Reorienting Teacher Education to Address

Sustainable Development:
Guidelines and Tools

HIV/AIDS
Simon Baker
Published by UNESCO Bangkok
Asia and Pacific Regional Bureau for Education
Mom Luang Pin Malakul Centenary Building
920 Sukhumvit Road, Prakanong, Klongtoey
Bangkok 10110, Thailand

© UNESCO 2010
All rights reserved

ISBN 978-92-9223-331-0 (Print Version)

ISBN 978-92-9223-332-7 (Electronic version)

The designations employed and the presentation of material throughout this publication do not imply the
expression of any opinion whatsoever on the part of UNESCO concerning the legal status of any country,
territory, city or area or of its authorities, or concerning the delimitation of its frontiers or boundaries.

The authors are responsible for the choice and the presentation of the facts contained in this book and for the
opinions expressed therein, which are not necessarily those of UNESCO and do not commit the Organization.

Design/Layout: Sirisak Chaiyasook

Photo credit: © Simon Baker
Printed by Phonphanish printing
Printed in Thailand

APE/10/OS/006-300
Contents
Preface. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iv
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Workshop Timetable. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Trainer Manual. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Day 1. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Session 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Session 2: Starting the Workshop . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Session 3: The Water Game. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Session 4: The Basics of HIV/AIDS. . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Session 5: Sexually Transmitted Infections (STIs). . . . . . . . . . . . . . . . . 17
Session 6: Teledrama. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
Day 2. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Session 7: Feedback from Day 1. . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Session 8: Perspectives of People Living with HIV. . . . . . . . . . . . . . . . 20
Session 9: Teacher CD-ROM. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
Session 10: Barriers to Teaching about HIV/AIDS in the Classroom. . . . . . 21
Session 11: Game – Risk Perspectives. . . . . . . . . . . . . . . . . . . . . . . . 22
Session 12: Effective Communication on Sensitive Issues. . . . . . . . . . . 22
Session 13, Flash Cards - Part 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
Session 14: Introduction to the Supplementary HIV Reading . . . . . . . . . 24
Day 3. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
Session 15: Feedback from Day 2. . . . . . . . . . . . . . . . . . . . . . . . . . . 25
Session 16: Flash Cards - Part 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
Session 17: Overcoming the Barriers . . . . . . . . . . . . . . . . . . . . . . . . 25
Session 18: The Importance of the Education System. . . . . . . . . . . . . . 26
Session 19: Game - Which Professions are at Risk of Being Infected with
HIV/AIDS?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
Session 20: Post-test. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
Session 21: Introduction to the Advocacy Toolkit and Competitions . . . . 28
Session 22: Providing the Pre- and Post-test Results. . . . . . . . . . . . . . . 29
Session 23: End of the Workshop. . . . . . . . . . . . . . . . . . . . . . . . . . . 29
Session 24: Focus Group Discussion. . . . . . . . . . . . . . . . . . . . . . . . . 29
Resources. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
References. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
Preface
In March 2005, the United Nations declared 2005 to 2014 as the United Nations Decade of
Education for Sustainable Development (ESD), and UNESCO has been tasked to lead the
Decade.
To contribute to this initiative, the Asia-Pacific Programme of Educational Innovation for
Development (APEID) in UNESCO Asia and Pacific Regional Bureau for Education in Bangkok,
Thailand, has organized several meetings to identify and conceptualize key content areas for
ESD, and to recommend guidelines for reorienting existing education programmes in these
areas, under the Mobile Training Team project with the support of the Japanese Funds-in-
Trust.
A key outcome of the meetings is the establishment of the Asia-Pacific Regional Network
of Teacher Education Institutes for ESD (ESD-Net) to coordinate efforts to incorporate ESD
concepts, principles and values into their pre-service teacher education curricula, and to
develop relevant teaching and learning materials. Based on requests from Member States
in the Asia-Pacific region, some thematic issues were identified as priority areas, including
climate change, natural disaster preparedness, environmental protection, human and
food security, HIV/AIDS prevention, gender sensitizing, peace education and inter-cultural
understanding.
Subsequently, regional and national-level capacity building workshops were conducted to
share good practices and lessons learned in incorporating these ESD-related themes into
two specific school subjects – science and social studies. More importantly, the workshop
participants found the materials, pedagogies and processes developed and used in the
training workshops to be valuable, relevant and practical.
Representing the collective effort of facilitators, deans and directors of teacher education
institutions, teacher educators and teachers, these teaching and learning materials are now
available in this series of publications, Reorienting Teacher Education to Address Sustainable
Development: Guidelines and Tools. We hope that they will be a useful reference for educators
and teachers seeking to instil and inculcate sustainable development concepts, principles
and values into the minds of their students.

Gwang-Jo Kim
Director
UNESCO Bangkok
Introduction
This manual is designed for teacher educators and teachers looking for practical guidelines
and tools to incorporate HIV/AIDS into their curriculum based on a theoretical three-day
workshop to enable them to learn about:
• How HIV/AIDS is and is not spread
• The difficulties in teaching young people about sex and drugs
• Why it is important to teach this topic
• Techniques to teach this subject
Given that teacher educators and teachers come from a range of countries, the materials
in this manual have not been designed for any particular country and therefore can be
adapted to the trainers’ own setting. The manual encourages the trainers to use HIV/AIDS
materials which have been created for their own culture as far as possible to support the
ones provide in this manual.

The manual consists of three parts:

• A timetable for a three-day workshop including:
-- Times
-- Titles
-- Objectives
• The trainers’ manual
-- Annotated step-by-step description of what to do at each interval
• Resource materials

HIV/AIDS 1
 Workshop Timetable
Time Session Objective(s)
Day 1
8.30-9.00 Session 1: 1.1 To know who has attended and how to
contact them with follow-up information
1.1 Registration
1.2 To determine the knowledge and attitudes
1.2 Pre-test
of those being trained about HIV/AIDS
9.00-10.00 Session 2: 2.1 To set a friendly atmosphere – HIV/AIDS
is a serious topic, but the workshop can
2.1 Introduction: identify
be undertaken in a friendly and safe
the expectations of the
environment
participants
2.2 To ensure the participants have a sense of
2.2 Setting rules for the
ownership of the workshop
workshop
2.3 To ensure feedback is given about Day 1 at
2.3 Selecting a person to
the start of the second day
provide feedback on the
progress of the training
the following day
10.00-10.15 Tea break
10.15-11.15 Session 3: Water game To enhance risk perception
To initiate a discussion on modes of transmission
11.15-12.30 Session 4: Basics of HIV/AIDS, To improve the participants’ knowledge base
local and global situation of about HIV/AIDS
HIV/AIDS
12.30-13.30 Lunch
13.30-13.50 Session 4: continued To improve the participants’ knowledge base
about HIV/AIDS
13.50-14.30 Session 5: Sexually To enhance participants’ understanding of the
transmitted infections (STIs) connection between STIs and HIV/AIDS
14.30-14.45 Tea break
14.45-16.00 Session 6: Teledrama To introduce the teledrama to the participants
so that they will be able to use it in their
classrooms

2 HIV/AIDS
 Time Session Objective(s)
Day 2
9.00-9.30 Session 7: 7.1 To gain information about how the
participants reacted to Day 1
7.1 Feedback from the
selected participant 7.2 To ensure feedback on Day 2 is given at the
start of Day 3
7.2 Selection of a second
participant to provide 7.3 To allow the participants to compare their
feedback the following responses with the other participants
day
7.3 Feedback from the pre-
test
9.30-10.30 Session 8: Perspectives of To provide an opportunity for participants to
people living with HIV gain a better understanding of the life and the
problems of stigma and discrimination faced by
someone with HIV
10.30-10.45 Tea break
10.45-11.30 Session 9: Introduction to To ensure that participants have a good
the teacher CD-ROM understanding of the CD-ROM and how they can
use it
11.30-12.30 Session 10: Barriers to To ensure that participants have a chance to
teaching about HIV/AIDS in express their concerns
the classroom
12.30-13.30 Lunch
13.30-14.00 Session 11: Game - risk To determine if the participants have a true
perspectives understanding of behaviour is risky and
behaviours is safe
14.00-14.45 Session 12: Effective To ensure that the participants know how to
communication on sensitive communicate about HIV/AIDS and sex in an
issues effective and culturally sensitive way
14.45-15.00 Tea break
15.00-15.45 Session 13: Introducing flash To introduce the flash cards to the participants so
cards to teach about HIV/ that they can use them in their classrooms
AIDS
15.45-16.00 Session 14: HIV To introduce the HIV supplementary reading so
supplementary reading that they can use it in their classrooms

HIV/AIDS 3
 Time Session Objective(s)
Day 3
9.00-9.15 Session 15: 15.1 To gain information about how the
participants reacted to Day 2
15.1 Feedback from the
selected participant 15.2 To gain feedback about the workshop and
how it can be improved
15.2 Selection of 5-6
volunteers to spend 30
minutes at the end of
the day to participate in
a focus group session
9.15-10.00 Session 16: Flash cards, Part 2 To determine if the participants can use the flash
cards in a creative way
10.00-10.15 Tea break
10.15-11.45 Session 17: Overcoming the To challenge each group to overcome the
barriers and how to move barriers that they listed on Day 2
forward
11.45-12.30 Session 18: The importance To ensure the participants gain an
of the education sector understanding that HIV/AIDS preventive
education works and that teachers have an
important role in combating the disease
12.30-13.30 Lunch
13.30-14.00 Session 19: Game: Which To ensure that the participants understand that
professions are at risk of we are all at risk for HIV/AIDS, no matter what our
being infected with HIV/ profession is
AIDS?
14.00-14.30 Session 20: Post-test To determine if the knowledge and attitudes of
the participants about HIV/AIDS have changed
14.30-14.45 Tea break
14.45-15.15 Session 21: 21.1 To introduce to the participants the
advocacy toolkit and how they can use
21.1 Introduction to the
it in their work when they contact other
advocacy toolkit
education officials, teachers and parents
21.2 Introduction to the
21.2 To introduce the participants to the two
student and teacher
competitions so that they encourage fellow
competitions
teachers and students to be involved
15.15-15.30 Session 22: Show the pre- To demonstrate to the participants the changes
test and post-test results that have taken place in their knowledge and
attitudes over the last three days
Note – if there is a lack of
time, this session could be
skipped

4 HIV/AIDS
 Time Session Objective(s)
15.30-16.00 Session 23: Provide To reward the participants for attending the
certificates to the workshop
participants and thank-you
speeches
16.00-16.30 Session 24: Focus group To gain qualitative feedback about the success of
the workshop, so that it can be improved for the
following workshops

HIV/AIDS 5
 Trainer Manual
Day 1
Session 1
1.1 Registration
Make available a sign-up sheet enabling the participants to provide their contact details
• Name
• Address
• Affiliation
• Email
• Phone number
1.2 Pre-test
Training on HIV/AIDS in the Education Sector
Pre-test
Part 1: Your knowledge and attitudes

Tick the box you think is correct

1. How is HIV transmitted?
A. Sharing eating utensils (bowl, cup, etc.) with someone who is HIV+
 Yes  No  Don’t know
B. Blood transfusion
 Yes  No  Don’t know
C. A mosquito/insect bite
 Yes  No  Don’t know
D. Sharing toilets with someone who is HIV+
 Yes  No  Don’t know
E. Drug injection, where needles are shared
 Yes  No  Don’t know
F. Sexual intercourse
 Yes  No  Don’t know

6 HIV/AIDS
 G. From a mother to a child during childbirth
 Yes  No  Don’t know
H. Physical contact with someone who is HIV+
Yes  No  Don’t know
2. Is there a cure for HIV/AIDS?
 Yes  No  Don’t know
3. Is there a treatment for HIV/AIDS to keep it under control?
 Yes  No  Don’t know
4. Can you tell a person’s HIV status by looking at that person?
 Yes  No  Don’t know
5. HIV can only be transmitted by homosexuals, sex workers and drug users.
 Yes  No  Don’t know
6. There is no possibility for my family, friends and colleagues to be infected by HIV.
 Yes  No  Don’t know
7. Are you willing to teach with other teachers living with HIV?
 Yes  No  Don’t know
8. Do you believe teaching about HIV prevention can control the spread of HIV?
 Yes  No  Don’t know
9. Do you believe teaching about sex and HIV/AIDS will encourage students to become
sexually active?
 Yes  No  Don’t know
10. Do you believe teaching HIV/AIDS will create disciplinary issues in the school?
 Yes  No  Don’t know
11. Children living with HIV should be allowed to continue studying like other students.
 Yes  No  Don’t know
12. HIV/AIDS will never become an issue in my country due to its culture and morality.
 Yes  No  Don’t know
13. Can you name four ways people can protect themselves from HIV?
1. ……………………………………………………………..…….
2. ……………………………………………………………..…….
3. ……………………………………………………………..…….
4. ……………………………………………………………..…….

HIV/AIDS 7
 Session 2: Starting the Workshop
2.1 Introduction
Give three coloured cards to each participant – including facilitators – and tell them to write
one expectation for the workshop on each card.
Next, ask each person involved in the meeting – facilitators and participants – to walk
around the workshop room (holding their three cards) to find the person whose birthday
is the closest to their birthday. They then have to introduce that person to the rest of those
involved in the workshop. They have to introduce:
• Who the person is
• Something special about them
• Their hobbies
• Their teaching experience
• Three expectations that they have for the workshop
The person being introduced can provide feedback about their expectations if the audience
is not clear what they are.
• Once a person is introduced, a facilitator will collect the cards.
• The facilitator should group the expectations, removing any that are repeats, and place
the cards on a wall where all the participants can see them during the workshop.

2.2 Setting the rules

Ask the participants to return to their seats.
Introduce this activity by announcing that all involved in the workshop can help set the
rules for the three days.
• Give each person three coloured cards and ask them to write on one card one rule
that they wish to have for the workshop. If they have more than three rules, they can
have more coloured cards.
• Place the coloured cards on a wall so each participant can see the selected rules.
• At this stage, it may be obvious that a number of the coloured cards have the same
information. With the participants’ permission, cards can be removed if the cards are
similar, just leaving one card with the information.
• Next, the facilitators will hold a discussion with the participants about each rule. The
participants will have to agree by majority vote to accept or not to accept each rule.
• The rules that are accepted should be placed at an appropriate spot so that the
participants can see them during the workshop.

8 HIV/AIDS
Here are some examples of the rules that participants may wish to have included:
• No mobile phones are allowed during the meeting.
• Mobile phones are allowed, but must be on silent mode.
• Each person should show respect to all the others involved in the workshop.
• The meeting should not run late on any day.
• The facilitators should keep time and end the sessions as indicated on the timetable.
2.3 Selecting a volunteer to provide feedback
This volunteer’s duty is to talk to all the participants during the day in order to get their
feedback and then to report back to the workshop the following day on:
• The meeting facilities
• The meeting room
• The presenters and their presentation skills
• The content – is it too easy or too hard?
• Any other issue that the participants feel is important
The volunteer has this duty for only one day. On Day 2, another volunteer will have the duty
to provide feedback at the start of Day 3.

Session 3: The Water Game

Objectives
For students to understand:
• How quickly HIV can spread if there is unprotected sex
• How HIV is spread
• Married people can get HIV
• People can get HIV even if they have sex only once
• You cannot tell if someone has HIV by looking at them
• The only way you can tell if someone has HIV is by taking a test
Time for activity
One hour

Equipment
• Pheonopthalene
• Sodium hydroxide
• Test tubes – two for each participant
HIV/AIDS 9
 • Two test tube racks
• Straws – enough for each participant
• Syringe
• Test tube brushes
Preparation for the game
• Fill with water one test tube for each participant and place it in one of the test tube
racks.
• Place a very small amount of sodium hydroxide in one or two test tubes depending
on the number of participants. This chemical represents HIV.
• If one test tube has sodium hydroxide, it will spread from 1 to 2 to 4 to 8 to 16. If two
test tubes have the chemical, it will spread from 2 to 4 to 8 to 16 to 32. That is, if each
time the person with the chemical shares the water with someone who does not
have the chemical in their test tube.
• Only a very small amount is needed – it will dissolve in the water. Once it is dissolved,
the water is clear and has no smell. It is not possible to tell this test tube from the other
test tubes.
• In the second test tube rack, place one empty test tube for each participant.
• Place a straw in each of the empty test tubes.
• Place an amount of pheonopthalene into the syringe or syringes. This can take place
just before the participants are tested.

How to play the game

• Ask everyone to stand in a big circle.
• Give two test tubes to each participant, one empty with the straw and the one with
the liquid.
• Tell each person to place a small amount of the water in the test tube into the one
that is empty. Each person needs to use the straw by placing their finger on the top
of the straw and capturing the liquid in the straw, which they then discharge into the
empty test tube.
• Have one organizer collect each test tube which has just had the liquid poured into it.
The organizer will place all the test tubes in a test tube rack. These test tubes represent
a sample from each person playing the game.
• Ask for four to six volunteers, who will not be involved in the game until near the end.
These volunteers represent people who have sex with only one partner, such as a
faithful wife or husband, or someone who has sex for the first time. They sit away from
the other participants.
• Ask everyone to turn to the person next to them and exchange water. Each person
puts a finger on their straw, places it in their test tube and takes some of the water
from their test tube and discharges it into the other person’s test tube.
10 HIV/AIDS
• Make sure there is an even number of participants. If there is an odd number the
organizer should also have a test tube and share it with the person next to him/her.
• Next, ask the participants to move around the circle and find someone who they like.
Once again each person exchanges water. Make sure that each person is sharing their
water with a new person.
• Do the same process again. Three times is usually enough, but if you want to have
the chemical (the HIV) spread to a majority of the participants you can do it a fourth
time.
• At this stage, ask the volunteers to join the group and to select someone that they like.
Then the volunteers and the persons they select exchange water with each other.
• At this point, ask everyone what they have been doing. Sometimes it takes a while
before they indicate that they have been having unprotected sex and exchanging
body fluids.
• Once the group has come to this conclusion, ask the group who the volunteers
represent – namely married people who are faithful to just their partners, or people
who are having sex for the first time.
• Ask the participants if they think they now have the HIV.
• Tell them you cannot tell if anyone has the virus by just looking at them. You can only
know if you have a test.
• Ask someone to come forward and have a blood test.
• Place a small amount of pheonopthalene into the person’s test tube. If the liquid in
the person’s test tube turns red, it means that the person has HIV. If the liquid stays
clear, it means the person does not have the virus.
• When the first person tests positive for the virus, ask this person who was the last
person that they exchanged liquid with and see if the participants believe that this
person is also HIV positive. Test this person to determine their status.
• Test each person to determine if they have the virus or not. Make sure you test the
volunteers to determine their status. If one of them has the virus, explain to the
participants that you need to have unprotected sex only once to get the disease. And
that in some countries the fastest-growing group of people becoming infected with
the virus is married women.
• Once everyone is tested, test the samples that were taken from each person. Place
a small amount of pheonopthalene in each of these test tubes; only one or two
(depending on the number of test tubes that originally had sodium hydroxide placed
in them) of the test tubes will turn red.
• By this stage, the participants will be ready to have a discussion about HIV/AIDS, how
quickly it can spread, and how you can protect yourself from the disease.

HIV/AIDS 11
 After the game
• Clean all test tubes! Make sure you remove all traces of sodium hydroxide. If small
amounts remain, they will affect the game the next time you play it.

Session 4: The Basics of HIV/AIDS

Group work
Divide the participants into four or five groups. Each group has to write the answers to the
questions below. The participants have 45 minutes to complete the questions.
• What is HIV?
• How does HIV differ from other viruses that infect humans?
• How does HIV attack the immune system?
• What does an HIV infected person look like?
• What is AIDS?
• What are the differences between persons with HIV and those with AIDS?
• How is HIV transmitted?
• What are the three modes of transmission of HIV?
• How can you diagnose HIV?
• What is the window period?
• How long can HIV live outside of the human body?
• How is HIV not transmitted?
• Do mosquitoes transmit HIV?
• Can HIV spread through kissing?
• Is there a cure or a vaccine for HIV/AIDS?
• Are there drugs to control HIV/AIDS?
• Are there any reasons why people living with HIV/AIDS should be discriminated
against?
• How many people have been infected by HIV/AIDS in your country?
Feedback – 50 minutes
• After the participants have written down their answers, ask a group to respond to the
first question. Keep going from group to group until you are happy with the answer.
Each group that answers the question correctly, as decided by the facilitator, gets 10
points. If the facilitator believes the answer is partially correct, she/he can give the
group 5 points.
• After all the groups have provided their answer for the question, show the slide for
that question from the PowerPoint presentation on “HIV Questions”.

12 HIV/AIDS
 • Repeat this process for all the questions.
• The group with the highest score will receive a small prize, such as pieces of chocolate
for each member.

Notes for the Facilitators

What is HIV?
Human Immunodeficiency Virus (HIV) is a virus that causes Acquired Immunodeficiency
Syndrome (AIDS), a health condition in which a person is affected by a series of diseases
because of poor immunity. Having HIV by itself is not an illness and does not instantly
lead to AIDS. An HIV-infected person can lead a healthy life for several years before she/he
develops AIDS.

How does HIV differ from other viruses infecting humans?

As the name suggests, HIV only causes disease in humans that leads to the depletion of
white blood cells, resulting in a lowering of the body’s immunity. Once the virus enters the
body, it lies dormant for many years and hence is known as a “slow virus”. Most other viruses,
like those causing measles, mumps and chicken pox, manifest the disease two or three
weeks after they enter the body. Hence the incubation period is short, whereas with HIV
infection the incubation period is very long and can take years.

How does HIV attack the immune system?

Once HIV enters the body, it gets attached to a type of white blood cell called “T lymphocyte”
(which is the T cell in the human body’s protection against infections). The RNA (genetic
material) of the virus then gets converted to DNA (genetic material) by an enzyme that
the virus produces. This viral DNA then gets incorporated into the DNA of the human
cell (T lymphocyte), and remains there for the lifetime of that cell. This infected cell now
becomes a virus factory producing more viruses (HIV) which bud out of the cell, attack new
T lymphocytes, and destroy them. Over a period of years, the T cell count of the infected
person drops to a critical level and the individual develops many opportunistic infections
and hence is then said to have AIDS.

What does an HIV infected person look like?

A person with HIV looks like anyone else. You cannot tell the difference between someone
with HIV and someone without HIV by looking at them.

What is AIDS?
As the name “Acquired Immunodeficiency Syndrome” indicates, AIDS is a health condition
that results from the deficiency in the body’s immunity following HIV infection. HIV attacks
the human body by breaking down its immune system that is meant to fight diseases. Over

HIV/AIDS 13
 a period of time, the immune system weakens and the body loses its natural ability to fight
diseases. At this stage, various diseases affect the infected person.

What is the difference between persons with HIV and those with AIDS?
A person with HIV (known as an HIV-positive person) has the virus in his/her body and will
remain infected, and is presumed infective, for the rest of his/her life. However, she/he will
appear to be perfectly normal and healthy and asymptomatic for many years.
An asymptomatic HIV-infected person does not have AIDS. But when an HIV-positive
person’s T lymphocyte count (T lymphocytes are responsible for the immunity) falls to 200
or less, she/he starts developing symptoms such as a cough, fever, diarrhoea or skin lesions.
These are due to opportunistic infections (so called because they develop when the body’s
immunity becomes deficient) such as tuberculosis, thrush, pneumonia or cryptococcal
meningitis.
All persons with AIDS are infected with HIV, but not all persons with HIV infection have AIDS.
AIDS is only the end stage of the infection.

How is HIV transmitted?

Anyone can become infected with HIV. It is transmitted only through unprotected
penetrative sex (vaginal, anal, oral) with an infected partner, transfusion of infected blood
and blood products, contaminated needles and syringes, and from an infected mother to
her baby before birth, during delivery or through breast milk.
Since the sexual route accounts for almost 80 percent of infections, the prevalence is much
higher in the sexually active age group of 15 years to 40 years. It is not who you are or where
you are, but what you do, that puts you at risk of acquiring the HIV infection and eventually
developing AIDS. Therefore, there are no “risk groups” but only “risk behaviours”.

The three modes of transmission

1. Unprotected sex
If a person engages in sexual intercourse with an infected person without using a
condom, she/he can get infected. The sexual act can be vaginal, anal or oral.
2. Infected blood or blood products
A person can get the infection if she/he is given a transfusion of infected blood. If a
person shares a needle or syringe used by/on an infected person, either for injecting
drugs, or for drawing blood, or for any other purpose involving piercing, she/he can get
infected. Instruments used for piercing and tattooing also carry a small risk of infection.
3. Mother to child
An HIV-positive mother can transmit the virus to her child during pregnancy and
childbirth. Breast milk can also act as a transmission medium. The highest chance of

14 HIV/AIDS
 infection is reported during delivery where the infant can get minor injuries that can
be exposed to infected maternal blood. However, the chance of becoming infected
through this route is 25 percent, and it can be further reduced by early diagnosis.
How HIV can be diagnosed
In the early stages of infection, HIV often causes no symptoms. The infection can be diagnosed
only by testing a person’s blood. Two tests are available to diagnose HIV infection. One looks
for the presence of antibodies produced by the body in response to HIV, while the second
looks for the viral particles.

What is the window period?

The HIV antibodies generally do not reach detectable levels in the blood until about three
months after infection. This period, from the time of infection until the blood is tested
positive for antibodies, is called the “window period”. Sometimes the antibodies might take
six months to show up. Even if the tests are negative, during the window period the amount
of virus in an infected person is very high. Hence if a person is newly infected, the risk of
transmission to someone else is higher.

How long can the virus live outside of the human body?
The HIV is fragile. Once the virus is outside the body in a dry form, it dies immediately. Even
in a wet state, it does not live long when exposed to heat, detergents or disinfectants. When
stored in blood banks at 4°C, it can live for about three weeks (or longer), or until the white
cell disintegrates, but in a frozen state it can survive for years.

How HIV is not transmitted

HIV cannot be spread by casual contact such as touching, holding hands, body contact in
crowded public places, shaking hands, working or playing together, sharing food, vessels
and clothes, eating food cooked by an infected person, light kissing, mosquito and other
insect bites, swimming pools, or toilets.

Why mosquitoes do not transmit HIV

There is no evidence to show that mosquitoes transmit HIV. Epidemiologically, the incidence
of HIV infection is the highest among the sexually active group of 15 years to 40 years.
However, mosquitoes bite persons of all age groups and if they were a means of spreading
HIV, the incidence of infection would be uniformly high and among all age groups. HIV does
not survive or replicate inside the intestine of the mosquito, which is another reason to
believe that mosquitoes cannot spread the HIV infection.

Can HIV spread through kissing?

Kissing such as on the cheek or lightly on the lips carries no risk of transmitting HIV. In
deep kissing, there is a small risk because the saliva of an infected person contains few virus

HIV/AIDS 15
 particles which by itself is not sufficient to cause the infection. But there could be bleeding
gums or ulcers in the mouth and, in that case, exchange of infected saliva mixed with blood
during kissing could transmit the HIV.

Is there a cure or a vaccine for HIV/AIDS?

At the present time, there is no cure for HIV/AIDS. Once inside a human body, it is currently
impossible to remove the virus. Doctors and scientists are experimenting in hopes of
developing a vaccine – a drug that will prevent people from becoming infected with HIV.
No one is sure how long it will take to develop such a vaccine, or if the scientists will be
successful. An effective vaccine is right now a long way off.

Are there drugs to control HIV/AIDS?

Today there are treatments for HIV which delay the onset of AIDS. Some drugs are designed
to treat opportunistic infections. Drugs called “antiretrovirals” can reduce the level of HIV in a
person’s body to almost undetectable levels. They prevent HIV from reproducing itself and
destroying the body’s immune system. However, anti-HIV drugs are highly toxic, unpleasant
to take, and can cause serious side effects. Yet if patients take their medication on schedule,
it enables them to live for many more years, perhaps even decades, than if they were not
under treatment. As these treatments are relatively new, no one is sure how long they will
extend a person’s life, or if they will lose effectiveness and stop working at some point in the
future.

The problems of stigma and discrimination

From the start of the AIDS epidemic, stigma and discrimination have fuelled the transmission
of HIV and have greatly increased the negative impact associated with the epidemic. HIV-
related stigma and discrimination continue to be manifest in every country and region of
the world, creating major barriers to preventing further infection, alleviating impact and
providing adequate care, support and treatment.
The stigma associated with AIDS has silenced open discussion, both of its causes and of
appropriate responses. Visibility and openness about AIDS are prerequisites for the successful
mobilization of government, communities and individuals to respond to the epidemic.
Concealment encourages denial that there is a problem and delays urgent action. It causes
people living with HIV to be seen as a “problem”, rather than as a solution to containing and
managing the epidemic.

HIV/AIDS in your country – for example in Sri Lanka

Reported numbers up to the end of 3rd quarter of 2007:
• Cumulative total of HIV cases 1,029
• Mother to child transmission 31
• Cumulative AIDS deaths 182

16 HIV/AIDS
Session 5: Sexually Transmitted Infections (STIs)
Group work
Divide the participants into four or five groups. Give the questions below to each group.
They need to write the answers, which they will report back to the workshop. Give each
group 30 minutes to prepare their answers.
• What is an STI?
• Name five STIs.
• What are the signs and symptoms of STIs?
• What are possible complications of STIs?
• What are the services available for STI treatment in your country?
• Is HIV an STI?
• What is the relationship between STIs and vulnerabilities to HIV/AIDS?
• Why should you seek early treatment for STIs?
Feedback – 30 minutes
• After the participants have written down their answers, ask a group to respond to the
first question. Keep going from group to group until you are happy with the answer.
Each group that answers the question correctly, as decided by the facilitator, gets 10
points. If the facilitator believes the answer is partially correct, she/he can give the
group 5 points.
• After all the groups have provided their answer to the question, show the slide for that
question from the PowerPoint presentation on “Sexually Transmitted Infections”.
• Repeat this process for all the questions.
• The group with the highest score will receive a small prize, such as pieces of candy for
each member.

Notes for the facilitators

What is an STI?
It is an infection that is transmitted by sex with another person. Some of these infections,
apart from being spread through sex, can also be transmitted through blood (such as
Syphilis, Hepatitis B and C, and HIV/AIDS).

Common sexually transmitted infections

• Syphilis
• Gonorrhoea
• Herpes

HIV/AIDS 17
 • Genital warts
• Hepatitis B
• Hepatitis C
• HIV/AIDS
Signs and symptoms of STIs
Males
• Purulent discharge from the penis
• Ulcers of the penis and scrotum
• Scrotal swelling
• Pain in urination
Females
• Smelly vaginal discharge
• Ulcers in genital area
• Lower abdominal pain
• Pain in sexual intercourse
Possible complications of STIs
• Can cause blindness
• Inflammation of the prostate gland
• Scarring of the urethra, which can cause a narrowing or closing of the urethra
• Infertility
• Inflammation of the epididymis, the sperm-carrying cord
• Pelvic inflammatory disease
• Chronic menstrual difficulties
• Miscarriage
• Inflammation of the urinary bladder
• Blindness in newborn babies (from untreated gonorrhoea)
• Structural deformities in newborn babies
The services available for STI treatment in your country
Depends on the country

Is HIV/AIDS an STI?
Yes. Because HIV can spread through sexual contact, it is an STI.

18 HIV/AIDS
The relationship between STIs and vulnerabilities to HIV/AIDS
Ensuring that STIs are diagnosed and treated is important. Studies show that having an STI
can increase the risk of both acquiring and transmitting the HIV virus by 10 times. This is true
for STIs that produce sores or breaks in the skin (such as syphilis and herpes), as well as for
those that do not (such as gonorrhoea).

Why you need to seek early treatment for STIs

• Many STIs can be cured.
• If treated quickly, you can prevent the spread of the disease to your loved ones.
• The longer you take to gain treatment, the more damage the STI can do to your
body.

Session 6: Teledrama
This session assumes that there is a teledrama that can be used. In some countries, this may
not be the case, and instead a documentary about the disease may be more appropriate.
• Show the teledrama to the participants.
• Next, divide the participants into four or five groups.
• Ask each group to design a short lesson on how they would use the teledrama in their
class. Ideas could include the following:
-- Divide the students into groups to perform a role play on what the students should
do if they have a classmate who is infected by HIV/AIDS.
• During pauses or breaks in the teledrama, the teacher can provide factual information
about the disease.
• As each group makes a presentation, the other participants need to provide feedback
indicating what was good and what needed to be improved in the presented lesson.
• The facilitators should record the lessons. Good lessons should be placed on the
Ministry of Education website so that other teachers can learn from these good
examples.

HIV/AIDS 19
 Day 2
Session 7: Feedback from Day 1
• The volunteer who should have talked to as many participants as possible will make
a short presentation – no longer than 10 minutes – about the participants’ views
concerning the first day.
• A second volunteer will be selected and will undertake the same duties as the first
volunteer, but at the start of Day 3.
• Feedback from the pre-test: A short presentation by one of the facilitators showing
graphs indicating the views of the participants. This presentation should also be short
– around 10 minutes.

Session 8: Perspectives of People Living with HIV

Start the session by:
• Asking everyone to shake hands with everyone else in the workshop.
• There should be three rounds of people shaking hands.
• If your hand was scratched at any stage, then you have to scratch other persons every
time you shake hands.
• After three rounds, the facilitator asks those whose hands were scratched to sit
down.
• The facilitator explains that shaking hands represents having sex and being scratched
means you have become infected with HIV/AIDS.
• The facilitator asks those with HIV/AIDS about their thoughts if they were really
infected with HIV/AIDS.
• The facilitator then asks those still standing – those without HIV/AIDS – their thoughts
about those who have now become infected.
• The facilitator then asks where the virus started in the game.
• It will not take long for those with HIV/AIDS to pinpoint the person who had HIV/AIDS
at the start of the exercise.

After this, someone who is really HIV positive and who started the scratching process in
the game will make a presentation. She/he should be a trained presenter, who is used to
answering questions about how she/he became infected and what impact it has had on
her/his life.
Such a presentation usually releases a wave of feelings among the audience who often will
be meeting someone who is HIV positive for the first time. Their perspectives of what an
HIV-positive person is like, and what they look like, will most likely be challenged.

20 HIV/AIDS
Session 9: Teacher CD-ROM
• Divide the participants into five groups by giving each participant a number 1, 2, 3, 4
or 5. Those with Number 1 are in Group 1 and so on.
• Group 1 will review Module 1 and will report back to the workshop about it.
• Groups 2, 3, 4 and 5 will do the same, but for their modules.
• Each group, when presenting back to the workshop, needs to:
-- Provide information about what they learned in the module.
-- Identify any ideas in the module that they could use with students in their
classrooms.
-- Identify any ideas that the participants could use with fellow teachers.
-- Identify any ideas that the participants could use with parents.
Equipment
• Each group will need a laptop and one teacher CD-ROM.

Session 10: Barriers to Teaching about HIV/AIDS in the Classroom

Organization
• Group work: divide the participants into four or five groups.
• Each group has to select a spokesperson whose duty is to report back the group’s
ideas to the workshop.

Group work
• Each group has to determine what the barriers are to teaching HIV/AIDS in the
classroom.
• Each group is given seven topics: culture, religion, parents, community members,
school principal and other teachers, the teacher him- or herself, and students.
• These seven topics could be printed on pieces of paper and given to each group.
• They have to find as many barriers as possible in each topic. This way the group cannot
simply say “it is against our culture or against our religion”. They have to specify what
aspects of the culture or the religion make it difficult to teach this subject.

Reporting back
• Each group’s spokesperson has 5 to 10 minutes (depending on the number of groups)
to make a presentation.
• The spokesperson details the barriers in each of the seven topics.
• At the end of each presentation, there should be time available for the other groups
to agree, or more importantly to disagree, with the information presented.
• The facilitators should collect the presentations with the information about each of
the seven topics. This information will be needed for Session 17.
HIV/AIDS 21
 Equipment
• Flip chart paper and marker pens so the groups can write down their ideas.

Session 11: Game – Risk Perspectives

• Divide the participants into four groups.
• Give one set of cards to each group to play the game – one set of cards is green,
another is orange, another is red and the final one is blue. Each set of cards has the
same information.
• There is one set of cards (the bigger set) that is for the facilitator – it also has the same
information.
• Ask the participants to divide the cards into two groups – one group is risky behaviour
and the second group is safe behaviour. The participants will have to discuss with
each other what behaviour represents a risk and what is safe.
• Each group reports back indicating what is risky and what is safe behaviour.
• As the groups report back, the facilitator places his/her cards under the two categories
– Risky and Safe.
• If there is disagreement between the groups concerning what is a risky or a safe
behaviour, workshop members will need to decide if the behaviour could result in the
spread of HIV/AIDS.
• It is important to note that the participants might decide that some behaviours are
risky in some situations and not risky in other situations. For example, one group might
argue that having sex with a sex worker is risky. However, another group might argue
that if a condom is being used, having sex with a sex worker is a safe behaviour.

Session 12: Effective Communication on Sensitive Issues

• Start the presentation by pretending to be a bad presenter.
• Start talking about how good you are and that you are a very busy person, so please do
not ask unnecessary questions – but at the same time do not look at the audience.
• Spend some time finding your presentation on the computer – but make sure you
cannot find it.
• You could look for your memory stick in your bag, which should not be near the
computer, but somewhere else in the room.
• You cannot find the memory stick, but then you remember the presentation is already
on the computer.
• Next, hand out a false presentation, which is too small to read.
• Now start the presentation, but stress that the audience should not ask any
questions.
• Ask each participant to get pencil and paper to draw a picture.

22 HIV/AIDS
 • Ask them to draw:
-- A head
-- A neck
-- A body
-- Two legs
-- Eyes
-- A beak
-- Two wings
• Look at the pictures drawn by the participants.
• Show your picture of a bird on the PowerPoint presentation “Communication
Strategies”. Discuss why there was miscommunication and why they did not draw
pictures of birds, as you told them to do.
• Next, discuss what was wrong with the presentation from the very beginning, when
you started the lecture.
• Get the audience to list as many problems as possible.
• After this, continue with the PowerPoint presentation.

Session 13, Flash Cards - Part 1

This session assumes that the teacher has a set of flash cards concerning HIV/AIDS. If no such
cards exist, the teacher could obtain pictures from local magazines and ask the students to
determine if a picture depicts a risky behaviour or not.

Objectives
For participants to understand:
• The risky behaviours that can lead to HIV/AIDS.
• The behaviours that are not risky and will not lead to HIV/AIDS.
Procedures
The flash cards can be introduced to the participants through the following three activities:
• Distribute one card to each participant. Give the participants 10 minutes to prepare
a talk about why the activity depicted in the picture represents a risky or a safe
behaviour. The participants then have to tell the workshop why they think the activity
could result in HIV/AIDS or why it could not.
• Distribute one card to each participant and ask them to stand in a line, with one person
at the front of the line, who thinks the activity depicted in the card is the most risky
behaviour. At the other end of the line are those participants who believe their activity
represents no risk. Each participant has to explain to the class why they have placed

HIV/AIDS 23
 themselves in that position within the line. This activity should result in a discussion of
how HIV/AIDS is transmitted and how it is not.
• Give the cards to the participants asking them to place them into two groups – one
group that represents risky behaviour and the second group that represents safe
behaviour. The cards could be placed in different ends of the room. The participants
would have to explain why they have placed the cards where they have.

Session 14: Introduction to the Supplementary HIV Reading

This session assumes that in each country there will be good basic materials about HIV/
AIDS, how it is and is not transmitted, how the disease is diagnosed, and how it is treated, as
well as about prevention and about stigma and discrimination.
These materials should have been given to the participants before they attended the
workshop.
• Show the supplementary reading material (e.g. a booklet).
• Give a brief overview of the material.
-- Challenges of youth
-- Basics of HIV/AIDS
-- Mode of transmission
-- How it is not transmitted
-- Diagnosis of HIV/AIDS
-- Treatment of HIV/AIDS
-- Prevention
-- Stigma and discrimination
How it can be used:
• Ask the students to read the booklet in class.
• Every student has to come up with five questions that they are not sure about.
• The teacher categorizes the questions into a list (many of the questions from the
students will be similar.)
Depending on the list of questions, the teacher can:
• Answer the question as soon as the list is made.
• Ask students to do research on different questions and present the findings to the
class at a later date.
• Answer any questions about the supplementary reading.

24 HIV/AIDS
Day 3
Session 15: Feedback from Day 2
• The volunteer who should have talked to as many participants as possible will make
a short presentation – no longer than 10 minutes – about the participants’ views
concerning the first day.
• Five or six volunteers should be asked to attend a 30-minutes focus group session at
the end of the day to talk about the successes and the weaknesses of the three-day
workshop.

Session 16: Flash Cards - Part 2

This session assumes that the teacher has a set of flash cards concerning HIV/AIDS. If no such
cards exist, the teacher could obtain pictures from local magazines and ask the students to
determine if each picture depicts a risky behaviour or not.

Group work for three or four groups:

• Each group has to create a new way to use the flash cards.
• Each group has 20 minutes to determine how they will use the cards.
• Each group will have 10 minutes to make a presentation.
• There should be discussion after each presentation – with the audience deciding on
the strengths and weaknesses of the presentation.
• At the end of the session, a vote should be made to determine which method is the
best.
• The facilitators should record the presentations, with the best ones placed on
the Ministry of Education website so that other teachers can learn from the good
examples.

Equipment
• One set of flash cards for each group

Session 17: Overcoming the Barriers

The participants return to the same groups as in Session 11: Barriers to Teaching HIV/AIDS
in the Classroom.
• Each group is given back its presentation with the information from the seven topics.
• Each group has to determine strategies to overcome each and every obstacle they
listed in Session 11. For example, if they stated that parents will not accept their
children learning about sex, they could overcome this by holding a parents’ meeting
explaining what takes place during such a lesson which information is provided and
which not.

HIV/AIDS 25
 • Once each group has thought of strategies to overcome their obstacles, they will have
to present their new findings to the participants.
• After each presentation, there should be a discussion about whether each strategy
will work and, if not, how it can be improved.
• A note-taker should record each strategy; the best ones could be placed on the
Ministry of Education website.

Session 18: The Importance of the Education System

Group work:
• Devide the participatns into four groups
• Each group will need to select a spokesperson at the start of the activity.
• Each group has to list 10 reasons why the Ministry of Education should encourage
teachers to teach about HIV/AIDS and sex education within the school system.
• Each spokesperson will present the group’s list.
• There should be a discussion after each presentation, as some participants may
disagree with the suggestions.
• After the discussion, the facilitator should make the PowerPoint presentation “Why We
Need to Teach about HIV/AIDS in Our Schools”.
• For Slide 2, participants should be asked to indicate their answers to the three
questions.

Session 19: Game - Which Professions are at Risk of Being Infected

with HIV/AIDS?
• Each participant receives a card, which will state a profession.
• Each individual will need to decide what level of risk people of this profession have of
contracting HIV/AIDS.
• Each individual will need to state to the rest of the participants the level of risk that
they perceive for this profession.
• There will be discussion, as it is likely that some participants will disagree.
• Next, ask each participant to stand in a line according to degree of risk for his or her
profession – no risk, very low risk, low risk, middle level of risk, high risk, very high risk,
definitely will get HIV/AIDS.
• This activity will create a discussion, as some participants will believe that their
profession is at a lower or higher risk than others and that they should change
positions in the line.
• At this stage, if a participant wants to change positions she/he will have to ask
permission from the other participants to do so, by arguing that their profession
needs to be moved up or down the line.

26 HIV/AIDS
Session 20: Post-test
The participants will be given a second questionnaire to see if their knowledge and attitudes
about HIV/AIDS have changed.

HIV/AIDS Training Post-test

Part 1: Your knowledge and attitudes

Tick the box you think is correct
1. How is HIV transmitted?
A. Sharing eating utensils (bowl, cup, etc.) with someone who is HIV+
 Yes  No  Don’t know
B. Blood transfusion
 Yes  No  Don’t know
C. A mosquito/insect bite
 Yes  No  Don’t know
D. Sharing toilets with someone who is HIV+
 Yes  No  Don’t know
E. Drug injection with shared needles
 Yes  No  Don’t know
F. Sexual transmission
 Yes  No  Don’t know
G. From a mother to a child during childbirth
 Yes  No  Don’t know
H. Physical contact with someone who is HIV+
 Yes  No  Don’t know

2. Is there a cure for HIV/AIDS?

 Yes  No  Don’t know

3. Is there a treatment for HIV/AIDS to keep it under control?

 Yes  No  Don’t know

4. Can you tell a person’s HIV status by looking at that person?

 Yes  No  Don’t know

HIV/AIDS 27
 5. HIV can only be transmitted by homosexuals, sex workers and drug users.
 Yes  No  Don’t know

6. There is no possibility for my family, friends and colleagues to be infected by HIV.

 Yes  No  Don’t know

7. Are you willing to teach with other teachers living with HIV?
 Yes  No  Don’t know

8. Do you believe teaching about HIV prevention can control the spread of HIV?
 Yes  No  Don’t know
9. Do you believe teaching about sex and HIV/AIDS will encourage students to become
sexually active?
 Yes  No  Don’t know
10. Do you believe teaching HIV/AIDS will create disciplinary issues in the school?
 Yes  No  Don’t know
11. Children living with HIV should be allowed to continue studying like other students.
 Yes  No  Don’t know
12. HIV/AIDS will never become an issue in my country due to my country’s culture and
morality.
 Yes  No  Don’t know
13. Can you name four ways people can protect themselves from HIV?
1. ………………………………………………………………….
2. ………………………………………………………………….
3. ………………………………………………………………….
4. ………………………………………………………………….

Session 21: Introduction to the Advocacy Toolkit and

Competitions
These materials should have been given to the participants before they attended the
workshop.
• Show the advocacy toolkit.
• Give a brief overview of the supplementary reading:
-- Basic facts about HIV/AIDS
-- The HIV/AIDS situation in Asia
28 HIV/AIDS
 -- The impact of HIV/AIDS on the education system
-- The important role of the education sector in fighting the epidemic
-- Why young people need to learn about HIV/AIDS and sex
-- Reducing risks and vulnerabilities
-- How to help people infected and affected by HIV/AIDS in the school context
How the toolkit can be used
• It is designed for Ministry of Education staff trying to convince others in the Ministry
that preventive HIV/AIDS education is important.
• Answer any questions about the supplementary reading.
Show the two competitions (student HIV/AIDS, teacher lesson plan) to the participants.
• Indicate that these competitions are educational, as they provide information about
HIV/AIDS.
• Tell them that all students and teachers should be encouraged to use their talents to
teach others about HIV/AIDS.
• Tell them that the best teacher entries will be used in a booklet produced by the
Ministry of Education, which will be given to other teachers.
• Best entries will also appear on the Ministry of Education website.
Session 22: Providing the Pre- and Post-test Results
Compare the pre- and post-tests. This should be a short presentation by one of the facilitators
showing graphs comparing the views of the participants in both the pre- and post-tests.

Session 23: End of the Workshop

Give out the certificates to all the participants thanking them for participating in the
workshop.

Session 24: Focus Group Discussion

• Have a short discussion with the volunteers who were selected at the start of Day 3.
• In a focus group discussion, it is important that the facilitator speaks as little as
possible.
• The facilitator should try to give every volunteer a chance to present his or her ideas,
and not let one or two people dominate the discussion.
• The facilitator should listen, as much as possible, to the views of the volunteers, and
not tell them any new ideas or to repeat any of the messages from the meeting.
• It is important to have a note-taker to record what the volunteers are saying, as the
facilitator will not be able to remember what has been said.

HIV/AIDS 29
 • If the volunteers give permission, a tape recorder could be used so the facilitators
have a record of what was said, enabling them to replay the conversation and make
changes so as to improve the next workshop.
These are the questions that could be asked:
• Have your ideas about HIV/AIDS changed?
• What has changed and why?
• What do you think are the problems of teaching about HIV/AIDS in your province/
district/school?
• What do you think is needed to overcome these problems?
• What suggestions can you make to improve the workshop?

30 HIV/AIDS
Resources
• Advocacy toolkit
• Supplementary reading materials (assumes such materials are available in the
participant’s country)
• Student HIV/AIDS competition
• Teacher lesson plan competition
• A teledrama (assumes such materials are available in the participant’s country)
• Teacher CD-ROM
• Sets of flash cards (assumes such materials are available in the participant’s country)
• Reading materials (assumes such materials are available in the participant’s country)
• Five PowerPoint presentations
-- Advocacy Kit
-- Communication Strategies
-- HIV Questions
-- Sexually Transmitted Infections
-- Why We Need to Teach about HIV in Our Schools

HIV/AIDS 31
References
The ideas for this manual have come from a wide range of sources. Below are a number of
sources which have inspired the author, with special thanks to Dr. Dayanath Ranatunga for
his insights in teaching about HIV/AIDS.
Advocates for Youth. 2002. Guide to Implementing TAP (Teens for AIDS Prevention): A Peer
Education Program to Prevent HIV and STI. 2nd Edition. http://www.advocatesforyouth.org/
storage/advfy/documents/TAP.pdf.
Avert. http://www.avert.org/
Bruce, J. 2007. Girls Left Behind: Redirecting HIV Interventions toward the Most Vulnerable,
Promoting Healthy, Safe, and Productive Transitions to Adulthood Brief No.23. New York,
Population Council. http://www.popcouncil.org/pdfs/TABriefs/PGY_Brief23_GirlsLeftBehind.
pdf.
Chinvarasopak, W. 2008. Teachers and Sex: Uneasy Bedfellows? The Experience of the Teenpath
Project, PowerPoint presentation at the International AIDS Conference, Mexico City, August
3-8, 2008. http://www.foxnews.com/projects/pdf/082509_unesco.pdf.
Exchange Magazine. 2008. Gender Violence, HIV and AIDS. Exchange on HIV/AIDS, sexuality and
gender No.3. Amsterdam, Royal Tropical Institute. http://www.kit.nl/net/KIT_Publicaties_
output/ShowFile2.aspx?e=1466.
FHI. 2008. Assessing Your Risks: SMARTgirl Program Facilitator’s Guide and Risk Assessment Cards.
http://www.fhi.org/NR/rdonlyres/eizrfisskic4wv366vm5juclbn66cptsd4k75b5ddtdeeijkkjd
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