people’s access to correct information,
and encouraging a positive outlook among the general populace regarding HIV/AIDS.
42
Annotated Listing
Mather, C.
Living with AIDS, African AIDS Education Series. Gallo Manor:
Awareness Publishing, 2002. (24pp.)
HIV/AIDS and Young People
This seventh booklet addresses questions that the readers might have regarding HIV and AIDS. It gives
comprehensive but simply worded explanations to the questions asked. The questions deal mainly
with differences between being HIV-positive and having full-blown AIDS, going for tests, coming out
with one’s condition, examples of children living with the virus, and ends with a message of hope.
Mather, C.
The Truth about AIDS, African AIDS Education Series. Gallo Manor:
Awareness Publishing, 2002. (24pp.)
This last booklet addresses myths and misconceptions people might have about HIV and AIDS.
The issues discussed range from the mode of contracting HIV to the fact that it affects people of all
races and sexes indiscriminately. It also gives reassurances about everyday activities that would not
result in the spread of HIV. It ends on the positive note that one can protect oneself against AIDS.
The Africa AIDS Education Series does an excellent job of enlightening young readers about not just
the disease, but also provides additional information one requires in a community where people are
infected and affected. The use of photographs is appropriate, and the quality of material used –hard
cover books in a boxed coffer- is ideal for longevity.
Overall, a great set of introductory materials for the younger readers.
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Life Skills Education with a Focus on HIV/AIDS
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46
Annotated Listing
HIV/AIDS and Young People
Swaziland
Maseko, F.
Pupil’s Book for Science Grade 6. Mbabane: Macmillan Swaziland National,
1996, (74pp.)
This textbook contains clear aims and objectives for the student. It uses child-centred and enjoyable
activities and experiments while giving a solid foundation in science in a way that reflects the Swazi way
of living. Completely revised, it adopts a contemporary approach to the study of such issues as health
(including AIDS) and the environment.
Life skills are incorporated in the science curriculum under the following topics:
• Revision of good health habits
• Common diseases among children
• Talking about AIDS
The book uses very simple language to teach about HIV/AIDS. It also makes use of illustrations that
could be role-played by the students to further understand the facts about the disease and how to live
with it. Since the teaching of this topic has academic intent, emphasis is on facts and not life skills
development per se.
Maseko, F., C. Thomas, & R.M. Magagula.
Teacher’s Guide for Science Grade 6. Mbabane: Macmillan Swaziland National,
1995. (102pp.)
Incorporated in the science syllabus is the topic “Health and Human Body” which addresses common
ailments found in children. While mentioning the causes, preventive measures and cures for the common
ailments, the fatality of HIV/AIDS is emphasised.
Though the syllabus is examination oriented and most of the subject matter is teacher-centred, the
teaching advocated for HIV/AIDS has learner-participatory components. It must be understood that
the goal of the science syllabus is cognition, and understand the emphasis the syllabus places on mastering
the content. No observable gender bias may be discerned at this point. The information is suitable for
the level of the students that the book is targeting.
Maseko, F.
Science Grade 7 Pupil’s Book. Manzini: Macmillan Swaziland National, 1997.
(101pp.)
Components of life skills are found in the science syllabus under the topic “Learn more about AIDS”,
which builds upon information that was acquired from the previous grade. Though the aim is cognition,
the methodology used in imparting the information is participatory. In order to facilitate understanding
of how fast HIV/AIDS can be transmitted games and role-plays are included among the teaching methods.
The language and illustrations used show a high level of gender sensitivity.
47
Life Skills Education with a Focus on HIV/AIDS
Maseko, F.
Science Grade 7 Teacher’s Guide. Manzini: Macmillan Swaziland National,
1997. (142pp.)
Building upon the information that was given in the previous grade, this guide includes more technical
elements about HIV/AIDS and the effect of the virus on the body. It builds upon the communication
skills introduced in the previous grade and has a section on counselling.
Though the content emphasises the factual information, the guide proposes use of learner-centred
methodology such as games to enhance understanding among the pupils.
Government of Swaziland, Ministry of Health.
Youth Sexual, Reproductive Health and Counselling Training Manual and
Youth Sexual and Reproductive Health General Issues. Mbabane: Schools
HIV/AIDS Population Education (SHAPE), n.d. (227pp.)
This comprehensive document highlights the situation of Swazi youth in relation to HIV/AIDS within
the global context. The wide range of topics covered in the book include
• Training – from needs assessment, techniques to evaluation, and adult training;
• The global scenario on HIV/AIDS vis-à-vis the youth;
• Adolescence and the turbulence that characterises that stage of life; and
• Sexuality and the myths/cultural practices that place the youth at risk of STDs, STI’s and HIV infection.
Aimed at furnishing the trainers with facts, the book draws its content mainly from secondary sources.
The manual has a section that introduces a gender perspective to sex/sexuality and adolescence.
Family Life Association of Swaziland.
Your Reproductive Health, Book One. Manzini: Family Life Association of
Swaziland, 1995. (24pp.)
This magazine on Reproductive Health targets youth of 10-14 years. Justifying the selection of the
target group, it notes that there is a distinct lack of correct reproductive, development and health
information for them. The publication addresses aspects of teenage concerns such as pregnancies,
STDs and reproductive health.
The document discusses the physical differences between the sexes, focusing on the distinct functions
of the male and female reproductive organs. Using a “frank” approach to illustrate the changes in
reproductive organs, the authors draw attention to the importance of engaging in responsible sex.
This magazine does not have any information on HIV/AIDS but acts as a foundation for Book Two,
which has an in-depth section on the issue.
48
Annotated Listing
Family Life Association of Swaziland (FLAS).
Your Reproductive Health; Facts You Should Know on Preventing Pregnancy,
STDs and AIDS, Book Two. Manzini: Family Life Association of Swaziland,
1995. (24pp.)
HIV/AIDS and Young People
The second in the series, this booklet focuses on methods of preventing pregnancy, STDs and AIDS.
It targets the 15-19 age group.
The booklet is quite explicit on the dangers of early pregnancy and emphasises that at 15-19, an
adolescent is not ready to have complete responsibility for another human being. Describing all the
known methods of contraception, it uses picture illustrations to highlight the use of different contraceptive types.
Though it has a separate section that deals specifically with HIV/AIDS, the booklet does not emphasise
the seriousness of HIV/AIDS. It introduces all the contraception types besides the condom before
giving information on HIV/AIDS. As a book for youth in the 15-19 age group, it is user-friendly, and can
stand alone as a resource.
Family Life Association of Swaziland.
Talking Together: A Handbook for Parents and Their Teens. Manzini: Family
Life Association of Swaziland, 1995. (96pp.)
This handbook recognises that parents have to participate in reducing the information gap on sex and
sexuality between the generations. As people who care for their children, parents have to be involved
in the provision of sex education.
The book proposes topics that may be used to initiate in-depth and frank communication between
parents and children. It advocates for the establishment of an environment by parents where their
children are able to confer with them on every issue of concern to them. Parents are called upon to
be approachable, honest, open-minded, prepared to dialogue, and be willing to listen and share
experiences with their children.
The authors of the handbook observe that parents, in order to communicate effectively on sex and
sexuality issues with their children, must change their perspectives on gender roles and accompanying
value system. Directive activities are introduced to enable them to perform their role better.
The handbook has a user-friendly, well illustrated factual component that should enhance parent-child
communication, encourage affirmation and equip children with life skills.
Ministry of Education.
Trainers Manual on Gender Issues in Education and Children’s Rights.
Mbabane: Ministry of Education/UNICEF, 2000. (108pp.)
This manual is a guide for trainers responsible for sensitising groups of people within their communities.
It aims at demystifying “gender and rights” issues by using methods that make the participants question
their perception of things and what led to their having certain mindsets. The topic on “Child and
Women Rights” is discussed from an historical perspective, and applied to present-day Swaziland.
The manual is designed as an activity workbook. Using a step-by-step approach that goes from the
known and accepted to the acknowledged, but yet-to-be-accepted ideas, it introduces learners to the
supporting conventions and declarations by looking at examples of everyday issues. The accepted social
norms governing gender relationships are introduced by using such resources as videos and stories.
49
Life Skills Education with a Focus on HIV/AIDS
All of the learning experiences used here are participant-centred. The activities form a context and
basis for understanding human rights and gender issues.
Noteworthy is the fact that though the manual does not teach life skills per se, the subject matter, and
the methodology can be used as the basis for teaching them later on. The learner-centred skills introduced in tackling gender and children rights issues can be transposed when dealing with life skills for
the prevention and control of HIV/AIDS.
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52
Annotated Listing
HIV/AIDS and Young People
Tanzania
Ibrahim, S.A. (ed.)
FEMINA: Women of the African Continent. Dar es Saalam: East African
Movies, 2001. (59pp.)
This is a quarterly magazine aimed at older out-of-school youth (15+). Apart from having an
entertainment value, it aims at transmitting life skills messages to the youth. Acknowledging the
disadvantaged position women hold in Tanzania generally, it attempts to elevate their status by highlighting
their achievements. Noteworthy is the fact that even though the magazine does not target men, it
does not ignore “men’s issues”.
The magazine uses topical articles to pass on life skill messages. Most of the articles featured are based
on the experiences of Tanzanians the youth might consider as role models such as radio Disc Jockeys
and fashion models. They are written to give the youth insights into the lives of these “celebrities”
who have undergone traumatic experiences, and what they did to surmount the difficulties.
The language used is a mix of Kiswahili and English in a way that the target audience understands and
can relate to. In addition, issues that are covered are of interest to the youth. Since the target audience
is the older youth, the layout is just ideal for them with just enough glossy photographs to add colour
and spice to the articles.
Ministry of Health and Ministry of Education.
Guide to Peer Education on HIV/AIDS/STDs and Reproductive Health in
Primary Schools Standard 5-8. Mbeya: GTZ Regional AIDS Control Project,
2000. (54pp.)
This book targets pupils in Classes 5 to 8. It is intended to be an instructional aid to help peer educators
from these classes acquire the pertinent facts about not only HIV/AIDS, but also information on
reproductive health and sexuality. The exercise is aimed specifically at the Mbeya region because of
the exceedingly high HIV prevalence there compared with other regions in Tanzania.
An informative guide, it includes assessments to ensure that the peer educators have the facts at the
tip of their fingers. It is divided into two sections – one that presents information and the other
concentrating on aspects of peer education. Though the book introduces aspects of Life Skills such as
“risk situations” being a cause for the spread of HIV/AIDS, these are not conclusively tackled. Moreover,
the situations given as examples are too simplistic.
The authors’ perception of the role of the peer educator appears to be restricted. They present the
peer educator to be similar to the traditional teacher who is the custodian of knowledge. The peers
are viewed as tabula rasa waiting to have information on HIV/AIDS/STDs and sexual reproductive
issues fed to them.
The illustrations used in the text demonstrate a lack of gender awareness.
53
Life Skills Education with a Focus on HIV/AIDS
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54
Annotated Listing
Uganda
HIV/AIDS and Young People
Birungi, S., Lwanga. P. & K. Musisi.
“The Hydra,” AIDS Drama Competition for Uganda Secondary Schools and
Post-Primary Institutions. Kampala: Ministry of Education School Health
Project, 1992. (25pp.)
The objectives of this play are multiple:
a.
b.
c.
d.
To create awareness on HIV/AIDS;
To prevent HIV infection by advocating for change in morals;
To look for alternative and safe ways in which youth could spend their leisure time, counselling
their peers; and
To try to appeal to the government of Uganda to enforce laws to protect children against
defilement of any sort.
The Government of Uganda has recognised the difficulty inherent in educating the youth on behaviour
changing issues. This recognition has led to the HIV/AIDS problem being addressed using multiple
strategies. Drama is just one of the strategies used.
The content, plot and language of the play are age-specific and relevant to learners in secondary
schools. Additionally, it is gender sensitive; taking the male perspectives into account, it does not
present them as the sole perpetrators of violence. The play gives the audience the options available
to them, and depicts the effects of these on the lives of many people. Finally, it shows how one can
empower her/himself even under adverse circumstances.
Education for Life.
A Behaviour Process for Groups: Choose Life, Fight Against HIV/AIDS.
n.p., n.d. (39pp.)
This book presents “an education for life process”. Its primary objective is to set forth a step-by-step
guide to behaviour change that is crucial in reducing the incidence of HIV/AIDS.
“Education for life” comprise a three-stage process that is dependent upon group support. It works
on the premise that if one is going to start changing a habit, they will need back-up support from
people either participating in a similar activity, or who are aware of this change, and therefore will be
able to give the requisite support.
The motto “One never fails unless one stops trying” runs throughout the book. The participants in
this behaviour-changing endeavour are encouraged to think that they are participating in life by changing
certain behaviours for the good of their later lives. They are also encouraged to consciously plan their
futures and not let circumstance define it for them.
This book targets a wide range of people. It contains “generic” information that can be adapted to suit
different scenarios. The authors also take note of the gender biases that characterise sexual relationships.
One shortcoming of the book, however, is assumption that the users are already familiar with the
processes introduced and therefore do not require thorough explanations.
55
Life Skills Education with a Focus on HIV/AIDS
The Republic of Uganda.
Life Skills for Young Ugandans: Primary Teachers’ Training Manual.
Kampala: UNICEF Kampala and Government of Uganda, n.d. (184pp.)
This training manual is intended for the use of tutors and lecturers of teachers’ training institutes. It
aims at giving trainee-teachers the knowledge and skills required for introducing life skills to their
pupils in schools.
The manual perceives life skills within the framework of children’s rights. It addresses issues arising
from existing gender biases in Ugandan society especially as they relate to the girl child, and how these
biases translate into survival problems for her later in life. The themes of children’s rights and gender
issues run through all the topics covered. This gives the trainee-teachers the ability to recognise ageand gender-based inequalities and take action to rectify the situation.
The manual has a broad mandate and doubles as a teaching aid for the tutors and reference material
for the trainee-teachers. It may also used by teachers as reference material especially when developing
lessons. As a teaching aid, it includes a sample framework for integrating life skills’ components into
the teaching process. The manual suggests the use of Sara Communication Initiative materials as a
means of supplementing the teaching of life skills.
Making use of multiple sample activities, the manual presents different views of the same problem so
that the trainee-teachers acquire a balanced perspective. It recognises cultural barriers that cause
difficulty in the acquisition of life skills especially among the vulnerable (children in general and the girl
child in particular), and through a thorough study of the different cultural practices, de-mystifies them.
Overall, this particular manual was a draft copy that required some changes and clarifications, but has
the makings of an excellent resource that succeeds in the objectives it set out to achieve.
The Republic of Uganda.
Life Skills for Young Ugandans: Secondary Teachers’ Training Manual. Kampala:
UNICEF Kampala and Norad. n.d. (246pp.)
This is a training manual for use by lecturers of secondary schoolteachers in teacher training institutes.
The aim of the manual is to provide them with required knowledge and skills that would enable them
to introduce life skills to their students.
Using children’s rights’ perspective to Life Skills, the manual addresses the issue of gender biases that
exist in society, especially as they relate to the girl child. It shows how systemic biases result in negative
consequences for the psycho-social development of girls, denying them the knowledge and skills
necessary for survival. The themes of children’s rights and gender issues that run through all the topics
covered equip the teacher-trainees with the ability to recognise gender and age-based imbalances and
take action to rectify the situation.
The manual has a broad mandate; it can double as a teaching aid for the lecturers and reference
material for the teacher-trainees. As a teaching aid, it includes a sample framework for integrating life
skills’ components into the teaching process. The manual suggests the use of Sara Communication
Initiative materials as a means of supplementing life skills’ teaching.
Making use of multiple sample activities, the manual presents different views of the same problem so
that the trainee-teachers acquire a balanced perspective. It recognises cultural and gender-based barriers
that cause difficulty in life skills development, especially among the vulnerable (children in general and
the girl child in particular), and through a thorough study of the different cultural practices, de-mystifies
them.
56
Annotated Listing
The Republic of Uganda.
Talking With Our Children about Sex and Growing Up. Kampala: UNICEF Uganda.
n.d. (39pp.)
HIV/AIDS and Young People
Targeting parents, this booklet is an attempt to compensate for the lack of discussions on sexual
matters between the youth and older family members, traditionally the aunts and uncles. Hoping to
introduce certain changes in the performance of parental roles, the booklet encourages parents to
talk with their children about the changes occurring in their bodies and the implications of such changes.
It facilitates the process by identifying the kinds of issues that could be used to provoke the discussions.
The booklet, however, remains incomplete as it does not address the important issue of parental
reticence possibly stemming from their traditional culture. In addition, it fails to recognise the crucial
role of women in child rearing and the gender biases that characterise Ugandan society.
Watson, C. (ed.)
Children First: Talking with Your Community about Child Welfare and
Development Series. Kampala: UNICEF Uganda/Ministry of Education, Gender
& Community Development & Local Government, 1996. (49pp.)
The main objective of this document is to raise awareness on child welfare and development issues in
the community. It acknowledges the low status children in general, and girl-children in particular, are
accorded within the Ugandan society. The book raises concerns about a citizenry who, should the
practices continue, will not be able to hold their own in the global arena. The importance of the family
unit (in a broad manner of speaking) is advocated and its role in the well being of children espoused.
Aspects of child welfare are analysed from a cultural perspective. Open discussions that question
these cultural influences in light of what is good for the children are included. The Ugandan Constitution
and the UN Convention on the Rights of the Child, of which Uganda is a signatory form a basis of these
discussions. The role of women as major influences in the lives of the children is also addressed from
the perspective of empowering them. The booklet highlights shortcomings of the present family
arrangements in a culturally sensitive manner.
The information provided highlight gender sensitivity. It shows how these affect the ability to adopt
or teach life skills, especially as it relates to HIV/AIDS. The booklet is informative and learner-centred,
and approaches the issues from a culturally sensitive perspective.
The book uses interesting quotes from those involved in the research, and these quotes are used to
introduce sub-topics within the chapters. It urges action on children’s rights; gender bias in the treatment
of women and girl-children; families and their role in the development of the child; education as an
essential right of children; and violence against children.
Through addressing pertinent issues and challenging existing gender-based power relations, women
and children are empowered.
57
Life Skills Education with a Focus on HIV/AIDS
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58
Annotated Listing
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59
Life Skills Education with a Focus on HIV/AIDS
Zambia
Family Health Trust Zambia-Anti-AIDS Project.
Happy, Healthy and Safe: Youth-to-Youth Learning Activities on Growing Up,
Relationships, Sexual Health, HIV/AIDS and STDs Life Skills. Lusaka: n.p.,
1998. (295pp.)
This handbook aims at helping children and youth acquire and have the opportunity to practice “life
skills” such as making the right decisions, recognising danger, being assertive and negotiating for their
rights. It is meant to be used by youth leaders to help other young people acquire the life skills espoused
in this book. As such, it is written in a manner they can understand and relate to.
The book is learner-centred. There are fifty participatory learning activities covering growing up,
relationships, sexual health, HIV/AIDS and STDs and life skills. The activities are very well explained
and adequate time given for each skill to be learnt. Learning takes place through the use of games,
discussions, role-plays, dramas, rap music, songs and poems. The author urges learners to participate
in all the activities so as to effectively develop their life skills.
The handbook does not just arm the participants with life skills for personal use, but also with the
knowledge and confidence to be facilitators. This is a good resource that succeeds in achieving its
objectives.
Katebe, M., D. Mutale & C. Chabu.
Behaviour Formation for an AIDS Free Society: Reflection for Parents,
Guardians and Teachers. Kitwe: Copperbelt Health Education Project, n.d.
(11pp.)
A short paper targeting parents, guardians and teachers that traces the roots of children’s behaviour
to the foetal stage. It defines behaviour as an external expression of internal attitudes, beliefs and
emotions that are developed before the physical birth of an individual, and not limited by cultural,
traditional and external influences.
The paper focuses on the child. It proposes that life-long attitudes and behaviours are normally developed between 0-18 years of age. It argues that since parents, teachers and guardians have the most
contact with children, they must be made aware of the influence they have on their attitudes and
behaviours and be held responsible for the development of Life Skills in them. The paper concludes by
pointing out that Life Skills’ Education should ideally begin at birth of an individual and continue to the
end of adolescence.
The information contained in this paper forms an excellent launching point for Life Skills training, but
on its own, is an incomplete skills’ development manual.
60
Annotated Listing
Mzumara, H., D. Chunga, & D. Mutale.
Life/Social Skills: Our Approach. Out-of-School Youth Department.
Kitwe: Copperbelt Health Education Project, n.d. (14pp.)
HIV/AIDS and Young People
This is a short document outlining the activities of the Copperbelt Health Education Project (CHEP)
Out-of-school Youth Department. The objectives of the department include the following:
1.
2.
3.
Identifying the issues present in the youths’ lives through observation of the activities in their
towns, and then unpacking these issues with the youths;
Developing strategies to assist the youth in self-exploration; and
Having sessions on sex, sexuality and healthy living.
The main method of sharing information is through workshops, which are designed as fully participatory and non-academic due to the diverse educational backgrounds of the targeted participants.
Realistic timing has been allotted for each workshop (four days) and a day is allotted to each major
objective. It is proposed that the actual issues discussed in the workshop be identified by the participants as major areas of concern. The session contents are flexible and contextual.
This is a very interesting document that focuses on area-specific problems and tries to give the learners a forum for self-expression in a non-judgemental manner. It contains very valid information, and
has succeeded in raising awareness among the out-of-school youth, a group that is usually ignored by
society.
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62
Annotated Listing
HIV/AIDS and Young People
Zimbabwe
African Heritage Dance Drama.
A Play About AIDS: Secondary Schools’ Drama Competition. Harare: Ministry
of Education and Culture/UNICEF Harare, 1993. (20pp.)
The play, targeting secondary and out-of-school youth, draws the spectators into the conflicts that
arise over issues of trust and faithfulness within relationships. It highlights the risks that accompany
decisions the youth make, and the effects on their lives.
With its focus on HIV/AIDS prevention and action messages, the play should be of benefit to the outof-school youth. Its simple plot easily recalled and comprehensible by the youth audience, forms a
basis for tackling deeper issues at a later date. Condom use is reinforced by the play. Gender issues are
not overtly addressed in the document.
Chifunyise, S.
To love is to Care: A Play about AIDS. Primary Schools’ Drama
Competition.Harare: Ministry of Education and Culture/UNICEF Harare, 1995.
(34pp.)
This is a beautiful, well-written and age-specific play to be acted out by Grade 7 students for schoolmates
and their community. It aims to:
a.
b.
c.
d.
Create better awareness about HIV/AIDS among young people;
Help young people recognise the seriousness of AIDS;
Promote the role of schools in educating their communities about HIV/AIDS; and
Foster a caring attitude in communities and young people for people with HIV/AIDS.
The author has kept the script simple enough to be grasped by Grade 7 yet the plot expounds the
hard educational facts about HIV/AIDS. The play is informative sending positive messages about the
effectiveness of activities promoted by school clubs.
Cunningham, D. & J. Cunningham.
Adventure Unlimited: Life Skills for an AIDS-Free Generation. Bulawayo:
Scripture Union, 1994. (69pp.)
This is a book written for young people 11–14 years of age, and could be used either in class or for
individual reading. It looks at life as an adventure that one has to undergo, with the decisions one
makes determining its outcomes. Based upon Christian guidelines, the Biblical ethos forms the basis
for much of the advice given.
The insecurities that adolescents might experience are addressed in different chapters. The book
gives general principles that can be adapted to other issues in life, and emphasises the joy, privilege and
sheer adventure of living rather than highlighting the problems of life. Stories are used to pass on
63
Life Skills Education with a Focus on HIV/AIDS
messages, and in some cases, Biblical stories are adapted to modern-life situations to emphasise certain
values.
Content-wise, the book does a good job transmitting the requisite values, but its presentation needs
to be made user-friendly and content more gender responsive.
Curriculum Development Centre, Ministry of Education and Culture.
Let’s Talk: An AIDS Action Programme for Schools, Grade 4 Pupil’s Book.
Harare: Ministry of Education and Culture/ UNICEF Harare, 2000. (63pp.)
This book aimed at Grade 4 pupils is not just about AIDS; it is about the students, their life now and in
the future. The pupils are gently made aware of themselves as part of a wider society, and how their
decisions affect themselves, their friends and families. Behaviour change is the main goal of this book,
and the students are introduced to issues in a learner-friendly manner.
Acknowledging that both girls and boys are at risk of sexual abuse, the book provides pupils with
advice on how to recognise and act in risky situations. It identifies pupil-centred methods for promoting learning. The content takes into consideration the stage of maturity of the target audience.
Overall, it is a useful book that meets the objectives it set out to achieve.
Curriculum Development Centre, Ministry of Education and Culture.
Let’s Talk: An AIDS Action Programme for Schools, Grade 5 Pupil’s Book.
Harare: Ministry of Education and Culture/ UNICEF Harare, 1995. (64pp.)
This is a simple book that builds upon the issues that has previously been introduced in Grade 4. The
themes are developed sequentially as one progresses through the chapters. The issues identified and
the lessons learnt in one chapter form the basis for the decisions made in the subsequent sections.
Use of interesting illustrations to get the messages across works to make the overall presentation
pupil-friendly. In addition, the illustrations take into account the situation in Zimbabwe thereby making
the booklet relevant. The book emphasises providing the readers with the kind of information that
would be beneficial for them in their lives. Questions asked after each issue is introduced are designed
to develop skills of critical thinking and decision-making in the pupils.
A well thought-out resource for introducing students to life skills, it uses relevant examples to familiarise them with vital aspects of life skills that pertain to the prevention and control of HIV/AIDS.
Curriculum Development Centre, Ministry of Education and Culture.
Let’s Talk: An AIDS Action Programme for Schools, Grade 5 Teachers’ Book.
Harare: Ministry of Education and Culture/UNICEF Harare, 1995. (63pp.)
As part of the AIDS Action Programme for Schools, this book gives the teachers an insight into the
kinds of issues they might have to tackle in teaching the course to Grade 5 pupils. Divided into two
main parts, the first one puts the course in context and provides the teacher with background
information. The second part deals with the lessons as they appear in the student book, with tips on
the desirable features.
64
Annotated Listing
The first part starts off by outlining the aims of the programme, and in so doing, identifies teachers’
expectations. Suggested teaching methodologies are introduced, their usage explained and use of
particular methods over others justified. The role of the teacher in each instance is well laid out. A
specific section in this part of the book presents basic information on HIV/ AIDS, emphasising on how
the virus is transmitted and the fact that there is no cure for it.
HIV/AIDS and Young People
The second part, focusing on pupils’ lessons, builds, in a gentle and guided manner, the teacher’s
capacity for participatory teaching. Preparations that the teacher needs to make for the lessons are
also mentioned.
On the whole, this book is a useful resource for providing information and guiding teachers on effective teaching of Life Skills Education with an emphasis on HIV/AIDS.
Curriculum Development Centre, Ministry of Education and Culture.
Let’s Talk: An AIDS Action Programme for Schools, Grade 6 Pupil’s Book.
Harare: Ministry of Education and Culture/UNICEF Harare, 1996. (64pp.)
This book begins by informing pupils that the many issues they would be tackling in the AIDS Action
Programme would enable them to deal with difficult situations later on in their lives. It acknowledges
the fact that the students are growing and are noticing changes in their physiological make-up. It
emphasises the fact that each student is special, and this theme of “being special” runs throughout the
book, forming the basis upon which certain issues are discussed and decisions reached.
Factors that lead to students getting into risky situations are identified, including famine and the resultant
poverty and the death of a parent leading to possible mistreatment of the children by step-parents.
Reasons why parents tend to be very wary of giving permission especially to their daughters to attend
late afternoon activities are also discussed. All the proposed activities require the students to take on
the roles of parents so as to understand the adult point of view on issues relating to sex and sexuality.
Organised into two major parts, the first presents in-depth discussions of activities that pupils can
undertake. Pupils are provided with simple guidelines on how to undertake various activities, including
projects and the tools needed to do so effectively. Specific instructions are given on constructing
questionnaires, their content and form, whom to ask, analysis of information, and how to report
back. The second part of the book concentrates on answering specific questions pupils might have on
HIV/AIDS. It ends with listing physical and postal addresses of places country-wide that provide services
for living positively with HIV/AIDS.
65
Life Skills Education with a Focus on HIV/AIDS
Let’s Talk: An AIDS Action Programme for Schools, Grade 7 Pupil’s Book.
Harare: Ministry of Education and Culture/UNICEF Harare, 1993. (64pp.)
This book is one of the first in the set that was developed for the AIDS Action Programme for Schools.
The authors have done a commendable job of ensuring that themes introduced in the Grade 6 book
are built upon. These themes include relational issues such as friendship and choices. Aspects of gender awareness are introduced though in a basic manner.
It also includes a section that deals with HIV/AIDS. Most of the life skills being taught here focus on
“saying no to sex”. The examples given of sexual assaults tend to portray only girls as victims. Considering that this is one of the first books developed on Life Skills for the prevention and control of HIV/
AIDS, it makes an attempt to tackle issues related mainly to sexual activities.
A noticeable shortcoming in the book is the overuse of the discussion method as a learning tool.
There is a need to incorporate the other types of participatory techniques to ensure greater involvement of the targeted learners.
Curriculum Development Unit, Ministry of Education.
Think About It: An AIDS Action Programme for Schools Form 1 Student’s
Book. Harare: Ministry of Education/UNICEF Harare, 1994. (64pp.)
The first part of the book concentrates on relational issues as well as the physiological changes accompanied by the emotional upheavals that accompany adolescence. The book tackles issues in a very
student-friendly manner: Not only do the themes follow one another in a manner that builds upon
previously tackled issues, but the book uses student-centred activities.
More complex concepts such as child abuse and gender differences are introduced in a very interesting manner using appropriate illustrations and a participatory methodology. This makes for not only
interesting reading but for an appealing layout.
The overall content enables students to start thinking independently, an excellent quality upon which
to build the teaching of Life Skills.
Curriculum Development Unit, Ministry of Education.
Think About It: An AIDS Action Programme for Schools Form 3 Teachers
Book. Harare: n.p., 1995. (63pp.)
This handbook is a well-illustrated guide for teachers that encourages honest and open communication with secondary school students in an effort to promote understanding of Life Skills. The guide
equips teachers with factual information on HIV/AIDS.
In order to achieve its goal of inducing behaviour change, learner-centred teaching methods are
emphasised. This is accompanied by the provision of basic information on HIV/AIDS and related
matters, giving students access to the facts that should enable them make informed decisions.
The guide describes the participatory learning/teaching methods and gives examples of how each
method can be used and in what context. It gives lists of videos that could help teach the different
units in the book. The handbook also goes a step further in developing, for the teachers, the different
lessons found in the units.
66
Annotated Listing
Curriculum Development Unit, Ministry of Education.
Think About It: An AIDS Action Programme for Schools Form 4 Pupil’s Book.
Harare: Ministry of Education/UNICEF Harare, 1996. (64pp.)
HIV/AIDS and Young People
Under the umbrella of formal education, this well-illustrated pupil’s book aims to expose the students to typical real-life experiences, and gives them an opportunity (as a group) to work out the
problems. It enables them to have open and honest communication about myriad issues.
As part of the AIDS Action Programme, this book builds upon themes that have been introduced
previously in earlier classes, and introduces more intricate, but realistic issues. Students are enabled
to see that life is never really either black or white. It introduces the grey tinges that colour life.
As the goal of this programme is behaviour change, students are fortified with requisite skills to
successfully avoid HIV infection. Learner-centred methods are used to equip them with life skills,
particularly the skills of listening, discussion and decision-making.
The book recognises the existence of gender biases in all sectors of society, from home to the
workplace, and everywhere in between. It highlights real life situations where the social system seems
to reward those perpetuating gender discrimination and injustice.
Overall, a very good book that succeeds in fulfilling the objectives it sets out for itself.
Ministry of Health & Child Welfare/National AIDS Co-ordination Programme.
Living with HIV & AIDS. Harare: National AIDS Co-ordination Programme/
UNICEF Harare, 1994. (54pp.)
A factual book that gives information about HIV/AIDS, it suggests ways of coping with life as an HIV
positive person. The target audience is the general public and the language used is simple.
The book’s objectives include awareness raising about the “what, who, how, when” questions, relating
to HIV/AIDS. It provides information on such issues as how to live in a family where one of the members is HIV positive and what actions can put the uninfected people at risk. At the end of the book,
physical and postal addresses of AIDS organisations all over Zimbabwe are provided.
67
Life Skills Education with a Focus on HIV/AIDS
Government of Zimbabwe & UNICEF Harare.
Insights and Foresight: A Collection of Extracts and Activities about AIDS for
A Level and College Students. Harare: UNICEF Harare, 2001. (81pp.)
The objective of this handbook is to give mature students (over 18 years of age) an opportunity to get
the knowledge and skills that should help them prevent the spread of HIV/AIDS. The book concentrates
solely on HIV/AIDS, and uses different scenarios to show how it is spread.
Tracing the history of the HIV/AIDS virus, the book narrows down on its spread in modern day
Zimbabwe. Interesting excerpts are taken from newspaper articles featuring issues relating to HIV/
AIDS from all over the world. The articles are presented thematically within relevant sections of the
book. Prompting questions are included to invite student participation in discussions on the issues
highlighted.
Similarly, the book encourages students to examine gender stereotypical behaviours and biases that
enhance the spread of HIV/AIDS. It describes myths, misconceptions and traditions that lead people
to risky behaviours.
The book presents comparative statistics on certain interesting but disturbing issues such as drug use
disaggregated by age groups. In addition, it describes the laws that have been passed by the Zimbabwean
Government to improve the status of HIV-infected people especially in schools and work places.
As a means of raising HIV/AIDS awareness among the older youth, the book achieves its objectives
admirably.
Makawa, J. et al
Methods on AIDS Education, A Training Manual for Trainers. Harare: Ministry
of Education and Culture and UNICEF Harare, 1993. (80pp.)
This is a hands-on, methodology-oriented resource book targeting AIDS Education trainers. It has
two aims: to facilitate the development of relevant attitudes and behaviours which, it is hoped, will
result in the young people’s ability to effectively avoid HIV-infection, and to disseminate factual information. The factual information on HIV/AIDS contained in the manual is kept basic, relevant and
precise but sufficient for training purposes.
The book advocates use of participatory learning approaches. The knowledge and experience that
students possess are viewed as relevant, and trainers are advised to build upon that foundation. Sample programmes are provided for the trainers complete with session plans and time schedules.
The manual has a comprehensive section on projects that target the community. It expounds on
aspects of project implementation, monitoring and evaluation of AIDS awareness campaigns. A standalone manual, it goes a long way in addressing pertinent HIV/AIDS related issues in an action-oriented
manner.
68
Annotated Listing
Talk in the Age of AIDS.
About Love & Relationships, Issue No. 2. NACP/UNICEF Harare. Harare:
Grasshopper Publications, n.d. (16 pp.)
HIV/AIDS and Young People
This booklet contains an informative and entertaining blend of information that should help the youth
make the right decisions regarding love and relationships. It also consists of a write-up by a young
person questioning the behaviour of fellow youth in this age of HIV/AIDS.
Making use of illustrated stories, poems, cartoon figures and articles by young people, messages
about love and relationships are transmitted.
Talk in the Age of AIDS.
About STDs, Issue No. 3. NACP/UNICEF Harare. Harare: Grasshopper
Publications, n.d. (16 pp.)
This is a short well-illustrated magazine that describes different STDs, ranging from the incurable (i.e.
HIV/AIDS) to the curable ones. However, issues are neither discussed in depth nor are they analysed
from a gender perspective, leaving readers with an incomplete picture of the situation. There is little in
its content and methodology to suggest that the readers will be influenced to make the right decisions
regarding sexual relationships. All in all, the magazine fails to draw attention to the seriousness of the
HIV/AIDS pandemic.
Talk In the Age of AIDS.
About Faithfulness, Issue No. 4. NACP/UNICEF Harare. Harare: Grasshopper
Publications, n.d. (16 pp.)
This issue describes various scenarios within the broad spectrum of faithfulness. Two stories on
faithfulness are presented with interesting effects. The booklet also explores the interpretation of the
word “trust” by a cross-section of people.
All of the issues discussed in “Body Talk” concentrate on one aspect of relating, and tackles it fairly
well. The magazine, however, promotes gender stereotypes, especially in relation to intergenerational
sexual alliances. Moreover, the AIDS prevention messages contained in it are not very clear.
On the positive side, the variation in the magazine format from page to page succeeds in holding the
attention of the target audience.
Tsvere, M.
How to Use the Narrative Method, Facilitator’s Handbook: Innovative Methods
in AIDS Education 1. Harare: Ministry of Higher Education and UNICEF Harare,
1995. (21pp.)
The first in a series dealing with innovative methods in AIDS Education, this guide is directed at teachrs,
facilitators and youth trainers working with young people. It mixes factual information with radical
education strategies such as reflective thinking and teaching which greatly influence individual decisionmaking, behaviour change and life skills development.
69
Life Skills Education with a Focus on HIV/AIDS
The methodology used discourages judgmental instructions on how youths should behave and instead
works on helping them get the right skills to cope with the stresses in their lives. Role-playing is the
main strategy used to provide the youth with insights into relationships and motives for certain behaviour, and to prepare them to anticipate risk situations.
The narrative method is described as involving situations where young people attempt to shape their
own experiences and knowledge. It owes much to psycho-drama and generates interesting and often
valuable and realistic interactions. Because the youth create the scenarios themselves, the method
tends to be rich in content.
The book advocates for the use of language that the youth are familiar with so that the situations
described are meaningful to them.
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75
Life Skills Education with a Focus on HIV/AIDS
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76
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Types of material include the following: Curriculum Text, Learning Materials, Informative
Manual, Teaching Manuals/Teaching Materials, Training Manuals, Peer Learning/Training,
Comic, Magazine and Others.
77
Assessment of Materials
Section One:
HIV/AIDS and Young People
Assessment of
Materials
1
Life Skills Education with a Focus on HIV/AIDS
HIV/AIDS and Young People
Despite its relatively recent origin, HIV/AIDS has become a major development challenge in Africa.
Since the first cases of HIV/AIDS were reported in the mid-1980s, it has continued to decimate the
populations of many African countries. Africa today accounts for over 70 percent of new HIV infections
and four fifths of AIDS-related deaths globally (Bunyi 1999). Reports indicate that there are around 40
million people infected in sub-Saharan Africa alone. Botswana, Zimbabwe, Swaziland and Lesotho in
that order, have the highest rates of adult (15-49 years) HIV prevalence in the world at over 30
percent. (UNAIDS Epidemiological Facts Sheets – www.unaids.org)
Even more alarming is the fact that more than half of the newly HIV infected is young people between
15 and 24 years of age. In Swaziland, estimates show that some 20 percent of the population aged
15-49 are HIV positive, and that the rates of infection are expected to reduce the growth of the
Swazi population by 42 percent by the year 2016 (Nagawa 1999). Furthermore, Swaziland estimates
that by 2016, there will be a 30 percent decrease in primary school enrolment due to the AIDS
epidemic.
The practice of unprotected and early sex by young people is largely responsible for this situation.
Recent surveys indicate that many young people have sex before they turn fifteen years. In Kenya
over 30 percent of the boys and 15 percent of the girls reportedly have sex before their fifteenth
birthday. (Young People and HIV/AIDS Opportunity in Crisis, UNICEF, UNADS, WHO, 2001)
Globally, the risk of HIV infection for women is increasing, particularly for young women. The situation
is worse in Africa with close to four-fifths of all infected women in the world living in the continent.
Statistics show that out of the 8,600,000 young people living with HIV/AIDS in sub-Saharan Africa, 67
percent are young women and 33 percent are young men (Young People and HIV/AIDS Opportunity
in Crisis, UNICEF, UNAIDS, WHO, 2001). In Malawi, for example, girls are five times more likely to
be infected than boys, and 70 percent of women with HIV are estimated to be between 15 and 24
years old.
Misconceptions about HIV/AIDS are widespread among young people. In Swaziland, Kenya, Zambia,
Botswana, Burundi, Tanzania, Lesotho, Comoros and Somalia between 57 and 99 percent of the
girls aged 15-19 has at least one major misconception about HIV/AIDS or has never heard about it. In
Botswana in the last year of primary school, two thirds thought they could tell if someone was
infected with HIV by looking at them. In a country where one in three individuals are infected, this
kind of ignorance is alarming indeed.
Children and young people between 5 and 14 years of age, both in-school and out-of-school, though
largely uninfected by the virus, are affected1. As Urban Jonsson, the Regional Director UNICEF
ESARO observes: “Young people are currently at the centre of the HIV/AIDS pandemic, they can at the
same time play a critical role in reversing the trends”.2 (Young People and HIV/AIDS Opportunity in
Crisis, UNICEF, UNAIDS, WHO, 2001).
Young people thus offer a window of hope in trying to find solutions to the problem.
1
The average age when the status of a child born HIV positive changes is five. Before then the likelihood of the child dying
of maternal infection is high.
2
In a statement made at the “Big 7” Meeting held in Nairobi, Kenya in August 2002.
2
Assessment of Materials
Life Skills and HIV/AIDS Education
HIV/AIDS and Young People
But if the young people are to be part of the solution to the HIV/AIDS pandemic, they must urgently be
exposed to HIV/AIDS messages and prevention skills. Not only do they need knowledge about HIV/AIDS
they need to be equipped with skills to put that knowledge into practice. Because a fairly high percentage
of the youth in the region are still in school, particularly in the countries of Southern Africa, education
systems have an essential role to play in providing them with the knowledge and skills needed to reverse
the trends. For those outside the formal education system, measures must be put in place to reach them
through non-formal and informal educational channels.
Life skills refer to a large group of psycho-social and interpersonal skills which can assist people make
informed decisions, communicate effectively, and develop coping and self-management strategies that
may help them lead a healthy and productive life. They may be directed toward personal actions and
actions towards others, as well as actions to change the surrounding environment to make it conducive
to quality life. By promoting positive behaviour, many health and social problems may be averted.
The importance of Life Skills’ Education (LSE) in the prevention and management of HIV/AIDS cannot be
overstated. It helps to develop a variety of skills including those of decision making, communication,
negotiation, critical thinking, stress management and conflict resolution. It helps in building self-esteem
and confidence in the learner and helps boys and girls to learn how to relate to each other.
However, that does not mean that life skills are just about prevention and management of HIV/AIDS; it is
much more than that. In fact, focusing on HIV/AIDS alone tends to ultimately devalue the usefulness of life
skills. Thus when this bibliography is updated in 2005 as planned, its scope will be broadened. In addition to
its present focus, it will look at how LSE materials have dealt with other critical issues such as substance
abuse, entrepreneurship, skills, water and sanitation, the environment, peace education, combating stigma,
and violence and abuse.
The formal curriculum is a vital element of any educational enterprise, and for many teachers, students
and parents, teacher-training materials, teacher’s books and student’s books are equivalent to the
curriculum. These materials include the knowledge, skills and attitudes that are to be taught to students
and the approaches to be taken. Due to the fact that many teachers are overburdened with work and
often do not have the required teacher training, or are not comfortable with teaching HIV/AIDS and
related issues, they become very dependent on the teaching and learning materials. The books and
materials used in HIV/AIDS life skills’ education are therefore extremely important.
Life Skills’ Education in the formal sense is a fairly new academic discipline in the ESAR. It is not just the
content that is new, but the teaching methodologies - participatory in nature3 - that differ from those
methods normally used in classroom teaching. This is consistent with the desired outcomes of the subject
area, that is, behavioural change to facilitate informed decision making in the hope that it will lead to a
healthy life style for the learners. It is therefore essential that LSE resources provide sufficient information
to the teachers as well as expose them to a variety of teaching-learning methodologies to enable them to
comfortably impart this “new” subject in interesting and creative ways.
Assessing the Materials: The Quality Checklist
In order to assess whether the existing LSE materials in ESAR are catering to the needs of the teachers
and the learners that a Quality Checklist was developed. The Checklist provides guidance on the strengths
and weaknesses of the materials reviewed in terms of six main components:
•
Knowledge: This component drew attention to the content, addressing questions such as: How
pertinent is the HIV/AIDS-related information? How current is it? What is its relevance and usability?
3
Using participatory methodologies means child-centred teaching-learning processes which may include the following
techniques- games, posters, role play and drama, case studies, brainstorming, debates, panel discussions, group discussions,
story telling, songs, field trips, research and interviews etc.
3
Life Skills Education with a Focus on HIV/AIDS
!
Gender Sensitivity: This helped to highlight the existence of gender disparities in the LSE
materials under review, and the role that they play in the spread of HIV/AIDS, especially with
young girls and women being the most vulnerable group. How do the resources under review
respond to these gaps? The kinds of issues under scrutiny included gender sensitivity in the
illustrations – the photos, drawings and examples, language and methodologies. In other words,
can gender gaps be identified in the materials reviewed?
!
Methodology: Under methodology the approaches that the different authors recommended
for the teaching of HIV/AIDS information were examined. How learner-friendly and appropriate
are these? What are the instructional styles and strategies? How may the resource be utilised to
teach about HIV/AIDS? Do the approaches advocate for active participation on the part of the
learners?
!
Behaviour Change: For purposes of the review, the cognitive component of behaviour change
was looked at on the assumption that understanding an issue increases the likelihood of the
performance of certain behaviour. In other words, do the life skills' resources give sufficient
information to influence a person into changing their behaviour? The interconnectedness of
issues in behaviour change with attitude and skill development has to be mentioned from the
onset.
!
Attitudes: Attitudes are mental postures that guide conduct. Each new experience is referred
to these mental postures before a response is made. Before an activity (behaviour change) is
undertaken, they have to be guided by the evaluative feelings or attitude.
!
Skills: This refers to the ability to put into action what has been learnt. In the case of the LSE
for the prevention and management of HIV/AIDS, such information includes putting into practice
such skills as assertiveness and being able to make and stand by one’s decisions. Skills are closely
related to attitude as the latter affects the motivation driving an activity. Eventually a skill could
take on the attribute of behaviour.
Though the latter three components of the Checklist, that is, attitudes, behaviour and skills, are
closely interrelated, for clarity and order in the analysis, each component was considered separately.
Since certain issues tended to overlap, they were discussed wherever they appeared strongest.
It should be noted that it was not possible to analyse the South African materials using the six
components since they were found to be primarily informative, being reading materials for pupils in
the lower grades.
A total of sixty LSE and HIV/AIDS materials were collected and reviewed from the twelve countries
as shown in Table 1. It is important to point out that the review is not exhaustive. Rather, it only
included relevant materials that were readily available in the various UNICEF country offices and
forwarded to ESARO.
4
Assessment of Materials
Table 1: Number of Materials Reviewed by Country and Type
HIV/AIDS and Young People
No. of life skills
resources
1
Countries
Botswana, Lesotho.
2
Tanzania
3
Ethiopia, Malawi,
Zambia
5
Uganda
8
South Africa
9
Swaziland, Kenya
10
Namibia
17
Zimbabwe
Types of materials reviewed
Magazine (out-of-school), Learning
material (in-school),
Magazine (out-of-school),
Peer learning book (in-school)
Teaching material, manual and learning
text (in-school), Peer learning and training,
Informative manual (out-of-school),
Learning & teaching material, training
manual (in-school), Peer learning and
learning materials for parents (out-ofschool).
Teaching & learning materials (in- and outof- school).
Teaching & learning materials, training
manual, curriculum text (in-school),
magazine (out-of-school) and book ( inand out -of- school)
Learning materials, Training manual,
curriculum text (in-school), Peer learning
material (out-of-school)
Learning & teaching material, Training
manual (in-school), Informative comic &
Peer learning materials (out-of-school).
The type of analysis done involved a comparison of the strengths and weaknesses of the materials.
Numerical values from 1-5 were assigned where 1 denotes the complete absence of the relevant
component and 5 indicates that there is a very high quotient present.
Quality Check: The Analysis
Gender, LSE and HIV/AIDS
As mentioned earlier, gender sensitivity was one of the six components of the Quality Checklist.
UNICEF ESARO (2001) refers to gender as the characteristics associated in specific cultures with
masculinity and femininity, and recognises that not all societies and cultures share the same idea of
what it means to be “male or female”. Though initially linked to (biological) sex, gender is socially
constructed and learned through processes of socialisation. It is composed of a set of socially defined
character traits based upon division of roles. These are not only learnt; boys/men and girls/women are
encouraged to identify with what are considered respectively to be masculine and feminine
characteristics and forms of behaviour as defined by their society and culture (UNICEF ESARO 2001
& Oxfam 1994). As such gender roles vary from culture to culture (Ruth, 1980). “Children learn
gender from birth” (Oxfam 1994), and throughout their lives gender roles and identities are reinforced
by parents, teachers, peers, their culture and society. Life skills resources therefore have to be sensitive
to and consider gender issues as integral to life skills development both in terms of how HIV/AIDS
affects girls, boys, women and men differently, and how gendered identities are constructed. The
various teaching-learning approaches also need to be gender sensitive to ensure that both girls and
boys participate actively in class. In some cases this may require single sex discussions forums around
HIV/AIDS and life skills' activities.
5
Life Skills Education with a Focus on HIV/AIDS
Analysis of the materials under review reveals a focus on gender issues such as socialisation, division of
labour and awareness raising. However, they are silent on a number of other critical, gender concerns
as discussed in the following pages:
!
Gender identity and power relations are fundamental concepts in LSE and HIV/AIDS Education.
Socially derived, gender identity is interdependent on and cuts across other social characteristics
such as race, social class, age, ethnicity and sexuality. Who we are, how we see ourselves and
how we are treated depends very much on popular ways of classifying women and men, black
and white, young and old and the importance attributed to each of these statuses. Generally
speaking unequal power relations exist between the male and female genders. In constructing
girls as weaker and boys as stronger, girls are sometimes seen as being in need of protection by
their parents (or boys). This has the effect of restricting the movements of girls and contributing
to the view that girls are timid and oppressed and boys are confident and free. Furthermore,
when girls resist being positioned in this way, the boys assert themselves by sexualising girls and
constructing them as objects of their free sexual desires. One of the consequences of this is
unwanted and early pregnancy in girls.
!
Gender and inter-generational issues: The problems facing young people arising from adult
indifference, particularly gender discrimination towards girls, is ignored in the materials.
!
Gender, Sexuality and HIV/AIDS: Current research is demonstrating that there are different,
changing and often contradictory ways of being male and female. This is a departure from viewing
and speaking about masculinity and femininity in a monolithic way. For example, one popular
version of being a man is being ‘macho’. This is associated with aggression, hedonism, risk-taking
and constructed in opposition to versions of femininity associated with care, emotional support
and responsibility. This contrasts with being a ‘new man’ which is another version of masculinity
in which emphasis is placed upon sharing tasks and responsibilities - domestic and emotional with women and girls and developing friendships and less gender polarised relationships with
themselves.
!
Gender-based cultural practices vis-à-vis modernity: Life Skills’ Education has to address genderbased cultural practices and the contradictions between modernity and tradition. Much of what
is called tradition, is not tradition at all but rather recent corruption of the traditions and it is
important for young people to be able to understand that, and its dynamics because it is so often
used against them – particularly in relation to gender. Sometimes practices and values are named
as traditional and idealised in opposition to westernisation or modernisation, which is seen as a
kind of external imposition. For example in some African countries, the AIDS crisis is sometimes
blamed on young people imbibing ‘western’ ideas about sexuality and gender. What is particularly
significant here is that it is usually, if not always black African females, and not males, who are
seen as being prone to corruption by westernisation. Men often present themselves, in contrast,
as upholders of ‘tradition’ and ‘culture.’ The effect of this, then, is to control female behaviour
and to assert male authority. Some black African women have resisted this by reinterpreting
‘tradition’ and ‘culture’ in ways that are empowering to rather than oppressive to women.
One of the materials reviewed from Uganda entitled “Children First” tries to get the community to
recognise shortcomings in the manner gender issues are approached, and in the process identify their
own cultural or social shortcomings, and hopefully address them in order for life skills learning to be
effective. Attempts by the author to draw attention to gender bias in the community, and the need to
eliminate it is illustrated by the following quote:
6
Assessment of Materials
“A woman is a foreigner on a piece of land. She cannot decide
what to plant”, while “A man is the whole parliament in the house,
he knows who will go to school and who will not.” That is what
we are trying to break. When you marry, you are partners.
District Official, Mubende, Uganda.
HIV/AIDS and Young People
Despite the recognition of gender biases in some of the reviewed materials and efforts to overcome
these, it could still be questioned whether they went an extra mile “beyond the second curtain” to
address pertinent issues in LSE and HIV/AIDS such as sexuality vis-à-vis sex education.
Table 2: Gender Sensitivity- Average Score by Country
Country
Av. score
No. of
books
Zim
13.7
17
Bots
13
1
Zam
12
3
Ug
10.8
5
Nam
10.3
10
Mal
9.3
3
Swa
9.2
9
Tan
5.5
2
Ken
4.4
9
Eth
4
3
Les
4
1
Total Score = 20
Table 2 shows that Botswana, Zimbabwe, Zambia, Uganda and Namibia head the score charts, but
even though they have attained scores that are over the 50% mark, gender sensitivity of materials is
quite low overall. The highest overall score attained is 13.7, while the average score of the five top
scoring countries is 11.96, and the average score of the eleven countries is 8.7, which are low scores
compared to a total score of 20 points.
Slightly over half of the materials reviewed got low marks on gender sensitivity (Ethiopia, Kenya,
Lesotho and Tanzania) Noticeable is the fact that all or most of the materials reviewed from these
countries have consistently low score on the gender component. On the other hand, countries that
received higher scores on gender sensitivity had a wide range of results. For example, individual materials
from Namibia had scores ranging from a low of 5, and a high of 15.
Looking at the year when the materials were developed, it is noticeable that the ones developed
more recently exhibited a higher awareness of gender issues than those developed in the early nineties.
In the case of Zimbabwe, for example, materials developed from 1995 onwards got consistently
higher scores in the gender component, while those developed earlier showed fluctuating results.
Specifically Zimbabwe’s “Let’s Talk” Action Programme Book for Grade 4 pupils (2000) clearly explains
assaults that could be inflicted on both young boys and girls, and identifies a variety of people who can
perpetuate such crimes. The materials however do not discuss why girls are often victims in sexual
assaults.
Watch out!
Mr Sanders
Hi Boys, you’ve had a good
game of football. I bet you
are thirsty now. I’ve some
cold drinks in my fridge at
home. Why don’t you
come over to my place for
a while?
Farai
Mr Sanders
Oh hello Mr.
Sanders. Yes it’s
really hot on the
field.
Your pa
re
waiting nts aren’t
for you
, are
they? T
he
to know y don’t need
.
7
Life Skills Education with a Focus on HIV/AIDS
What makes Let’s Talk Grade 4 Pupil’s book different?
! Enables children to start developing individual identities as they are encouraged to talk about
themselves, not just descriptive issues, but deeper issues such as strengths and weaknesses, likes
and dislikes, what they are good at
! Assists children to solve problems through problem identification and exploration of solutions.
! Demystifies important issues such as friendships, disagreements and solving them, physical abuse.
! Helps students develop skills of coping with uncomfortable situations, as well as offering constructive
suggestions of what to do when suffering/being assaulted.
Knowledge
Under the knowledge parameter, issues under scrutiny included clarity, accuracy, relevance and currency of information relating to HIV prevention. The four issues arising under the knowledge parameter respond to the question: Does the information given by the materials respond to the needs
identified in the three environments i.e. the school, family and community?
Table 3 below represents the total scores on knowlegde in the various countries.
Table 3. Knowledge - Average Score by Country
Country
Average
score
No. of
books
Zim
17.8
Zam
14
Bots
14
Ug
13.6
Mal
13
Nam
12.3
Swaz
11.3
Tan
9
Ken
8.5
Ethi
7
Les
5
17
3
1
5
3
10
9
2
9
3
1
Total Score- 20
Here we believe that children should not express themselves. It is upon the parent to think for the child. We have
a culture that decisions must come from the adults and that
if you give a child liberty to make decisions, you are spoiling
the child. District Officer, Uganda.
The knowledge parameter acknowledges that life experiences of the student/participant are derived
from the school, family and the larger community environments. Therefore any knowledge gained
should enable them to cope with situations arising from these three environments.
If a visitor sees you being free
with your children, he or she
thinks you have taught them
bad manners. Community
member, Mbale
8
Assessment of Materials
It was observed that most of the materials reviewed gave facts about HIV/AIDS, how it is contracted,
spread, and the care required by infected people. They addressed HIV/AIDS from multiple perspectives. At one end of the spectrum were, for example, those materials from Zimbabwe and the ‘My
Future is My Choice’ series from Namibia that recognie the vulnerability of people of all ages and
sexes and address the more subtle nuances that colour and end up affecting most young people
negatively. Most materials advocate condom use as a means of reducing risk of HIV infection, but
rarely do they discuss how it is used, and who should take the initiative in ensuring its usage.
HIV/AIDS and Young People
Demystifying the condom!!!
• The five “W’s”-how, why, what, when, where and who?
• ·Dealing with the myths surrounding use of condoms.
• “Condom use is about caring for one another”.
• Both sexes are familiarised with condoms.
Adapted from My Future is My Choice
In addition, it was noted that the above-mentioned materials are written in such a manner that invites
ideas from readers on situations that may put them at risk of HIV infection.
On the other end of the spectrum were materials such as those from Ethiopia, Kenya and Lesotho,
that ignore the perspectives of the users. Instead they tend to be prescriptive in approach as may be
inferred from the dialogue quoted below. They do not offer opportunity for the readers to relate the
knowledge to their situations.
Teacher 1
Mr. Juma, Please tell the children how they can protect
themselves and prevent the
spread of the AIDS virus.
Mr Juma
All right, I was coming to that. You know at
your age, you have noticed that your body
keeps changing. You may also begin to have
some interest in members of the opposite
sex. But I want to warn you that one of the
biggest mistakes you can make at this time in
your life is to get involved in sexual activities.
Teacher 2
Girls and boys, there is nothing wrong
with being friendly or having a friend of
the opposite sex, but limits have to be
placed on such friendships. This means
saying NO to sexual activities.
9
Life Skills Education with a Focus on HIV/AIDS
This example shows classroom environments are characterised by teacher-centred, talk-and-chalk
methodologies that are hardly conducive to the acquisition of life skills. Curriculum that is information-heavy and theoretical cannot transmit desired skills, alues, behaviour and attitudes to learners
effectively.
It is not proper to recommend or simply tell
people what is right or not. Aspects of values
come into play. Values are not found in books or
documents, but learnt through social interactions in day-to-day life hence we should practice
them. Dr. Grace Bunyi at Life Skills and HIV/AIDS
Workshop, Nairobi 2000
Information contained in materials such as the Zambian “Happy, Healthy and Safe” and the South
African Series are presented with great clarity leaving no room for ambiguity. The content was accurate and current. The issues addressed were those identified by the stakeholders as pressing and
relevant to their well being and environment.
The same could be said for Zimbabwean, Ugandan, Malawian and Namibian materials that generally
got high scores in the evaluation, with an average of 14 points. They exhibit the requisite qualities of
clarity, high level of accuracy and up-to-date information. An in-built feedback loop helps the users
every step of the way to acquire life skills.
The Namibian and Zimbabwean series entitled “My Future is My Choice” and the “Think About It”
respectively build upon themes introduced in previous classes as illustrated in the box below.
The degree of progression is evident in these topics covered in Form 3 Think About It:
1. Who am I?
2. Body-speak!
3. I’m glad I’m me!
4. Your view of yourself.
5. Anything you can do.
6. Make up your mind.
7. Me and my ‘gang’.
8. Your culture and you
As reflected in Table 3, the Zimbabwean materials attained the highest average marks meaning that the
knowledge component as is laid out in the checklist was strong. Seven countries or 63.6 percent got
average scores of over 10. It may be observed that the distribution of high scores is not dependent
upon high numbers of materials reviewed; even those countries that sent in the least number of resources had mixed results. For example, Botswana, with only one entry got a relatively high score of
14 whereas Lesotho got the minimum score of 5. There is also no discernible variation in the regional
spread of results. Uganda got a high mean score of 13.6, while neighbouring Ethiopia got a low mean
score of 7. Kenya got an average score of 11 because of the recently published book “The Dignity of
Human Sexuality and the AIDS challenge” by Henry Tabifor. The book is both gender sensitive and an
invaluable reference material for learners and parents. In the southern front, all the countries covered
with the sole exception of Lesotho attained relatively high scores.
10
Assessment of Materials
On the whole, the knowledge component was well tackled. However, countries should not become
complacent but continue to improve the quality of the materials. The information contained in the
materials could be life changing, therefore has to be of the highest standard possible.
HIV/AIDS and Young People
Skills
Skills are the competencies or expertise acquired through training of the person concerned in the
desired activity (Bennet 1993). Repetition of a desired activity has been identified as the “mother of
skill” (Robbins 1992). It is the basis of learning and retention of information.
Table 4. Skills - Average Scores by Country
Country
Average
Score
No. of
books
Zim
19.4
Zam
17.6
Ug
16.6
Mal
16
Bots
14
Nam
11.3
Swaz
8.7
Tan
8
Ken
11
Eth
5
Les
5
17
3
5
3
1
10
9
2
10
3
1
Total score = 25
Action Box
Please note the progression of skill development as a result of repetition.
Activity:
Assertiveness: Am I strong?
Who is weak, who is strong, who is fierce?
•
•
•
Step one: Three different scenarios that introduce the different strengths/
weaknesses for clarification. Between each presentation is a session where
“guiding” questions are used to clarify points/issues.
Step two: In pairs, participants discuss situations where they might have
portrayed each of the behavioural characteristics.
Step three: Plenary session where participants give examples to reinforce
their understanding.
Build-up session:
•
Step one: Introducing four steps to being strong using given role-play with
step-by-step explanations for clarification.
•
Step two: Story given with a scenario demanding participants to utilise
their newly learnt skills.
•
Step three: Progressive build up of scenarios using more “sensitive” but
realistic examples
Progression:
•
What to do when someone disagrees.
(Adapted from Happy, Healthy and Safe, A Peer Learning Resource from Zambia)
The action box above shows how a skill is introduced and developed progressively
step-by-step through repetition.
11
Life Skills Education with a Focus on HIV/AIDS
Though development of life skills do not always require the cognitive component, in the case of life
skills for the prevention and control of HIV/AIDS, it is necessary. The competencies to be acquired in
this case include communication, negotiation, decision-making and critical thinking, assertiveness and
stress management. The acquisition of these competencies demands a radical change in the thinking
of both genders and different generations. They require women and girls to break with tradition and
take up stances that are culturally proscribed. As observed earlier, traditional mindsets relegate women
and girls to inferior social status resulting in social structures characterised by unequal gender power
relationships. Under the circumstances, girls, further disadvantaged by their age, find it difficult to
“trangress gender boundaries” or engage in behaviour culturally associated with the opposite sex
(UNICEF ESARO 2001). The voice of the woman local council leader from Uganda quoted below
demonstrates the difficulties of developing and using life skills in hostile socio-cultural environments
We women grow beans. But
men do not allow us to use them
without their permission. Men
are the ones making the children
suffer malnutrition. A Woman LC3
Representative in Kamuli, Uganda
As Table 4 shows, the southern countries — apart from Swaziland, Namibia and Lesotho — attained
high scores under the skill component. In the northern part of ESAR, all the countries with the exception of Uganda scored poorly.
There is considerable variation in the quality of materials produced in some countries such as Namibia,
as reflected in the scores attained in the skills’ component by individual materials reviewed. Whereas
some of the reviewed items received high scores others got very low marks, noticeably the formal
school textbooks that have incorporated a life skill component in other subjects such as in Biology and
Science. This suggests that the infusion method may not be effective way of teaching LSE. Consistent
with this finding, a UNICEF ESARO workshop4 report documents that life skills programmes that are
taught separately are far more effective than those infused into other subject areas.
Reasons for the Failure of Infusion Method in Uganda.
1.
2.
3.
4.
5.
Many teachers find it easier to follow and work with written materials than think of and
create working materials from a guideline.
The education system has been exam-driven and hence a culture strongly attached to examinations and its syllabus.
Life skills’ component is not adequately highlighted even within health topics.
Pupils believed strongly in “what is the correct answer?” and not “what do you think?”
Most teachers have hardly used participatory methodologies: It takes time to prepare them.
(Adapted from Wamahiu 2000)
Materials that were developed specifically for life skills such as the “My Future is My Choice” series
received consistently high scores for the skill component as users are given the opportunity to practise the requisite skills.
Examples of materials that got high marks are the school plays from Zimbabwe and Uganda; “Education for Life, a Behaviour Process for Groups”, a book from Uganda; “Life Skills for You and Me”
from Malawi; and the “My Future is My Choice” series from Namibia. All these materials promote
4
UNICEF ESARO Workshop on Education, Life Skills and HIV/AIDS held in Nairobi in August 2000.
12
Assessment of Materials
participatory methods to reinforce skills acquisition and give room to teachers and students alike to
build on previous knowledge. Formal school texts that have incorporated life skills components in
other subjects such as Biology and Science attained noticeably low scores.
HIV/AIDS and Young People
Noteworthy is the “Let’s Talk” Series from Zimbabwe that encourage students of both sexes to
acknowledge and actively develop their strengths. It gives examples of risky situations, and instructs
students on appreciating their self-worth, a value essential for the development of certain skills such as
assertiveness and decision-making.
Behavior Change and Attitude
Behaviour is the manner in which a person conducts herself or himself. This tends to vary from place
to place depending upon whether the environment is enabling.5 Behaviour is habitual in that a person
responds in a similar manner when prevailing conditions are the same.
Though behaviour change was put down as one of the components in the Quality Checklist, the
difficulty inherent in assessing it must be noted and appreciated. One cannot assume that behaviour
change has taken place just by reading about changing risky behaviour. The jump from theoretical
knowledge to action cannot be determined through the review of materials alone, however relevant.
McGovern (2000), a comparative educator observes that in order for people to use certain information, they have to “accept and own” the information and that it would help more if it drew from
cultural perspectives of the readers. Supporting this view, Abdullah and Stringer (1999) observe that
educational programmes and policies aimed at helping indigenous peoples attain higher education
“still operate in ways that are alien to or disempowering to them, since they focus solely on course
content and educational processes related to cultural perspectives of non-indigenous educators”.
They recommend that all life skill interventions take into consideration the cultural perspectives of
the participants. In the case of most countries in ESAR, the life skills materials have to surmount the
cultural barriers that exacerbate the spread of the HIV.
Fishbein (1991) identifies variables underlying behavioural performance such as:
1. Environmental constraints that would make it impossible to perform a behaviour;
2. Cultural constraints to behaviour change;
3. Skills necessary to perform that behaviour;
4. Presence or absence of legal restrictions such as availability of condoms as well as on the financial
constraints because the condoms might be available but out of reach because of lack of money;
5. Perceived social pressure to perform the behaviour; and
6. Perception by the person that he/she is able to perform the behaviour under a number of different
circumstances.
The role of attitude in behaviour change and skill formation is a grey area, as behaviour change and
skill development tends to have overlapping features. Bem (1970) puts forward a view on behaviour
that regards it a "goal-oriented activity or striving” meaning that it consists of motor responses. If
attitude, behaviour and skills were observed as a continuum, skills could be found at one end with
behaviour change on the other, and attitude being the overall determining factor. While skill development does not necessarily have to have a cognitive component (it can be a motor reaction such as
walking), behaviour change and change in attitude requires more than motor skills.
Six features of the enabling environment include the social, cultural, ethical and spiritual features, legal, political and
resource features, Adapted from AFAO 1996.
5
13
Life Skills Education with a Focus on HIV/AIDS
Keeping the above in mind, the following formed the basis for giving a numerical value to behaviour
change:
1. Does the culture of the area support certain behavioural practices?
2. Do participatory activities exist, and if they do, does sufficient repetition occur to facilitate skill
development?
3. Is the participant exposed to attitude-changing information and situations?
4. Does the resource encourage the discovery approach to fact-finding, which would lead to better
understanding, and hence higher acceptance of the desired behaviour?
5. Is there an application component to skill development apart from cognitive assessment?
Table 5. Behaviour Change - Average Scores by Country
Country
Average
score
No. of
books
Ug
6.8
Zim
6.8
Zam
6
Nam
4.5
Tan
4
Mal
4
Swaz
4
Ken
2
Eth
5
Bots
2
Les
2
5
17
3
10
2
3
9
9
10
1
1
Total score- 10
Table 6. Attitude - Average Scores by Country
Country
Average
score
No. of
books
Zim
7.8
Ug
7.2
Zam
6.3
Mal
5
Tan
4.5
Nam
4.3
Bots
4
Swaz
3.8
Ken
5.5
Eth
3
Les
2
17
5
3
3
2
10
1
9
9
3
1
Total score- 10
Tables 5 and 6 above give results of the mean scores in behaviour change and attitude categories. The
scores were given independently because when the quality checklist was made the overlapping aspects of skills, attitudes and behaviour change had not been conceived by the reviewer.
A comparision of the two tables shows slightly different results in scores attained by country with
regard to attitude and for behaviour change. For example, Uganda scores the highest in attitude
component, while it is third in behaviour change. On the other hand, Zimbabwe and Zambia attained
second and third positions respectively in attitude, while the same attained first and second positions
respectively for behaviour change.
Attitude
Materials from Uganda scored fairly high marks on the attitude component as they strongly questioned the underlying beliefs that determine the prevailing attitudes. Despite scoring low marks on the
attitude scale, some countries like Swaziland had specific materials that met the quality test. A case in
point is the “Youth Sexual Reproductive Health and Counselling Manual” that actively questions existing
beliefs thereby provoking debates on the existence of certain stereotypes, norms and myths. Similarly, “Talking Together, A Handbook for Parents and Their Teens” also addresses ‘taboo’ subjects and is an
aid to advocating for culture of “openness”. These books adopt a strikingly similar approach as the
Ugandan materials that attained high scores. It should be noted that the resulting low scores from
Swaziland were due to the other materials such as the science texts. These completely lack an attitude component given the superimposition of LSE and HIV/AIDS information into the existing curriculum. Malawi’s “Life Skills for You and Me” is also another book that was highly rated in the midst of low
scoring materials reviewed from that country. An interesting observation is that materials produced in
the late 1990s appear to be stronger in the attitude component. A good example is Kenya’s “The
14
Assessment of Materials
Dignity of Human Sexuality and the AIDS challenge” published in 2002. The book appears impressively
strong in the area of attitude.
HIV/AIDS and Young People
Materials from countries such as Ethiopia, Lesotho and Kenya that attained low scores had a fixed and
prescriptive approach. This meant that they were not open to discussions about the existing stereotypes, norms and myths regarding sexuality, relating to the spread of HIV virus.
Behaviour Change
Clearly, life skills' materials from Uganda and Zimbabwe attained the highest average marks (6.8 out of
a total score of 10). Together with the Zambian, the Ugandan and Zimbabwean materials actively and
explicitly make provision for behaviour change. The materials show progression in development in
response to changing needs. Ugandan materials, for example, concentrate on behaviour change at all
levels of society. In addition, resources that were developed by the stakeholders, or using concerns
expressed by them had high scores such as the Zambian “Happy, Healthy and Safe”.
Generally, it was noted that when life skills were incorporated in subjects such as science e.g., “Science
Teachers’ Guide” from Swaziland, Biology Grade 10 from Namibia and the “Let’s Talk” series from
Kenya, such books tended to concentrate on the factual aspects of HIV/AIDS information, with very
little participatory activities included. Emphasis on facts meant that the overall aim of the resource was
information, which per se does not encourage skill development, let alone behaviour change, and
such materials therefore received low scores.
Looking at the year the resources were developed it is apparent that there is no particular bias either
for or against materials developed earlier or later. For example, Namibia’s “Discovering Science” and
“Modern Guide to Living” were written after 1998, but do not have a high score on the behaviour
change component. On the same note, Ethiopia’s Handbook on POP/FLE, though produced in 1998
got a low score on behaviour change due to its emphasis on factual information.
Teaching/Learning Methodology
Teaching of LSE with its focus on HIV/AIDS requires a departure from the traditional teacher-centred
approach that does not invite student participation. The very nature of the subject demands the use of
active teaching-learning methodologies. It is necessary, therefore, for instructors to change their teaching
approaches. Interactive and participatory communication and activities offer the only means for any
real possibility of accomplishing behavioural change (UNICEF 1990). This is a departure from the
norm as pointed out by a student at a Life Skills and Education forum.
The Youth Perspective
Teachers are a big hindrance; participatory methods are lacking. Teachers are only humans and
some of them may not be able to use these methods. We need creative teachers who have the
ability to teach LS. For example in Social Education and Ethics, if you express your view it is put
down by the teacher. We need somewhere where we can express our opinion. The common
approach that teachers use is boring-traditional teaching- they only write notes and that’s it. We
also have ideas that are burning in our heads. Naim Seif in Wamahiu 2000
15
Life Skills Education with a Focus on HIV/AIDS
However, it should be noted that the information and examination-orientation of the African education
systems discourage even the more adventurous teachers from experimenting with learner-friendly
pedagogy (Wamahiu 2000).
Table 7. Methodology - Average Scores by Country
Country
Average
score
No. of
books
Zim
9.4
Mal
8.7
Zam
8.3
Ug
8
Swaz
6.5
Nam
6.2
Bots
6
Ken
3.9
Tan
3.5
Eth
2.7
Les
2
17
3
3
5
9
10
1
9
2
3
1
As Table 7 reveals, 63.6 percent or 7 countries received a score of over 50 percent whereas 36.3
percent or 4 countries received scores below the 50 percent ark. Most of the materials listed
participatory methodologies to be used in teaching LSE for the prevention and management of HIV/
AIDS but the presentation of information discouraged all but the top-down approach to learning.
Malawi received the highest score (averaging 8.7). Two of the materials that received very high scores
advocate for use of participatory teaching-learning methods such as role-playing and drama. They
also involve learners by inviting them to give examples of risky behaviour, thereby ensuring relevance
of content.
In addition the materials went as far as developing lessons for the teachers that allow them to utilise
participatory skills in a progressive manner. The teaching plans detail how to use participatory
methodology in the learning-teaching process.
As a deviation from its high performance in other components, the Botswana material received a low
score in methodology. This is because it was not strictly a teaching resource but a magazine intended
to introduce older youth to positive living in a general manner using lessons learnt from lives of local
celebrities as examples. Kenya, Tanzania, Ethiopia and Lesotho also received low scores on
methodology due to their concentration on the factual component of the topics covered. Kenyan
materials tend to present information in ways that are not congruent with the proposed methods.
Peer-learning materials are scarce. Out of the sixty materials reviewed, only ten target peer educators.
Out of the ten, two sets of materials- “My Future is My Choice” series from Namibia and Happy,
Healthy and Safe from Zambia are outstanding in that they are designed by peer educators themselves.
They include in-depth instruction on how to go about being a peer educator.
Summary and Conclusions
Materials that were reviewed show that countries are aware of the role of education in promoting
life skills, and more so, life skills that can help in a reduction of HIV infection rates. The review also
highlights gaps that exist between countries such as Uganda, which have dealt with the HIV/AIDS
issue using all sectors of society, and are now experiencing a reduction in HIV infection rates. It also
highlights countries that despite high HIV prevalence rates are still burying their heads in the sand.
An interesting observation is the similarity in distribution of scores across the board. For example,
countries that attained high scores on gender sensitivity got correspondingly high scores on other
parameters. The converse is also true (see Tables 8 and 9).
16
Assessment of Materials
Table 8. Materials that Attained High Scores
HIV/AIDS and Young People
Name of material
and country of
origin
Total score
Life Skills for
Young
Ugandans - Ug
Let’s Talk,
Grade 4
Pupil’s Book Zim
Happy,
Healthy
and Safe
- Zam
My Future
is My
Choice Nam
Behaviour change 5
Knowledge – 20
Attitudes - 10
Skills - 25
Gender sensitivity 20
Methodology - 10
Total score - 90
5
4
5
4
The Dignity of
Human
Sexuality and
the AIDS
Challenge-Ken
4
18
10
22
18
18
8
18
16
19
10
24
20
15
9
20
16
19
8
20
19
10
83
10
74
10
88
10
74
5
75
Table 9. Materials that Attained Low Scores
Name of material
and country of
origin
Total score
Behaviour-5
Knowledge- 20
Attitudes- 10
Skills- 25
Gender sensitivity20
Methodology- 10
Total score- 90
Talking with
your children
about sex Ug
Guide to
peer
education Tan
Life skills for
Namibia Grade 7 Nam
Secondary
POP/FLE
Pupil’s Book
- Ken
2
7
3
8
5
2
7
3
5
4
2
5
2
5
5
1
6
2
5
4
Handbook
for Sec.
School
Teachers Eth
1
9
4
5
4
5
30
3
24
4
23
2
20
3
26
Other key findings of the review may be summarised as follows:
•
In cases where life skills information for the prevention and management of HIV/AIDS was
incorporated into academic subjects such as Science and Biology, the participatory learning
methodology was diluted, as emphasis was placed on students’ acquisition of factual information.
•
Materials from Zimbabwe, Zambia and Uganda received on average the highest scores in
every parameter tested.
•
Life skills materials developed for Zimbabwe owe a lot to lessons learnt from Uganda, and so
scored fairly high marks in just about every parameter tested6.
•
Overall, scores for the gender parameter were the lowest therefore it is possible that it was
not considered in the policy formulation stages (that has been previously mentioned) of life skill
resources development.
•
Gender awareness seemed to increase by the years when the materials were developed.
•
When gender was considered, it tended to be treated in a superficial way. For example, materials do not breach the “second curtain” and for example look at sex education without mention of the more vital aspect of sexuality. The exception to this is Henry Tabifor’s “The Dignity
of Human Sexuality and the AIDS Challenge” which confronts and tackles critical aspects of
gender and sexuality.
On further reading of the evaluation reports and the baseline surveys done by Zimbabwe, it was evident
that life skills development in Zimbabwe owed a lot to the lessons learnt from Uganda.
6
17
Life Skills Education with a Focus on HIV/AIDS
•
Materials with a high score on gender seemed to generally receive high scores in the other
components.
•
Though behaviour change is given as a quantifiable parameter, it is difficult to make a
comprehensive conclusion as it is affected by extenuating factors not taken into consideration in
this paper.
•
The year that a book was developed could have influenced its content, presentation and level of
gender sensitivity. For example, the materials developed before 1996 do not always have the
same features that are present in those developed later.
•
Though such issues as gender, behaviour and attitude change, and skills development are addressed
to a certain extent, for behaviour change to be achieved, for example, issues such as gender
must be de-mystified and then re-addressed from a cultural perspective so that they form the
basis for understanding the changes required. This might go a step further in getting through the
barrier of the “second curtain”.
•
Of the sixty materials reviewed, ten were designed for use as peer learning materials. The peer
learning materials came from five countries with Namibia having the majority in their “My Future
is My Choice” series.
•
A glaring gap that emerged from the review is the absence of LSE materials for teachers and
facilitators. But as we know, they are also infected and affected in large numbers and therefore
priority must be given to develop LSE materials for them.
•
What we have learned from this exercise is that it would have been good to have incorporated
a criteria related to environments (family, school and community) within the Quality Checklist.
We talk about behaviour change but how many choices do young people have, realistically
speaking? Socialisation, coupled with the lack of employment, limits the choices Behaviour change
materials should explicitly recognise the social aspect that makes behaviour change extremely
difficult. Otherwise we can stigmatise those who fail to change behaviour through little or no
fault of their own.
•
Finally, issues such as gender, behaviour and attitude change and skill's development are addressed
in reviewed materials to a certain extent. However, for behaviour change to be achieved, these
issues must be demystified and then re-addressed from a cultural perspective so that they form
the basis for understanding the changes required. This might go a step further in getting through
the barrier of the "second curtain."
18
Assessment of Materials
References Used
HIV/AIDS and Young People
Bems, D,J. (1970) Beliefs, Attitudes and Human Affairs, Wadsworth Publishing Company, California.
Bennet, R. (ed) Investing in Skills: Responses to Learning Should Pay and Paying for Learning., Welfare
State Programme, Discussion Paper WSP/ 96, London
Fishbein, M., (1991), Developing Effective Behaviour Change Interventions, Univ. of Illinois
Oxfam UK& Ireland (1994), The Oxfam Gender Training Manual, Oxford.
McGovern, S., (2000) Reclaiming Education: Knowledge Practices and Indigenous Communities, in
Comparative Education Review Vol. 44, No. 4, pp. 523- 529.
Robbins, A., (1992), Awaken the Giant Within, Simon & Schuster Inc., London.
Ruth, S. (1980) Issues in Feminism, in Gender and Development in Southern Africa Course, Case
Studies and Excerpts (1998), University of Botswana.
Semali, L.M, & Kincheloe, J.L., (ed.) (1999), What is Indigenous Knowlesge? Voices from the Academy., New York, Falmer Press, pp.381.
UNICEF (1990), The Future Role of UNICEF External Relations, 1990, UNICEF New York., A policy
paper describing the objectives, priorities, organisation and activities of UNICE external relations.
UNICEF ESARO, (2001) Gender, Sexuality and HIV and AIDS in Education, Glossary- some key terms
and concepts, definitions from a workshop held in Blantyre, Malawi (16th- 20th July 2001).
Wamahiu, S. (ed.), (2000) A Report of a Workshop on Education, Life Skills and HIV/AIDS, Nairobi,
Kenya (July 17th- 19th 2000).
19
GIRLS,
HIV/AIDS
AND
EDUCATION
GIRLS, HIV/AIDS AND EDUCATION
CONTENTS
CHAPTERS
Chapter 1
The changing face of HIV/AIDS...................................................................... 1
Chapter 2
Girls and women under threat ...................................................................... 8
Chapter 3
The power of girls’ education...................................................................... 12
Chapter 4
Call to action.................................................................................................. 18
BOXES
Box 1
Global commitments ...................................................................................... 5
Box 2
Education under siege.................................................................................... 7
Box 3
A child-friendly school .................................................................................. 11
Box 4
Sexual behaviour varies by educational level............................................ 17
Box 5
International initiatives to improve girls’ education.................................. 21
Box 6
Strategy for gender parity in education: ‘25 by 2005’ ............................... 23
Box 7
Mexico’s children have new opportunities ................................................. 25
Box 8
A health-promoting school .......................................................................... 25
FIGURES
Figure 1
In 11 countries in sub-Saharan Africa, at least 15% of children
were orphans in 2003 ..................................................................................... 2
Figure 2
Orphans are less likely to attend school....................................................... 3
Figure 3
Orphans are less likely to be at the proper educational level .................... 4
Figure 4
Young women (aged 15-24) who have comprehensive and
correct knowledge of HIV ............................................................................... 6
Figure 5
Young women (aged 15-24) who have heard of HIV/AIDS and
know three ways of preventing HIV infection ............................................ 13
Figure 6
Young women (aged 15-24) who know a healthy-looking person
can transmit HIV............................................................................................ 13
Figure 7
Young men (aged 15-24) who know a healthy-looking person
can transmit HIV............................................................................................ 13
i
Figure 8
Young women (aged 15-24) who know where to be tested for HIV ........ 14
Figure 9
Married women (aged 15-49) who report discussing HIV/AIDS
with their partner .......................................................................................... 14
Figure 10
Women (aged 15-49) in Zimbabwe who believe a wife is justified
in refusing sex with her husband................................................................ 15
Figure 11
Women (aged 15-49) in Cambodia who sought treatment for
a self-reported sexually transmitted infection............................................ 15
Figure 12
Young women (aged 15-24) who used a condom at last high-risk sex... 16
Figure 13
Young men (aged 15-24) who used a condom at last high-risk sex ........ 16
TABLES
Table 1
Young women (aged 15-24) who have comprehensive and correct
knowledge of HIV, by educational level...................................................... 27
Table 2
Young men (aged 15-24) who who have comprehensive and correct
knowledge of HIV, by educational level...................................................... 27
Table 3
Young women (aged 15-24) who know that a healthy-looking
person can transmit HIV, by educational level .......................................... 28
Table 4
Young men (aged 15-24) who know that a healthy-looking
person can transmit HIV, by educational level........................................... 29
Table 5
Young women (aged 15-24) who know where to get tested for HIV,
by educational level...................................................................................... 30
Table 6
Young men (aged 15-24) who know where to get tested for HIV,
by educational level...................................................................................... 30
Table 7
Young women (aged 15-24) who used a condom at last high-risk
sex, by educational level .............................................................................. 31
Table 8
Young men (aged 15-24) who used a condom at last high-risk sex,
by educational level...................................................................................... 31
REFERENCES .................................................................................. 32
ii
1
THE CHANGING
FACE OF HIV/AIDS
“Education is crucial to
success against the pandemic.
In fact, UNICEF remains
convinced that until an
effective remedy is found,
education is one of the most
effective tools for curbing
HIV/AIDS.”
Carol Bellamy
Executive Director
UNICEF
At the centre of an ever-strengthening
HIV/AIDS storm, young people aged
15 to 24 now make up more than one
quarter of the 38 million people living
with the disease. More than half of the
5 million new infections in 2003 were
among people under the age of 25.
The majority of these new infections
were among young women, who, for
reasons typically beyond their control,
are at greater risk of contracting HIV, and
who, for reasons most fully explained by
gender disparities, bear a disproportionate
share of the HIV/AIDS burden.
While in Asia, Eastern Europe and Latin
America, young men constitute the majority
of young people who are HIV-positive,
sixty-two per cent of the 15- to 24-year-olds
living with HIV/AIDS globally are female
(see map below). In sub-Saharan Africa,
young women are three times more
likely than young men to be living with
HIV/AIDS. In parts of the region, more than
one third of young women are known to
be HIV-positive.
1
But the pandemic’s spread is not an
irreversible force of nature that must be
accepted and adjusted to. Based on recent
analyses of nationally representative
surveys in as many as 53 countries, it
is now clear that education, particularly
education for girls, has the potential to
equip young people with the knowledge,
attitudes and skills needed to reduce their
risk. Data compared across countries and
regions and disaggregated by education
levels show that young women and men
with higher levels of education are more
likely to have increased knowledge about
HIV/AIDS, a better understanding of ways
to avoid infection, and an increased likelihood of changing behaviour that puts
them at risk of contracting the disease.
Thus, it is clear that ensuring quality
education for all children is one of the
best ways to protect both the rights and
the lives of young people threatened
by HIV/AIDS.
CHILDREN AFFECTED BY
HIV/AIDS
Another aspect of the changing demographics of HIV/AIDS is the impact the
pandemic is having on children. In addition
to the more than 2 million children under
15 living with the virus, millions more,
while not HIV-positive themselves, have
been made vulnerable by the disease
as their family members and other adults
in their lives become ill. Children are
frequently removed from school to take
care of ailing family members, or forced
to work in order to bring extra income
into the household. Children whose family
members are sick or dying are traumatized.
They may often be left alone with their
grief because of the isolation and stigma
that can accompany HIV/AIDS.
2
The HIV/AIDS pandemic has created
a generation of orphans. Globally, the
number of orphans due to AIDS shot
up from 11.5 million in 2001 to 15 million
in 2003. HIV/AIDS is particularly catastrophic because it generally kills both parents.
The rising numbers of children who have
lost both parents are threatening traditional systems of care. While many grandparents or older siblings are assuming care of
these children, other children often have
no relatives to turn to, and may face
hunger, poverty and discrimination.
Sub-Saharan Africa is home to an estimated
12.3 million children who have lost one
or both parents to HIV/AIDS. In 11 of the
43 countries in the region, at least 15 per
cent of children are orphans1 (see Figure 1
below). In 5 of those 11 countries, HIV/AIDS
is the cause of parental death more than
50 per cent of the time.2 By 2010, more
than 18 million children in the region will
have lost one or both parents to the disease.3
Reduced parental care and
protection, plus the inevitably
increased economic hardship
for these families, mean that
vulnerable children – including
orphans – may fail to receive
an education. Their absence
from school may prevent
them from learning about
HIV/AIDS and how to avoid
infection. They may also be
more susceptible to abuse
and exploitation, which
further increases their risk
of contracting the disease.
Recent data from sub-Saharan
Africa found that children aged
10 to 14 who had lost both of
their parents were less likely
to be in school than their peers
who were living with at least
one parent (see Figure 2).
Studies in Kenya, the United
Republic of Tanzania and
Zambia found that even when
orphans attended school, they
were less likely than nonorphans to be at the correct
grade level for their age group
(see Figure 3, page 4).
The irony is that orphans are
frequently deprived of quality
education, which is the very
thing they need to help protect
themselves from HIV.
AN INTERNATIONAL
COMMITMENT
In the face of these challenges,
the international community has been
active in developing strategies and
seeking measures to combat HIV/AIDS.
The Declaration of Commitment adopted
by 189 governments during the UN
General Assembly Special Session on
HIV/AIDS in 2001 set prevention targets
and benchmarks that must be met
to reverse the pandemic by 2015
(see Box 1, page 5).
A key goal related to young people –
whether they have access to the information
and skills they need to reduce their risk
of infection – is measured by assessing
3
how much knowledge young women and
men have about HIV/AIDS. Of the 47 countries
with data available for this indicator, none
is likely to reach the first target of 90 per
cent of 15- to 24-year-olds with comprehensive correct knowledge of HIV/AIDS by 2005.
In most countries, those least equipped to
deal with HIV are inevitably those with the
lowest educational status (see Figure 4,
page 6).
A RESPONSIBILITY FOR
EDUCATORS
The data on the link between education
level and HIV/AIDS underscore what
people know intuitively – education
is one of the best defences against HIV
infection. To change the course of the
pandemic, good-quality basic education
and skills-based HIV/AIDS prevention
education must be extended to girls
and boys equally. Efforts that have been
successful in ensuring girls their right to
an education must be brought to scale.
Never before has quality education been
such a powerful force for breaking the
stranglehold of a deadly pandemic.
Educators have an extraordinary
opportunity – and a responsibility – to
provide children and young people with
a safe space to understand and cope in
a world of HIV/AIDS. Eduction represents
the best opportunity not only for delivering
crucial information on HIV/AIDS, but also
for chipping away at the ignorance and
fear, the attitudes and practices that perpetuate infection. But education itself has been
felled (see Box 2, page 7).
4
BOX 1
GLOBAL COMMITMENTS
Millennium Development Goals related to HIV/AIDS, education and girls
(September 2000):
• Universal Primary Education. Ensure that by 2015 all boys and girls
complete a full course of primary schooling.
• Promote gender equality and empower women. Eliminate gender
disparity in primary and secondary education by 2005, and at all
levels by 2015.
• Combat HIV/AIDS, malaria and other diseases. Halt and begin
to reverse the spread of HIV/AIDS. Halt and begin to reverse the
incidence of malaria and other major diseases.
Dakar Framework for Action related to girls’ education (April 2000):
• Ensure that by 2015 all children – particularly girls, children in
difficult circumstances and those belonging to ethnic minorities –
have access to and complete free and compulsory primary education
of good quality.
• Ensure that the learning needs of all young people and adults are
met through equitable access to appropriate learning and life skills
programmes.
• Eliminate gender disparities in primary and secondary education by
2005, and achieve gender equality in education by 2015, with a focus
on ensuring girls’ full and equal access to and achievement in basic
education of good quality.
United Nations General Assembly Special Session on HIV/AIDS,
relevant targets (June 2001):
• Ensure that by 2005 at least 90 per cent, and by 2010 at least 95 per
cent, of young men and women aged 15 to 24 have access to the
information, education – including peer education and youth-specific
HIV education – and services necessary to develop the life skills
required to reduce their vulnerability to HIV infection, in full partnership with youth, parents, families, educators and health-care providers.
• By 2003 develop, and by 2005 implement, national policies and strategies to: build and strengthen governmental, family and community
capacities to provide a supportive environment for orphans, and
girls and boys infected and affected by HIV/AIDS, including providing
appropriate counselling and psychosocial support; ensure their
enrolment in school and access to shelter, good nutrition, health
and social services on an equal basis with other children; and protect
orphans and vulnerable children from all forms of abuse, violence,
exploitation, discrimination, trafficking and loss of inheritance.
5
60
50
40
30
20
10
0
0
6
10
20
30
40
50
60
BOX 2
EDUCATION UNDER SIEGE
The HIV/AIDS pandemic has devastated the education sector in
many countries, robbing schools of critical resources, both human
and economic.
In countries hard-hit by HIV/AIDS, school availability has fallen
precipitously. Substantial numbers of teachers are ill, dying or caring
for family members. In the late 1990s, for instance, more than 100
schools were forced to close in the Central African Republic because
of AIDS-related deaths. In 2000, AIDS was reported to be responsible
for 85 per cent of the 300 teacher deaths there.4
The quality of education has also dropped in many regions. The illness
and death of qualified personnel threaten management of the education
system. Rural schools often lose staff because teachers affected by
HIV flock to urban areas so that they or family members can be closer
to hospitals and other health-care services. In Malawi, for example,
the pupil-teacher ratio in some schools swelled to 96 to 1 as a result
of AIDS-related illness.5 Quality has been a casualty of overcrowded
classes, limited resources, and untrained teachers and administrators.
The education sector must be strengthened in order to tackle these
challenges and provide good-quality education for all children.
7
2
GIRLS AND
WOMEN UNDER
THREAT
“Why are women more vulnerable to infection? Why is that
so, even where they are not
the ones with the most sexual
partners outside marriage, nor
more likely than men to be
injecting drug users? Usually,
because society’s inequalities
put them at risk – unjust
unconscionable risk.”
Kofi A. Annan
Secretary-General
United Nations
8
Numbers alone do not tell the whole story
of how HIV/AIDS spreads through a community. And access to education will not
change the course of the pandemic if it
neither empowers young girls nor ensures
equal rights for each child.
Gender disparities are among the significant factors that place women at greater
risk of contracting HIV and cause them
to bear the greater burden of the disease.
Gender imbalances make the risks and
consequences of contracting HIV differ
dramatically for girls and boys, and young
women and men, as biological, social
and economic factors weave together in
a complex web – a web further reinforced
by poverty.
With girls and women more likely to be
poorer and less educated than men, they
are more likely to be financially and socially
dependent on men. This power imbalance
reduces young women’s choices as they
negotiate their relationships with men,
determine if and when to have sex, and
even whether that sex is safe. In addition,
poverty prevents poor women from
receiving adequate health care and
education – two essential elements for
preventing HIV/AIDS.
AT GREATER RISK
The risk of becoming infected during
unprotected sex is two to four times
greater for women than for men.6 For
young girls, the risk can be even higher.
An immature genital tract can easily tear
during sexual activity, especially if it is
forced or violent, raising the chances of
exposure to infections.
In many societies, gender norms and
expectations keep women uninformed
about their bodies and sexual health. They
are often denied health services, especially
reproductive health care, which cuts them
off from treatment and information about
HIV risks. Additionally, cultural mores
may encourage men to have many sexual
partners. The result is that a man’s partner
remains at risk for contracting HIV even
when she has been faithful to him.7
WITH MORE SERIOUS
CONSEQUENCES
Power imbalances are the cornerstone of
violence against girls and women, furthering the impact of HIV/AIDS in their lives.
Young women are often not safe, even in
their own homes. The extent of familial
violence, particularly sexual abuse, is difficult to quantify. A conspiracy of silence
allows physical and sexual abuse of girls
and young women to remain behind
closed doors. It is estimated that globally
40 million children are abused each year.8
For the most part, they remain hidden.
Inside and outside the home, girls and
women face discrimination and danger.
A large, national survey of secondary
schoolgirls in Kenya found that 40 per cent
of those reporting sexual activity indicated
that their first sexual experience was forced
or that they were “cheated into having
sex.”9 In some regions, HIV-infected men
coerce young girls into having sex with
them because they mistakenly believe that
having sex with a virgin cures AIDS.
Powerlessness and inequality make a
woman less likely to know how to protect
herself from infection and, if she does
know, less likely to demand condom use
or seek reproductive health services. A
Botswana study in 12 schools in four
districts found that 48 per cent of sexually
active young women had never used a
condom during intercourse.10
9
GENDER-BASED VIOLENCE
IN SCHOOLS
Education is an important tool in the fight
against HIV/AIDS. And while most schools
are welcoming to children, some schools
fail to provide the necessary protection for
children to flourish and, in fact, may expose
young people – especially girls – to violence.
School cultures can contribute to gender
violence. Often, gender stereotypes and
inequities abound in the classroom, where
different behaviours and roles are expected
from girls and boys. Gender-based school
violence takes many forms. Sexual harassment, aggressive or unsolicited sexual
advances, touching, groping, intimidation,
verbal abuse or sexual assaults are explicit
forms of gender violence that can permeate school environments.
Schools that are not safe or that promote
gender disparity breed the inequality that
lasts a lifetime. HIV/AIDS-prevention education is undermined in these hostile environments because the curriculum teaches one
thing and the atmosphere models the
opposite.
In an educational setting in Ecuador, 22 per
cent of adolescent girls reported being sexually abused at school.11 A Human Rights
Watch study of violence in eight South
African schools in KwaZulu-Natal, Gauteng
and the Western Cape found that sexual
abuse and harassment of girls by both
teachers and other students were rampant
in many schools. Girls were raped in
school lavatories, dormitories and empty
classrooms.12
10
Perpetrators of gender-based school
violence are generally older male classmates, but teachers are also offenders.
A 2003 study in Dodowa, Ghana, found
that teachers were responsible for 5 per
cent of these assaults on students. Additionally, one third of the 50 teachers interviewed said that they knew of at least one
teacher who had sex with students.13
Efforts are being made to counter genderbased school violence. For example, the
Study on Violence Against Children commissioned by the United Nations SecretaryGeneral will build upon what is already
known about this phenomenon and identify interventions to end this threat to young
people. The study is looking at all institutions that can effect change, particularly
schools and other educational settings.14
AN EDUCATION TO
TRANSFORM GENDER
RELATIONSHIPS
Education can either reproduce social
imbalances and inequities, or transform
societies.
If the HIV/AIDS pandemic is to be halted,
the international community must, for a
start, deliver on the promise of universal
education. But it must go further than the
imperative of equal access to education
and ensure equal quality in the process,
content and experience of education.
While access to, and the availability of,
life skills classes are important to stopping
the spread of HIV/AIDS, so too is a school
environment that is child-friendly, models
equality and fairness, and protects the
rights of all children equally (see Box 3,
page 11 and Chapter 4, page 18).
If the course of the pandemic is to change,
young people must receive good-quality
education in a safe and secure environment – one that includes linkages to
schools and community services. All these
ingredients will help young people gain
knowledge, learn skills, change attitudes
and ultimately acquire behaviours that will
protect them from infection.
And in turn, the benefits of education will
spread beyond the school walls to undo
the social disparities that would otherwise
continue to leave young women at risk of
HIV/AIDS.
BOX 3
A CHILD-FRIENDLY SCHOOL
• Is gender-sensitive for both girls and boys
• Protects children; there is no corporal punishment, no child labour
and no physical, sexual or mental harassment
• Involves children in active and participatory learning
• Involves all children, families and communities; it is particularly
sensitive to and protective of the most vulnerable children
• Is healthy; has safe water and adequate sanitation, with separate
toilet facilities for girls and boys
• Teaches children about life skills and HIV/AIDS
11
3
THE POWER
OF GIRLS’
EDUCATION
“Study after study has
taught us that there is no
tool for development more
effective than the education
of girls. No other policy is
as likely to raise economic
productivity, lower infant
and maternal mortality,
or improve nutrition and
promote health – including
the prevention of
HIV/AIDS.”
Kofi A. Annan
Secretary-General
United Nations
GAINING KNOWLEDGE
The underlying principle of HIV/AIDS
prevention education is that all people
have the right to know what HIV is,
how it is transmitted and how to prevent
infection, and that special measures must
be taken for those most vulnerable and
most likely to effect change – among
young people, girls especially.
The majority of young people in the
developing world know alarmingly little
about the three primary ways to avoid
infection. Although many women had
heard of AIDS, fewer than half of the
young women surveyed in 26 of 27
countries could identify the ABCs of
prevention: Abstinence, Being faithful,
and using Condoms correctly and
consistently (see Figure 5, below).
Newly analysed data make a direct link
between education and sound knowledge
of HIV. In Ethiopia, more than four out of
five educated young women aged 15 to
24 knew that a healthy-looking person
could be HIV-positive, compared with
less than a quarter of women with no
education (see Figures 6 and 7 below).
Educated young women were also more
likely to know where to go to be tested
for HIV (see Figure 8, page 14).
100
80
60
40
20
0
13
LEARNING SKILLS AND
CHANGING ATTITUDES
School-based HIV/AIDS education must
not be an optional add-on. It needs to be
part of comprehensive skills-based health
education programmes and included in
the mainstream curriculum. At the very
least, young people need to learn what
HIV is, how it is transmitted, and how to
avoid infection.
But knowledge alone is insufficient. Effective education programmes also promote
critical thinking, decision-making, communication and interpersonal skills, all of
which support the adoption of healthy
behaviours and the reduction of highrisk behaviours.
HIV/AIDS prevention is not only about
individual risk reduction, but about tackling
broader issues that also feed the spread
of infection. Life skills-based education
is interactive, allowing young people to
analyse beliefs about culture and society.
Discussions about gender roles, rights
and responsibilities, discrimination, power
relations and social stigma help them set
and protect their personal boundaries,
as well as negotiate relationships. These
subjective discussions are as important
as the objective presentation of facts.
Surveys show that educated married
women are more likely to discuss HIV/AIDS
with their husband and to know they
have the right to refuse to have sex with
him (see Figure 9 at left and Figure10,
page 15).15
Demographic and Health Surveys in 15
countries also showed that more educated
women were more likely to seek treatment
for sexually transmitted infections.16 These
are linked to increased susceptibility to
HIV, but early detection and treatment
substantially reduce the risk of infection.
14
In Cambodia, for instance, less than one
third of women with no education went
for treatment, as opposed to two thirds
of women with at least a secondary
education (see Figure 11 below left).
NEW BEHAVIOURS
Girls and boys in most parts of the world
begin sexual activity during adolescence,
with a significant proportion reporting
their first sexual experience before age
15. In 24 of 43 countries with national
surveys, over 10 per cent of girls aged 15
to 19 reported having sex before age 15.17
There is strong evidence that delaying
sexual initiation is crucial in reducing
HIV/AIDS infection. Education plays a
role in delaying sex for young women.
In a recent analysis of eight sub-Saharan
countries, women with eight or more
years of schooling were 47 to 87 per cent
less likely to have sex before the age of
18 than women with no schooling.18
80
70
60
50
40
30
20
There is also evidence that education
improves a young woman’s choices
regarding the use of condoms or abstaining from high-risk sex. Surveys in 22
countries showed a link between higher
education levels and more condom use
during high-risk sex (see Figures 12
and 13, page 16 and Tables 7 and 8,
page 31) while surveys in Haiti, Malawi,
Uganda and Zambia linked higher
education to fewer sexual partners.19
The links between higher education
levels and less risky behaviours is
strikingly consistent across the regions
described here.
10
0
15
THE POTENTIAL TO STOP THE
PANDEMIC
Quality education empowers individuals
by providing them with knowledge and
skills to make informed decisions and
adopt behaviours that reduce their risk
of HIV infection. Accurate information
about sexuality, reproductive health and
HIV/AIDS, along with life skills and links
to services, are integral components of
a quality education.
The potential of quality education will
not be reached unless it is extended to
both girls and boys. In fact, the spread
of HIV/AIDS will not be stopped unless
the human rights of women and girls
are at the centre of the response.20
16
BOX 4
SEXUAL BEHAVIOUR VARIES BY EDUCATIONAL LEVEL
The graph below presents the most risky behaviour at the top of each
bar, and the least risky behaviour at the bottom. Women with secondary
and higher education are more likely to delay sex, while those with no
education are more likely to have sex with one partner without a condom. However, the picture is less straightforward for men. Men with no
education are more likely to abstain, while more educated young men
are more likely to use condoms with their partners.
17
4
CALL TO ACTION
“Besides explanations of what
the disease is and how it’s
transmitted, it is also important
to challenge harmful concepts
of masculinity, including the
way adult men look on risk
and sexuality and how boys
are socialized to become men.
At the same time, young women
must be educated to recognize
their vulnerability to infection,
their responsibility to protect
themselves, and their right to
insist upon protection in sexual
relationships.”
Dr. Peter Piot
Executive Director
UNAIDS
Education, particularly for girls, is fundamental to reversing the spread of
HIV/AIDS. Educated young women and
men are more likely to know what HIV is,
and how to avoid infection, because they
are more likely to have the attitudes and
skills that enable them to resist pressure
and to take responsibility for their own
lives. They are more likely to utilize their
knowledge and skills to make healthy
choices, including protecting themselves
from HIV.
Three strategic priorities support schools in
playing an optimal role in protecting girls
and mitigating the impact of HIV/AIDS.
• Get and keep girls in school
Far too many children – especially girls –
are out of school. In countries hard hit by
HIV/AIDS, school enrolment has plummeted. In sub-Saharan Africa, for instance,
40 per cent of boys and 44 per cent of girls
are out of school. In South Asia, 22 per cent
of boys and 29 per cent of girls are not in
school.21 Efforts to get girls into the classroom bring boys in as well.
• Provide life skills-based
education
Education must enable young people
to develop the life skills they need to
survive and thrive in their local contexts.
Life skills-based education teaches
critical thinking, problem-solving, selfmanagement and interpersonal skills
that allow young people to acquire
knowledge and attitudes that support
the adoption of healthy behaviours.
This is particularly important in the prevention of HIV/AIDS.
• Protect girls from gender-based
school violence
Environments in and around schools
should be safe and healthy. Schools that
offer an attractive and secure environment
encourage children to attend, as well as
reassure parents that their daughters and
sons are safe.
NATIONAL POLICIES AND
STRATEGIES
National governments should implement
and monitor their national Education for
All plans of action to ensure that girls’
education is a priority. Along with the
international community, governments
can mobilize resources and build capacity
for quality education, teacher recruitment
and training, curriculum development
and review, and HIV/AIDS-prevention
education.
The crisis in girls’ education and the
urgency to halt the spread of HIV/AIDS
requires action by a variety of ministries,
not just the education ministry. Safe water
and adequate sanitation are as crucial to
getting and keeping girls in school as are
desks, books and pencils. Linking schools
to health services, including reproductive
health and HIV/AIDS testing, improves the
quality of education and benefits overall
community health.
19
INTERNATIONAL INITIATIVES
International donors, such as the World
Bank, are investing in strategies that
get and keep girls in school (see Box 5,
page 21). Organizations like UNICEF and
UNESCO are advocating for the political
will to improve girls’ school enrolment
and are providing technical assistance
to jump-start girls’ education in countries
that are in grave danger of failing to meet
Education for All goals (see Box 6, page 23).
ABOLITION OF SCHOOL FEES
Education should be free and compulsory
as school fees often pose insurmountable
blocks to children receiving an education.
When poor families are forced to make
difficult choices about household expenditures, school is often the first thing
dropped, and daughters are often the
first casualties. National education plans
should work towards ending school fees
and other hidden costs as part of wellplanned educational reform strategies.
By taking this step, countries will move
closer to meeting the Millennium
Development Goal of universal education,
as well as parity in school attendance
between orphans and non-orphans.
Countries that have eliminated school
fees, such as Kenya and Uganda, have
witnessed skyrocketing school attendance.
A rapid growth in enrolment can cause its
own problems, however, such as overflowing classrooms. To maintain the quality of
education in the face of surging enrolment,
countries must plan ahead. Uganda, for
instance, first rallied support from agencies
and donor countries that worked cooperatively within a single education programme led by the government.
20
TARGETED FINANCIAL
MECHANISMS
Even when schools are free, poor children
may be forced to leave in order to work.
Children may need to provide extra household income or care for younger siblings
so that both parents can work outside
the home. Conditional cash transfers
have been used as effective incentives
for parents to enrol their children in school
in Latin America. Families receive money
on the condition that their children attend
school and go to health-care appointments
(see Box 7, page 25). In addition, grants
can go directly to teachers and to schools.
In Nicaragua, teachers receive a small
bonus for each child in the school, and
half of the available funds is earmarked
for supplies. In Honduras, grants go
directly to the school.
A study of these initiatives in Latin
America and the Caribbean found that
school enrolment rose and preventive
health care improved.22
SCHOOL FOOD AND
NUTRITION PROGRAMMES
Food is the greatest need for many families affected by HIV.23 Children may be
removed from school to search for food.
School food and nutrition programmes can
reduce the burden on HIV-affected families
and free girls to pursue their education.
Providing food draws children, alleviates
short-term hunger, provides essential
micronutrients, and fosters community
involvement. School nutrition programmes
are also linked to increased attendance and
better performance. Food may be served
to the students at school, or rations may
BOX 5
INTERNATIONAL INITIATIVES TO IMPROVE
GIRLS’ EDUCATION
Fast-Track Initiative: The Education for All Fast-Track Initiative is
an evolving global partnership of developing and donor countries
and agencies to support the global Education for All goals and
the Millennium Development Goals. It focuses on accelerating
progress towards universal primary school completion for boys
and girls by 2015.
United Nations Girls’ Education Initiative: The UN SecretaryGeneral launched the United Nations Girls’ Education Initiative
to improve the quality and availability of girls’ education at the
global, regional and country levels.
Global Coalition on Women and AIDS: This initiative, made up
of activists, government representatives, community workers
and celebrities, seeks to generate concrete action on the ground
to improve the daily lives of women and girls, including efforts
to prevent new HIV infections, promote equal access to HIV/AIDS
care and treatment, accelerate research, protect women’s property and inheritance rights, reduce violence against women and
improve girls’ education.
UNICEF and its partners are taking measures to ensure that the
special needs of girls and young women, orphans and others
made vulnerable by HIV/AIDS are being addressed.
21
be given directly to families if they send
their children to school. The World Food
Programme found that in some places
when families received food rations for
sending their daughters to school, girls’
enrolment tripled.24
CHILD-FRIENDLY, HEALTHPROMOTING SCHOOLS
A child-friendly school reaches out to all
children, making a particular effort to enrol
girls, children orphaned by HIV/AIDS and
other excluded groups. It is a dynamic place
for students and staff, and works to ameliorate conditions that hinder children’s opportunities to succeed. Schools should nurture
both mind and body. In a child-friendly
school, health, nutrition, hygiene and family
involvement are as much a part of its fabric
as reading, writing and arithmetic.
Focusing Resources on Effective School
Health (FRESH) is a model for getting and
keeping girls in school and improving the
well-being of the community. FRESH helps
create child-friendly environments in even
the most resource-poor schools. This
approach has four components: healthrelated policies that ensure children are
safe and protected from abuse, sexual
harassment, school violence, bullying and
corporal punishment; safe water and sanitation; school-based health and nutrition
services; and skills-based health education
(see Box 8, page 25).
EXTENDING THE REACH OF
SCHOOLS
Schools must fit students, not the other
way around. Flexible class schedules can
reach young people who may miss school
because they are caring for ill family
members or are working to supplement
22
household income. Flexible schooling can
reach young people who have dropped
out of traditional schools. BRAC (formerly
the Bangladesh Rural Advancement
Committee) schools in Bangladesh are
successful in increasing girls’ enrolment.
Classes are scheduled in two-hour blocks
that meet six days a week. The specific
time of classes and the school calendar
are determined locally to meet family
and community needs.25
QUALITY LIFE SKILLS-BASED
EDUCATION
Skills-based HIV/AIDS education fosters
behaviour that reduces the risk of HIV
infection, and tackles broader social and
environmental factors that make people
vulnerable. Analysing customs and gender
roles, questioning myths and stereotypes,
learning to make life-affirming decisions
and working cooperatively, as well as
receiving accurate, complete information,
are powerful tools in the fight against
HIV/AIDS.
Life skills-based education must start early,
be age-appropriate, sequential, interactive,
child-centred and relevant to students
and their community. It can fit into formal
schools, non-formal classes, peer education
and community-based programmes –
almost any place where children meet.
It requires personnel who are trained in
student-centred teaching methods that
engender trust, open communication
and respect.
A study of the effectiveness of a life skills
curriculum in KwaZulu-Natal Province in
South Africa found that young people
exposed to life skills education were more
likely to use condoms than those who
were not. In fact, the more years they were
involved in life skills education, the higher
the rate of condom use.26
BOX 6
STRATEGY FOR GENDER PARITY IN EDUCATION:
‘25 BY 2005’
The Millennium Development Goal of gender parity in education
is set to be realized in 2005. Efforts to meet this deadline have
faltered under the weight of tremendous obstacles, including
HIV/AIDS.
UNICEF launched the ‘25 by 2005’ campaign to help all countries
eliminate gender disparity in education. The initiative focuses on
25 countries judged to be in grave danger of failing to achieve
this goal. Among those selected, nine countries, Central African
Republic, Djibouti, Ethiopia, India, Malawi, Nigeria, Papua
New Guinea, the United Republic of Tanzania and Zambia, have
pronounced gender gaps in education and have been especially
affected by the HIV/AIDS pandemic.
The ‘25 by 2005’ initiative identifies and develops practical
measures to get and keep girls – and boys – in school. These
interventions include operating double shifts, using multigrade
teaching in small rural schools, holding classes in tents or under
trees, providing mobile schools to reach transient or nomadic
groups, expanding non-formal education schemes – whatever
it takes to ensure that children stake their claim to an education.
Better educated people have lower rates of HIV infection. The
‘25 by 2005’ campaign, designed to end gender disparity in
education, has emerged as a key strategy in the fight against
HIV/AIDS.
23
ENSURING SAFE ENVIRONMENTS IN AND AROUND
SCHOOLS
School-related gender-based violence
remains an obstacle to girls’ education.
Efforts to address school safety are needed
at all levels, including teacher training,
community intervention and ministerial
policy and practice. Ministries of Education
can send a clear message that genderbased school violence will not be tolerated
by firmly and quickly prosecuting perpetrators. Teacher training should include strong
messages about professional and ethical
conduct. The use of outside experts, such
as police, social welfare and non-governmental organizations, can clarify what
constitutes abuse and suggest ways to
stop it. Schools should initiate student
representation and participation in order
to have their voices heard.
Teachers should listen to both girls and
boys and engage them in constructive
dialogue. Participatory approaches –
such as drama, media, art, poetry and
storytelling – can encourage young people
to rethink gender roles, behaviours and
expectations. The use of peer educators
or counsellors who model appropriate
behaviour is also helpful to ensure safe
schools. Additionally, boys and men
must be seen as part of the solution,
not the problem, and be included in
gender-equality and conflict-resolution
initiatives.
24
CLASSROOM DOORS SWING
OPEN
The long-term, broad and complex
nature of the HIV/AIDS crisis demands
an accelerated, innovative and flexible
response grounded in the provision of
safe, quality education for all children,
especially for girls.
Governments, international agencies, nongovernmental organizations, community
groups and, most importantly, educators,
must recognize that they have a vital
role to play in reversing the course of
the pandemic.
Young people are at the heart of the
HIV/AIDS pandemic. The world’s success
in fighting HIV/AIDS ultimately hinges
on how well we have equipped them
with the skills and information they need.
BOX 7
MEXICO’S CHILDREN HAVE NEW OPPORTUNITIES
In 1995, one fifth of Mexico’s population could not afford the minimum
daily nutritional requirements. Some 10 million people lacked even the
most basic health care, and more than 1.5 million children were out of
school. In 1997, the education, health and nutrition programme, Progresa,
initiated conditional cash transfers for poor families. They received monthly
stipends if their children attended school and family members visited health
clinics regularly for nutrition and hygiene education and check-ups.
Rigorous evaluations deemed the programme an overwhelming success.
President Vincente Fox embraced the initiative, renaming it Oportunidades.
In 2003, the programme reached 4.2 million families. Almost 60 per cent
of cash transfers go to households in the poorest 20 per cent of the population. Benefits increase for girls in middle school to encourage their enrolment. Since the initiative’s inception, girls’ enrolment has jumped from
67 per cent to 75 per cent, and boys’ enrolment has risen from 73 per cent
to 78 per cent. A subsequent by-product of the programme has been a
reduction in child labour.
BOX 8
A HEALTH-PROMOTING SCHOOL
• Fosters health and learning with all the measures at its disposal
• Engages health and education officials, teachers, students, parents
and community leaders in efforts to promote health
• Strives to provide a healthy environment, school health education
and school health services along with school/community projects
and outreach, health promotion programmes for staff, nutrition and
food safety programmes, opportunities for physical education and
recreation, and programmes for counselling, social support and
mental health promotion
• Implements policies, practices and other measures that respect an
individual’s self-esteem, provide multiple opportunities for success
and acknowledge good efforts and intentions as well as personal
achievements
• Strives to improve the health of school personnel, families and
community members as well as students, and works with community
leaders to help them understand how the community contributes to
health and education.
Source: Preventing HIV/AIDS/STI and Related Discrimination: An important responsibility
of health-promoting schools, World Health Organization Information Series on School
Health, Document Six, WHO, Geneva, 1999.
25
TABLES
TABLE 1
YOUNG WOMEN (AGED 15-24) WHO HAVE COMPREHENSIVE AND CORRECT KNOWLEDGE
OF HIV, BY EDUCATIONAL LEVEL*
Millennium Development Indicator 19b
No education
Albania
Angola
Armenia
Azerbaijan
Benin
Botswana
Cambodia
Cameroon
Central African Republic
Chad
Comoros
Dominican Republic
Gabon
Gambia
Guinea-Bissau
Guyana
Haiti
Kenya
Lesotho
Malawi
Mali
Moldova, Republic of
Nicaragua
Niger
Rwanda
Senegal
Sierra Leone
South Africa
Suriname
Swaziland
Tajikistan
Tanzania, United Republic of
Togo
Uganda
Uzbekistan
Venezuela
Viet Nam
Zambia
TABLE 2
5.1
3.2
13.1
22.0
5.3
1.5
3.7
6.6
2.5
9.0
2.8
32.4
1.3
21.0
16.3
23.4
5.0
4.1
2.1
11.7
6.4
12.2
14.0
21.3
9.6
14.3
9.8
2.3
1.1
10.4
Primary
education
Secondary
education and higher
Total
Year/Source
0.0
11.3
0.6
6.6
15.2
32.7
8.3
4.6
3.8
8.0
23.3
12.5
17.1
14.3
19.8
7.9
23.1
17.3
31.9
13.1
14.6
7.9
7.8
21.6
15.0
15.9
9.7
10.0
21.1
0.0
27.6
14.5
23.4
0.0
3.0
9.4
22.3
0.4
33.5
6.6
2.7
26.7
31.2
61.8
29.6
14.2
18.1
17.3
43.1
31.4
29.9
21.9
37.2
25.9
38.7
34.7
53.4
31.0
23.0
28.7
31.1
52.1
38.6
27.2
22.2
36.2
31.6
1.0
51.8
39.0
51.9
3.4
11.2
32.5
50.4
0.2
12.6
6.6
2.1
8.4
28.0
37.1
16.1
5.1
5.0
10.0
34.2
23.9
15.4
8.4
35.5
14.2
26.4
17.6
34.2
9.1
19.0
18.7
4.9
23.4
13.0
15.7
20.0
26.8
27.0
1.0
25.5
20.3
28.5
3.4
9.6
25.4
30.8
2000
2000
2000
2000
2001
2000
2000
2000
2000
2000
2000
2000
2000
2000
2000
2000
2000
2000
2000
2000
2001
2000
2001
2000
2000
2000
2000
1998
2000
2000
2000
1999
2000
2000
2000
2000
2000
2002
MICS
MICS
DHS
MICS
DHS
MICS
DHS
MICS
MICS
MICS
MICS
MICS
DHS
MICS
MICS
MICS
DHS
MICS
MICS
DHS
DHS
MICS
DHS
MICS
DHS
MICS
MICS
DHS
MICS
MICS
MICS
DHS
MICS
DHS
MICS
MICS
MICS
DHS
YOUNG MEN (AGED 15-24) WHO HAVE COMPREHENSIVE AND CORRECT KNOWLEDGE OF
HIV, BY EDUCATIONAL LEVEL*
Millennium Development Indicator 19b
No education
Armenia
Benin
Gabon
Haiti
Malawi
Mali
Rwanda
Tanzania, United Republic of
Uganda
Zambia
5.9
1.8
19.5
4.8
4.9
9.4
-
Primary
education
7.7
10.3
12.0
37.6
13.6
17.4
29.6
31.5
17.7
– Less than 25 cases, estimate was suppressed
* Prevention methods include condom use and remaining
faithful to one partner. Misconceptions included that a
healthy-looking person cannot have HIV, and that HIV is
transmitted by mosquitoes, sharing food, or witchcraft.
N.B. The notes above apply to Tables 1 and 2.
Secondary
education and higher
7.8
25.7
27.1
42.1
55.1
37.7
54.3
60.7
63.3
54.6
Total
7.7
14.2
22.1
24.3
40.6
14.9
20.0
29.1
40.4
32.5
Year/Source
2000
2001
2000
2000
2000
2001
2000
1999
2000
2002
DHS - Demographic and Health Surveys, ORC Macro
(www.measuredhs.com)
MICS - Multiple Indicator Cluster Surveys, UNICEF
(www.childinfo.org)
DHS
DHS
DHS
DHS
DHS
DHS
DHS
DHS
DHS
DHS
27
TABLE 3
YOUNG WOMEN (AGED 15-24) WHO KNOW THAT A HEALTHY-LOOKING PERSON
CAN TRANSMIT HIV, BY EDUCATIONAL LEVEL
No education
Albania
Angola
Armenia
Azerbaijan
Benin
Bolivia
Bosnia and Herzegovina
Botswana
Burkina Faso
Cambodia
Cameroon
Central African Republic
Chad
Colombia
Comoros
Côte d’Ivoire
Dominican Republic
Ethiopia
Gabon
Gambia
Ghana
Guinea
Guinea-Bissau
Guyana
Haiti
Indonesia
Kazakhstan
Kenya
Lesotho
Madagascar
Malawi
Mali
Moldova, Republic of
Nicaragua
Niger
Nigeria
Peru
Rwanda
Senegal
Sierra Leone
South Africa
Suriname
Swaziland
Tajikistan
Tanzania, United Republic of
Togo
Uganda
Uzbekistan
Venezuela
Viet Nam
Zambia
Zimbabwe
28
21.2
47.6
7.4
49.6
34.2
45.4
18.1
27.5
20.8
44.3
50.3
24.6
39.5
44.6
45.2
54.2
17.6
34.4
49.4
5.0
60.2
27.9
9.3
71.8
39.4
34.9
16.1
15.5
5.1
50.5
37.4
24.9
29.1
42.6
73.5
39.5
56.2
61.8
29.7
9.6
53.8
-
- Less than 25 cases, estimate was suppressed
Primary
education
35.8
43.6
19.4
58.1
28.3
52.7
59.9
58.5
60.4
42.9
50.9
33.8
59.8
57.0
69.5
81.7
55.5
54.2
52.1
67.7
69.8
41.9
62.2
61.8
21.0
74.1
46.0
25.2
82.6
54.3
73.8
61.6
35.2
44.3
30.2
62.4
53.2
45.5
39.3
48.6
73.4
2.4
70.0
65.8
73.6
7.7
56.8
38.6
69.8
56.5
Secondary
education and higher
45.3
86.6
53.1
41.0
79.8
77.2
80.2
82.6
87.6
83.2
83.3
78.6
60.7
89.3
69.6
92.6
96.5
83.2
83.2
72.4
79.7
86.2
69.3
87.0
81.0
51.3
62.8
82.0
85.7
50.3
97.3
77.2
83.7
86.7
63.8
62.3
84.4
91.2
72.3
66.1
56.9
82.0
86.2
8.0
89.3
86.4
88.8
41.3
83.2
71.9
86.6
82.2
Total
Year/Source
40.4
43.3
53.0
35.1
56.2
63.7
73.7
77.8
42.0
62.4
53.7
45.9
27.7
82.4
54.9
64.4
89.8
38.8
71.6
52.7
71.0
60.4
30.7
84.3
67.9
32.2
62.6
74.6
46.1
27.2
83.5
45.8
78.9
72.9
22.1
45.0
71.7
63.7
46.4
35.3
53.5
70.4
80.5
7.9
65.3
67.4
75.8
41.1
77.9
60.6
74.0
73.5
2000
2000
2000
2000
2001
1998
2000
2000
1999
2000
2000
2000
2000
2000
2000
1998
2000
2000
2000
2000
1998
1999
2000
2000
2000
2000
1999
2000
2000
2000
2000
2001
2000
2001
2000
1999
2000
2000
2000
2000
1998
2000
2000
2000
1999
2000
2000
2000
2000
2000
2002
1999
DHS - Demographic and Health Surveys, ORC Macro
(www.measuredhs.com)
MICS - Multiple Indicator Cluster Surveys, UNICEF
(www.childinfo.org)
MICS
MICS
DHS
MICS
DHS
DHS
MICS
MICS
DHS
DHS
MICS
MICS
MICS
DHS
MICS
DHS
MICS
DHS
DHS
MICS
DHS
DHS
MICS
MICS
DHS
MICS
DHS
MICS
MICS
MICS
DHS
DHS
MICS
DHS
MICS
DHS
DHS
DHS
MICS
MICS
DHS
MICS
MICS
MICS
DHS
MICS
DHS
MICS
MICS
MICS
DHS
DHS
TABLE 4
YOUNG MEN (AGED 15-24) WHO KNOW THAT A HEALTHY-LOOKING PERSON
CAN TRANSMIT HIV, BY EDUCATIONAL LEVEL
Armenia
Benin
Bolivia
Burkina Faso
Cameroon
Côte d’Ivoire
Dominican Republic
Ethiopia
Gabon
Ghana
Guinea
Haiti
Kazakhstan
Kenya
Malawi
Mali
Nicaragua
Niger
Nigeria
Rwanda
Tanzania, United Republic of
Togo
Uganda
Zambia
Zimbabwe
No education
Primary
education
Secondary
education and higher
Total
60.1
52.1
14.9
39.7
39.6
49.8
44.4
52.0
72.1
47.3
54.7
29.3
21.8
56.0
39.4
45.6
-
61.8
42.8
74.1
48.2
66.3
87.3
54.3
64.9
53.5
51.5
68.2
68.5
73.5
88.0
57.6
73.5
42.9
39.0
67.5
70.7
60.8
80.0
62.5
66.1
47.6
81.3
79.1
91.1
80.6
91.4
95.6
86.2
86.9
85.1
77.7
93.4
81.6
93.8
94.2
84.6
92.1
73.4
60.7
92.8
90.6
89.7
89.9
88.9
89.3
47.7
68.9
73.8
63.6
62.8
66.9
91.0
53.8
80.9
76.9
56.2
78.1
73.1
80.2
88.6
58.8
80.3
41.4
50.8
68.9
68.3
72.8
83.2
73.0
82.6
- Less than 25 cases, estimate was suppressed
Year/Source
2000
2001
1998
1999
1998
1998
1999
2000
2000
1998
1999
2000
1999
1998
2000
2001
1998
1998
1999
2000
1999
1998
2000
2002
1999
DHS
DHS
DHS
DHS
DHS
DHS
DHS
DHS
DHS
DHS
DHS
DHS
DHS
DHS
DHS
DHS
DHS
DHS
DHS
DHS
DHS
DHS
DHS
DHS
DHS
DHS - Demographic and Health Surveys, ORC Macro
(www.measuredhs.com)
MICS - Multiple Indicator Cluster Surveys, UNICEF
(www.childinfo.org)
29
TABLE 5
YOUNG WOMEN (AGED 15-24) WHO KNOW WHERE TO GET TESTED FOR HIV,
BY EDUCATIONAL LEVEL
No education
Albania
Angola
Azerbaijan
Benin
Botswana
Cambodia
Cameroon
Central African Republic
Chad
Colombia
Comoros
Dominican Republic
Gambia
Guinea-Bissau
Guyana
Haiti
Indonesia
Kenya
Lesotho
Malawi
Mali
Moldova, Republic of
Nicaragua
Niger
Peru
Rwanda
Senegal
Sierra Leone
Suriname
Swaziland
Tajikistan
Tanzania, United Republic of
Togo
Uganda
Uzbekistan
Venezuela
Viet Nam
Zambia
Zimbabwe
TABLE 6
9.6
10.5
24.7
5.6
23.2
10.6
5.1
23.7
17.3
11.0
20.2
4.5
1.3
42.8
33.7
52.4
7.0
10.1
6.7
7.1
59.6
19.2
4.7
20.6
49.8
22.2
12.4
19.4
29.6
7.7
37.7
-
Secondary
education and higher
Total
Year/Source
17.1
24.7
3.5
17.4
32.9
11.2
49.9
25.9
12.3
51.0
28.3
76.5
20.9
25.2
49.9
16.1
17.9
55.8
51.5
70.5
17.5
46.4
30.5
20.0
23.7
67.3
30.0
13.0
38.9
47.5
2.4
50.0
25.0
32.3
15.4
45.6
29.1
55.6
27.5
31.9
57.6
10.7
44.7
50.9
36.8
82.4
62.9
30.0
74.6
39.9
86.0
42.0
54.7
70.4
36.2
41.6
70.6
75.5
91.9
43.3
65.9
52.6
51.6
72.3
88.6
50.7
20.7
70.4
64.6
5.7
74.3
46.4
56.8
42.7
73.4
61.9
76.9
46.6
24.2
25.0
8.7
18.6
47.2
15.9
57.2
26.3
9.2
69.0
29.5
81.7
24.2
20.3
68.1
22.7
26.6
57.9
51.4
71.6
12.6
56.5
40.7
11.6
60.9
68.5
26.3
8.8
58.7
57.3
5.6
46.1
25.8
36.5
42.6
68.0
51.2
61.2
40.1
2000
2000
2000
2001
2000
2000
2000
2000
2000
1999
2000
2000
2000
2000
2000
2000
2000
2000
2000
2000
2001
2000
2001
2000
2000
2000
2000
2000
2000
2000
2000
1999
2000
2000
2000
2000
2000
2002
1999
MICS
MICS
MICS
DHS
MICS
DHS
MICS
MICS
MICS
DHS
MICS
MICS
MIC
MICS
MICS
DHS
MICS
MICS
MICS
DHS
DHS
MICS
DHS
MICS
DHS
DHS
MICS
MICS
MICS
MICS
MICS
DHS
MICS
DHS
MICS
MICS
MICS
DHS
DHS
YOUNG MEN (AGED 15-24) WHO KNOW WHERE TO GET TESTED FOR HIV,
BY EDUCATIONAL LEVEL
No education
Benin
Ethiopia
Haiti
Kenya
Malawi
Mali
Rwanda
Tanzania, United Republic of
Uganda
Zambia
Zimbabwe
30
Primary
education
17.6
0.0
16.7
57.6
14.2
33.5
25.2
-
- Less than 25 cases, estimate was suppressed
N.B. The notes above apply to Tables 5 and 6.
Primary
education
25.4
1.7
22.9
47.4
75.7
24.1
45.3
55.4
43.4
50.4
17.3
Secondary
education and higher
54.2
4.2
50.0
79.8
94.6
52.4
80.4
82.6
66.9
82.2
38.8
Total
34.4
1.5
34.1
58.3
79.0
25.9
47.8
53.5
50.3
62.5
32.5
Year/Source
2001
2000
2000
1998
2000
2001
2000
1999
2000
2002
1999
DHS - Demographic and Health Surveys, ORC Macro
(www.measuredhs.com)
MICS - Multiple Indicator Cluster Surveys, UNICEF
(www.childinfo.org)
DHS
DHS
DHS
DHS
DHS
DHS
DHS
DHS
DHS
DHS
DHS
TABLE 7
YOUNG WOMEN (AGED 15-24) WHO USED A CONDOM AT LAST HIGH-RISK SEX,
BY EDUCATIONAL LEVEL
Millennium Development Indicator 19a
Benin
Burkina Faso
Cameroon
Colombia
Côte d’Ivoire
Ethiopia
Gabon
Guinea
Haiti
Kazakhstan
Kenya
Malawi
Mali
Nicaragua
Peru
Rwanda
South Africa
Tanzania, United Republic of
Togo
Uganda
Zambia
Zimbabwe
TABLE 8
No education
Primary
education
6.7
27.2
14.7
11
8.4
4.3
5.3
7.1
6.4
-
16.2
47.5
8.2
19.6
21.7
19.9
22.9
14.6
11.5
11.7
24.7
16
10.7
5.2
17.8
10
21.7
18.5
34.2
25.2
38.4
Secondary
education and higher
30.3
63.9
21.4
32.6
41.5
25.5
36.4
34.1
30.5
28.7
20.5
51.3
28.3
20.2
22.4
36.1
21.9
41.5
32.5
60.4
48.1
43.1
Total
18.7
41.2
16.4
30.2
24.7
17.1
32.4
16.7
19.1
28.7
14.1
31.9
14.2
17
19.3
22.5
19.8
21.3
21.5
44.4
33.3
42
Year/Source
2001
1999
1998
2000
1998
2000
2000
1999
2000
1999
1998
2000
2001
2001
2000
2000
1998
1999
1998
2000
2002
1999
DHS
DHS
DHS
DHS
DHS
DHS
DHS
DHS
DHS
DHS
DHS
DHS
DHS
DHS
DHS
DHS
DHS
DHS
DHS
DHS
DHS
DHS
YOUNG MEN (AGED 15-24) WHO USED A CONDOM AT LAST HIGH-RISK SEX, BY
EDUCATIONAL LEVEL
Millennium Development Indicator 19a
Benin
Burkina Faso
Cameroon
Côte d’Ivoire
Ethiopia
Gabon
Guinea
Haiti
Kenya
Malawi
Mali
Niger
Tanzania, United Republic of
Togo
Uganda
Zambia
Zimbabwe
No education
Primary
education
25.8
40.9
21.8
18.1
6.7
14.8
28.4
-
21
53.8
30
53
29.8
74.5
29.3
15.6
36.1
32.2
24.3
27.9
30.6
29.3
54.2
32.5
51.9
- Less than 25 cases, estimate was suppressed
N.B. The notes above apply to Tables 7 and 8.
Secondary
education and higher
52.6
93.4
32.3
67.5
77.6
85
43
44.4
53.5
58
51.7
63
58.8
50.6
75.3
57.3
76
Total
34.5
55.5
31.4
55.7
30.5
83.3
32.1
29.9
42.9
37.7
30.3
29.7
30.7
41
62
42.3
68.8
Year/Source
2001
1999
1998
1998
2000
2000
1999
2000
1998
2000
2001
1998
1999
1998
2000
2002
1999
DHS - Demographic and Health Surveys, ORC Macro
(www.measuredhs.com)
MICS - Multiple Indicator Cluster Surveys, UNICEF
(www.childinfo.org)
DHS
DHS
DHS
DHS
DHS
DHS
DHS
DHS
DHS
DHS
DHS
DHS
DHS
DHS
DHS
DHS
DHS
31
REFERENCES
32
1.
USAID, UNAIDS, and UNICEF, Children on the Brink 2004: A joint report of new orphan estimates
and a framework for action, Population, Health and Nutrition Project for USAID, Washington, D.C.,
July 2004.
2.
Ibid.
3.
Ibid.
4.
UNAIDS Interagency Task Team on Education, HIV/AIDS and Education: A strategic approach,
International Institute for Educational Planning/UNESCO, Paris, 2003.
5.
United States Agency for International Development Bureau for Africa, Office of Sustainable
Development, Africa Bureau Brief, No. 2, USAID, Washington, D.C., 2002.
6.
Johns Hopkins University, Bloomberg School of Public Health, Population Information Program,
‘The devastating facts about HIV/AIDS for women’, Population Reports, Baltimore, Spring 2002.
7.
United Nations Secretary-General’s Task Force on Women, Girls and HIV/AIDS in Southern Africa,
Facing the Future Together: Report of the Secretary-General’s Task Force on Women, Girls and
HIV/AIDS in Southern Africa, UNAIDS, Johannesburg, July 2004.
8.
World Health Organization, Prevention of Child Abuse and Neglect: Making the links between
human rights and public health, WHO, Geneva, 28 September 2001, [http://www.who.int/childadolescent-health/New Publications/Rights/CRC statement rev III.htm].
9.
Mensch, Barbara S., et al., ‘Premarital sex and school dropout in Kenya: Can schools make a
difference?’, Population Council, Policy Research Division Working Paper, No. 124, New York, 1999.
[http://www.popcouncil.org/pdfs/wp/124.pdf].
10.
Botswana Gazette, ‘Sexual abuse of schoolgirls widespread in Botswana’, 15 November 2000.
11.
Correia, M., and B. Van Bronkhorst, ‘Ecuador Gender Review: Issues and recommendations’,
A World Bank Country Study, Washington, D.C., 2000.
12.
Human Rights Watch, Scared at School: Sexual violence against girls in South African schools,
Human Rights Watch, New York, 2001.
13.
Afenyadu, Dela, and Lakshmi Goparaju, Adolescent sexual and reproductive health behaviour
in Dodowa, Ghana, Centre for Development and Population Activities, Washington, D.C., 2003.
14.
United Nations, Progress report of the Secretary-General on the study on the question of
violence against children, E/CN.4/2004/68, United Nations, New York, 27 January 2004.
15.
Women responded to four reasons cited in the survey for refusing to have sex with their husband: 1) husband has a sexually transmitted disease, 2) husband has had sex with other women,
3) woman recently gave birth, 4) woman is tired and/or is not in the mood.
16.
HIV/AIDS Survey Indicators Database, [http://www.measuredhs.com/hivdata].
17.
Surveys conducted from 1998-2003, Centers for Disease Control and Prevention (United States)
Reproductive Health Surveys; and Demographic and Health Surveys, ORC Macro.
18.
Gupta N., and M. Mahy, ‘Sexual initiation among adolescent girls and boys: Trends and
differentials in sub-Saharan Africa,’ Archives of Sexual Behavior, vol. 32, no. 1, 2003, pp. 41-53.
19.
Demographic and Health Surveys, 2000-2001, HIV/AIDS Survey Indicators Database,
[http:www.measuredhs.com/hivdata].
20.
UNAIDS Interagency Task Team on Gender and HIV/AIDS, Operational Guide on Gender and
HIV/AIDS: A rights-based approach (final draft), UNAIDS, August 2004.
21.
UNICEF, The State of the World’s Children 2005, UNICEF, New York (forthcoming).
22.
Rawlings, Laura B., and Gloria M. Rubio, Evaluating the impact of conditional cash transfer
programs: Lessons from Latin America, World Bank Policy Research Working Paper 3119,
World Bank, Washington, D.C., August 2003.
23.
World Food Programme, HIV/AIDS & Children: Bringing hope to a generation, Food aid to
help orphans and other vulnerable children, World Food Programme, Rome, 2003.
24.
Ibid.
25.
UNICEF, The State of the World’s Children 2004, UNICEF, New York, 2003.
26.
Reddy, P., et al., ‘Programming for HIV prevention in South African schools’, Horizons Research
Summary, Population Council, Washington, D.C., 2003.
Published as part of UNICEF’s work as a co-sponsoring agency
of UNAIDS, the Joint United Nations Programme on HIV/AIDS.
Other co-sponsoring agencies: the Office of the United Nations
High Commissioner for Refugees, the World Food Programme,
the United Nations Development Programme, the United
Nations Population Fund, the United Nations Office on Drugs
and Crime, the International Labour Organization, the United
Nations Educational, Scientific and Cultural Organization,
the World Health Organization and the World Bank.
For more information contact
Education Section, Programme Division
www.unicef.org/girlseducation/index.html
Published by UNICEF
Division of Communication
3 United Nations Plaza, H-9F
New York, NY 10017, USA
pubdoc@unicef.org
www.unicef.org
© The United Nations Children’s Fund (UNICEF), New York
ISBN: 92-806-3814-9
December 2004
UNICEF Eastern & Southern Africa
Regional Office
P.O. Box 44145
Nairobi, Kenya
tel: 254-2-622199/622780
fax: 254-2-622679/8
cmannathoko@unicef.org
nairobiro@unicef.org
www.unicef.org
Compiled by
Annabel Ojoo
Edited by
Sheila Wamahiu
Changu Mannathoko
DTP
Cege Mwangi
Photos  UNICEF ESARO
The images in this publication are not related to the text.
 UNICEF Eastern & Southern Africa
Regional Office, 2002
ISBN 9966-9792-04
Life Skills Education
with a Focus on
HIV/AIDS
Eastern and Southern Africa Region
Eastern and Southern Africa Region
Life Skills Education with a Focus on HIV/AIDS
Acknowledgements
This document would not have materialised without the consistent efforts of the UNICEF countries
offices sending to the Regional Office the life skills materials that have been published in their countries. We encourage all countries in the region to continue sending us the life skills materials being
published to ensure that when this document is updated 2004-05 all countries in the region are
represented. Kjersti Okkelmo was instrumental in ensuring that this project gets off the ground and
this publication is testimony to her unwavering commitment to HIV/AIDS prevention and Life Skills
Education. Our wholehearted thanks go to Annabel Ojoo for her tireless compilation of this document as it went through several revisions. Thanks also go to Sheila Wamahiu who edited this document to ensure that it is user friendly.
Organisation of the Report
The document is divided into three major sections: Section I, besides containing background information, presents the findings of an assessment done of selected materials on LSE and HIV/AIDS using a
Quality Checklist. Section II consist of abstracts of each item reviewed and organised by country in an
alphabetical order. A matrix summarising strengths and weaknesses of the reviewed materials follow
the annotations per country. Finally in Section III, a listing of the titles annotated are presented alphabetically by name of the authors.
ii
Preface
Contents
HIV/AIDS and Young People
PREFACE ............................................................................................ v
SECTION ONE: ASSESSMENT OF MATERIALS ................................. 1
HIV/AIDS and Young People ....................................................................... 2
Life Skills and HIV/AIDS Education ............................................................. 3
Assessing the Materials: The Quality Checklist .......................................... 3
Quality Check: The Analysis ........................................................................ 5
Knowledge .................................................................................................... 8
Skills ........................................................................................................... 11
Behavior Change and Attitude .................................................................. 13
Attitude ...................................................................................................... 14
Teaching/Learning Methodology ............................................................... 15
Behaviour Change ...................................................................................... 15
Summary and Conclusions ......................................................................... 17
References Used ........................................................................................ 19
SECTION TWO: ANNOTATED BIBLIOGRAPHY ............................... 21
Botswana .................................................................................................... 22
Ethiopia ...................................................................................................... 23
Kenya .......................................................................................................... 25
Lesotho ....................................................................................................... 30
Malawi ........................................................................................................ 31
Namibia ...................................................................................................... 33
South Africa ................................................................................................ 41
Swaziland ................................................................................................... 47
Tanzania ..................................................................................................... 53
Uganda ....................................................................................................... 55
Zambia ........................................................................................................ 60
Zimbabwe ................................................................................................... 63
SECTION THREE: ALPHABETICAL LISTING ................................... 79
iii
Life Skills Education with a Focus on HIV/AIDS
iv
Preface
Preface
HIV/AIDS and Young People
Life Skills Education (LSE) is increasingly being recognised as a key strategy in the prevention and
management of HIV/AIDS. In countries of Eastern and Southern Africa (ESAR), where the pandemic
has reached dangerous levels, attempts have been made to include LSE in the school curricula and link
it to HIV/AIDS prevention in the education sector. Examples of out-of school programmes on HIV/
AIDS prevention, with LSE as a major focus, are also to be found. However, no systematic compilation,
let alone assessment of these materials, has previously been done to guide the users on their quality.
This document consisting of selected LSE materials from twelve countries in the ESAR rectifies the
omission; not only does it list and annotate the materials but it provides a brief analysis of their quality
based on a checklist that is rights-based and gender sensitive. The materials, numbering some sixty
items, are drawn from Botswana, Ethiopia, Kenya, Lesotho, Malawi, Namibia, South Africa, Swaziland,
Tanzania, Uganda, Zambia, and Zimbabwe and include pupils’ books, teachers’ guides, manuals for
peer educators, and magazine.
It is expected that this publication will be useful not only to UNICEF officers, but to policy makers in
education, designers, teachers trainers, teachers, peer educators, facilitators and others working in
the area of HIV/AIDS prevention in the education sector. In Malawi in July 2001 a number of delegates
participating at the UNICEF workshop on Young People, Gender, Sexuality and HIV/AIDS in Education
were of the view that if Life Skills Education was to be effective in preventing and mitigating the impact
of HIV/AIDS it needed to be relevant. A review of these materials has proved invaluable because it
also showed the gaps in Life Skills materials available. More Life Skills Education that is informed by
young people’s concerns, experiences, identities and desires relating to gender and sexuality is required.
For instance, young people are of the view that Life Skills should also address the concerns of parents
and teachers (Young People, Gender, Sexuality and HIV/AIDS in Education, Regional Study, UNICEF
ESARO, October 2002). Given the above, the information provided in the reviews and analysis should
prove invaluable in improving the quality of life skills’ materials focusing on HIV/AIDS prevention and of
the participatory learning-teaching methodologies.
It is hoped that the information contained in this document will help to correct the myths and biases
young people may have internalised regarding HIV/AIDS. With one new HIV-infection arising globally
every sixth second there is no time to waste! The time to equip young people with life skills to prevent
and/or manage HIV/AIDS is now.
Urban Jonsson
Regional Director
UNICEF, ESARO
v
Life Skills Education with a Focus on HIV/AIDS
vi
Alphabetical Listing
Section Three:
HIV/AIDS and Young People
Alphabetical
Listing
79
Life Skills Education with a Focus on HIV/AIDS
Birungi, S., P. Lwanga and K. Musisi, “The Hydra”: AIDS Drama Competition for Uganda Secondary Schools
and Post Primary Institutions. Kampala: Ministry of Education, School Health Project, 1992. (25 pp.)
Chifunyise, S. To Love is to Care: A Play about AIDS. Primary Schools Drama Competition. Harare:
Ministry of Education and Culture/UNICEF Harare, 1995. (34 pp).
Cloete, D., and E. du Toit, Life Skills for Learners: Grades 8, 9 & 10. Gamsberg Macmillan Publishers.
Windhoek: 1994. (220 pp.)
Cunningham, D., and J. Cunningham, Adventure Unlimited: Life Skills for an AIDS-Free Generation.
Bulawayo: Scripture Union, 1994. (69 pp.)
Curriculum Development Centre, Ministry of Education and Culture, Let’s Talk: An AIDS Action Programme for Schools, Grade 5 Pupil’s Book. Harare: Ministry of Education and Culture/UNICEF Harare,
1995. (64 pp.)
Curriculum Development Centre, Ministry of Education and Culture, Let’s Talk: An AIDS Action Programme for Schools, Grade 5 Teachers’ Book. Harare: Ministry of Education and Culture/UNICEF Harare,
1995. (63 pp.)
Curriculum Development Centre, Ministry of Education and Culture, Let’s Talk: An AIDS Action Programme for Schools, Grade 6 Pupil’s Book. Harare: Ministry of Education and Culture/ UNICEF Harare,
1996. (64 pp.)
Curriculum Development Centre, Ministry of Education and Culture, Let’s Talk: An AIDS Action Programme for Schools, Grade 7 Pupil’s Book. Harare: Ministry of Education and Culture/ UNICEF Harare,
1993. (64 pp.)
Curriculum Development Centre, Ministry of Education and Culture, Let’s Talk: An AIDS Action Programme for Schools, Grade 7 Teachers’ Book. Harare: Ministry of Education and Culture/ UNICEF Harare,
1993. (63 pp.)
Education for Life: A Behaviour Process for Groups, Choose Life, Fight against HIV/AIDS. Uganda, n.d. (39
pp.)
Ezra, M., and S.G. Selassie, Handbook on Population and Family Life Education for Secondary School
Teachers in Ethiopia. Addis Ababa: Institute for Curriculum Development and Research, 1998. (392
pp.)
Family Life Association of Swaziland, Your Reproductive Health, Book One. Manzini: Family Life Association of Swaziland (FLAS), 1995. (24 pp.)
Family Life Association of Swaziland. Your Reproductive Health: Facts You Should Know on Preventing
Pregnancy, STDs and AIDS, Book Two. Manzini: Family Life Association of Swaziland, 1995. (24 pp.)
Family Life Association of Swaziland. Talking Together: A Handbook for Parents and their Teens. Manzini:
Family Life Association of Swaziland, 1995. (96 pp.)
Government of the Republic of Namibia. A Handbook for AIDS Awareness Activities for Clubs. Windhoek:
The Youth Health and Development Programme, 2000. (71 pp.)
Government of the Republic of Namibia. My Future is My Choice: Extra-Curricula Life Skills’ Training
Manual for Adolescents 13 to 18 Years of Age. Windhoek: The Youth Health and Development Programme, 1999. (120pp.)
80
Alphabetical Listing
Preface
HIV/AIDS and Young People
Government of the Republic of Namibia. My Future Is My Choice: Extra Curricular Life Skills Manual for
Youth of 15 to 18 years of Age. Windhoek: The Youth Health and Development Programme, 1999.
(120 pp.)
Government of the Republic of Namibia. My Future Is My Choice: Participants Workbook, Life Skills’
Education Training for Youth of 15 to 18 Years of Age. Windhoek: The Youth Health and Development
Programme,1999. (77 pp.)
Government of Zimbabwe and UNICEF Harare. Insights and Foresight: A Collection of Extracts and
Activities About AIDS for ‘A’ Level and College Students. Harare: UNICEF Harare, 2001. (81pp.)
Government of Zimbabwe. Think About It: An AIDS Action Programme for Schools Form 1 Students’
Book. Harare: Ministry of Education /UNICEF Harare, 1994. (64 pp.)
Government of Zimbabwe. Think About It: An AIDS Action Programme for Schools Form 3 Students’
Book. Harare: Ministry of Education /UNICEF Harare, 1995. (63 pp.)
Government of Zimbabwe. Think About It: An AIDS Action Programme for Schools, Form 4 Students’
Book. Harare: Ministry of Education /UNICEF Harare, 1996. (64 pp.)
Family Health Trust Zambia. Anti-AIDS Project. Happy Healthy and Safe: Youth-to-Youth Learning Activities on Growing up, Relationships, Sexual Health, HIV/AIDS and STDs Life skills. Lusaka: n.p., 1998.
(295 pp).
Hiwol, Y.G. Responsible Parenthood: Population Education Monograph. Addis Ababa: Institute for Curriculum Development and Research, 1994. (51 pp.)
Ibrahim, S.A., (Ed.) FEMINA, Women of the African Continent. Dar es Saalam: East African Movies,
2001. (59 pp)
Johnson, N. Care for Us and Accept Us. Africa AIDS Education Series. Gallo Manor: Awareness Publishing, 2002. (24 pp.)
Katebe, M., D. Mutale, and C. Chabu. Behaviour Formation for an AIDS-Free Society: Reflection for
Parents, Guardians and Teachers. Kitwe: Copperbelt Health Education Project, n.d. (11 pp.)
Makawa, J., C. Ota, H. Hatendi, and A.Vera Methods on AIDS Education: A Training manual for Trainers.
Harare: Ministry of Education and Culture/UNICEF Harare, 1993. (80 pp.)
Maseko, F. Pupil’s Book for Science Grade 6. Macmillan Swaziland National, 1984. (74 pp.)
Maseko, F., C. Thomas, and R. M. Magagula. Teacher’s Guide for Science Grade 6, Revised edition.
Macmillan Swaziland,1995. (102 pp.)
Maseko, F. Science Grade 7 Pupil’s Book. Revised edition. Macmillan Swaziland National, 1997. (101
pp.).
Maseko, F., Science Grade 7 Teacher’s Guide Revised edition. Macmillan Swaziland National, 1997. (142
pp.)
Mather, C. AIDS in Africa. African AIDS Education Series. Gallo Manor: Awareness Publishing, 2002.
(24 pp.)
Mather, C. Children and AIDS. African AIDS Education Series. Gallo Manor: Awareness Publishing, n.d.
(24pp).
81
Life Skills Education with a Focus on HIV/AIDS
Mather, C., Living with AIDS: African AIDS Education Series, Gallo Manor: Awareness Publishing, 2002.
(24 pp.)
Mather, C., Masakhane: Working Together to Stop AIDS. African AIDS Education Series. Gallo Manor:
Awareness Publishing, 2002. (24 pp.)
Mather, C. Rights and AIDS: African AIDS Education Series. Gallo Manor: Awareness Publishing, 2002.
(24 pp.)
Mather, C. The Truth about AIDS: African AIDS Education Series. Gallo Manor: Awareness Publishing,
2002. (24 pp.)
Mather, C. What are HIV and AIDS? African AIDS Education Series. Awareness Publishing, 2002. (24
pp.)
Mengesha, G. Biology Student Text, Grade 8. Addis Ababa: Educational Materials Production and Distribution Enterprise, 1999. (173 pp.)
Ministry of Education and Culture/African Heritage. Dance Drama: A Play about AIDS. Secondary Schools
Drama Competition. Ministry of Education and Culture/UNICEF Harare, n.d. (20 pp.)
Ministry of Education/Curriculum Development Unit. Think About It: An AIDS Action Programme for
Schools, Form 3 Teachers’ Book. Harare: n.p.,1995. (63 pp.)
Ministry of Education/Kenya Institute of Education. AIDS Education Syllabus for Schools and Colleges.
Nairobi: Kenya Institute of Education, 1999. (135 pp).
Ministry of Education/Kenya Institute of Education. AIDS Education for Youth Action Programme: A
Facilitator’s Handbook. Nairobi: UNICEF Kenya/Kenya Institute of Education, 1997. (84 pp).
Ministry of Education/Kenya Institute of Education. Doom or Bloom: Your Choice, A Resource Book for
Youth in Secondary School. Nairobi: Kenya Institute of Education/Ministry of Education, 1997. (143 pp).
Ministry of Education/Kenya Institute of Education. Good Health, Facts about STDs and AIDS. Nairobi:
Kenya Institute of Education, 1997. (21 pp.)
Ministry of Education/Kenya Institute of Education. Let’s Talk about It: Pupil’s Book 1 for Standard 1,2 &
3. Nairobi: Kenya Institute of Education, 1997. (31 pp.)
Ministry of Education /Kenya Institute of Education. Let’s Talk about It: Pupil’s Book II for Standard 6,7 &
8. Nairobi: Kenya Institute of Education, 1997. (55 pp.)
Ministry of Education /Kenya Institute of Education. Let’s Talk about It: Pupil’s Book II for Standard 4 & 5.
Nairobi: Kenya Institute of Education, 1997. (32 pp.)
Ministry of Education/Kenya Institute of Education, Secondary Population and Family Life Education:
Pupil’s Book for Form Four. Nairobi: Kenya Literature Bureau, 1993. (136 pp).
Ministry of Education/Kenya Institute of Education, Secondary Population and Family Life Education:
Teacher’s Guide for Form Four. Nairobi: Kenya Literature Bureau, 1992. (15 pp.)
Ministry of Education, Trainers’ Manual on Gender Issues in Education and Children’s Rights 2000. Government of Swaziland/UNICEF Swaziland, 2000. (108 pp.)
82
Alphabetical Listing
Ministry of Education, Science and Technology, Life Skills’ for You and Me. Domasi: Malawi Institute of
Education, 2001. (79 pp.)
HIV/AIDS and Young People
Ministry of Education, Sports and Culture, Life Skills’ Education Training Manual. Domasi: Malawi
Institute of Education, 2000. (31 pp)
Ministry of Health and Child Welfare/National AIDS Co-ordination Programme, Living With HIV/
AIDS. Harare: National AIDS Co-ordination Programme/UNICEF 1994. (54 pp.)
Ministry of Health and Ministry of Education, Guide to Peer Education on HIV/AIDS/STDs and Reproductive Health in Primary Schools Standard V–VII. Mbeya: GTZ Regional AIDS Control Project, 2000. (54
pp.)
Ministry of Health, Youth Sexual Reproductive Health and Counselling Training Manual, and Youth Sexual
and Reproductive Health General Issues. Mbabane: Schools HIV/AIDS Population Education (SHAPE),
n.d. (227 pp.)
Mpeta, M., et al., Junior Secondary Science Course Book 1. Lesotho: Heinemann, 1997. (16 pp.)
Mzumara, H., D. Chunga, and D. Mutale, Life/Social Skills, Our Approach. Kitwe: Out-of-School Youth
Department, Copperbelt Health Education Project, n.d. (14 pp).
National AIDS Control Programme and UNICEF Malawi, EDZI TOTO: A Handbook for Anti-AIDS
Clubs, Club Activities. Lilongwe: UNICEF Malawi, 1997. (38pp.)
Nicanor, N., and H. Speelman. Discovering Science, A Primary Course for Namibia Grade 6. New Namibian
Books and Heinemann, 1998. (122 pp.)
Nicanor, N., and H. Speelman. Discovering Science, A Primary Course for Natural Science and Health
Education, Grade 7. New Namibian Books and Heinemann, 1998. (138 pp.)
Nott, K and D. du Toit, Life Science for Namibia, Human Biology and the Global Environment, Grade 10.
Namibia: Longman 1997. (190 pp.)
Perlman, H., and J. Ngare, Choose Life: Living with HIV and AIDS in our World. Botswana: Soul City and
PSI Botswana, Department of International Development. Ministry of Education. n.d. (45 pp.)
Pottas, M., Life Skills for Namibia Grade 7. Windhoek: Namibia Publishing House, 1995. (100 pp.)
Pottas, M., Namibian Guide to Modern Living. Windhoek: Gamsberg Macmillan Publishers, 1999. (237
pp.)
Stanton, B., HIV Prevention Efforts in Formal Curriculum of Ministry of Basic Education and Culture:
Targeting Young People 10-14 Years of Age. Windhoek: 1999 (Draft for discussion).
Tabifor, Henry The Dignity of Human Sexuality and the AIDS Challenge, Alpha and Omega Centre
Publication, , Nairobi, 2002.
Talk in the Age of AIDS, About Love and Relationships. Issue No. 2, NACP/UNICEF Harare: Grasshopper Publications, n.d. (16 pp.)
Talk in the Age of AIDS, About STDs. Issue No. 3., NACP/UNICEF Harare: Grasshopper Publications,
n.d. (16 pp.)
Talk in the Age of AIDS, About Faithfulness. Issue No. 4, NACP/UNICEF Harare: Grasshopper Publications, n.d. (16 pp.)
83
Life Skills Education with a Focus on HIV/AIDS
The Republic of Uganda, Talking With Our Children about Sex and Growing Up. Kampala: UNICEF
Uganda, n.d. (39 pp).
The Republic of Uganda, Life Skills for Young Ugandans: Primary Teachers’ Training Manual. Kampala:
UNICEF Kampala and NORAD. Uganda Printing and Publishing Corp., n.d. (184 pp.)
The Republic of Uganda, Life Skills for Young Ugandans: Secondary Teachers’ Training Manual. Kamapala:
UNICEF Kampala and NORAD. Uganda Printing and Publishing Corp., n.d. (246 pp.)
Tsvere, M., How to Use the Narrative Method, Facilitator’s Handbook: Innovative Methods in AIDS Education 1. Harare: Ministry of Higher Education/UNICEF Harare, 1995. (21 pp.)
Watson, C., Children First, Talking with Your Community about Child Welfare and Development. UNICEF
Uganda/Ministry of Education, Gender and Community Development and Local Government, n.d.
(49 pp.)
84