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Curriculum and Teacher Training Materials
This excellent section is devoted to the tools teachers will need in order to develop the program. It includes surveys withstudents, communications with and presentations to parents (including parent activities and surveys), peer-group exercises, leadershiptraining exercises, assessment and quiz questions, scenarios and life situations to explore, and a needs analysis for future teacher trainingprograms.
Sample Curriculum and Teacher Training Materials
Programme Evaluation Instruments
In this section, teachers have the resources they need in order to determine if students understand the material, are integratingthe material, and are engaging in healthy behaviors. Of course, the surest judge of all is random testing, but that has to be done with the full approvaland participation of health and legal authorities.
Programme Evaluation Instruments
We are asking you to design, in broad terms, an HIV-AIDS Education program for your community. Please see the instructions on theways in which you can provide us with the information (email, Personal File Storage, online survey, or by post).
Please follow the outline below, also repeated as an assignment for the Personal File Storage and included in the online survey:
Based upon what you have read, Teachers Without Borders would like you to create a program that meets your specific, regional needs.
Your Name
Project Leadership (Name, Email Address):
Country:
Program Title:
Outcome Measurement (Please see description on CD/Online). Please feel free to send in other pages via email, Personal FileStorage, or by post:
How will this program be sustained? Parents? School? Political pressure?
What activities will engage students (beyond drilling them with facts) :
Will the program take place alongside of sports? arts? :
Will the program take place after school or part of the school program?
How does this program expand existing HIV-AIDS programs or replace it?
Have students design a logo. Describe it here and send it to us via an email attachment, in the post, or as a file you post to yourPersonal File Storage:
How will students serve as ambassadors to spread the word of the program?
What might the incentives be for youth to join this group?
Describe other possible incentives for students to participate :
How will student leadership be rewarded?
The World Bank's report, "Education and HIV-AIDS: A Window of Hope," provides a guideline for Ministries of Education to make apositive impact on the AIDS crisis, summarized below:
| Item | Action | ||||
| POLICY |
| Argue the case for education as an urgent national priority and as a "high return oninvestment" sector that should be adequately funded, highlighing its crucial role inHIV-AIDS prevention and the grave dangers of inaction |
| Ensure - and enforce - policies that make schools safe havens for children, includingzero tolerance of sexual harassment and other inappropriate or criminal behavior,including on the part of teachers and school officials. |
| Ensure close collaboration with other sectors (especially health, communications,and ministries dealing with youth affairs), recognizing that the fight against HIV/AIDScan only be won with multi-sectoral efforts |
| Engage in systematic planning, developing the needed skills and methods and identifyingkey restraints to realize objecitves as well as cost-effective ways to overcome theconstraints. |
| Ensure adequate arrangements for monitoring and evaluation, to measure not onlyprogress in education outcomes but also the impact and spread of HIV/AIDS as well as theimpact of preventative measures. |
| Ensure an adequate supply of teachers, compensating for higher teacher mortality andabsenteeism by increasing teacher training rates including through greater reliance ondistance education; reducing the length of training courses; expanding in-servicetraining to maintain quality; and recruiting teachers from non-traditionalsources. |
| Strengthen the delivery of prevention education by expanding in-service training inthis area, emphasizing participatory and other innovative teaching methods thatpromote the teaching of life skills aimed at behavioral change; training youth (includingthose out of school) to be peer educators and counselors, and linking programs with healthservices. |
| Adapt curriculum and learning materials, including health education messages early onand sustaining them throughout the education system, and focusing health education on lifeskills approaches that emphasize behavioral change and which are grade- and age-specific. |
| Ensure an adequate supply of classrooms, identifying innovative schedulingalternatives where constrained resources limit new construction in order to keep pacewith increases in the number of school-age children |
| Redouble efforts to ensure access to and completion of girls' schooling, withattention to water and sanitation needs and particular emphasis on orphans and othervulnerable children, through bursaries and other established approaches. |
| Expand reliance on innovative approaches to reach out-of-school children, exploringdistance education as well as community schools and other non-formal alternatives toprovide education to rural or other inaccessible areas, for counteracting theflight of teachers to urban areas (partly to avail themselves of better healthfacilities). |
Notification Switch
Would you like to follow the 'Hiv-aids for educators' conversation and receive update notifications?
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