Living and Learning in a world with HIV/AIDS
HIV/AIDS at school/ UNESCO 2004
Three booklets – Young people acting together, Parents supporting young people, Teachers supporting young people - have been prepared as part of UNESCO’s response to the HIV/AIDS pandemic, aimed at promoting a supportive school environment of non-discrimination towards people who are infected and affected by HIV/AIDS: for young people, their teachers and their parents. All young people have the right to benefit from an education that meets their basic learning needs, regardless of HIV status. Schools are the ideal place to tackle the many issues surrounding HIV/AIDS. Schools are where facts and information are taught and learned, ideas are discussed and debated, and all kinds of messages are shared. School is a place where we should feel safe – where we can feel comfortable talking about sometimes uncomfortable subjects. A school which allows this comfortable, supportive environment to flourish is one where all students – and teachers – are accepted and treated with respect, regardless of the HIV/AIDS status.
HIV and AIDS Myth Buster
This booklet is based on common myths and misconceptions prevalent among college youth about HIV and AIDS and sex and sexuality. These myths came to light during focus group discussions conducted in colleges with peer leaders/educators as part of the baseline understanding. The booklet aims to address the questions, misconceptions and myths prevalent among the educated youth about HIV/AIDS and related issues. It is designed in a simple way of quoting questions and then giving short but strong responses in order to give young people practical rational and answers to their questions. It is hoped to constitute an important step in the journey towards empowering young people as agents of change. UNESCO supports the pilot project “Engaging Young People to Prevent the Spread of HIV” implemented by the NGO SPACE (Society for People’s Awareness, care and Empowering). The project was first operational in a number of colleges of Delhi University and aimed to enhance knowledge and skills of young people so that they are empowered to respond effectively to the challenges posed by HIV/AIDS.
Barker, Gary, Engaging Young Men in Gender-Based Violence Prevention and Sexual and Reproductive Health Promotion, Instituto PROMUNDO, Brazil, 2002. (Also available in PDF)
This report shares experiences in working with young men in violence prevention and in promoting reproductive and sexual health. It emphasizes the need to focus more on young men to redress gender inequalities. It also gives recommendations for active involvement of young men in these programmes.
Dunn, Alison, ‘HIV/AIDS: What about Very Young Children?’ in Early Childhood Development, Young Children and HIV/AIDS Sub-Series, Working Paper 35, Bernard van Leer Foundation, The Hague, 2005.
Young children affected by HIV and AIDS are often invisible in the wider HIV/AIDS field. This paper looks at what can be done to include very young children in programming and policy responses in HIV/AIDS-affected communities.
Available for download:
FHI-YouthNet, Youth Participation in Reproductive Health and HIV/AIDS Programs, YouthNet, 2003.
This working paper reviews published and unpublished work on youth participation in reproductive health promotion and HIV prevention. It gives examples of successful programmes and interventions and also discusses the challenges of this approach.
Marx, Maxwell, William Finger and Hally Mahler (eds.), Youth Participation Guide: Assessment, planning and implementation, YouthNet and Family Health International in collaboration with Advocates for Youth, ISBN 0 939704 93 5, Arlington, VA, USA, 2005.
The Youth Participation Guide seeks to increase the level of meaningful youth participation in reproductive health and HIV/AIDS programming at an institutional and programmatic level. The target audience includes senior and middle management, programme managers, staff involved in implementing activities and young people.
PATH, Games for Adolescent Reproductive Health: An international handbook, PATH, 2002.
This manual includes games, ice breakers and other activities on reproductive health, that can be adapted to different cultures and contexts. Games engage learners and allow them to work through subjects in a relaxed yet challenging way.
Peace Corps, Life Skills Manual, Peace Corps, 2000.
This manual consists of over 50 lesson ideas that can be used with children and young people. In addition to the lesson plans, it includes some lessons learned regarding peer education, sample schedules and facilitation guidelines.
Save the Children, Effective Peer Education: Working with children and young people on sexual and reproductive health and HIV/AIDS, Save the Children UK, London, 2004, ISBN 1-841-87-088-9.
This manual helps programme managers to improve the quality and sustainability of peer education programmes and link them to other child-friendly services. It contains overviews of: key questions for consideration, participatory activities, lessons learned, case studies and guides to 18 possible programming options.
Shah, Meera Kaul, Rose Zambezi and Mary Simasiku, Listening to Young Voices: Facilitating participatory appraisals on reproductive health with adolescents, CARE International and Focus on Young Adults, Zambia, 1999.
This guide for fieldworkers provides practical information on methods and skills needed to conduct participatory appraisals with adolescents on sexual and reproductive health.
UNAIDS, HIV/AIDS and Human Rights: Young people in action, UNESCO, Paris and UNAIDS, Geneva, 2002.
This kit presents ideas for youth action on human rights and HIV/AIDS. It was prepared in consultation with young people from various youth organizations. It offers the basics for getting started, education, communication, awareness campaigns and peer education, advocacy and care and support.
UNAIDS, Seen but not heard…Very young adolescents aged 10–14 years, UNAIDS, WHO, UNFPA, 2004.
This publication stresses that youth programmes and school curricula need to address the needs of young people at this critical age. This is the best chance to make the connections that keep young people safe and prevent them from involvement in harmful activities.
UNESCO, HIV/AIDS Teaching/Learning Materials in Asia and the Pacific, UNESCO and UNFPA, 2002.
This is an annotated bibliography on HIV/AIDS teaching and learning materials in Asia and the Pacific. Documents are listed according to subject, such as programme development, life skills, education, information and communication, adolescent reproductive and sexual health.
UNFPA, Margaret Sanger Center, Programming, Planning Materials and Training Resources: A compendium, Safe Youth Worldwide, UNFPA and Margaret Sanger Center International, 2004.
This is an annotated directory of resources for youth-focused HIV-prevention programming. It includes checklists, guidelines and standards, handbooks, reports, toolkits, training manuals, curricula, and methodologies. Most documents are in English, a few are in Spanish, French or Nepali.
UNICEF, Behaviour Development and Change/Lifeskills-Based HIV/AIDS and Substance Abuse Prevention Education Materials in the East Asia and Pacific Region, UNICEF, EAPRO, no date.
This is a list of useful educational materials, with information on target groups, language of the training materials and where the training was conducted.
UNICEF, Young People and HIV/AIDS: Opportunity in Crisis, UNICEF, New York, WHO, UNAIDS, Geneva, 2002.
This report contains data about why young people are key to defeating the global HIV epidemic. It includes results from more than 60 national surveys. It reaffirms that we must give top priority to making investments in the well-being of young people and to engage them in the fight against the spread of HIV. Produced by UNICEF, UNAIDS and WHO, the report is the first comprehensive look at the knowledge and behaviour of people aged 15 to 24 relating to HIV/AIDS.
West, Andrew and Hui Zhang, A Strange Illness: Issues and research by children affected by HIV/AIDS in central China, Save the Children UK, Beijing, 2005.
Large numbers of children are affected by HIV and AIDS in central China due to unsafe practices in the sale of blood. This has left many children orphaned, HIV-infected and discriminated against. This child-led research looks at how the affected children view their situation and at their hopes for the future.
Youth Peer Education Electronic Resource, Peer Education Training of Trainers Manual, UN Interagency Group on Young People’s Health Development and Protection in Europe and Central Asia, Sub-Committee on Peer Education, 2003.
This manual focuses on the training of trainers of peer educators and provides an example of a training programme. Themes include sexual and reproductive health, prevention of HIV and sexually transmitted infections, and substance use. Special considerations are given to gender and cultural sensitivity in conducting health education.