School Health Education to Prevent AIDS and STD
Item
- Title
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School Health Education
to Prevent AIDS and STD - extracted text
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WHO/GPA/TCOTRV 94 ca
Original. Eng. s*"
Distr: Gene's
\ School Health Education
to Prevent AIDS and STD
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A KESOUKCE PACKAGE FOP CUPPICULUM FLANNEPS
y
7
© World Health Organization 1994
This document is not a formal publication of the World Health Organization (WHO),
and all nghts are reserved by the Organization. The document may. however, be freely reviewed, abstracted,
reproduced or translated, in part or in whole, but not tor sale or for use in conjunction with commercial purposes.
The views expressed in documents by named authors are solely the responsibility of those authors.
School Health Education to Prevent AIDS and STD
A resource package for curriculum planners
Handbook
for
Curriculum
Planners
World Health Organization
and
United Nations Educational, Scientific and Cultural Organization
1994
Acknowledgments
The World Health Organization and the United Nations Educational, Scientific and Cultural
Organization gratefully acknowledge the valuable contributions of:
• Alan Robertson:
Queen’s University, Kingston, Canada (text)
• Claudius Ceccon:
CECIP - Popular Image Creation Center, Rio de Janeiro. Brazil
(art direction and illustrations)
• UNICEF Zimbabwe:
For permission to reproduce sections of the publication Methods
in AIDS Education, Ministry of Education and Culture of
Zimbabwe and UNICEF, Harare, 1993
as well as the contribution of the numerous professionals who reviewed the drafts:
• M. Palmaan, N. Ford, N. Nturibi, A. Mehryar
• B. Dick, R. Foul-Doyle, C. Wang (UNICEF)
• At the India workshop:
A.B. Dandekar, Sudha V. Rao, PK. Duram. D.K. Mukhopadhyay. DG.
Krishna, V. Reghu, J. Kaur, G.C. Singh, R.S. Lal. B.P. Sinha. L.
Ibungohal Singh, S. Sapru, Usha Pillai. Anu Gupta. D.S. Muley, D.
Lahiri, J. Mitra, Dinesh Sharma, S.B. Yadav, K.K. Sadhu, J.L. Pandey,
S.A.Gopal
• At the Namibia workshop:
M. Shaketange, B. Saunders, M. Plaatjes, E.O Meara. J. Kloppers, J.
Boois, P. Hailonga, M. B. Mhopjeni, E. Kiangi, M. Maree. P. Verhoef,
C. Oliver, C. Mwaala, V. Orinda (UNICEF), J. Viteli. B.Valashiya
• At the Barbados workshop:
Y. Balgobin. H. Bend. J. Crichlow. G. Cumberbatch. M. Deane,
G. Drakes. D. Gill. I. Denny. H. Gittens. M. Grant, A. Griffith. Y.
Holder, E. Best, R. Marville, G. McBean (UNICEF), S. Millington,
T. Payn, F. Browne, V. Roach, S. Clarke.
The following publications have served as primary sources for this package:
School Health Education to Prevent AIDS and Sexually Transmitted Diseases, WHO/UNESCO, WHO
AIDS Series No. 10, World Health Organization, Geneva, 1992.
Comprehensive School Health Education - Suggested Guidelinesfor Action, UNESCO/WHO/UNICEF,
World Health Organization, Geneva, 1992.
The graphic work for this Resource Package was done by CECIP. an NGO dedicated
to the creauon of educauonal matenals. We gratefully acknowledge the advice of Dr. Evelyn
Eisenstein, pediatrician, member of the Intemauonal Association of Adolescent Health and
coordinator of CECIP’s Health Working Group, and of Dr. Bemardo Galvao de Castro,
coordinator of the Institutional AIDS Program of the Oswald© Cruz Foundation in Salvador,
Bahia and a member of CECIP’s Association. Desktop publishing by Cnstiana Lacerda.
o
CECIP
Largo de Sao Francisco de Paula, 34 / 4° andar
CEP 20051 -070 Rio de Janeiro - RJ - Brasil
Fax: (55 21) 224 4565 e 224 3812
Table of conten s
Designing the programme------------------Introduction
__________ ____
Programme model
Making a situation assessment ---------------Defining the type of programme-------------Selecting objectives^
Making a curriculum plan ____________
Planning for material production
Developing the students’ activities
Participation of parents and family members
Involvement of peer leaders^-------------------
Developing the teachers’ guide-------------Validating the curriculum
Planning for teacher training
Designing the programme evaluation--------
B
1
_4
11
13
16
18
20
21
23
25
26
27
28
29
Sample materials for introducing the curriculum and for teacher training 31
1. Checklist for focus group with students---------------------------------------- 32
2. Sample agenda for parent meeting---------------------------------------------- 33
3. Sample letter to parents
—---------------------------- 34
4. Sample introduction to parent activities------------------- -------------------- 35
5. Sample instructions to parents-------------------------------------------------- 36
6. Sample questions — student to parent --- --------------------------- ------------ 37
7. Peer leader training guide - ---------------- ------------------------------------ - 38
8. Test items for student evaluation----------------------------------------------- 43
9. Needs analysis for the teacher training programme - ------------------------- 55
10. Three-day teacher training agenda---------- ------------------------------------ 58
11. Teacher satisfaction with training workshop---------------------------------- 59
Programme evaluation instruments
_
K-z 1. Model pre-post test
2. Additional questions for pre-post test --------3. Teacher feedback form
_—----------4. Teacher interview_____________________
5. Checklist for student focus group---------------
6. Parent interview
________
7. Peer leader form and checklist for focus group
8. School director’s interview
________
This document is part of a package that includes.
•
•
•
Handbook for Curriculum Planners
Students’ Activities
Teachers’ Guide
61
62
67
72
74
79
81
83
86
Designing the
Programme
Handbook for curriculum planners
Introduction
♦This package uses
two publications by
WHO, UNESCO
and UNICEF as
primary sources.
Curriculum
planners should
read them and
have them
available for quick
reference:
There is increasing consensus about the need for AIDS education fo
young people. Studies have shown that sex and AIDS education may
lead to a delay in the onset of sexual activity, and to the use of safer se
practices among those students who are sexually active. However
curriculum planners often lack examples of curricula, classroom activities
and learning materials. This resource package has been compiled t
assist curriculum planners to design HIV/AIDS/STD education
programmes for their own school systems, for students aged between
12 and 16. The programme presented in this package is based c
participatory methods, as these have been shown to be particularly
effective for the teaching of behavioural skills.
The package* includes:
• Handbook for curriculum planners
Outlines the main steps in curriculum plan
ning, and includes a series of appendices,
mostly evaluation instruments.
• Students’ activities
• School Health
Education to
Prevent AIDS and
STD (WHO AIDS
Series No. 10),
WHO/UNESCO,
World Health
Organization,
Geneva, 1992
Includes fifty-three student activities that
meet a wide range of objectives for teach
ing an HTV/AIDS/STD programme. Cumculum planners may choose those most
relevant to their country, and adapt the text
and the illustrations for language and
content, according to the cultural context and
the age of students targeted.
• Comprehensive
School Health
EducationSuggested
Guidelines for
Action, UNESCO/
WHO/UNICEF,
World Health
Organization,
Geneva, 1992
• Teachers’ guide
These can be
obtained from:
WHO/GPA
Documentation Centre
1211 Geneva 27
Switzerland
Fax: (4122)7881836
Email: hlt@who.ch (internet)
2
Contains specific instruction on how to
teach each activity, and background infor
mation for teaching a programme on HIV/
AIDS/STD. This guide may also be adapted
for language, content, and teaching methods.
Using the resource
package
The package is not intended to be prescrip
tive either in terms of content and approach
or in terms of identifying at what age
students should commence the programme.
Educational policy regarding the entry point
of an HTV/AIDS/STD education programme
will vary from country to country. Policy
makers and planners will also be concerned
about such issues as how to timetable such
a programme, what training teacher*
require, and what additional prime ’
materials will have to be developed to
ensure the success of the programme.
It is the responsibility of curriculum plai
ners to design their programmes. Their
choices will undoubtedly be influenced
prevailing cultural norms and social apJ
ethical values. Cultural, religious and ethnic
norms and values must be taken into accou
when designing and introducing an HIV/
AIDS/STD education programme whit
deals with sensitive issues such as sexualitv
and safe sex practices.
However, it is also important not to lose
sight of the fact that young people, for
variety of reasons, tend to adopt the norms,
values and attitudes of their peers, whit
may be in conflict with those of their parentc
and traditional society.
Creating a collective
responsibility
The Curriculum Planner has the task of
designing convincing and effecti
programmes for students which will be
acceptable not only to students but also
their parents and the wider community.
Students obtain all kinds of information o
side the school and are often involved in
experiences which may never be discus!
or even acknowledged in a school setting.
Care should be taken when designing
Handbook tor curriculum planner'
AIDS programme, to avoid discrepancies
between ‘school knowledge’ and ‘outside
knowledge', as these can become a source
of mistrust and conflict.
In this respect, it is important that the knowl
edge and skills acquired by students at
schools, are sufficiently detailed and
explicit to enable students to cope success
fully with the situations of risk they are
likely to encounter inside and outside
school, including peer pressure.
The purpose of HIV/AIDS/STD education
programmes is to provide students with the
knowledge and skills which will enable
them to behave in a responsible way and
thereby protect their own health and well
being. Methods which will assist them in
this respect, therefore, form the major
content of this resource package.
and varied groups of students from rural
and urban centres and from various social
groupings. In other instances planners prefer
to work with a highly representative student
group with whom they meet regularly and
build up a strong and frank rapport.
Behaviour change and behaviour shaping
are central to^AIDS education. The
behaviours concerned are highly individual
and intimate and it is therefore crucial to
seek the opinions and suggestions of
students themselves about programme
content.
Appropriate context for
HIV/AIDS/STD education
The ideas and activities presented in the
package focus specifically on activities
related to AIDS. However, AIDS cannot
Because of the sensitivity of some of the be isolated from a whole range of problems
subject matter, it is advisable to involve such as use of alcohol and other drugs, early
families, religious organizations and other prostitution, teenage pregnancies, poor
social organizations in the initial planning living conditions, violence, and
sessions. In this way, content and activities unemployment. In fact, many of the skills
considered suitable for general classroom and attitudes that young people need to
use can be identified, as can those which prevent infection with HIV/STD, are life
are considered necessary, but too sensitive skills that will be useful in responding ef
for ordinary classroom teaching. fectively to a variety of other problems that
Alternative methods for ensuring that the they may face as they grow up.
students receive the latter kind of
information can be discussed and developed In particular, an educational programme
with parental and community involvement. dealing with STD, HIV and AIDS requires
that students have an understanding of their
Community involvement contributes to a own physical and emotional development
sense of collective responsibility and during adolescence, so that they can gain
provides support, both of which are neces insight into their own and others’ sexuality.
sary if school HIV/AIDS/STD education It is'imponant to remember that the main
programmes are to be successful.
mode of transmission of HIV/AIDS is
through sexual intercourse, with the danger
Student involvement in the of infection greatly increased by the
of an STD. Students should
curriculum design process presence
already have acquired basic knowledge
about menstruation, sexual intercourse,
When designing educational programmes, conception, pregnancy and contraception,
curriculum planners frequently include
students in the initial discussions in order HIV/AIDS/STD education is best taught
L
to ensure that the material will be relevant as a component of health education, sex
and therefore effective. Students have often education or family life education
been involved in discussions about social, programmes1. In those countries where such
cultural, sporting and recreational or p
rOgrarnmes do not exist, basic
informaprogrammes
L
community-based programmes for schools. tion about sexuality will have to be part of
the HIV/AIDS/STD education programme.
These discussions usually take the form of
focus group discussions dealing with
specific issues. Certain of these require a
creative brainstorming approach. Focus
group discussions can be held with many
1 School Health
Education to
Prevent AIDS and
STD, pages 23-24.
Comprehensive
School Health
Education, pages
3-5 and 10-12.
3
Handbook for curriculum planners
Programme model
1 School Health
Education to
Prevent AIDS and
STD, pages 11
Many programmes for the prevention of
AIDS and^other STD focus only on bio
medical information such as the virus that
causes AIDS, the immune system, signs
and symptoms of AIDS, treatment. It is
now well known that this type of knowl
edge is not enough to convince young peo
ple to adopt positive, healthy behaviours
that prevent HIV/AIDS/STD. They need the
motivation to act and the skills to translate
knowledge into practice.1
• Skill development
Infection with HIV and STD occurs in spe
cific risk situations or scenarios: a girl is
pressured into having sex with her boy
friend or an older man; a syringe with drugs
is offered to a friend; friends pressure a
boy to join them for a night out with bar
girls. Young people in these situations need
to have knowledge and skills to make
healthy responses... how to say “no”, how
to propose alternatives, how to evaluate
risks. If they receive only information on
the immune system in their AIDS course,
they will be poorly prepared to deal with
real-life situations. Remember:
• Attitudes
The skills relevant to HIV/AIDS preven
tive behaviours are: self-awareness: deci
sion making; assertiveness to resist pres
sure to use drugs or to have sex; negotia
tion skills to ensure safer sex; and practi
cal skills for effective condom use. These
skills are best taught through rehearsal o
role-play of real-life situations that might
put young people at risk for HIV/STD.
Attitudes derive from beliefs, feelings anu
values. HIV/AIDS/STD education shoul'
promote: positive attitudes towards
delaying sex; personal responsibility
condoms as a means of protection:
confronting prejudice; being supportive,
tolerant and compassionate towards pec
pie with HIV and AIDS; and sensible
attitudes about drug use, multiple partner
and violent and abusive relationships.
• Motivational supports
2 as above, page 10
4
“The goal of AIDS/STD education is to
promote behaviour that prevents the trans
mission of HIV/STD”2 and not merely to
increase knowledge about AIDS.
Even a well-informed and skilled perso-*
needs to be motivated to initiate and main
tain safe practices. A realistic perceptic
of the student's own risk and of the ben
A programme on HIV/AIDS/STD should efits of adopting preventive behaviour
increase knowledge, develop skills, closely related to motivation. Peer rein
promote positive and responsible attitudes, forcement and support for healthy action,
and provide motivational supports.
is crucial, as peer norms are powerful mr
tivators of young people’s behaviour. Pro
• Knowledge
grammes that use peer leaders are effe
live because peers are likely to be more
Information that will help students decide familiar with youth language and cultu<
what behaviours are healthy and responsi Parents and family members can also mo
ble includes: ways HIV/STD are transmit tivate and reinforce the objectives of L—
ted and not transmitted; the long programme and should be encouraged to pl'"
asymptomatic penod of HIV; personal vul
a part in their child’s sexuality education.
nerability to HIV/STD; means of protec
tion from HIV/STD; sources of help, if
needed; and how to care for people in the Remembering that responsible behaviour
is the key to prevention, the following
family who have AIDS.
objectives are considered as a minimal re
quirement for any effective programme
HIV/AIDS/STD.
Handbook for curriculum planner
At the end of the programme, students will
be able to:
1. Differentiate between HTV. ADDS. STD
2. Identify ways in which HIV can be
transmitted
3. Identify ways in which HFV/STD are
not transmined
4. Rank methods of HFV/STD prevention
for effectiveness
5. Identify sources of help in the community
6. Discuss reasons for delaying sexual
intercourse
7. Respond assertively to pressures for
sexual intercourse
8. Discuss reasons and methods for having
protected sex if/when sexually active
9. Respond assertively to pressures for
unprotected sex
10. Identify ways of showing compassion
and solidarity towards people with HTV/
ADDS
11. Care for people with AIDS in the
family and community.
role-play of real-life situations that young
people may encounter. They may also learn
that affection can be shown in ways other
than sexual intercourse. Objectives 6 and 7
are covered in this unit.
Unit 3 - Responsible behaviour:
protected sex
The programme units
Some, perhaps many students may already
be sexually active at the time they learn
about AIDS in this programme. Others will
need to know how to protect themselves
in the future, when they will be sexually
active. Using a condom every time one has
sexual intercourse is a very effective way
to avoid infection with HFV/STD. Teach
ing students about contraception and con
doms does not mean encouraging them to
have sex; young people are exposed to in
formation about condoms through a variety
of sources (friends, media, condoms
displayed in shops, etc.), and need to have
information and skills on how to use them
correctly. Objectives 8 and 9 are covered
in this unit.
The prosramme proposed in this package
consists'of
consists
of four units, for which a number
of
classroom
of classroom iactivities (with related
teacher auides for each activity) are offered.
The units are designed for different levels
of knowledge, attitude, skill and motivation
development.
Units 2 and 3 on responsible behaviour
should take approximately 50% of the totai classroom time given to the HIV/AIDS/
STD programme. This is because these two
units are mostly concerned with developing
skills, and this takes up> more
i.._.: classroom
time than learning facts.
Unit 1 -
Unit 4 - Care and support for
people with HIV/AIDS
Basic knowledge of
HTV/AIDS/STD
Unit 1 Unit 4
25%
25%
Units 2 + 3
50%
The major emphasis in this unit is on: what
are HIV, AIDS, and STD; transmission;
protection; and sources of help. Approxi
mately 25% of the total classroom time
should be devoted to this unit. The unit
covers objectives 1 to 5.
Many young people will come in contact
with people with HIV and AIDS, perhaps
in their own family or community. They
need to learn tolerance, compassion and
ways to care for and support them. Plan
ners need to remember that people with
AIDS may spend time in the hospital for
Unit 2 - Responsible behaviour: Diment of acute conditions, ’but they
’ ' are
delaying sex
likely to live at home most of the time. Unit
4 covers objectives 10 and 11 and should
Students, particularly at early ages, should take approximately 25% of the total
be encouraged not to have sexual inter classroom time allotted for the programme.
course. Delaying sex to an older age usu
ally results in more mature decisions about For each unit, a number of student activi
contraception and protected sex. Students ties are proposed. Curriculum planners will
need to discuss the reasons for delaying select those most relevant, and adapt them
sexual intercourse, and learn how . to resist to local requirements. Here is an overview
------pressures
for unwanted sex Asseruye com- of
activities proposed.
p__________
munication skills should be learned through
5
Handbook for curriculum planners
Unit 1 — Basic knowledge on HTV/AIDS/STD
Activity
i.
HIV/AIDS/STD
basic questions
and answers
Rationale
Description
Basic information about HTV/AIDS/STD is essen
tial to understand other concepts of the programme.
Informational (illustrated). A number ot young
people ask questions about HIV/AIDS/STD. The
answers are given in “bubble” blocks.
Participatory. A short true-false test with a category
rating scale at the end. Can stand independently or
as a follow-up to Activity 1.
2.
Looking into AIDS
A pre-test to determine student knowledge is
useful to both students and teachers.
3.
HIV/AIDS/STD
What do they
mean?
Students learn definitions best when they can relate
personally to the situation. A personal story illus
trating the definitions is an effective learning tool.
Participatory. Students take definitions from r
“Grab Bag” and place them in the correct box. A
story illustrates the definitions.
4.
How a person
gets HIV
Information on how the AIDS virus (HTV) is trans
mitted is essential to protection.
Informational. Three ways of acquiring HIX’ are
described; the information is well illustrated.
5.
You can’t get
AIDS by...
As well as knowing how HTV is transmitted, it is
important to know how it is not acquired. This re
duces irrational fears about the disease.
Informational with some participation. Students are
asked to identify pictures of how HIV is not trans
milted.
6.
What do you
believe?
This short test is an effective way of learning about
the spread and non-spread of HIV, and provides
rapid feedback to the students.
Participatory'. A true-false test of 20 questions al
lows students to test their knowledge on transmis
sion.
7.
W’hat would
you do?
Stories about people’s lifestyles, their risk of HTV
and what they can do to prevent the spread, is an
effective way to make risk situations realistic.
Participatory. Three stories followed by questions
and a risk continuum encourage students to lool
at transmission from a realistic perspective.
8.
What is your risk?
Students become more familiar with risk behav
iours by classifying them as No Risk; Low Risk;
High Risk. They also need to evaluate their per
sonal level of susceptibility based on their own
risk behaviours.
Participatory. Students evaluate 16 different be
haviours and classify them as No Risk; Low Risk
High Risk. They also assess their own vulnerabil
ity on a scale of 1 to 10.
9.
Are you at risk?
Similar to activity 8 but adds the element of mul
tiple risk behaviours.
Participatory (small groups). Part 1 is similar to
activity 8 but involves 36 different behaviours (|^
per group). Part 2 portrays four different life
styles each with multiple risk behaviours that ar
rated from highest risk to lowest risk. Part 3 asks
students to assess their personal vulnerability t'
HTV/AIDS/STD.
10. Protect yourself
against AIDS
Students need to learn about specific means of
protection.
Informational. Outlines four methods of protection
from HIV/AIDS/STD in a visual presenution.
11. Dear Doctor Sue
Doctors are effective agents for conveying infor
mation about protection because of their high cred
ibility with young people. Dear Dr. Sue letters are
motivational devices for conveying this informa
tion.
Participatory. Three letters involving protection arc
presented. Students use the “Doctor’s Bag” to g
help in answering the letters.
12. Which is safer?
""
y of
\pro-‘
Students need to know the different
ways
tecting themselves but they also need to know that
some methods are better than others.
Participatory. Six patterns of sexual behaviour arc
presented and students are asked to rank them fro
most safe to least safe. They are to list problem^
with the methods that might cause a person to g
HIV.
13. What happens
with HIV
infection?
Students learn: the window period; time from in
fection to AIDS; AIDS to death; signs and symp
toms; and infectivity.
Informational (graphically with illustrations/.
Outlines signs and symptoms and progression
HIV to death.
6
Handbook for curriculum pianner>
Description
Activity
Rationale
14. How do you know
if vou have
HIV/AIDS?
It is important to know that a person with HT\ .
— may have no signs or symptoms for a long time
— can infect others during this time
— gradually gets sicker and sicker and eventually dies.
15. Testing for HIV
Basic information with regard to testing is needed
by some students.
Informational. A student asks a doctor basu ques
tions on testing. A “bubble” illustration is used to
give the questions and receive the answers.
16. Test: what you
know about testing
To recall information and understand concepts
about testing, a “matching’’ test is provided.
Participatory. A matching test of 10 items and a
category rating scale for correct answers help stu
dents understand concepts of testing.
17. AIDS help
Who? Where?
Information on help sources for HTV/AIDS/STD
is essential to this programme. Some students de
velop AFRAIDS (Acute Fear Regarding AIDS) and
need help or counselling.
Panicipatory. Four different situations are pre
sented through shon case studies. Students are
asked what type of help is needed and where the)
might find that in their community.
18. You be the doctor
Information about the following topics is impor
tant-.
- drus use and impairment of judgement
- abstaining from drug needle use
- clean needle use for injecting drugs
- method of sterilizing unclean needles.
Panicipatory. Four situations involving drug or
needle use are presented. Students are asked to give
advice from the doctor's kit and provide reasons
for that advice.
19. Are you a
responsible
person?
As a summary’ to this unit, students are asked a
number of behaviour and behavioural intent ques
tions. Behavioural intent indications may be good
indicators of behaviour.
Panicipatory. Twelve behaviour and behavioural
intent questions are asked and students respond
with “yes”, “no” and “not sure". A score is pro
vided at the end to determine their personal de
gree of responsibility.
Participator.. Involves three stones ot people
HIV and/or’AIDS. Asks specific question arou-.
each story.
Unit 2 - Responsible behaviour - delaying sex (abstinence)
Activity
Reasons to say NO
1.
2. To delay or not
to delay
Rationale
It is important to stress that there are a variety of
reasons for delaying sex.
Students need an opportunity to explore reasons
for not having sex. and reasons why some people
choose to have sex.
Description
Informational (illustrated). 10 reasons for delay
ing sex are given. Students participate by provid
ing the four most common reasons for young
people to delay sex.
Participatory. An open-ended story is presented in
which students explain the reasons given for
having sex. Students then choose three reasons
(from 10) for the male to say “no” and three for
the female to say “no”.
Participatory. Ten lines are given and students re
spond with the most appropriate response from a
list of 14.
3.
“Lines” and more
“lines”
Students need practice in responding to typical
lines that are used to pressure individuals to have
sex.
____
4.
Guidelines: help to
delay sex
Students need to know that they are not alone in
delaying sex. They also need help m their deci
sion to delay sex.
Informational (illustrated). 14 suggestions are
given to help students maintain their decision to
delay sex. Students are asked to indicate which
ones would be easy or difficult for them.
5.
What to do?
Students need practice in using “the guidelines
for delaving sex with real-life examples.
Participatory. Three case studies are provided and
students are asked to give advice that would help
each person to delay sex.
6.
Affection without
sex?
It is unreasonable to expect young people not to
show affection during this stage of their lives. It is
important to provide suggestions for alternative ways
of showing affection for those who wish to delay sex.
Informational/participatory. Two hearts provide
spaces for young people to explore additional ways
(some are provided for them) to be affectiona
without having sex.
7
Handbook for curriculum planners
Activity
Rationale
Description
7.
What’s next?
Physical affection can be very sexually arousing.
The more sexually arousing the activity is. the more
likely it will eventually lead to sex. Establishing
limits and knowing when to express these limits
is very important for young people.
Participatorv. Students are asked to rank se\*’n
physical behaviours from least to most phxsica.
Questions are asked about limits - who: wnere.
when.
8.
Am I assertive?
Definitions of assertive, passive and aggressive
behaviours are necessary to understand the verbal
and non-verbal aspects of being an assertive per
son.
Informational (illustrated). Three people display
the verbal and non-verbal characteristics of being
assertive, passive and aggressive.
9. Who’s assertive?
Recognizing assertive, passive and aggressive be
haviours in real-life is necessary for a person who
wants to be assertive.
Participatory. Tw-o stories provide opportunities for
students to identify the different types of
behaviour.
10. Assertive messages
Students must learn specific steps to being asser
tive and practise those through behavioural re
hearsal with actual situations involving HTV/AIDS/
STD.
Informational (illustrated). A four-step approach
to being assertive is demonstrated by means of a
short case study.
11. Your assertive
message
(class)
An example of an assenive message developed by
the whole class, makes it easier for individual
students to develop their own message.
Participatory. Another case study is used to
encourage the class to suggest an assenive mes
sage using the four-step approach.
12. Your assertive
message
(individual)
Students must be provided with an opponunity to
develop their own message.
Participatory. A choice of three case studies is pro
vided for each student to develop a personal as
sertive message, using the four-step approach.
13. Responding to
persuasion
(demonstration)
It is extremely important that students learn to deal
with people who try to distract or pressure them
by persuasion to do something they think they
should not do.
Informational. Ideas are given, first to deal witf
those who distract you from an assertive message
and second, to handle those who pressure a per
son to do something they do not want to do.
14. Responding to
persuasion
(class activity)
An example of returning to your message following
a distraction and dealing with persuasion makes it
easier for students to leam to deal with these prob
lems when they develop their own strategies.
Participatory. Students learn, as a class, to return
to their message if distracted. They also learn t(
delay, bargain or refuse if another person tries to
get them to do something they do not want to do
15. Responding to
persuasion
(individual)
Students learn how to deal with distracting state
ments and how to be assertive when someone is
pressuring them to do something they do not want
to do.
Participatory. Students provide their own messag
for distracting and persuasive statements made by
another person.
16. You decide
Young men and boys often have different ideas
about delaying sex from young women and girls.
Most of these ideas need to be explored and some
of them need to be changed.
Participatory. Students are asked to respond with
true or false to a number of statements dealin
with gender differences. They are then asked whether
these differences are right or wrong. Finally, they ai
asked to restate the differences in a positive way.
17. Dealing with
threats and
violence
Women need to be aware of situations that may lead
to violent sex and of individuals who may put them in
such situations. They also need to leam ways of avoiding
or dealing with pressures and threats to have sex.
Participatory. A case study with questions allov
students to explore the many problems that may arise,
and some possible solutions, when a person insists c
maintaining abstinence in the face of violence and
threats.
18. Being assertive
every day
Students need to practise assertive skills that have
been developed in the classroom in everyday life.
Participatory. Students are asked to develop a ph
for being assertive outside the classroom. The
plan (life management skills) involves settii
goals, time lines, benefits and rewards and con
tract signing. They are asked to make notes (
their thoughts and feelings about the activity.
8
Handbook for curriculum pianr.e-*
Unit 3 - Responsible behaviour - protected sex
Activity
The condom
1.
Rationale
Description
Information about condoms is necessary for
effective use.
Informational: (illustrated) Provides e»er.:;
information about condoms and condom u>e
2. Arguments people
use against using
condoms
Although one partner may have developed posi Participator.-: Three responses are offered to each
tive attitudes toward condom use. they may have of 10 negative arguments about condom u>e
to deal with a partner who has negative attitudes Students must select the best response tor each
argument.
towards condoms.
3.
How to use a
condom
(explanation/
demonstration)
One of the most important factors in condom fail Informational (illustrated): A humorous but infor
ure is inexperience with its proper use. Therefore. mational illustration of the proper
..... steps in conan understanding of effective use of a condom is dom use is presented to the students,
essential.
_
4.
Condom practice
5.
No to
unprotected sex
(demonstration)
6.
No to
unprotected sex
(class panicipation)
Same as Activity 5
7.
No to
unprotected sex
(individual
participation)
Same as Activity 5
The use of a model penis or other types of models Participatory (in small groups): A model penis and
to practise using a condom properly is an impor- enough condoms for each student in the group are
tant activity for voung people. Those who feel distributed. Using a “task card . students who wish
confident about using a condom, without appear- to, follow the steps for proper condom use on
ing foolish are more likely to buy and use a condom, the model.
Usin’ the skills learned in Unit 2 on assertive be- Informational (illustrated): Students are shown the
haviour, students need to practise assertive mes- assertive steps of delay, bargain and refuse when a
sages to a partner who does not want to use a con- partner refuses to use a condom or persuades
dom or doesn’t have one to use.
someone to have sex without one.
Panicipation (class): the whole class participates
in delay, bargain and refusal messages for a situation
where a partner is embarrassed to use a condom.
Participation (individual): Each person develops
an assertive message with delay, bargain and re
fusal messages for a situation where a partner does
not have a condom but wants to have sex.
Unit 4 - Care and support
Activity
Rationale
Description
1.
Who
discriminates?
People who are HIV positive or are living with
AIDS are in many cases subject to discrimination.
Young people need to be aware of disenmination
and how it is expressed.
Informational/Participatory. A definition of dis
crimination is provided and students must provide
answers to unfinished statements about discrimi
natory actions toward people with AIDS.
2. The story of two
communities
It is important
It
imponant to feel what it is like to be dis
criminated against. This can be accomplished
partially by reflecting on comments made by a
person living with AIDS.
Participator/. Presents the experience of a young
person living with AIDS in a very prejudiced and
discriminatory community, and in a very tolerant
and helpful community. Students are asked to
select comments that are most hurtful and those
that are most helpful.
Why compassion?
People who have compassion towards themselves
and others are very much needed in this society.
Recognizing the value of compassion is an im
ponant beginning.
Participatory. Students are asked to add to three
reasons for compassion. They are then asked to
discuss questions on compassion.
4. What could you do?
Students need to know ways to be compassionate
and when and how to intervene.
3.
Participatory. Students are asked to choose from a
list of ways to show compassion, those that they
could use to show compassion to two people - a
mother with AIDS and Dwari - a schoolmate.
c
Handbook for curriculum planners
Activity
Rationale
Description
5.
How to’s of care
giving
Students may have a person with AIDS in the
family or neighbourhood. It is important that they
know the basic norms of hygiene and home care,
and that they learn ways of helping the person to
cope.
Informational (illustrated). T\ko concepts arc de
veloped on how to provide emotional ana ph\ <ca.
care for a person with .AIDS.
6.
How to keep
yourself safe
If you are providing care for a person with AIDS,
you need to know how to care for and protect your
self.
Informational. A number of ways to protect
vourself, medically and emotionall). are
demonstrated in this activity.
7.
What do you
know?
It is useful to review information that is received
passively for recall and understanding.
Participatory. A matching and a true-false test pro
vide students with an opponunity to review infor
mation from activity 5.
8.
Support for
responsible
behaviour
It is important to encourage young people to sup
port peers who value abstinence or those who have
made the decision to use safer sex practices (i.e.
condoms) or who have shown tolerance and com
passion to a person living with AIDS.
Participatory'. A number of scenarios provide op
portunities to support those people who have made
the decision to adopt responsible, tolerant and car
ing behaviours.
9.
Compassion,
tolerance, and
support
Compassion, tolerance and support mean little to
young people unless they are given the opportu
nity to practise these behaviours in everyday
situations.
Participator)'. Students select from a list they have
made, a situation where they can show compas
sion. tolerance or support. They write an action
plan and journal on what happened and how they
felt about the experience.
The following are the main steps in developing a curriculum
for HIV/AIDS/STD education:
1. Makins a situation assessment
2. Defining the type of programme
3. Selecting objectives
4. Making a curriculum plan
5. Planning for material production
6. Developing students’ activities
7. Developing the teachers’ guide
8. Validating the curriculum
9. Planning for teacher training
10. Designing the programme’s evaluation.
Participation of parents and families in a HIV/AIDS/STD school programme, and
involving peer leaders, are issues to be considered in the design of a curriculum.
io
Handbook tor cumcuiuin planners
*
Making a
Situation assessment
In order to make a wise selection of objectives and classroom activities,
it is important to gather information about your target audiences those for whom the programme is intended, and those who influence
the programme or whose informed involvement is necessary. The
information gathered will enable planners to develop learning materials
that are relevant to the students and acceptable to most sections of the
community. It will provide powerful support to advocacy about the need
for AIDS education at meetings with parents and community leaders.
Students
• Extent of circumcision, tattooing, and
other scarification practices
Information that is needed about young
people includes:
• Use of traditional healers and unqualified
doctors
• Attitudes to people with HIV/AIDS.
• Age at first intercourse, age at marriage,
for boys and girls
• Age at which most leave school
• Prevalence of STD and early pregnancy
• Sources of information about sexuality
• Common beliefs about STD, contracep
tion, marriage
• Scenarios/situations that may lead to
sexual intercourse, e.g. accepting lifts from
school, going to visit family members in
town, boy/girlfriends proposing sex after
a party or on the way to/from the market/
school, older family friends visiting, etc.
•- Young people’------s relationships:
------ r- crgirls' and
boys’ expectations, attitudesjo sex, gitts
for sex; forced sex; male domination
• Patterns of relationships: amongst same
age; older man-young woman; young manolder woman, “sugar daddies”, multiple
partners
• Type of sexual practices: masturbation,
petting, kissing, vaginal penetration, oral
sex, anal intercourse among boys and
among boys and girls
• Knowledge of HIV/AIDS/STD
Teachers
Information that is needed about teachers
includes:
• Teaching methods most commonly used
• Reading level
• Blackboard/audio-visual equipment
available
• Comfort with, and experience of teaching
sexuality
• Attitudes to people with HIV/AIDS
e Familiarity with other subjects within
w^chHrV/A[DS/STD programme could be
taught
• Methods of evaluating students
• Average class size
• Attitudes to parent involvement
e Knowledge of HIV/AIDS/STD
• Willingness to teach about HIV, AIDS and
STD.
• Knowledge and attitudes towards condoms
• Prevalence of injecting drug use
11
Handbook for curriculum planners
Information that is needed about parents
includes:
• Reading level
• Ability to understand information
• Participation in school activities
• Availability of local health and social
services for people with HI\ /AIDS STD
• Ministry' of Health’s policies on preven
tion and control of HIX7/AIDS
• Availability of HIV/STD testing anc
counselling
• Attitudes to people with HIV/AIDS
• Experience in other parent programmes
• Primary' methods of transmission of HIX
• Attitudes to people with HEV/AIDS
• Acceptance of sexual behaviour in youm
people
Parents
• Attitudes to delaying sex and providing
information to young people on condoms
• Knowledge about HIV/AIDS/STD
• Acceptance of parent involvement.
Ministry of Education
1 Please refer to
WHO, AIDS
SERIES No. 5,
Guide to
Planning Health
Promotion
Information that is needed about the
Ministry of Education includes:
• Policies on HIV/AIDS/STD education
• Allotment of time for HIV/AIDS/STD
programme
• Type of programme preferred: curricular
or extracurricular, over one year or spread
over several years
• Preferred subjects where programme can
be integrated
• Method of validating new curriculum
• Willingness to evaluate the curriculum
• Expertise available in sex education,
population education, family life education
• Attitudes to teacher training and time off
for teacher training
• Financial resources: availability and/or
constraints
• HIV/AIDS/STD education already in place.
Community
Information that is needed about the
community includes:
• Prevalence of HIV/AIDS/STD, teenage
pregnancy
• Availability and acceptance of condoms
• Attitudes to delaying sex
12
• Attitudes and laws about injecting drug use.
How to gather
information for the
assessment
The following are useful sources of
information for the initial assessment.1
• National AIDS Programme
• Earlier studies and reports. Check NGOs
and university departments
• Individual interviews with members oi
key target audiences and communit’
workers
• Rapid assessment by means of a smal1
survey
• Focus groups. These discussions take
place with 6-12 people who represent th
target audience (e.g. students). A prepared
list of topics is used, but facilitators en
courage participants to speak freely. Th^
record of the discussions (notes or tape re
cording) provides information about th
group - see section B-l for a sample
checklist
• Interviews with key people in th_
community, such as: youth leaders, youtu
counsellors, community health doctors,
religious leaders, public health nurse
parent/teacher association representatives,
social scientists.
Hand book Tor curriculum nianr.e r -
Defining the
Type of programme
Context of HTV/AIDS/STD Type and length of
education
programme
The first decision that needs to be made is
where to integrate the programme.1 The
programme could be taught; as ____
a separate
an established
subject or topic, as panof
i
”r
subject (e.g. population education, family
life education, health education, social stud
ies), as an extra-curricular activity, or
“infused” in different subjects.
If an infusion strategy is used, maths teachers may present the statistical trends of HIV
and AIDS, teachers of social studies will
address the social dimensions of AIDS in
mi teachers of biology will
the community,
presenwhe bfomTdVfaf alpe“c‘t“s 7/ HIV
AIDS
AIDS, STD,
STD, teachers
teachers of
of religious
religious studies
studies
will debate family values, health education
teachers will
will address
address orevention,
prevention, and
and art/
art/
drama teachers will propose AIDS as a
theme for the production of plays or post
ers. Materials for teachers of different sub
jects, and students, will have to be developed.
The programme can^be offered duringi one
school year or divided over two to three 1 Please refer to
years or more (sequential curriculum). A School Health
to
sequential programme is preferable, be- Education
Prevent AIDS and
cause learning can be reinforced at regular STD, pages 23-24)
intervals; it is not as time-consuming as a
one-year programme; and students are able
to relate knowledge and skills to specific
situations encountered at different ages.
Programmes on sexuality and HIV/AIDS/
STD education are more effective if given
before the onset of sexual activity. For
some countries, this may mean starting the
programme in early grades. Information on
age at first intercourse will grea y
p
planners in defining the age at which H V/
AIDS/STD preventive education sho
start.
The belief that sex an<f AIDS education
may encourage sexual activity in young
people is a powerful barrier to the intro
duction of prevention programmes for ado
Having a common element running lescents. Yet. evidence from evaluation
through different subjects creates an oppor studies that compared groups of young
tunity for communication and coordination people who received such education with
among school staff; however, an infusion others who did not, shows that sex and
strategy is only recommended for mature AIDS education do not promote earlier or
school systems with well-trained teachers, increased sexual activity; on the contrary,
and an efficient monitoring system that sex education may lead to a delay in the
ensures implementation of the programme. onset of sexual activity, and to the use of
safer sex practices among those students
In general, science or biology are not the who are sexually active. Studies have also
best carrier subjects, as they tend to place shown that education programmes that pro
too much emphasis on biomedical aspects moted both postponement of sexual activ
of HIV/AIDS/STD, at the expense of ity and protected sex when sexually active,
were more effective than those promoting
preventive, behavioural aspects.
abstinence alone.
The question of where to integrate HIV/
,
AIDS/STD education may require policy Young people today are increasing y ,
decisions at the higher levels of the Ministry posed to sexuahy explicit messag
of Education. It
It mqv
may hP
be aa difficult
difficult decision
decision some are victims of sexual abuse. Parents
but it must be made early in the development should be the first educators, because they
can grade the information according to the
of your curriculum.
13
Handbook for curriculum planners
age and development of their children, and
link it to the values they want to instil.
Unfortunately, few parents talk to their
children about sexual health and develop
ment. The HIV/AIDS epidemic has forced
many school systems to reconsider the is
sue of sex education in schools, given that
a large proportion of infections occur during
adolescence, and that AIDS is a fatal dis
ease.
Time allotment
Here are four aspects to be considered in
making decisions about the amount or time
for the programme:
• Participator}' leaching methods (e.g. role
playing) require more time than teacherdirected methods;
• Teacher abilities and expenence in AIDS
or sex education;
School-leaving age is also an important
factor to consider. Certainly, by the time
most students leave school, they should all
have received the minimum HIV/AIDS/
STD programme (see core objectives in the
next section). In countries where girls tend
to leave school at a younger age than boys,
every effort should be made to provide
AIDS-related education while they are still
at school, as this might be their only chance
to learn vital information for their protec
tion.
• The amount of time the Ministry of Edu
cation and schools are willing to give to
teaching the programme;
• The extent to which some topics are taugh.
in other subjects or in the carrier subject.
The following tables show examples or
programmes, ranging from 8 to 20 hours
in one year to 40 hours over 3 years. Num
bers indicate hours or teaching periods.
4 examples of 1-year programmes
prog. A !; prog. B j prog. C j prog. D I
Programme
I
I
Unit 1
Basic knowledge
I
3
4
5
3
4
4
4
6
5
I
Unit 2
Responsible behaviour: delaying sex
3
Unit 3
Responsible behaviour: protected sex
1
J
I
I
Unit 4
Care and suppon
9
2
4
Total number of hours of instruction
8
10
16
I
----- 1
20
I
2 examples of 2-year programmes
14
i
first
year
second
year
total for
each unit |
Unit 1
3
1
4
I
Unit 2
3
2
5
I
Unit 3
1
2
3
I
Unit 4
1
3
4
Total number of hours of instruction j
8
8
16
Programme
I
Handbook for cumcuiurn planner-
second
year
total for
each unit
4
9
6
Unit 2
3
4
7
Unit 3
1
4
5
Unit 4
2
2
4
Total number of hours of instruction
10
12
22
Programme
Unit 1
first
year
Example of a 3-year programme
first
year
second
year
third
year
total for
each unit
Unit 1
4
2
2
8
Unit 2
3
7
4
14
Unit 3
1
2
6
9
2
3
4
9
10
14
16
40
Programme
Unit 4
Total number of hours of instruction
15
Handbook for curriculum planners_______________________
Selecting
Objectives
Learning objectives need to be defined to guide the selection of th
topics to include in the curriculum.
You will have to
review the
conclusions of your
situation
assessment study:
for example, if
injecting drug use
is common,
students will have
to learn how to
respond to
pressures to use
drugs and the
importance for
drug users of
cleaning injecting
equipment.
Objectives should be identified bearing
in mind the following:
• Whether some topics have been taught ’r
other subjects (e.g. Family Life Education
may have a unit on delaying sex’);
• The behaviours that put young people at
risk of infection with HIV/STD that are
most prevalent in your country;
• Ability of students and teachers.
• The amount of time available;
• Unit percentages of time (25%; 50%;
■25%) recommended;
Examine the objectives listed below a>
decide whether they are realistic and aH
equate. In particular, corisider the 11 coi<
objectives that are proposed as a minimu
requirement. Other objectives are optional
They should only be considered once t
core objectives are completed. Note the
student activities that cover each objectix
Core objectives
At the end of the programme, students will be able to:
Objectives
Student activity numbers
1. Differentiate between HIV, AIDS, STD
1.1, 1.2, 1.3
2. Identify ways of transmission of HIV
1.4, 1.6, 1.7
3. Identify ways in which HIV/STD are not
transmitted
1.5, 1.8, 1.9
4. Rank methods of HIV/STD prevention for
effectiveness
1.10, 1.11, 1.12
5. Identify sources of help in the community
1.17
6. Discuss reasons for delaying sexual intercourse 2.1, 2.2, 2.3, 2.4, 2.5
7. Respond assertively to pressures for sexual
intercourse
8.
16
Discuss reasons and methods for having
protected sex if/when sexually active
2.8,2.9,2.10, 2.11,2.12,
2.13,2.14, 2.15
3.1, 3.2, 3.3, 3.4
9. Respond assertively to pressures for
unprotected sex
3.5, 3.6, 3.7
10. Identify ways of showing compassion and
solidarity towards people with HIV/AIDS
4.1, 4.2, 4.3, 4.4, 4.9
11. Care for people with AIDS in the family and
community
4.5, 4.6, 4.7
Handbook for curriculum planner^
Optional objectives
Objectives
____________________
Student activity numbers
12. Recognize and avoid situations that may
lead to sexual abuse (accepting gifts,
walking the streets, accepting car lifts,
frequenting certain bars, etc.)
2.17
13. Know ways of avoiding injecting drug use
and ways of preventing HIV transmission if
injection drugs are used (for communities
where this is a problem and there is no
health education on the topic)___________
1.18
14. Know the progression of HIV to AIDS
(signs and symptoms)
______
1.13,1.14
15. Know about the procedure and counselling
for testing for HIV___________
1.15, 1.16
16. Know alternative ways of being
affectionate without having sexual
intercourse________________
2.6, 2.7
17. Be aware of gender differences in sexual
expectations
2.16
18. Be able to be assertive in everyday life
situations
1.19.2.18
19. Be able to support peers who behave in a
responsible way
4.8
(No students’ activities for the following objectives are included in the package)
Obj ec ti v es
________________
______________ ____
20. Respond assertively to pressures for sharing injecting drugs
21. Provide arguments for convincing family and friends not to go to unqualified
doctors, but to use only health centres and hospitals for treatment
22. Identify the clinics and shops where condoms may be obtained or purchased
23. Seek appropriate treatment for STD
24. Discuss reasons for and against early marriage
25. Respond assertively to pressures for drinking at parties
26. Provide arguments to counteract the widespread conviction that mosquitoes
spread HIV
27. Provide arguments to counteract the belief that traditional herbs can cure
AIDS.
■
17
Handbook for curriculum planners
Making a
Curriculum plan
Now that you have selected objectives that are relevant to your coun
try, it is important to make a curriculum plan.
The following points may help you with
that task:
• Objectives can be repeated at other grades
if you use a sequential programme, but stu
dent activities may be different.
• Unit 1 - Basic Knowledge of HIV/AIDS/
STD - should be taught mainly in the early
grades and emphasis on this should
gradually decrease in later years, when a
recap will be enough.
• Remember the time distribution: Unit 1 =
25%; Unit 2+3 = 50%; Unit 4 = 25% over
the whole programme.
• Assess degree of difficulty of each activ
ity - some are easier than others.
• On average, each activity takes 3/4 to 1
hour (depending on the ability of teachers
and students).
• Generally, there will be greater accept
ance of a unit on condoms, if there is a
strong unit on delaying sex.
• The curriculum should include some
information on condoms. Classroom
activities on condoms and on saying no to
unprotected sex are also strongly
recommended. A graduated programme is
often effective (if you use a sequential ap
proach) - start slowly in the early grades
and increase awareness in the later grades.
The section on condoms will be useful in
the future to those young people who are
not yet sexually active, and will be useful
immediately to those who already are.
18
• The degree of involvement of young peo
ple in Unit 4 will depend on the HIV/AIDS
situation in your country. Where there are a
large number of HIV/AIDS cases, and
young people or their parents are expected
to care for these people, an extensive unit
would be advised. Take into consideration
the projections for the next 5 years, and not
only the present situation.
• Review the conclusions of your initial
assessment study, and make sure that the
activities reflect the most common situa
tions of risk for young people in your coun
try, both in rural and urban areas. For ex
ample, boys may be pressured by peers to
have sexual intercourse to prove their ma
turity, or girls to prove their attachment or
because they are not in a position to refuse.
Activities on how to respond to these
pressures will have to be part of unit 2.
Handbook tor curriculum planner
A sample curriculum is illustrated below. It is a sequential curriculum for grades 6. .. S.
Grade level
..
Activities
Objectives_________________________________
Unit 1 (4 hours) Basic information on HTV/AIDS/STD
1. Differentiate between HTV, AIDS, and STD
2. Identify wavs of transmission of HFV
3. Identify wavs in which HIV/S I D are not transmitted
4. Rank methods of HIV/S ID prevention for effectiveness
Unit 2 (4 hours) Responsible behaviour; delaying sex
1. Discuss reasons for delaying sexual intercourse
2. Describe the types of assertive behaviour and the steps to a
simple assertive message
Approximate Age:
12-14
1.1. 1.2
1.4. 1.6
1.5
1.10
2.1. 2.2
2.8.2.9.2.10.2,11.2.12
Unit 3(1 hour) Responsible behaviour: protected sex
1. Know basic information about condoms
3.1
Unit 4 (1 hour) Care and support for people with HIV/AIDS
1. Know the meaning of discrimination and how people
discriminate against people with HIV/AIDS
4.1, 4.2
Total programme time =10 hours
Unit 1 (2 hours) Basic information on HIV/AIDS/STD
1 Identify ways in which HIV/STD are not transmitted (review)
2. Identify methods of HIV/STD prevention (review)
3. Identify sources of help in the community
Unit 2 (3 hours) Responsible behaviour: delaying sex
1. Discuss help for delaying sex
2. Review assertive message and learn refuse, delay, and
bargain assertive messages
Approximate Age:
13-15
1.8
1.11
1.17
2.5
2.13. 2.14, 2.15
Unit 3 (1 hour) Responsible behaviour: protected sex
1. Respond to arguments against condom use
3.2
Unit 4 (2 hours) Care and support for people with HIV/AIDS
1. Identify why it is important to be compassionate and ways of
being compassionate
4.3, 4.4
Total programme time = 8 hours
Unit 1 (2 hours) Basic information on HIV/AIDS/STD
1 Identifv wavs in which HIV/STD are not transmitted (review)
2. Rank methods of HIV/STD prevention for effectiveness
3. Know the progression of HIV/AIDS (signs and symptoms)
8
Approximate Age:
14 - 16
1.9
1.12
1.13
Unit 2 (2 hours) Responsible behaviour: delaying sex
1 Alternative ways of being affectionate without having
sexual intercourse
2. Recognize and avoid situations that lead to sexual abuse
2.6
2.17
Unit 3 (2 hours) Responsible behaviour: protected sex
1. Know the steps in using a condom correctly
2. Respond to pressures for unprotected sex
3.3, 3.4
3.5, 3.6
Unit 4 (2 hours) Care and support for people with HIV/AIDS
1. Care for people with AIDS m the family and community
4.5, 4.6, 4.7
Total programme time = 8 hours
Total time for sequential curriculum = 26 hours
Time bv unit: Unit 1 = 8 hours (30%)
Units 2+3 = 13 hours (50%)
Unit 4 = 5 hours (20%)
19
Handbook for curriculum planners
Planning for
Material productic r
1 Please refer to
School Health
Education to
Prevent AIDS and
STD, pages 40-44
and Annex 3, and
Comprehensive
School Health
Education,
page 11
The learning objectives and the teaching methods used in the pro
gramme will influence the type of materials needed.1 The programme
presented in this package is largely based on participatory methods, as
these are known to facilitate the learning process. The type of material
will depend on finances, and on the availability of duplicating equipment
Costs will have to be calculated carefully: it is important that in countrie.
where information materials are scarce in the community, print material
are given to students to take home, so that they can be shared with
peers and family.
The following alternatives may help you in your decision-making:
Materials for students
Materials for teachers
• One set of Students’ Activities for
each student, to be taken home to
share with parents/siblings
• A Teachers’ Guide with back
ground information and instructions
on students’ activities is provided fc
each teacher or for each school
• A set of Students’ Activities (one
for each student in a class) to be kept
at school and used by more than one
class. Students will write answers on
a piece of paper rather than in the
booklet
• A set of Students’ Activities, one
for each group of students (4 to 6) to
be used in small groups
• A set of Students’ Activities for
each teacher or school
• A booklet for each student with
essential information, to take home
20
• Flip charts (one for each student a<
tivity) are provided for each teacher
or group of teachers
• A transparency of each student ac
tivity is provided for teachers wheru.
overhead projectors are available
Materials for parents/
family members
• Please see section “Participation of
parents/family members”
Handbook tor curriculum planner
Developing the
Students’ activities
One of the most important tasks at this point in your curriculum devel
opment, is to develop the student activities which best suit your culture
and country. Remember that core activities should be undertaken and
completed before starting on optional activities.
It is at this point that the results of your
initial situation assessment will be most
useful. Review the conclusions, and try to
integrate the views of the young people in
terviewed during the initial assessment in
the student activities, the words they use,
and the situations in which they most often
find themselves.
Most, if not all, student activities you may
select from this package will have to be
re-written to make them culturally relevant
to the day-to-day life of young people in
their community, and in particular the sto
ries or scenarios must correspond to real
risk situations.
The following checklist will help you in
analysing each chosen activity and in mak
ing the necessary adaptations.
Language
• Are words understandable for the read
ing level of the students?
• Are sentences short with only one major
thought?
• Are words used that young people are not
familiar with? (it is better to use popular
expressions rather than medical or scien
tific terms)
• Could the idea be expressed in simpler
terms?
Scenarios
(stories, case studies)
• Are the most common risk scenarios rep
resented, and are they appropriate to the Try to integrate
risk situations young people experience in the news of the
your country (e.g. drinking at parties, sugar young people
daddies, anal sex with girls to avoid interviewed.
pregnancy, sex in exchange for small gifts,
sex just to please the partner, sex to prove
virility)?
• Will parents and Ministry officials ap
prove of the scenarios you have selected?
• Should sex among males be a part of your
scenarios (e.g. in some countries, boys are
sought by homosexual tourists)?
• Can you include scenarios where con
doms are discussed or used?
• Is sexual abuse (unwanted or forced sex)
a situation that needs to be presented?
• Is it better to put names or just initials of
story characters?
• Is there an equal number of boys and girls
in your scenarios?
• Are the young people likely to identify
themselves with the characters in the sce
narios?
• Is there urban and rural representation in
your scenarios? (if applicable)
• Are medical terms limited to those that
young people need to know?
21
Handbook for curriculum planners
Relevance to local needs
Illustrations
• Is there a need to consider circumcision,
tattooing, scarification, and traditional heal
ers in your educational activities?
• Do vou wish to use illustrations in
activities?
• What sources of help for people with
HIV/AIDS/STD are available? Do they
include testing and counselling? Should this
information be represented in the student
activities?
• Which illustrations of the package can b
reproduced with no or minor modificatioriP
• What are the lines/words/body language
that best express assertive, passive and ag
gressive behaviours in the cultural groups
of your country?
• What type of clothing should peopi.
wear? What expressions should th
present?
• Make sure local brands of condoms and
lubricants are mentioned in the appropri
ate activities
• Is there an equal number of males an<
females? Are different religions and eu.
nic groups fairly represented?
Adaptations to meet time
allotments
• Should affection between two males
two females be represented in the illustra
tions?
• Do activities need to be adapted to meet
the time allotted to a specific grade? Which
parts can be deleted?
• Are the young people likely to idenu.
with the illustrations presented?
• Are there aspects that you would like to
add to the activities? Can you combine ac
tivities?
22
• Should the people be drawn as canooor like real people? Which would youn.
people, parents and Ministry officials be
accept?
• Are there urban and rural scenes rep
sented in the illustrations?
Drawings need to be done by a professions
illustrator and pre-tested with a sample v
students before the final version of mate
als is printed.
Handbook Tor curriculum pianno
Participation of
Parents and family members
The involvement of parents and other family members in programmes
relating to human sexuality has a beneficial effect on both students and
parents.1
A school-based programme needs the support of the community and
family if it is to be effective. Young people are only in school for a short
period of time. If the school programme is to make a difference, it
needs to receive support from the home.
Parents and families who are involved in a school programme on HIV/
AIDS/STD provide valuable support and motivation for the programme
objectives. They may also serve as valuable resources for information
and reinforcement of healthy attitudes and behaviours.
A programme that involves parents and
families in an HIV/AIDS/STD pro
gramme:
the advantages are well worth the effort in
terms of achieving the programme objec
tives.
• Offsets possible resistance in the com
munity
Although many planners fear opposition by
parents, most of them are favourable to
programmes for the prevention of HIV/
STD. once they realize the threat that AIDS
poses to their children. The need for pre
ventive education before children become
sexually active has to be explained to them;
they need reassurance that sex education
does not encourage sexual experimentation
in adolescents, but rather, makes them aware
of the risks involved.
• Increases knowledge of parents, relatives,
and other children in the family, some of
whom may not attend school, about AIDS.
• Ensures greater acceptance of the pro
gramme in the community
• Acknowledges the role of parents and
relatives in their child’s education and in
the development of his or her values
• Provides support for the teacher of the
programme
• Leads to closer ties between home and
school on other issues
• Facilitates communication between
adults and children in the family.
Although extra effort is required to produce
and ensure participation of parents and
families, many countries have reported that
1 Please refer to
School Health
Education to
Prevent AIDS and
STD, pages 17-19,
and 53-57
How to involve parents
and other family members
• Parents attend a parent-teacher meeting
to discuss the programme, look at the ma
terials, and ask questions (see section B-2
for a sample agenda for a parent meeting).
• Parents attend religious or political
gatherings, or other community events,
where the school head/principal is present,
to discuss the best way to protect their
children from AIDS.
23
Handbook for curriculum planners
• Parents might be invited to the school for
a show of projects, a short play, role-play
sessions, puppets, etc.
Schools may
organize training
sessions in
counselling
techniques for
volunteer parents,
teachers and other
interested
community
members.
24
• Children can ask parents questions about
dating and other experiences that happened
when they were young (see section B-o to”
an example of these questions').
• A parents’guide can be prepared and
If parents are to be involved in the educa
distributed. This would provide: basic tion programme, planners have to decide,
information about HIV/AIDS and about the which method(s) are most suitable, and
extent of the problem in their country, consider their cost.
particularly amongst young people; an
outline of the curriculum that has been One of the issues which is frequently raiseo
designed; and advice on how they can best in meetings with young people is their nee
help” their children to learn responsible for opportunities to discuss problems with
behaviours and ways to protect themselves. concerned adults, since they cannot or d
not want to discuss with parents or familv
members. Schools may organize training
• Parents are informed in writing or in a
sessions in counselling techniques fcr
meeting, about the programme. (See section volunteer parents, teachers and other inter
B-3 for a sample letter.)
ested community members, drawing on th
expertise of health professionals, religious
• A leaflet is sent home to the parents ex organizations, NGOs, and social workers
plaining the programme and how they can Training should cover HIV/AIDS/STD
become involved in their child’s education pregnancy, sexual abuse, drug use. Afte,
(see section B-4 for an example).
training, the volunteers are available for 2
3 hours per week, on a roster basis.
• Students take home their completed stu Students can visit these counsellors wit'
dent activity booklets to share certain ac the complete assurance of confidentiality.
tivities with parents and other family mem
bers. The booklet would include an intro
duction to the programme and instructions
to the parents (see section B-5 for an ex
ample).
Handbook tor curriculum planner
Involvement of
Peer leaders
A peer leader is a student who is selected for his/her leadership
potential in helping in the education process. He/she is trained to
help other students learn through demonstrations, listening, role playing,
encouraging, giving feedback and supporting healthy decisions and
behaviours. Note that in the Teachers’ Guide, ways to use peer leaders are
explained only for some activities. However, curriculum planners and teachers
should bear in mind that peer leaders may be used for almost any of the
activities - whenever the teacher feels this would be useful and appropnate.
Many successful programmes have in
volved peer leaders. Studies have shown
that:
• Young people are likely to imitate or
model well-liked or respected peers
• Young people are more likely to listen
to what respected peers say
• Peer leaders who exhibit healthy, re
sponsible behaviours can influence in a
positive way the behaviour of other peers
• Peer leaders can support, encourage and
help their peers both inside and outside the
classroom
• They can help-the teacher in the class
room
Peer leaders may
be selected by their
peers, «or by the
teacher, but they
1. Understand the purpose of the HIV/ should not be
AJDS/STD programme and the importance forced into the
of the peer leader’s role within it
role. They must be
well-liked by other
2. Be skilled in helping the teacher and stu students - not seen
by the classmates
dents with the more difficult activities
as the teacher’s
“pet”. They might
3. Be able to help small groups of students also be older
operate effectively
students, who are
considered
4. Be a good listener, provide feedback, opinion-leaders,
and be able to understand the feelings of are self-confident
and able to listen
their peers
to others. A mix of
5. Know the sources of information and boys and girls is
desirable.
counselling so that students can be referred
to appropriate help.
Training will ensure that the peer leader
will:
• They can help manage and solve prob
lems when students are working in small
groups, particularly when the class size is
large.
Peer leader training
Peer leaders need to be trained and sup
ported in the many roles and responsibili
ties they will be expected to fulfill in the
programme on HIV/AIDS/STD. Although
it may take four or five hours to complete
this training, the. rewards in terms of pro
gramme success for teachers and students
are well worth the effort.
If you decide to involve peer leaders,
you may consider giving them some
reward for their effort, such as a cer
tificate, a partial school credit, recog
nition at a school or community gath
ering, or a T-shirt
Section B-7 gives
an example of a
peer leader training
guide. The
workshop materials
presented may be
helpful in
developing your
own training
materials.
25
Handbook for curriculum planners________
Developing the
Teachers9 guids
The Teachers’ Guide should be composed of the background informa
tion for teachers, and teacher instructions for each student activi
selected for your curriculum.
The Teachers’
Guide will need
extensive re-writing
to suit the
curriculum which
has been designed.
In the example
provided in the
package, many
items are left blank
for national
planners/writers to
fill in. The
Teachers’ Guide is
the document that
will be used in
teacher training, so
it must contain all
the information
teachers need to
implement the
programme.
1 See also School
Health Education
to Prevent AIDS
and STD, Annex 1
2 73 true-false
questions,
30 short answer
questions,
4 skill questions,
5 life situation
questions
If you take the example provided in the
package as a guide, it should be modi
fied under the following criteria:
• Language difficulty
• Type of teachers expected to use the pro
gramme
• Teaching methods decided on the basis
of facilities available (blackboard,
duplicating), teacher training in participa
tory methods, and desire to increase
teacher’s variety of teaching methods
• Type of materials that will be provided
to students
• Sensitive issues within a country of
which teachers should be aware
• Additions that would help teachers
administer the programme; for example,
those that result from questions that teachers
asked during the initial assessment, not
included in the chapter “Possible questions
about HIV/AIDS/STD”.
If parents and families are involved in
the programme:
• Write a section on “Participation of parents and families in HIV/AIDS/STD education”, with clear instructions on how to
ensure participation of parents.
• Adapt the example(s) in sections B-2
to B-6, for each method that you decide to
use. Reading level, school policy, cultural
appropriateness, and ease of administration
should be considered in your adaptation.
• Adapt the instructions to teachers for
each activity involving parents.
If peer leaders are involved in the pro
gramme:
• Write a section on “Peer leaders”, ac
cording to the suggested use of peer lead
ers
• Adapt the student activities: select those
activities where peer leaders are involved.
26
and make sure that the instructions are cle''
for both the peer leaders and the teachers
Test items for the
evaluation of students
There are a number of reasons to evaluat
students during and/or at the conclusion
the programme: 1
• To motivate students during the lear
ing process
• To produce a grade or mark for each s
dent
• To inform students on their progress
• To provide students with an opportune
to apply information to life situations
• To monitor learning and adjust the p
gramme.
Section B-8 provides a wide range of ques
lions and answers relative to each of
four units of the programme.2
From these test items, you may cho
those that correspond with the objective
and content of the programme. Change
wording of the questions may be necessar
to make questions more relevant to 1c
situations and the reading level of the r*’
dents.
In particular, skills questions and life siti
ation questions need to be carefi
adapted, to provide scenarios that mate
real day-to-day situations as experier.
by the students.
Make sure you select questions from c
of the four types, and from all four units c
the programme. Once the test items 1
been selected, they should be included i
the teachers’ guide.
Handbook tor curriculum planner
Validating the
Curriculum
Once vour curriculum has been designed, it is important to pre-test
and validate it. For the pre-test, try out the activities with students and
teachers in some schools. Note the reactions of students, the skills needed
by the teachers, the time needed to give the instructions and complete
the activities, and the kind of class management that is most appropnate. Try the activities using different methods, e.g. group work and blackboard.'group work and discussion. This exercise will make sure that the
instructions you give to teachers in the teachers’ guide are realistic, and
take into account the availability of materials in the classroom. After the
field test, revise the students’ activities and teachers’ guide.
A pilot programme in some 6 to 10
schools, that includes the testing at the
end, is highly recommended. This is best
done in collaboration with researchers
from the education department of a uni
versity, or from the teacher training col
lege.
Community acceptance is also necessary
for the success of a new programme. Have
the programme reviewed by:
• Students
• Parents
• Health professionals
• Representatives from various
religious groups
In addition to the list above, there may be
others that you can identify. Decisions must
be made on how many validators should
be used. Too many can be unmanageable,
and too few will reduce credibility of the
programme. The usual procedure is to pro
vide the selected individuals with copies
of the curriculum to be reviewed and ei
ther:
a) collect their comments for consideration;
or
1 See School Health
Education to
Prevent AIDS and
STD, pages 13-16
b) meet as a committee to review recom
mendations. 1
This review process minimizes public op
position to the programme and provides
advance publicity and support for the cur
riculum.
• Teachers
• Education officials
• Social workers
• Ministry of Health officials
• People with HIV or AIDS
• Care givers to people with AIDS.
27
Handbook for curriculum planners_________________________________ _
Planning for
Teacher training
Teacher training is a crucial component of curricular innovation
particularly in the case of AIDS education, as the issues involved ar
extremely sensitive.1
’For a discussion
on teacher training
issues, please see
School Health
Education to
Prevent AIDS and
STD, pages 40-44,
48-52.
2 The publication
Methods in AIDS
Education is a
useful manual for
trainers, with 84
pages of exercises
for teacher training
workshops. It can
be requested from:
UNICEF.
P.O. Box 1250.
Harare. Zimbabwe
Fax no.: (263 4) 721-692
Teachers need to understand what is known
about HTV/AIDS/STD so that they can give
reliable information about them to students
and communities; they also have to con
front their own feelings, especially of fear
of the disease, and about people with AIDS;
they have to feel comfortable with the is
sues raised in the programme, particularly
those related to human sexuality and sexual
behaviour; and finally, they have to try out
the classroom activities described in the
programme.
It is strongly advised to assess the accu
racy of teachers’ knowledge, their attitudes
and levels of comfort with sensitive top
ics, before designing a training programme.
An instrument has to be developed to carry
out the needs assessment, and section B-9
gives an example (Needs Analysis for the
Teacher Training Programme) that, like
others in this package, will have to be
adapted to the country's needs.
the classroom. Presentations should be r.
duced to a minimum, and participan1
should be encouraged to share thoughts ant
feelings as much as possible.2
An example of a 3-day teacher trainii
agenda is included in section B-10. Wher
possible, longer training is advisable, px
ticularly in countries where the teachers d
not have previous experience in discussing
sexuality-related topics. The example w
have to be adapted depending on:
• Results from the Teachers' Need1
Analysis
• Length of the workshop
• Length and complexity of the cumculun
• Numbers of workshop leaders
• Current levels of teacher training a'
experience.
Methods used in the training should reflect
those expected to be used by teachers in
Section B-l 1 gives an example of an evaluation instrument to assess teac.
ers’ satisfaction with the training workshop.
28
Handbook for curriculum planner*
Designing the
Programme evaluation
Impact evaluation
By carrying out an impact evaluation study
of the programme about HIV/AIDS/STD,
the education system will be able to:
• Determine whether there have been
measurable effects on the students’ knowl
edge, attitudes, skills and behavioural in
tent as a result of the programme.
person or team should be considered:
programme planners should only have
responsibility for programme design, prepa
ration and delivery; developing programme
evaluation criteria and instruments; and
making revisions in response to the
evaluation process.
Evaluation instruments will have to be de
veloped. An example of a Pre-Post Test
Evaluation, to be given to the students in
both the experimental and control groups
before and immediately after the
• Demonstrate to education officials, gen
programme, is presented in this package.
eral public and teachers that effective pro
The model test and the scoring procedure
grammes can be earned out.
are in Programme evaluation instrument
1; additional questions are listed in
• Make a case for obtaining additional
Programme evaluation instrument 2.
staff or funds.
Results from the pre-test will give useful
indications to the teacher about the most
• Increase the support to the programme
common misconceptions or incorrect
of teachers, parents and communities.
attitudes, and enable her/him to ensure that
these issues are properly covered and given
To measure the impact of the programme,
the same test is administered to classes that appropriate emphasis.
do not receive the programme (control
group) and to those that are taking the pro The model test consists of:
gramme (experimental group), before the
• 19 knowledge items, representing the
programme starts and after it is completed.
A comparison between the experimental eleven core objectives.
and control group will help evaluators de
• 11 attitude statements, covering the
cide whether learning is in fact associated
following subjects: awareness of risks,
with the programme or with other outside
peer pressure, abstinence, condoms, drugs,
factors (media, parents, etc.). The control
tolerance and support of people with AIDS.
group must be similar to the experimental
group and close to the numbers participat
• 3 skill questions on confidence to refuse
ing in the programme. Students in the con
sex, refuse sex without a condom, and
trol group will receive the programme at a
later stage. There should be a central condom use.
collection of the results of the tests and reas
• 3 statements of behavioural intent.
sessment of the programme in light of the re
sults.
For a discussion on
evaluation issues,
please refer to
School Health
Education to
Prevent AIDS and
STD, pages 28-33.
The evaluation should be conducted by a
trained evaluator experienced in sampling
and the collection and analysis of data. A
clear distinction between the programme
developers and the evaluation research
29
Handbook for curriculum planners
Process evaluation
By carrying out a process evaluation study,
the education system will be able to:
• Determine which programme compo
nents are most successful
• Assess the acceptability of the pro
gramme to teachers and incorporate their
suggestions where appropriate
• Determine the level of difficulty of the
materials and revise accordingly
• Assess the receptivity of students, peer
leaders (if used), parents and administra
tors to the programme
• Determine the appropriateness of the
teaching methods.
• About ten students from each gradi
level are invited for a discussion and taped
(if possible) as a group. The facilnatoi
should not be one of their teachers: stu
dents should be allowed a great deal of free
dom to explore a number of topics.
Parent interview
(if parent materials were used)
Programme evaluation instrument 6
• A random sample of approximately 25
30 parents per school are interviewed;
make sure to get a representative sampl
of parents. The continuation or revision of
a parent programme is dependent on thv
results of this evaluation.
To measure whether the programme is ef
fective in meeting its objectives, evalua
tors have to gather the opinion of teachers,
parents, peer leaders (focus groups), stu
dents and school administrators, in the ar
eas where the programme was conducted.
Perceptions of the programme should be
used to revise, modify and update the
curriculum.
Peer leader form and checklist for fo
cus group (if used)
Programme evaluation instrument 7
The following instruments are included in
the package, that may be useful in devel
oping your own instruments:
School director’s interview
Programme evaluation instrument 8
Teacher feedback form
Programme evaluation instrument 3
• To have teachers' opinions on the stu
dent activities and corresponding teacher
guide they have been using: this is an ex
tremely important tool in the revision of
the materials.
Teacher interview
Programme evaluation instrument 4
• For an in-depth evaluation of the expe
rience of teaching the HIV/AIDS/STD pro
gramme; it should be administered by
trained interviewers as soon as possible
after the completion of the programme.
30
Checklist for student focus group
Programme evaluation instrument ?
• Three or four peer leaders at each grad"
level are interviewed as a group to deter
mine the effects of the peer leade
programme.
• Often, the success or failure of a ne
curriculum can be influenced by the per
ceptions and support (or lack of suppor
of the school administrator.
• The director usually has perceptiorabout the total effect of the programme ana,
because of his/her experience, can ofu
make excellent suggestions for revisions.
B
Sample materials for
introducing the curriculum
and for teacher training
lS(
06804
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GanGAA-::;,;^ '
Handbook for curriculum planners
1
Checklist for focus group
With Students (situation assessment)
A focus group is a group discussion that gathers together people from similar back
grounds and experiences to discuss a specific topic. The participants are guided by a
moderator (or facilitator) who introduces the topics in the checklist and helps the grouj
to participate in a lively and natural discussion amongst themselves. The discussion will
allow the researcher to obtain a range of understandings, views, opinions and attitudes
from the group. A focus group is not an interview where participants provide individua
answers. Focus groups should be conducted by facilitators trained in this method of
ethnographic research. The proceedings will be tape recorded (the preferred option). 01
detailed notes will be taken as the discussion progresses.
Topics for discussion with students:
Background information
• Age, sex, ethnic/language group
• With whom do they live (e.g. with fam
ily, in boarding school)?
• Do they earn any money and, if so, how?
Lifestyle and social networks
• With whom do they spend time?
• What are their leisure time activities?
• What is a typical week in their life? Is it
typical of their age in their community? If
not, how does it vary?
• What do they enjoy doing the most and
the least?
• Do they drink? If so, how much, and in
what situations?
Sexual norms and dominant values
• At what age do boys and girls start to
“go out" together? What does it mean to
have aboy/girl-fnend? Her/his average age?
• What do they do when they go out with a
boy/girl-friend? How may this change over
time? What does “being friends" vs. “being
one’s boy/girl-friend" mean?
• At what stage in the relationship does the
issue of having sexual relations arise?
• Why do young people have sex?
• Do young people get sexual experience
in ways other than having a boy/girl-friend?
If so, how and with whom?
32
• Are relationships between adolescents anu
older men (sugar daddies)/women common9
• What are the scenarios/situations that may
lead to having sex?
• What do young people mean by “having
sex" (intercourse, petting, kissing)?
• What do young people do to avoid earl”
pregnancy (for example, anal sex)?
• Do young people experience any forir
of pressure to have sex? If so, from whom?
Are girls forced to have sex? Do they kno
of cases of physical violence?
• Is having sex rewarded by gifts by tk_
partner?
• What do people (young and older) think
about having sex before marriage? What d
young people think of their peers who do
not have sexual relations before marriage
• How do young people leam about sex9
What advice do they receive, and from whom
• When a girl gets pregnant, what is th
reaction of young people and other membeu
of the community towards the girl and the bo'
To whom can the girl turn for support?
• How is someone with many boy/gi
friends considered (as successful, as a
model)?
• How are sexual relations among the sar*'
sex considered?
• Common beliefs about STD
• Is HIV/AIDS discussed among young
people? What do people say - how are pe
pie with HIV/AIDS considered?
• Common beliefs about condom^,
contraceptives - are they easy to get?
• Are young people using drugs; injecting
drugs?
Handbook for curriculum planner*
Sample agenda for
parent meeting
1. Introduction of school personnel (teachers, director)
2. The need for a school programme on HTV7AIDS and STD
Examples of arguments to use for point 2:
• AIDS is a problem in our country
• Young people are at risk of getting in
fected with HIV/STD
• Clinics report that many young people
have STD
• Young people have sexual intercourse
despite the recommendations of adults to
the contrary
• We do not see many young people sick
with AIDS because many years pass be
tween infection and disease-young adults
with AIDS were often infected during
adolescence
• Young people need information and
skills to avoid infection
• Education about sex and AIDS does not
encourage young people to have sex; rather,
it makes them realize the risks involved;
• Parents should talk about sex with their
children, and the school programme may
make this easier;
• Parents are sometimes worried that their
children are too young for education on sex,
HIV/AIDS and STD, but times have
changed, and nowadays children are
exposed to this information whether parents
like it or not. It is better that they have the
correct information;
Note:
• A nurse, a
community leader,
or a person with
HIV may be
invited to present
point 2
• Sex education for delaying sex and
protecting oneself from HIV/AIDS and STD
is more effective if given before young
people become sexually active.
3. Description of the programme
• The units and objectives
• The activities
• The parent programme (if used)
4. Questions
5. If appropriate, try one student activity with parents
6. If appropriate, show how parents/family members can interact with
their children by doing an activity together
7. Final questions and farewells
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Handbook for curriculum planners
Sample letter to parents
Dear parent/guardian,
Our school is starting a new programme on AIDS education. Your child will leant
about AIDS and how to protect him or herselffrom getting this terrible disease, and
other sexually transmitted diseases.
AIDS is a problem in our country, and young people are at risk of getting infected.
They need information and skills in order to avoid getting infected. Education
about sex and AIDS does not encourage young people to have sex; rather it makes
them realize the risks involved and enables them to make responsible decisions
about delaying sex or protecting themselves. Studies have shown that this kind of
education is most effective if given before young people become sexually active.
Your interest and support in these activities will be most valuable. If you have any
questions about the programme do not hesitate to contact me.
Yours sincerely,
(Name of school director, teacher. or secretary of school board)
34
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Sample introduction to
parent activities
Dear parent/guardian,
Your son/daughter will be part of a new programme at school about AIDS and
other sexually transmitted diseases. He/she will learn important information
and skills to help prevent him/her from becoming sick with these serious dis
eases. For example,
[add here a brief description of the programme]
It is important for you to help your son/daughter with his/her learning. You
can do this by:
• Asking your child what he/she learned at school about AIDS and other
sexually transmitted diseases.
• Reviewing activities that have been done at school with your child (or activities
that will be sent home with your child).
• Discussing how voufeel about these serious diseases.
• Listening carefullv and calmly when he/she wants to talk about the subject.
Thank you for your help.
Yours sincerely,
(Name of school director, teacher, or secretary of school board)
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Handbook for curriculum planners
Sample instructions
to parents
Your son/daughter has been part of a new programme at school about HIS /AIDS and
other sexually transmitted diseases. He/she has completed a number of activities which
are contained in the booklet your child has brought home. We advise you to review the
booklet with him/her. This will provide you with the opportunity to play a part in your
child’s education and the development of his/her values. Included in this letter is a list of
questions that you may want to ask your son/daughter about HIV/AIDS/STD and the
programme he/she is taking at school.
How to talk to your child
about HTV/AIDS and STD
Note:
Your involvement
in these activities
with your son/
daughter is
completely
voluntary. Thereis
no penalty to your
child for not doing
these activities.
However, if you
take an interest in
the programme he/
she is taking at
school, it will make
the learning easier
for your child.
• Read the booklet on your own
8. Maybe we can do the activity together
and you can help me with the questions and
answers.
• Select a quiet time when you and your
son or daughter have time to talk
9. What do you think is important for me
to know?
• Stan with one easy activity example page
10. How does the information apply to you?
• Have your child read the information to
you
• Listen carefully and calmly. Ask for and
listen to your child's feelings and opinions
Specific questions:
1. What is AIDS; sexually transmitted dis
eases?
• Try to avoid “preaching" to your child
but be sure to express your feelings and
opinions
2. How does one get HIV or AIDS?
• If you or your child feel uncomfortable,
stop and try again at another time.
4. How is one tested for HIV?
Questions to ask
regarding HIV/AIDS/STD
6. What happens if you live close to some
one with AIDS?
General questions
Other questions:
1. What did you learn about AIDS today/
this week/during the course?
1. How do you think a person would feel it
he/she had HIV/AIDS?
2. What was the most interesting part of
the lesson/course?
2. What things could you do to help a
person with AIDS?
3. How would you feel if there was some
one in your class with HIV?
4. Why are people with AIDS sometimes
treated unkindly?
3. What was the most important informa
tion that you learned?
4. What did you think about the lesson?
5. What did the other students think, say,
feel, about these topics?
6. Were you able to understand the activ
ity? What did you find easy or difficult?
36
7. Would you read the activity to me and
explain the information?
3. How can you avoid getting infected?
5. How do you know if someone has AIDS9
7. Is there a cure for AIDS?
5. Are you frightened about the AIDS
situation? If yes, why?
Handbook tor curriculum planner>
Sample questions
Student to Parent
6
We can always learn from past experiences. What your parents experienced when they
were younger can be a valuable lesson for you.
1. If they are willing, interview your parents, or another adult relative,
with the questions listed below.
2. Interview them separately.
3. You may only w ant to select certain questions to ask them.
4. Write their responses on a piece of paper.
Possible questions:
1. Who in your family/community talked
to you about sex when you were young?
8. What did you do when you spent time
with him/her?
2. How old were you?
9. Did you think about birth control when
you were young? Why or why not?
3. What did they tell you?
4. If nobody talked to you about sex, would
you have liked them to? Why?
5. Do you think it was accurate / useful in
formation?
6. How would you have liked to have re
ceived your sex education?
7. How old were you when you had your
first boy/girlfriend?
10. Did girls ask boys out? Do you think
this would be all right today?
11. Did boys give presents to girls? Why?
12. What STDs were a concern during your
youth?
13. How did your friends protect them
selves from them?
14. If you could change things, would you
do things differently? Which things?
37
Handbook for curriculum planners
7
Peer leader training guide
This guide is written for you to follow during your training session. \ou have been se
lected to be a peer leader for a health education programme on HIV/AIDS and STD. and
asked to help in a variety of class activities. The skills you will learn during this training will
help you in many future situations in your life.
Who is a peer leader?
A peer leader is a person who is selected
for his/her leadership potential in helping
others. A peer leader is trained to help other
students learn through demonstrations, lis-
tening, role playing, encouraging, giving
feedback and supporting healthy decisions
and behaviours.
Why are peer leaders important?
In recognition of
the time and
energy you devote
to the programme,
you will receive
[state here kind of
a reward, e.g. a
certificate,
recognition at
parent-teacher
meeting, a T-shirt]
Because:
• Young people are likely to listen to, and
imitate, peers that are well-liked and re
spected
• Peer leaders who give examples of
healthy behaviours can influence behaviours
of other peers and help them to avoid taking
risks
• Peer leaders can support, encourage and
help their peers both inside and outside the
classroom
• Peer leaders can help the teacher in pre
senting the lesson, allowing more time foi
other activities and more individual attention
• Peer leaders can help manage and solve
problems when students are working ir
small groups.
Training programme objectives
As a result of this training programme, you,
as a peer leader, will:
• Beagood listener,provide feedback,and
be able to understand the feelings of your
peers
• Understand the purpose of the HIV/
AIDS/STD education programme, and the
importance of the peer leader’s role within it
• Know other sources of information and
counselling so that you can refer your peers
to appropriate help.
• Be able to help the teacher and students
with some activities
• Be able to help small groups of students
work together effectively
Each of the next sections will provide infor
mation and activities to help you achieve the
objectives of this peer leader training session.
Purpose of the HIV/AIDS/STD education programme
1 Add information
on the programme
that peer leaders
need to know
38
In this programme you will learn about
STD, HIV and AIDS, examine attitudes
about delaying sex and using condoms,
feelings about people who have HIV/
AIDS, and reasons that young people take
risks with their health and their lives. You
will also learn skills: (1) how to be
assertive so that you say “no” to things you
do not wish to do, especially to say “no” to
sex or “no” to sex without a condom; and
(2) to use a condom effectively.1
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Activities where you can help________ ____________
The following is a small selection of activities with which you can help1. Read them and
vour teacher will explain to you how you will help in the classroom.
Unit
Explanation/demonstration
Activity No. Name of activity
1
1.9
Are you at risk?
Part 1
Part 2
Part 3
2
2.10-2.12
2.13-2.15
Assertive messages
Responding to persuasion
Demonstration
Explanation
Demonstration
Explanation
Explanation
3
| 3.3-3.4
Condom practice
Demonstration
4
| 4.4
What could you do?
Explanation
1 Adapt as needed
:Attach here a copy
of selected
activities where
peer leaders are
used
Helping small groups
Basic group rules
• Does not participate in the group activity
• Chats about things not related to the ac
When helping small groups, use the fol- tivity.
lowing group rules to encourage discussion
and participation:
Ways of dealing with problems in groups
• No put-downs (negative comments)
• Only one person talks at a time; no • If there are disruptions, politely remind
the group that there is a problem or task to
interrupting of others
solve as well as a time limit
• Everyone has a right to “pass” (to de
• Talk privately to the person causing the
cline to discuss a personal issue)
problem. Review the basic group rules and
• Everyone is given an opportunity to talk
how the person’s behaviour is negatively
• Keep on the topic; no side discussions affecting the group. Request his/her sup
on other topics; and
port and cooperation for the next time the
• “What you hear stays here” (information group meets
is confidential).
• Respond to those who interrupt by say
ing, “Excuse me. Just a reminder that eve
Dealing with problem situations in groups ryone in the group has the right to speak
without being interrupted”
In small groups, not every group member • If the behaviour is so disturbing that it
may be willing to complete the activity. cannot be ignored, deal with it in the group.
You should be prepared to help solve mi Criticize what is being said or done (not
nor communication problems that might the person responsible for the disruption
arise in small groups, e.g. when a member or making disruptive statements). Point out
of the group:
how the behaviour blocks the group from
• Dominates the conversation (the domi- functioning well
nator)
• At the end of a group session, lead a dis
• Is critical of others; puts other people cussion of how the group is doing. Try to do
down, usually to make himself/herself feel this in such a way that feelings are not hurt.
superior
Now, in a small group, complete the activ
• Tells others what to do all the time
ity “Dealing with problems in groups".
• Often interrupts other people
39
Handbook for curriculum planners
Group exercise - Dealing with problems in groups
Follow-up
questions
1. Which 2 of the 5
situations would be
most difficult to
deal with? Why?
2.Do you think you
could deal with
these 2 situations?
Why or why not?
If not, what would
you work on to
deal with them
better?
3.Discuss ways of
reinforcing or
supporting
someone who is
trying to change
problem behaviour
in a group working
on a task.
1. On your own, read each of the situations
below
3. Decide as a group on the best solutionand write them in the spaces provided
2. Brainstorm in your group a number of
solutions to each situation. If you need help,
review “Helping small groups”
4. Answer the Follow-up questions. Dis
cuss answers in your group.
Situation
Situation 1
The small group has been together for
a few days now and it is quite clear that
Dominico dominates the others. He
talks most of the time and when others
say something, he does not pay atten
tion.
I Solution
I
Situation 2
Laura had been very quiet during the
first group meeting. However, suddenly
she becomes very critical of the other
group members. She made rude re
marks to one person in particular but j
also objected to opinions expressed by I
the rest of the group.
I
Situation 3
Jaloni is a little older than the others in
the group because he failed an earlier
grade. He tells people in his group what
to do and how to do it. No one has ob- !
jected to what he is doing but you can
tell they are not happy about the situa
tion.
Situation 4
Helena often interrupts others in the I
group. She also puts others down by I
calling their ideas “stupid”, or “dumb”.
The rest of the group is getting angry
with her because of her behaviour in the
group.
Situation 5
Bonois is not really interested in the
class. When he is in his group he acts
“bored” and seldom makes any sugges
tions to the group. At other times he
tries to talk to someone in the group
about something completely off topic.
If others do not join him he becomes
loud and disruptive.
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Communication skills
Since you will be working with other stu
dents, it is important that you ensure that
vou have good communication skills. You
probably already have many of these skills
to some extent because you have been se
lected as a peer leader; however, three skills
which most people need to continue to
improve are listening actively, giving feed
back. and showing empathy (showing you
understand how the other person feels or
what his/her point of view is).
understand what another person is saying
means that you:
•]
Listening well
To listen^vell so that you really hear and
After reviewing these points, complete the
activity “Communication check .
• Focus on the person with direct eye con
tact (looking into people’s eyes)
• Do not interrupt
• Do not cut in to describe your experience
• Do not give your attention to outside
disruptions (other people or events)
• Are comfortable with silence.
Communication check
1. Rate each of the following skills using the key below:
1 = Never; 2 = Sometimes; 3 = Often; 4 = Always
1. I do not interrupt others in my group
2. My voice is appropriately pitched (not squeaky, loud or too soft)
3. I do not dominate the conversation (giving others a chance to speak)
4. I talk an equal amount compared to others
_______________
5. I look people in the face
6. I do not criticize (put down) others __________ _____________
7. When listening, I show my reaction to the speaker (e.g. by nodding)
8. I express What I feel, not only what I think
9. I face the speaker and avoid crossing my arms or turning away from him/her
10. I ask (encourage) others to speak
11. I respond to the speaker, showing interest
12. I do not interrupt others to make my point
13. I pay attention to the speaker the whole time he/she is talking
14. I ask questions to show interest in what the speaker is saying
15. I criticize what a speaker says and how he/she says it rather than judging the speaker himself/herself
Total score
2. Add your scores for the items and identify where you stand on the sum
mary score below.
Communication skills: summary score
15-27 points = Poor; 28-39 points = Fair; 40-47 points = Good; 48-60 points = Excellent
41
Handbook for curriculum planners
Follow-up
questions
1. Share some
of your
communication
strengths and
weaknesses with a
group member
2. Discuss what
each of you could
do to help work on
the weaker
communication
skills.
3. List your communication strengths:
4. List the communication skills you need to work on:
Giving feedback
To give feedback to another person means you comment on the person’s statements,
behaviour or performance. When you do this, you show the other person that you are
listening and care about what he/she has said or done.
Do
• Ask questions to show you are interested in the person (e.g. “How do you feel about
that?”)
• Be sincere, caring and understanding
• Use verbal encouragement (such as “What happened then?”)
• Use nonverbal encouragement (such as nodding your head)
• Ask questions to make the situation clearer (if necessary)
• Summarize the person's points and feelings
Do not
• Judge the person
• Comment on things that cannot be changed
• Interrupt too early to give feedback
Sources of support
With your teacher,
also discuss when
to refer a person
and specifically
who the best
source(s) would be
for a particular
situation.
42
You may have the opportunity to talk pri
vately with students who need information
or counselling that you cannot give them.
Therefore, it is important for you to know
where you can get help in your commu
nity. With your teacher, your group of peer
leaders should identify a number of sources
and how to reach them. These sources will
enable students to get information about
HIV/AIDS/STD; to obtain medical help; to
go for counselling; and to be tested for HIV.
Suggestions for your list are as follows*
• Nurses
• Doctors
• AIDS hotline
• Clergy
• Hospital
• Medical centre
• STD clinic
• Health clinic
• Social worker
• Counsellor
• Youth groups
• Church groups
• Places where you • Teacher
can get or buy
condoms
Handbook for curriculum planner
Test items for student
8
/
evaluation (with correct answers)
True-False questions
_
Please note that those marked with (*) are particularly recommended for
inclusion in short tests.
Unit 1
T = True
F = False
1. A person can “pass” an HIV test, that is, be negative, but still be infected with HIV.
T
2. Men may pass HIV on to others through their semen.
T
3. You may get HIV by sitting on a toilet seat that a person with AIDS has used.
F
4. You may get HIV from drinking from the same glass or water fountain that a person
with AIDS drank from.
F
5. HIV is found in semen, vaginal fluids, and blood.
T
6. A person may get HFV by sharing drug needles.
T
7. People infected with HIV are usually very thin and sickly.
F*
8. Once you are infected with HIV, you are infected for life.
T*
9. Some people have been infected with HIV by swimming in the same water as
someone with AIDS.
F
10. You may get HFV from a mosquito bite.
F*
11. Someone with AIDS can spread HIV by coughing and spitting.
F
12. There is no way to kill HIV on a drug needle.
F
13. Women may pass HIV on to others through their vaginal fluids.
T
14. There is no way you can find out if you are infected with HIV.
F
15. You may get infected with HIV by having sex with someone who shares drug needles.
T
16. It is not dangerous to hug a person with AIDS.
T*
17. People infected with HIV do not necessarily look sick.
T
IS.You can be cured of AIDS if you are careful to take medicine the doctor gives you.
F
19.You can’t get HIV from sharing needles for tattoos or ear/nose piercing.
F
ZO.People with AIDS die from serious diseases.
2Lit is difficult for women to get HIV/AIDS.
22.HIV may be passed from a mother to her unborn or newborn baby.
T
F
T*
43
Handbook for curriculum planners
Unit 1
T = True
F = False
23. HIV may be spread by wearing clothes from a person with AIDS.
Fx
24. A person may get HIV by donating blood.
F*
25. Having sex during the menstrual cycle increases the risk of getting HIV.
T
26. You may get HTV by cutting the skin with a knife or razor blade used by someone with HIV.
T
27. The time from getting HIV until a person becomes sick with AIDS can be as short as
6 months to as long as 10 years or more.
T*
28. A person who has AIDS usually will die in 6 months to 2 years.
T*
29. A person is infectious (able to pass HIV on to others) only when she/he has AIDS.
F
30. The reason that you see so few teenagers with AIDS is that it takes years for AIDS to
develop after a person has been infected.
T
31. The test for HIV (ELISA test) is looking for the HTV virus.
F
32. A vaccine is available to protect people from HIV infection.
F*
33. If a person has an STD, his or her chances of being infected with HIV are increased.
T
34. AIDS is caused by HIV.
T
35. There have been reported cases in which HIV was spread by kissing.
F
36. A person who has tested positive for HIV is said to have AIDS.
F*
37. HIV is not spread from one person to another through daily activities.
T
38.There is evidence that some insects can actually spread AIDS.
F
39. Teenagers infected with HIV w'hen they are 14 may not show any AIDS symptoms
until they are in their middle twenties.
T
40. HIV can be spread by contact such as hugging, kissing or holding hands.
F
41. A person may pass on HIV even though he/she has no signs or symptoms of AIDS.
T
42. The more partners a person has. the greater the chances of being infected with HIV.
T
43. Everyone infected with HIV, whether they have symptoms of AIDS or not,
can spread HIV to others.
T
44. A person can have HIV for years without getting AIDS.
T
45. You can tell if a person has HIV by how they look.
F*
46. A negative HFV test means there are no antibodies to HIV in the blood.
T
47. You may get HIV from toilet seats.
F
48. Married people don’t become infected with HIV.
F*
49. If you only have sex with people who look healthy, you won’t become infected by HIV.
F*
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Handbook tor curriculum planner
T = True
F = False
Unit 2
1. Delaying sex and not using injecting drugs are very good ways for teenagers to
avoid getting HIV.
T*
2. One way to avoid getting HIV is by not having sex.
T
3. There is no way to protect yourself from HIV/AIDS^
F*
4. Not having sexual intercourse is the most effective way to avoid being infected w ith HT\.
T*
5. An example of showing affection without sex is cuddling and caressing.
T
6. Assertive people get their way by overpowering others.
____
F
7. Aggressive people get what they want without any thought about the feelings of
the other person.
____
__
T
8. A passive person often gives in to what others want.
T
9. If a person tries to get you to do something you don’t want to do, you should
refuse, or bargain safer alternatives, or delay the decision.
T
p*
10. If you stick to one partner you won’t become infected with HIV.
Unit 3
F*
1. You can’t get HIV if you only have sex once or twice without a condom.
F
2. Condoms offer complete protection against HIV.
3. Vaseline is a very good lubricant to use with a condom.
F
4. Condoms used correctly and every time one has sexual intercourse, protect from
HIV and STD and prevent pregnancy.
T*
5. Lubricated condoms break more often than those that are not lubricated.
F
6. If a condom slips off in the female vagina she will become sick.
F
F*
7. A condom can be safely reused.
F
8. It is important to keep condoms in a warm, moist place.
Unit 4
_
F*
2. A person with AIDS who has sweating, vomiting and diarrhoea needs extra fluids.
T*
1. You can get HIV by eating food prepared by an HIV-infected person.
3. People with AIDS should stay in hospitals all the time, not at home.
F*
4. People who are ill with AIDS should be encouraged to do what they can for themselves.
T
5. There have been no cases of HIV from living with a person who has HIV or AIDS.
T
6. A person with HTV who is not allowed to attend school is an example of discrimination.
T*
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Handbook for curriculum planners
Short answer questions
Acceptable answers are in italics
Unit 1
1. Name three body fluids that are known to spread the AIDS virus, HIV.
- Male semen; vaginal secretions; blood
2. Name two ways in which blood-to-blood transmission of the AIDS virus, HIV, can occur.
- Sharing injection needles and syringes; sharing other instruments - knives, razor blades
tattooing and ear-piercing instruments and possibly toothbrushes; blood transfusions
3. What are three ways HIV is spread?
- Sexual intercourse; sharing injection needles and syringes and other cutting instruments
(e.g. knives); mother to baby; blood transfusion
4. Give two reasons why AIDS is so serious.
- No cure for AIDS
- Causes death
- Discrimination and intolerance
- No vaccine to prevent HIV
- Happens to young people
5. List five ways by which HIV is not spread.
- Insects, hugging or touching, towels, spitting, coughing, sneezing; kissing; sharing a bu
house, room; animals; wearing old clothes; cigarettes; swimming pools (hot tubs); telephones
shaking hands; food, dishes; toilet seats; giving blood; water fountains
6. List four ways that you can protect yourself from HIV and other infections.
- Not have sexual intercourse
- Delay sex
- Use a condom properly
- Do not use dirty injection needles or syringes
- Get injections only at hospitals or health centres
- Have only one sexual partner who is not infected with HIV/STD and has no other sexual partners
7. Describe what happens from the time a person is infected with HIV to the time he/sl^
dies from AIDS.
- Infected with HIV; 2 to 12 weeks: antibodies develop; about 6 months to 10 years or more
symptoms start to appear, AIDS; about 6 months to 2 years or more: death
8. What is meant by the “window period?” Why is this period so important?
- “Window period” is the period of time from when a person is infected until antibodies
(germ fighters) develop in the blood. This is usually 2 to 12 weeks. It is important because
one is tested during this period, the test will be negative since the test looks for antibodies
against HIV, which have not formed yet. However, the person can infect others.
46
Handbook tor curriculum planner
9. How do people look and feel from the time they are infected with HIV to the time they
die from AIDS?
lime after she/he gets infected
- The person may look healthy and feel fine for a long rime
- Then, she/he starts having swollen glands, fever, night sweats, fatigue, cough
disease, brain illnesses,
lungcn
- Then serious diseases may occur - T.B.. cancer. lung
I
’
infections. These result, eventually, in death.
_________________
10. Give three reasons why a person might wrant to get tested.
- Not to infect others
' ^t to pass HIV on to her baby
- To get treatment which may help to prevent - Not to give infected blood
opportunistic infections such as pneumonia
- To tell her/his sexual partners
11. What two pieces of advice could you give to a person who injects drugs?
- Never share needles or syringes
with anyone else
— Clean used needles with bleach
(1 part bleach to 10 parts water)
- Stop using injecting drugs
- Turn used needles in for clean ones
- Seek help from professionals •
12. List three sources of help that a person could use if they were worried about HIV/
AIDS.
- Parents; doctor; teachers; counsellor; social worker; STD clinic; nurse; religious leaders;
health centre; AIDS hotline
Unit 2
13. Give four reasons for saying “no” to sex or for delaying sex.
- You have drunk too much
- Pregnancy
- Your religion says "no"
- Risk of STD or AIDS
- You're not ready
- Parents don't want you to have sex
- Want to wait until marriage
- Not with the right person
- Time for friendship to develop
- Fear of violence
14. List three things that could help a person to delay sex.
- Go out with a group offriends
- Decide early how far you want to go
- Decide on your alcohol/drug limits
- Don t fall for romantic words and arguments
- Be very clear about your limits
- When feeling uncomfortable - leave
- Get involved in activities (sports, clubs)
- Don't go around with people who pressure you to have sex
- Be honest from the beginning about your sexual limits
- Don't go out with people you cannot trust
- Avoid lonely spots where you couldn't get help
- Don't accept rides from those you can't trust
- Don't accept money and presents from people you don't know very well
- Avoid going to someone’s room when there is no one else at home
- Express affection without having sexual intercourse
47
Handbook for curriculum planners
15. Give three ways a person could be affectionate to a partner without having sexual®
intercourse.
- Hold hands
- Kiss
- Hug
— Touch
— Massage
— Say “I like (love) you
— Masturbate
— Write a letter
— Body rub
16. How does “the mountain climbing” idea help you to make decisions about your sexua’
limits?
- The farther you go the more difficult it is to stop.
- It is difficult to go back to a safer point.
- Decisions about sexual limits should be made at a point where you
know it will not lead to sexual intercourse.
17. Describe the characteristics of passive, assertive and aggressive persons.
Passive persons
- Do not stand up for their own rights
- Put others first at their own expense
- Give in to others
- Always apologize
- Remain silent when something bothers them
Assertive persons
- Respect self and other people
- Listen and talk
- Express positive and negative feelings
-Are confident but not “pushy"
- Stand up for own rights without putting others down
- Use “Ifeel" statements
Aggressive persons
- Have no thought for other people
- Put selffirst at expense of others
- Overpower others
- Argue
- Get what they want at the expense of others
18. What are the advantages of being assertive?
— Can say “no" without feeling guilty
- Ask for help when needed
- Avoid arguing
- Have better relationships
- Others will respect you
- Disagree without becoming angry
- Feel better about yourself
- Have more friends
- Have respect for yourself
19. List three things a person could do to prevent sexual threats and violence.
— Be assertive
— Avoid secluded (lonely) spots
— Do not go to person's room if no one else
is at home
48
- Set sexual limits early
— Do not accept money or presents
- Do not take rides with strangers
Handbook for curriculum planner-
Unit 3
_______________________
20. Give three reasons why a sexually active person would not use a condom to protect
against HIV and/or pregnancy.
— no money or no place to get them
— use of alcohol or drugs - unable
to make wise decisions
- didn’t have one at the time
- ^nothing can happen to me” - takes risks
- embarrassed to buy or use condoms
21. What three things would you look for in a good condom?
- lubricated
- tip to catch semen
- package easy to open
- diagrams on how to use a condom
- no light goes through package
- expiry date or date of manufacture
- made of latex
- instructions with package
- spermicide added
22. What is the most important step in using a condom to prevent it from being left in the
female vagina?
- hold rim of condom when withdrawing the penis from the vagina
- remove penis from vagina before erection is lost
23. Name two things that could be done to reduce the chance of a condom breaking.
- use water-based lubricant
- pinch air from tip of condom
- never reuse a condom
- put condom on properly
- be careful in taking condom off
- don’t use past expiry' date
— smooth condom out after it is on
- be careful when opening the package
— store condoms in cool, dark spot
24. What could a person do if a condom did break?
- have another condom available
- withdraw penis immediately
- use spermicide if possible
— 'he woman should not douche — she
should wash and urinate as soon as possible
Unit 4
25. Give an example of discrimination
- a person is not given a job because she/he comes from another religion or culture
- women aren't paid as much as men even when they do the same job
- a person with HIV is not allowed to swim with others
26. Give two reasons why it is important to be compassionate to a pierson with HIV or AIDS.
- they are often young
—. they are no threat
- they suffer more if isolated
- it is important to think of someone
other than yourself
- they will likely die
- it is a painful, long-term disease
- they are often abandoned by family
and friends
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Handbook for curriculum planners
27. What are four ways to be compassionate to a person with HIV or AIDS?
- Write a letter (note)
- Share a meal
- Clean the house
- Give them a hug
- Just listen
- Make a “fun ” present
- Help other family members
- Find others to give support
- Celebrate special days
— Get medicines
- Share emotions - laugh, cry
- Do not let them blame themselves
- Be friendly
- Playgames
- Hold their hand
— Talk about the future
28. What could a person do to give support to a person who has AIDS and:
a) has loss of appetite?
- Ask what they would like to eat, when and how much
- Eat with the person when possible
b) is vomiting?
- Prepare small meals with little fat
- Encourage them to drink liquids
- Advise them to avoid food when feeling nauseated
c) has body sores from being in bed?
- Change sleeping position often
- Encourage short walks and sitting in chair
- Wash sores
29. Give three ways you can protect yourself if you are looking after a person with AIDJ^
- Use bleach and soap and use gloves to clean soiled clothes or bedding
- Wash hands with warm, soapy water after contact with infected person
- Put used needles and syringes in hard plastic or metal box
- Wash thermometers with soap and water
— Keep cuts, sores or rashes covered at all times
- Clean bathroom with bleach
- Clean dishes with hot, soapy water
NOTE: You should wear a mask if you are ill so as not to infect the person with AIDS.
30. Provide three ways that you can give emotional support to people with AIDS.
- Find out about their needs and what they can do for themselves each day
- Share feelings — be honest and open
- Encourage them to do as much as possible for themselves
- Give support and praise when deserved
- Ask them how they want things done - wash, food, cleaning
- Encourage anger and crying
- Look after yourself- take breaks, ask for help
50
Handbook for curriculum planner
Skill questions
The steps on the left side of the box are already filled in; the right side of the box is left
blank. There are example statements in italics, but answers will van from student to
student.
1. For the situation described, write an assertive script in the empty part of the “Script box .
Situation: Your boyfriend/girlfriend becomes jealous when you are with other friends, including those
of the other sex, and wants you to spend less time with them. You do not want to lose your
friends and decide to tell your boyfriend/girlfriend how you feel and that you are not read)
to give up your friends.
Script box: <
1. Explain your feelings and
the problem.
2. Make a request.
3. Ask how the other person
feels about your request.
1 feel upset when I'm pressured not to see my friends.
My friends are important to me and I'd like it better if you would
make them yourfriends too.
Do you think you could do that for me ?
-------- ----------------------------------
Response: I guess I'm a little jealous, so I'll try to make them my friends too.
4, Accept with thanks.
Thanks for understanding. Let's go for a walk.
2. For the situation described, write an assertive refuse, delay and bargain message in the
empty part of the “Script box”.
Situation: You are at a partv with friends. They are drinking beer and offer you one. You really don’t
want the beer and tell them so. They continue to pressure you to drink and finally you respond
with a refusal, bargain and delay response.
Script box: < j. Explain your feelings and
the problem.
I feel angry when I say I don't want a beer and I'm still pressured
to have one.
They make a distracting statement: You really get red when you're angry.
2. You get back on topic
3. Make a request.
4. Ask how the nther person
feels about your request.
Please let me finish what 1 was saying.
Could you please just accept that I don't want a beer tonight?
Is that OK with you?
They make a persuasive statement: Well, what are you here for if you don't want to drink?
5. You refuse
6. Delay
7. Bargain
Look. I'm not going to drink and I am having a good time.
Look, I'll think about it, we'll see later.
Look, let's have a dance instead of arguing about the beer.
I____
CH- IU
06804
• 4- v.
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Handbook for curriculum planners
3. For the situation described, write an assertive refuse, delay and bargain message in the
empty “Script Box” for a person who does not want to wear a condom.
Situation: You are going out with a person you really like. She/he wants to have sexual intercourse with
vou but does not want to use a condom. You will only have sex if a condom is used and \ o,
have a condom with you.
Script box:
/ feel upset when you say you don't want to use a condom,
especially when I have one with me.
1. Explain your feelings and the
problem.
He/she makes a distracting statement: Look, don't try to tell me what to do.
Please let me finish what I was saying.
2. You get back on topic
I’m not trying to tell you what to do. I'm saying that I won t
have sex with you without using a condom.
3. Make a request.
Is that all right with you?
4. Ask how the other person
feels about your request.
»
He/she makes a persuasive statement: Theyjust don’tfeel good and it would probably break anyway
No sex without a condom and 1 mean it.
5. You refuse
Well, 1 guess we'll have to talk about this more.
6. Delay
7. Bargain
.
J
What could we do that would make us both happy?
4. Arrange the following list of steps to use a condom in the correct order, by placing th
number (1, 2, 3, etc.) from the column “Condom steps" beside the number in the right-hanJ
column “Correct order of steps."
Condom steps
Correct order of steps
a) Squeeze air from tip
3 or 4
b) Unroll condom - slide it off
8
c) Open package
1
d) Roll condom on penis
5
e) Point condom the right way
2
f) Hold rim of condom and withdraw
7
g) Dispose of condom
9
h) Position the condom on the glans of the penis
3 or 4
i) Smooth out and add lubricant
52
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Handbook for curriculum planner^
Life situation questions
1. Dacobi and Kandu are close friends but live in different towns. They often visit each
other and on one visit, Kandu asks Dacobi how AIDS is prevented. Dacobi has had a fev
classes about AIDS in school but can’t remember everything he was taught. However, he
does tell Kandu what he knows about prevention. Some of what he says is not true. Mark
an “F” for these statements. Mark “T” for those statements that are true.
a) It is easy to tell who has HIV and who hasn’t, so you don’t need to worry about using a
condom to avoid infection.
_____
F
b) HIV is only present in certain body fluids, mainly male semen, vaginal secretions and
the blood. Therefore, don’t have sex without a condom and don’t use needles or other
sharp instruments that might have someone else’s blood on therm
T
c) Be careful of mosquitoes and other insects that bite as that is a way HIV is spread.
F
d) The only really safe way to protect yourself is to delay sex until you are ready to take the
responsibility of using a condom.
T
e) A blood test for HIV is the only way to tell if you have been infected with HIV.
T
2. Aaren and Mayada have decided to have sexual intercourse. Both have had sexual
intercourse before without using a condom but are confident that none of their previous
partners had a disease. Mark “T” for any statements that are true/correct and F for
any statements that are not true/false.
a) If they have sex, it will be all right because HIV cannot be spread until a person has AIDS.
F
b) If they have sex, Aaren should wear a condom every time they have sexual contact.
T
F
c) They would know if their previous partners had HIV.
d) They would be safe if they had oral or anal sex without a condom.
F
e) They would be safer if they delayed sex until they were both properly tested.
T
3. You are talking with three of your same-sex friends about “lines” young people use to
get “sex.” The group decides to try to come up with good responses to these lines .
What would you say in response to the following lines:
Line:
“Everyone does it.”
“F11 buy you something nice if you let me do it.”
“We don’t have to worry about AIDS, I haven’t got it.”
“This is the first time I’ve had sex. I can’t have a disease.”
“Either we do it, or we’re through.”
Response:
The teacher should use her/his judgement
as to correct responses.
(see Unit 2 / Student activity 3)
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Handbook for curriculum planners
4. Ranjki is a person who will be going to your school next year and everyone know s thaf
he has HIV. He is not sick now and he is really looking forward to entering his new
school. List four things you could do to show compassion and support for Ranjki w he:
he arrives at your school.
• Stay with him during breaks.
• Go to his place and welcome him to your school.
• Walk to school or from school with him.
• Ask him to sit near you.
• Be in the same group when possible.
• Get other students to help support Ranjki.
5. Your best friend has really negative feelings about condoms. Every time you talk abouT
condoms, this person has something negative to say about them. You decide that you w i
make a positive comment about condoms for every negative one that is made. What d'1
you reply to each of the following:
Negative comment:
Positive reply:
“Condoms cost too much.”
“It’s too hard to get condoms.”
“Condoms break. So why use them?”
“Condoms don’t feel good.”
“Condoms spoil the mood.”
The teacher should use her/his judgement
as to correct responses.
(see Unit 3 / Student activity 2 for posi
tive condom comments)
"
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Handbook for cumcuium planner^
Needs analysis for the
teacher training programme
You will be taking part in a teacher training programme on HTV/AIDS/STD. The results
of this survey will be used in designing the training programme.
Thank you for your collaboration.
Read each item and tick one of the three boxes.
Knowledge of HIV and AIDS
Don’t
True know False
1. Many people who are infected with HIV can look and feel
healthy.
2. AIDS can be cured.
Directions:
Please respond
honestly.
________________
Your name should
not appear on this
survey.
3. Males who are infected with HIV can give it to another
person through their semen.
4. People who are infected with HIV can give it to another
person through their blood.
5. A mother can pass HIV to her unborn child.
6. People can reduce their chances of becoming infected with
HTV by using a latex condom during sexual intercourse.
7. A person can become infected with HIV by being bitten
by an insect such as a mosquito.
8. A person can become infected with HIV by donating
(giving) blood.
_________________
9. People who are careful to have sexual intercourse only with
healthy-looking partners won’t become infected with HIV
10. People can be infected with HTV and not know they have it.
Scoring procedure - knowledge:
One point is given for each correct answer, and 0 points for “don’t know and an
incorrect response.
- ScorihgXey
True: f?3:.4;5;6, 10. x
False: 2, 7, 8, 9. ? ’ -. . ‘
An item-by-item analysis pf responses can help identify those content areas that may
require special instruction^. .,
j
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55
Handbook for curriculum planners
Attitudes towards people with HIV or AIDS
Agree
Not
sure
Disagree
1. I wouldn’t mind having a student with HTV in my class
room.
2. A student who is infected with HIV should be able to
eat lunch with other students.
3. I would avoid a student whose family member had
AIDS.
4. I would work with another teacher who was infected
with HIV.
5. Students infected with HIV should be separated from
other students.
I
I
I
6. Students who are infected with HIV should not play
sports with other students.
7. I would feel uncomfortable about giving individual
help to a student infected with HIV.
8. People who have AIDS should not be allowed to work
in places that handle food.
9. If I thought a teacher was infected with HIV, I would
be afraid to shake hands with that teacher.
1
I
1
10.1 would feel comfortable hugging a friend who has
AIDS.
Scoring procedures - attitudes
To obtain a total score for each educator, add the point values of the responses. Th'
higher the total score, the higher the acceptance of persons with HIV or AIDS. The
lower the total score, the lower the acceptance of persons with HIV or AIDS (the minimur
score is 10, the maximum score is 50).
The following scale should be used to score the items.
For items: 1,2,4,10
Agree = 5
Not Sure = 3
Disagree = 1
For items: 3,5, 6,7, 8,9
Agree = 1
Not Sure = 3
Disagree = 5
56
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Handbook for cumcuium planner*
Comfort with sensitive topics
How comfortable are you in discussing the following topics with students?
Somewhat
comfortable
Very
comfortable
1. How HTV is transmitted
Not at all
comfortable
II
2. Sexual intercourse
3. AIDS
4. Condomuse
5. Delaying sex
6. Male sexual organs
7. Female sexual organs
8. Injecting drug use
9. Varieties of sexual behaviour
10. Tolerance towards people with AIDS
Scoring procedures - comfort
A high score on each item indicates a high degree of comfort and a low score indicates
a low degree of comfort. The following scale should be used to score items (the minimum
score is 10, the maximum score is 50).
Very comfortable: 5 points
Somewhat comfortable: 3 points
Not at all comfortable: 1 point
57
Handbook for curriculum planners
10
Three-day teacher
training agenda
Three-day training agenda for teachers of the HLV/AIDS/STD education workshop
A. Opening
Day
1
Day
B. Overview of the AEDS/STD situation in
country
• Prevalence of HIV/AIDS, by age/sex
• Prevalence of STD, by age/sex
• Prevention programmes
C. TransmissionandpreventionofHTVZSTD
• Presentation
• Questions/Answers
E. Adults and young people's sexuality
• Parents’ attitudes
• Teachers’ attitudes
• Education about sex-related issues in
school (contraception, prevention of
STD)
E Teachers’ perceptions on HBVAIDS
• Attitudes towards people with HIV/AIDS
• Teachers and students with HIV in the
school
G. Presentation of results of the Needs
Analysis for Teachers
D. Young people and sexuality
• Ages at first intercourse
• Changing patterns of marriage and sexual
relations
• STD and early pregnancy in young people
H. Teaching methods in HIV/AIDS/STD
Education
A. Introduction
• Warm-up activities
• Explanation and demonstration of
activities from Unit 1
B. Overview of programme
• Objectives
• Conceptual framework
• The four units
E. Responsible behaviour: delaying sex
Unit 2
• Overview of unit
• Explanation and demonstration of
activities from Unit 2
C. The teacher’s guide
• Explanation of pan 1/Introductory informa
tion
• Explanation of part 2/Guides to the student
activities
F. The peer leader programme
• Function and selection of peer leaders
• Objectives of the training programme for
peer leaders
• Explanation of the peer leader guide
I
I
I
D. Basic knowledge of HIV/AIDS/STD
Unitl
• Overview of unit
A. Review of day 2
• Overview of day 2
• Questions
Day
B. Responsible behaviour - protected sex
Unit 3
• Overview of the unit
• Explanation and demonstration of activities
from Unit 3
C. Participation of parents and families
• Why involve parents and family members
• Introduction to the parent materials
• Dealing with parent questions
58
D. Care and support for people with HTV)
AIDS - Unit 4
• Overview of the unit
• Explanation and demonstration of activi
ties from Unit 4
E. Evaluation of students
• Purposes of evaluating students
• The test(s) for assessing students
F. How to deal with students who disclose
personal problems with HIV/AIDS/
STD
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Handbook for curriculum planner'
Teacher satisfaction with
training workshop
1. Please rate the following workshop topics on the quality of their presentation in the workshop.
Excellent
QUALITY
Satisfactory
Poor
Directions:
Please evaluate this
training workshop
so that future
training
programmes can
be made more
effective. Do not
put your name on
this form.
»
Thank you for
completing this
survey.
a. Discussion of sensitive topics.
i
b. Activities in the knowledge of HTV/AIDS/STD unit.
c. Activities in the delaying sex unit
cL Activities in the protected sex unit
e. Activities in the care and support unit
f. Description of the Teachers’ guide
g. Explanation of the use of peer leaders
h. Explanation of parents’ participation
i. Explanation of the student evaluation component
2. Please rate the quality of the following:
Excellent
a. Participant sessions
QUALITY
Satisfactory
i
Poor
I
b. Role-plays
c. Demonstrations
d. Quality of facilitators
I
II
3. Which aspect of the training workshop was the most useful to you?
4. Which aspect of the .training wori■kshop was the least useful to you?
5. What additional topics should have been included in the training workshop?
6. What topics, should have been treated in more depth in the training workshop?
7. What other comments do you have about the training workshop, and what changes need to
be made?
59
Programme
Evaluation Instruments
Handbook for curriculum planners
1 Big) Model pre-post test
Instructions to teachers
1. Tell the students that the questionnaire asks for personal answers so it is
important to work alone and not communicate with anyone.
2. Hand out the questionnaires and ask the students to tum the question
naires over (upside-down) and not begin until instructed to do so.
3. Remind students that they are not to write their names on the question
naires. Explain that the questionnaire is confidential (no one will kno\.
who has given the answers). The answers will only be seen by research
ers.
4. Tell the students that this is not a test on which they will be graded.
5. Read the instructions aloud to the students.
6. Tell the students that you will not walk around the room during the test,
so that their answers will be completely private.
7. Ask if students have any questions about the questionnaire. Answer thesquestions, then ask them to complete the questionnaire.
8. Because some of the students may believe that some of the false state
ments are, in fact, true, it is important to discuss the correct answers wit
students as soon as possible following the questionnaire’s completion
and collection.
Instructions to students
1. The purpose of this questionnaire is to obtain information about yorknowledge, attimdes and skills with respect to the prevention of HIv
infection and AIDS. As well, you are asked to describe some of yoi
intentions in the near future. The information you provide will be useH
to improve the quality of an HIV/AIDS/STD education programme.
2. We encourage you to answer all of the questions because your responsft
are important to this study.
3. Your answers will be kept confidential. No one will know how yr
answered these questions.
4. When you have completed the questionnaire, do not sign it. Your re
sponses will be combined with those of other students your age for analys
5. Thank you for completing the questionnaire.
62
Handbook for cumcuium planner
| Date
Sex
Age
Your knowledge
Instructions: Read each question. Tick the answer that fits best. Some of these questions use the
words “having sex.” This means sexual intercourse.
Don't
know False
True
1.
STD can be cured, but there is no cure for AIDS.
2.
One can recognize a person infected with HIV by how she/he looks.
3.
HIV is transmitted through semen and vaginal fluids and blood.
4.
You can get HIV if you have sex once, without a condom.
5.
You can get HIV by hugging or touching a person who has HIV or AIDS.
6.
A person can get HIV by giving (donating) blood.
7.
8.
The more sexual partners a person has, the greater the chance of getting infected with
HIV or a sexually transmitted disease.
People who choose only healthy-looking panners won’t get infected with HIV.
9.
There are drugs available that can help prolong the life of a person with AIDS.
I
10. A good reason to delay sexual intercourse is the risk of HIV, STD and pregnancy.
11. Assenive people get their way by overpowering others.
12. If a person tries to get you to do something you don’t want to do, you should either
refuse, delay, or bargain with that person.
13. Condoms protect a person from HIV and STD if they are used correctly every time one
has sexual intercourse.
14. A condom can be safely reused.
15. “No condom, no sex’’ is a good rule to protect yourself from HIV and STD.
16. It is important to keep condoms in a warm, moist place, before use.
17. A person with HIV who is not allowed to attend school is an example of discrimination.
18. A person can get HIV from living in the same home with a person who has
19. A person with AIDS who is sweating, vomiting and has diarrhoea needs extra food.
Scoring procedures for knowledge items
Each correct answer receives one point.
- If the correct answer was false, a student
would receive one point for answering,
“false”
- If the correct answer was true, a student
would receive one point for answering,
“true”.
- Don’t know scores count 0 points, but
the number of “don’t know” responses
should be recorded for each question.
Percentage of students correct, wrong, and
“don’t know” should be calculated. These
scores when compared
--------------* . to the control group
,
c thewill provide you with information on
achievement of your knowledge objectives,
Scoring key
True: 1, 3,4,7,9, 10, 12, 13, 15, 17
False: 2, 5, 6, 8, 11, 14, 16, 18, 19
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Handbook for curriculum planners
Your attitudes
Instructions: Read each statement, and circle A if you agree, circle NS if you are not sure, or
circle D if you disagree.
Agree
Not Sure
Disagree
1. Young people should realize that if they do not protect them
selves, they could get infected with HTV.
A
NS
D
2. It is alright to have sex without a condom, because your
chance of getting infected with HTV is very low.
A
NS
D
3. It is alright not to have sex while you are a teenager.
A
NS
D
4. It is alright for young people to have sex without a condom
if they know each other well.
A
NS
D
5. If people think they might have sex with a partner, they
should carry a condom with them.
A
NS
D
6. A young person can inject drugs once in a while without the
risk of getting infected with HIV.
A
NS
D
7. It would be alright with me to be in the same classroom
with someone who has AIDS.
A
NS
D
8. People who have AIDS should be forced to live far away
from other people.
A
NS
D
9. I would feel comfortable hugging a close friend who had
AIDS.
A
NS
D
10. It is alright to say “no” to friends when they want me to do
things I do not want to do.
A
NS
11. If your boy/girlfriend wants you to have sex, it is better to
agree rather than to lose him/her.
A
i
■I
I
I
D
1
NS
D
I
Scoring procedures for attitude items
Attitudes about
i Peer pressure_____
Abstinence/delaying
Condoms
I Drugs_______
' Threat of HIV
I
I People with AIDS
Caring for someone with AIDS
64
Questions
10
3
11
4
5
6
1
2
7
8
9
Scoring key
A =3, NS = 2, D = 1
A =3, NS = 2, D = 1
A=1,NS = 2,D = 3
A=1,NS = 2,D = 3
A =3, NS = 2, D = 1
A=1,NS = 2, D = 3
A =3, NS = 2, D = 1
A=1,NS = 2, D = 3
A =3, NS = 2, D = 1
A=1,NS = 2,D = 3
A =3, NS = 2, D = 1
Higher scores on each item reflect posi
tive attitudes.
Overall attitude scores and scores o..
each attitude will be analyzed and th
results from experimental and control
groups, compared.
Handbook for cumcuium planner-
Your skills
Instructions: Try to imagine yourself in the story. Circle how confident you feel. xer\. some
what, not at all.
1. You like your boy/girlfriend very much. He/she wants to
have sex with you, but you don’t. How confident are you
that you could refuse and still remain friends?
Very
confident
Somewhat
confident
Not at all
confident
2. You have been going out with someone and you have been
having sex without condoms. You have heard that using a
condom is a good way to keep from getting infected with
HIV. Your partner does not like condoms. You do not want
to have sex anymore without a condom. How confident
are you that you could refuse?
Very
confident
Somewhat
confident
Not at all
confident
3. You have bought condoms to protect you and your partner
when you have sex. You really want to use condoms. How
confident are you in being able to use the condom properly?
Very
confident
Somewhat
confident
Not at all
confident
Scoring procedures for skill items
Higher scores reflect better skills.
Very confident = 3
Somewhat confident = 2
Not at all confident = 1
These scores will be analyzed by refusal
skills (items 1 and 2), and condom skills
(item 3); they could also be accumulated to
obtain an overall skill score, and compared
with the control group.
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Handbook for curriculum planners
Your intentions
Instructions: Read each statement and circle the one that is most true for you.
In the next six months...
A) I do not intend to inject drugs
1
B) I might use injecting drugs
A) I do not intend to have sex
2
B) I might have sex
C) I might have sex with two or more people
J
If you circled B or C in statement 2, please answer the following
In the next six months...
i
A) I will use condoms with my sexual partners
3
i
B) It is unlikely that I will use condoms with my sexual partners
ri
i
i
C) I will not have sex without a condom
j
Scoring procedures for behavioural intentions
Calculate the percentage of students who
choose each response. Higher scores reflect
safer behavioural intentions.
Question 1: A= 2, B= 0
Question 2: A= 2, B= 0, C= 0
Question 3: A= 1, B= 0, C= 1
66
When compared with control groups, ef
fective programmes lead to increased per
centages of students moving towards lowei
risk behaviour.
Handbook for curriculum planner
Additional questions
for pre-post test
PROvK
ALL
INSTRVM! s
Your knowledge
Q u es tions
T = True
F = False
1. People with AIDS die from serious illnesses.
T
2. Gonorrhoea is an example of a sexually transmitted disease.
T
3. HIV may be passed from a mother to her unborn child.
T
4. You may get HTV from sharing unsterilized needles for drugs, tattooing, and ear or nose
piercing.
T
5. You may get HTV by drinking from the same glass that a person with AIDS has used.
F
6. You may get HIV by eating food prepared by someone who has HIV or AIDS.
F
7. The best method of protection against HTV and STD is to abstain from sexual intercourse.
T
8. Some methods of protection against HTV or STD are better than others.
T
9. The birth control pill protects from HIV or STD.
F
10. There is no way to find out if you are infected with HIV.
F
11. AIDS can be cured if you are given medicines early enough^
F
12. Vaseline is a good lubricant to use with a condom.
F
13. Lubricated condoms break more often than those that are not lubricated.
F
14. If a condom slips off the penis, into the female vagina, she will become sick.
F
15. It is safe to have sex just once without a condom.
F
16. Being compassionate to a person with AIDS is dangerous because there is a good chance
you will become infected with HIV.
_________
F
17. People with AIDS should be encouraged to do as much as they can for themselves.
T
18. People with AIDS, who are upset, should be encouraged to cry or be angry.
T
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Handbook for curriculum planners
Questions
T = True
F = False
23. You may get HIV from sharing injecting needles and syringes for use of drugs.
T
24. You may get HIV by cutting your skin with an unsterilized razor blade or other sharp
instrument that was used by someone else.
T
25. You may get HIV from toilet seats.
F
26. You may get HTV from wearing clothes that have been worn by another person with HTV.
F
27. A person who has an STD is at greater risk of getting HTV.
T
28. There is evidence that HTV can be spread by some types of insects.
F
29. There is no way to kill HIV on a drug injecting needle or syringe.
F
30. Once you are infected with HIV, you are infected for life.
T
31. Only a person who is sick with AIDS can give HTV to others.
F
32. A person can have a negative test for HTV and still be infected with HIV.
T
33. People infected with HTV are usually very thin and sickly.
F
34. The time from being infected with HTV to getting AIDS can be as short as 6 months to as
long as 10 years or more.
T
35. There are drugs available that can help prolong the life of a person with AIDS.
T
36. A reason to get tested for HIV is so that you will not infect others.
T
37. The test for HIV looks for HIV antibodies.
T
38. Men and women often have very different thoughts about sexual intercourse.
T
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Handbook for curriculum planner-
_
Attitudes
Instructions: Read each statement, and circle A if you agree, circle NS if you are not sure, or
_
Kntt.|irp
D.saeree
1. It is a good idea for teenagers to delay having sex until they
are older or married._______________________
A
NS
D
2. A person does not have to feel bad about delaying or refusing
A
NS
D
3. If I chose to, I could easily abstain from having sexual
intercourse.
A
NS
D
4. I would be too embarrassed to use a condom.
A
NS
D
5. I would be too embarrassed to buy a condom.
A
NS
D
6. Using shared instruments (razors, knives) to cut the skin is
alright if you do it only once or twice.
A
NS
D
7. A person who has AIDS should not be allowed to eat lunch
with other students.
____________________
A
NS
D
8. I would stay away from someone in my class who had
someone in their family with AIDS.
A
NS
D
9. People who have AIDS are getting what they deserve.
A
NS
D
10.1 would be comfortable caring for someone who had AIDS.
A
A
NS
D
NS
D
12.1 don’t like it when friends talk me into doing things I know
are dangerous.
___
A
NS
D
13.1 think it is alright to accept gifts or presents from people I
do not know.
A
NS
D
A
NS
D
A
NS
D
A
NS
D
17.1 try to support my ftiends when they do something that is healthy.
A
NS
D
18. If I were using drug injecting needles I would clean them
with bleach.
A
NS
D
circle D if you disagree.
sex.
Agree
Not Sure
__________________
11.1 feel we should do more to help people who have AIDS.
14.1 would get tested if I thought I might have HIV.
15. If I wanted, I would be able to be affectionate without having
sexual intercourse.
16.1 am an assertive person._____________________________
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Handbook for curriculum planners
Scoring procedure for attitude items
Question
1
2
3 ~
4
5
6
7
8
9
Scoring key
A =3. NS = 2. D = 1
A =3, NS = 2, D = 1
A =3, NS = 2, D = 1
A=1,NS = 2, D = 3
A=1,NS = 2,D = 3
A=1,NS = 2, D = 3
A=1,NS = 2,D = 3
A=1,NS = 2, D = 3
A=1,NS = 2,D = 3
Question
10
11
12
13
I
I
16
I
T
Higher scores on each item reflect positive
attitudes.
Overall attitude scores and scores on each
attitude will be analyzed and the results from
experimental and control groups, compared.
70
14
15
i
17
18
Scoring key
A =3, NS = 2. D = 1
A =3. NS = 2. D = 1
A =3. NS = 2. D = 1
A=1,NS = 2.D = 3
A =3. NS = 2. D = 1
A =3. NS = 2. D = 1
A =3. NS = 2, D = 1
A =3, NS = 2, D = 1
A =3. NS = 2, D = 1
Handbook tor curriculum planner
Skills
1. You are at a celebration where some of your friends are
drinking alcohol. They want you to join them and are
pressuring you to do so. If you did not w’ant to join your
friends in drinking, how confident are you that you could refuse?|
Ven
confident
Somewhat
confident
Not at all
confident
Ven
confident
Somewhat
confident
Not at all
confident
Very’
confident
Somewhat
confident
Not at all
confident
Very
confident
Somewhat
confident
Not at all
confident
Very
confident
Somewhat
confident
Not at all
confident
6. You have selected a package of condoms and now must pay
for them. As you get near the counter to pay for them, you
notice the shop assistant is someone of the opposite sex. If
you really wanted those condoms, how confident are you
that you would still be able to buy them?
Very
confident
Somewhat
confident
Not at al)
confident
7. You do not have money to buy a condom but you have heard
that vou can get them free at the local health centre. If you
wanted to use a condom, how confident would you be to go
to the health centre for condoms?
Very
confident
Somewhat
confident
Not at all
confident
j
i
2. It is a Sunday afternoon, and you have been putting off your
chores and homework all weekend. You have got enough work
to fill the rest of the day. Your best friend calls to invite you
to 20 to a movie that you have both been wanting to see. If
you did not want to go with your friend, how confident are
you that you could refuse?
3. You are with a group of friends. One friend brings equipment
to inject drugs. Some of your friends join in and seem to be
having a great time. They urge you to join them. You know
that sharing needles to inject drugs is an easy way to get
infected with HIV. If you did not want to join your friends in
injecting drugs, how confident are you that you could refuse?
4. You find yourself alone in a desened area with a boy you
thought was quite nice. Suddenly he is saying things and
touching you in a way that makes you feel very uncomfortable.
He begins to pressure you to have sex with him. If you do not
want to have sex with him, how confident are you that you
could refuse and get out of the situation?
5. You have been going with a boy for some time now and you
have decided to have sex with him. One evening, when the
two of you are alone, the opportunity for sex occurs. You
even have a condom because you do not want to get HIV.
However, your boyfriend becomes very upset and angry at
you for thinking that he would use a condom. If you definitely
do not want to have sex without a condom, how confident
are you that you could refuse?
I
,
|
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Handbook for curriculum planners
iis) Teacher feedback form
1. School / district:
2. Grade level:
3. Number of students in class:
4. Sex of students:
5. Sex of teacher:
Please fill in this form for Activity NumberAnswer the following questions by ticking Yes or No, and add comments:
Yes
No
1. Was the activity clearly described?
I
2. Was the activity relevant to students?
I
3. Was the language appropriate?
4. Were the pictures/graphics appropriate?
5. Was students’ participation satisfactory?
I
6. Was students’ learning satisfactory?
I
7. Did students find the activity easy? (indicate which parts were found difficult)
72
I
Handbook for curriculum planner
Yes
No
8. Was class management easy for you?
9. (if applicable) Were peer leaders helpful?
10. Was the Teachers’ Guide useful for this activity?
11. Did the Teachers’ Guide include all that was needed to carry out the activity?
12. Was it difficult for you to deal with the topics addressed in the activity? If so, which ones'?
13. My suggestions for improvement of this activity are:
14. My suggestions for improvement of the Teachers’ Guide on this activity are.
15. How much classroom time was spent on this activity? (in minutes)
73
Handbook for curriculum planners
(4 S) Teacher interview
Notes to interviewer
1. Each question in the interview should be asked so that the teacher has a chance to expand
or explain their answer.
2. Wait for the teacher’s responses without influencing the answer.
3. Even though you will ask to tape record the interview, enter the responses as you hear them
(i.e. tick the appropriate response choice) and record a few words that will help you elaborate
or clarify an answer.
4. Expand or clarify answers from the tape recorder so that someone else can interpret them.
5. You will be asking these questions with reference to one class. If the teacher has taught the
programme to more than one class, ask for reference to be made primarily to the latest class
taught.
74
Handbook tor curriculum planner-
Teacher interview
A) Background information
Day
Month
Year
J
1. Date of interview
2. School/District
3. Sex (of teacher)
Male
Female
4. Sex (of students)
Male
Female
Mixed
hours
5. Number ofhours in programme
6. How many years have you been teaching?
a) in total:
b) this grade level/age:
c) area/subject:
7. a) Do you have any training in teaching sexuality or
AIDS, other than the teacher workshop you attended?
No
Yes
b) If yes, specify what the training was:
B) Teacher attitudes about the programme
8. a) Would you want to teach this programme on
HIV/AIDS/STD again?
b) If not the whole programme, which parts would you
want to teach? [Tick one or more boxes, as appropriate]
Yes
No
Unit 1
Umt3
Unit 2
Unit 4
Only in part
9. Rate the parts of the programme that you were most and least comfortable with
Most Least
Most Least
The activities in unit 1:
The activities in unit 2:
The activities in unit 3:
The activities in unit 4:
The peer leader help:
Parent involvement:
Assertiveness skills:
Condom skills:
Other:
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Handbook for curriculum planners
C) The students
to
10. What was the age range of students in your class?
11. Generally, how was the reading level of the
activities for most of your students?
Too high
Alright
Too low
High
Moderate
Too low
Yes
No
12. How would you describe the students’ overall
involvement in the programme’s activities?
D) The parents
13. a) Did you receive any positive comments from
the parents about the programme?
b) If yes, how many?
c) If yes, give an example:
14. How did you involve parents? [Tick one or more boxes, as appropriate]
parent meeting
letter to parents
student activities at home
leaflet
parent/student interview
drama, exhibition
other
E) The peer leaders
15. Did you use peer leaders to help you
with the programme?
Yes
16. How much time did you spend training
the peer leaders?
17. How effective were the peer leaders
in the programme?
No
hours
Very effective
Moderately effective
Not effective
18. a) Would you recommend any changes
to the peer leader part of the programme?
b) If yes, what changes?
76
Yes
No
Handbook Tor curriculum planner-
19. To what extent did the peer leaders
help the students?
Little
Somewhat
Greatly
Not at all
20. How did the peer leaders help in classroom management?
F) Teacher training
21. a) How do you feel about the teacher training programme now that you have finished the programme0
Dissatisfied I
I dissatisfied [
Very satisfied I
I
Satisfied
b) If dissatisfied, why?
Alright |
|
22. Was the training long enough?
Too short
23. How well did the training prepare
you for teaching the programme?
Very well
Quite well
Not well enough I
Did not need
the training
I
Too long
24. Do you have anything to add about the teacher training?
G) Evaluation of students
25. a) Did you use the evaluation materials
to give the students a grade or mark?
No
Yes
b) If yes, which ones? [Tick one or more boxes, as appropriate]
true-false questions
short answer questions
skill questions
life situation questions
26. a) Are there changes you would like to
make to the evaluation.questions?
Yes
No
Yes
No
b) If yes, what changes?
H) Teaching methods
27. Were you able to make copies of the
activity sheets for each student?
28. Did you write the activities on the blackboard?
All
Most
Some
None
77
Handbook for curriculum planners
29. Did you read the activities to the students?
30. Did you use small groups for the activities?
Yes
31. a) Did you have trouble carrying out the activities? Yes
None :
Some
Most
AU
No
Some
No
b) If yes, please tell us what the difficulties were:
32. Do you have any recommendations that would make it easier for you to use the activities?
I) Sensitive issues
33. a) Did sensitive issues come up while
teaching the programme?
Yes
No
Yes
No
b) If yes, what were they?
c) Did the teacher’s guide help you to deal
with these issues?
d) If no, what other help would you like to see in the guide about sensitive issues?
J) Personal changes/issues
34. Did the programme affect you in any way?
Yes
No
Don’t know
Yes
No
Don’t know
If yes, in what way?
35. Will you change anything about the way
you leach as result of the programme?
If yes, what will you change?
78
_
Handbook for curriculum planner*
j
Checklist for student
focus group
A) Background
1. Date of interview:
2. School/district:
3. Teacher:
4. Number of students in the group: (male/female)
B) Activities
1. Speaking generally: What did you think of the HIV/AIDS/STD Programme activities? What did you like
and/or dislike?
2. Do you remember the four steps to an assertive message? What are they?
3. How did you find practising how to deliver an assertive message?
4. How did you feel about the condom activities? What did you learn from doing them?
5. What did you think about the discrimination and compassion activities towards the end of the programme?
What did you learn from them?
6. How did you feel about the parent-activities (if activities were done with parents)? Was it the first time you
talked about those topics with your parents or other relatives?
7. Do you think your parents learned anything about HIV/AIDS?
8. Were there any activities you really liked? If so, which ones and why?
79
Handbook for curriculum planners
c
9. a) Were there any activities you really disliked? Which ones and why?
b) If yes, how would you change the activity to make it better?
10. What about the situations (scenarios) within the activities - were they useful?
Did you feel they were realistic/may happen to you or your friends?
11. Were you able to read and understand the language? Was it too difficult? Was it too easy?
C) Peer leaders (if used)
1. What did you think about the use of peer leaders in the programme? Were they helpful? Were they used too
much/too little?
2. Were the peer leaders well chosen?
3. Would you have liked to be a peer leader? Why?
4. Would you change anything about the peer leader role to make them more useful?
D) Overall evaluation
1. Do you think you can now protect yourself from HIV/AIDS/STD? How? What about in the future?
2. Did you talk about HIV/AIDS/STD with your friends? With your boy/girlfriend? With friends who did not
have such a programme? With siblings or cousins? In your church youth group?
3. Do you have any other comments to add? (e.g. - were there any aspects which really bothered you about the
programme that you haven’t already mentioned? Were there other aspects which you were pleased about?;
80
Handbook tor curnculurn planner^
Parent interview
FROGR XV\
\.
O
l\STRl
The parent interview format will depend on the type of activities planned for parent and family
involvement. Choose from the questions below those you think are relevant and add others.
A) Background
1. Date of interview:
2. School/district:
3. Teacher’s name:
4. Sex of parent:
5. Sex of student:
B) Possible questions
1. How do you feel about your son/daughter learning about sex and AIDS at school?
2. Have you seen any of the materials used in the programme? Which ones?
3. Have you attended any parent meeting about the programme?
4. The HIV/AIDS/STD programme in the school focuses on learning information and skills to prevent HIV and
STD. Overall, what do you think of involving parents in such a programme?
5. Has your son/daughter taken the initiative to talk to you about the HIV/AIDS/STD programme that he/she is
taking/has taken in the school?
6. Have you taken the initiative to ask your son/daughter about the programme?
7. Did you use some of the suggested questions in the booklet?
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Handbook for curriculum planners
t
8. Did you do any of the Student/Parent activities with your son/daughter? Which one(s)?
9. Who did the activities with your son/daughter? (mother; father; both; other relative, specify)
10. Were any of the other children involved in doing the activities?
11. About how much time was spent on the activities that you did with your son/daughter?
12. How did you find the activities (language, pictures, too personal, too much information, unclear ....)
13. Had you discussed sexuality with your children before the programme?
14. Had you discussed AIDS/STD with your children before the programme? With other children in your family?
15. Did you find it difficult? Why?
16. Where do you think your children learn about sexuality outside the family and school?
17. Would you recommend that other parents participate in the parent/guardian activities with their son/daughter?
18. Do you think the programme has affected your son/daughter in any way - either a positive or negative way9
19. Do you feel you learned something from this programme? What?
20. Are there changes you think should be made in the programme or do you have any comments that you
would like to make?
This ends the interview. Thank you for the time you have spent with me completing this interview and fr
ail your comments and suggestions. We hope that your son/daughter has benefited from the programme.
82
Handbook for curriculum planner
I
Peer leader form and
checklist for focus group
Notes to interviewer
1. Explain to the peer leaders that the function of this session is to obtain their perceptions of
' their training to be peer leaders and the experience of being a peer leader.
2. Explain that you would like them to complete the attached form before discussing the
experience in the group.
3. Hand out a form to each peer leader. Give them sufficient time to finish the form. Stress that
they do not have to sign the form.
4. Ask the questions in the checklist allowing an open discussion of each topic. Use appropnate
probes where necessary.
5. If possible, tape the discussion. If this is not possible, record words or expressions that will
aid you in transcribing important information at a later date.
6. Thank the students. Collect the completed forms.
7. Summarize pertinent comments from the interview and submit this summary and the
completed forms to the programme evaluator.
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Handbook for curriculum planners
Peer leader survey
A) Background information
Month
Day
Year
1. Date of interview:
2. School/District:
3. Sex:
4. Age:
Male
Female
Yes
No
years
B) Peer leader training
5. Did you receive any training to be
a peer leader? [If no, skip to 9]
6. What did you find most interesting in your training?
7. a) Do you think the training helped
you to be a better peer leader?
Yes
No
Don’t know
b) If yes, what specific aspects were most helpful?
c) If no, what kinds of things would have helped you?
8. Please evaluate the following aspects of the training by ticking the appropriate box.
Good Fair Poor
The peer leader manual or materials
The instructors) that conducted the training
The amount of time given to training
The skills you learned in the workshop
C) The peer leader experience
9. Please evaluate the following aspects of your peer leader experience by ticking the appropriate box.
Good Fair Poor
My contribution to discussion
My help to the teacher
84
Handbook for curriculum planner
j
¥
Good
Fair
10. a) Would you be a peer leader again if you were asked?
Yes
Poor
My listening to others
My ability to give support and help to students
My ability to write activities on the blackboard
My ability to read parts of activities
Help you received from your teacher
Reactions of your peers during the activity
Reactions of your peers after class.
No
Don’t know
b)Why?
Checklist for group discussion
1. What aspects of being a peer leader bothered you?
2. What aspects did you like?
3. What did you find most difficult?
4. What changes would you like to see, if you were asked to do this task again?
5. How would you improve the training you received?
85
Handbook for curriculum planners
t
4
=) School director’s interview
Notes to interviewer
Each question should be asked in an open-ended way. Wait for the responses and only use thv
probes or response choices if the director gives no response or the question is not understood
Record responses as you hear them (i.e. - tick the appropriate response) and write down thv
main points of what was said when elaboration is needed. Note and expand the explanation fc
responses where given so that someone else can interpret them.
School director’s interview
A) Background
Day
Month
Year
1. Date of interview
2. School/District:
3. Sex:
Male
B) General views of the programme
Very good
4. What are your overall impressions
of the programme?
5. How enthusiastic were you about having it
taught in your school?
High
Female
Good Fair
Poor Ven poor
D
Moderate
6. a) How did the community, excluding students’ parents, react to the
implementation of the programme?
Negatively
Positively
b) Who reacted negatively? How did you respond?
86
Low
Don’t know
Handbook for curriculum planner
7
>
7. What things helped the implementation of the programme?
8. What things hindered the implementation of the programme?
9. Do you think the programme was important
for young people in your school?
Part of it
No
Yes
Yes, in its entirety
10. Based on what you know about the programme,
would you want to use this programme again next year?
Yes, in part
No
11. Were there particular components of the programme that you liked or disliked?
Liked Neutral Disliked
Parent involvement
Peer leaders in the classroom
Skills as part of the programme I
Liked Neutral Disliked
] I—-I I----- 1
Unit on delaying sex
Unit on protected sex
Care and support unit
Basic knowledge unit
Student activities
C) Student response
12. a) Did you receive any comments from
students about the programme?
b) If yes, were they mostly positive,
neutral, or negative?
No
Yes
Positive
Neutral
Negative
Useful
Not useful
D) Teachers’ training
13. Did you find the teacher training
programme useful?
Very useful I
14. a) What was the general response of your teachers to the
programme?
I
Most liked it |
Many were neutral I
I
I
Most disliked it
b) Comments?
87
Handbook for curriculum planners
15. a) Could the programme developers improve the programme to help you and your teachers with the
implementation?
Yes
No
b) If yes. how9
E) Parent/guardian involvement
16. a) Did you receive any positive comments from parents about the programme?
Yes rZ]
No I
I
b) If yes, from how many parents?
c) What kinds of comments were made?
17. a) Did you receive any negative comments from parents about the programme?
Yes
No
b) If yes, from how many parents?
c) What were the comments?
18. a) Was there additional help/information you would like to have had for the parents/guardians?
Yes
No
Yes
No
b) If yes, what do you need?
F) Issues
19. Did any of the teachers come to you
with problems?
20. If yes, what were the problems?
21. How was the teachers’ overall response?
22. Who were the teachers most in favour of the programme? (gender, age)
23. What kind of support did you get from the Ministry/Administration?
24. Do you have any other comments to add? (e.g. Were there any aspects which really bothered you about thr
programme that you haven’t already mentioned? Are there aspects that you were pleased about?)
*
88
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