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close this bookSchool Health Education to Prevent AIDS and Sexually Transmitted Diseases (STD) : Handbook for Curriculum Planners (UNESCO - WHO, 1994, 88 p.)
close this folderA. Designing the programme
View the document(introduction...)
View the documentIntroduction
View the documentProgramme model
View the documentMaking a situation assessment
View the documentDefining the type of programme
View the documentSelecting objectives
View the documentMaking a curriculum plan
View the documentPlanning for material production
View the documentDeveloping the students’ activities
View the documentParticipation of parents and family members
View the documentInvolvement of peer leaders
View the documentDeveloping the teachers’ guide
View the documentValidating the curriculum
View the documentPlanning for teacher training
View the documentDesigning the programme evaluation

Planning for teacher training

Teacher training is a crucial component of curricular innovation, particularly in the case of AIDS education, as the issues involved are extremely sensitive.1

1 For a discussion on teacher training issues, please see School Health Education to Prevent AIDS and STD.

Teachers need to understand what is known about HIV/AIDS/STD so that they can give reliable information about them to students and communities; they also have to confront their own feelings, especially of fear of the disease, and about people with AIDS; they have to feel comfortable with the issues 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 accuracy of teachers’ knowledge, their attitudes and levels of comfort with sensitive topics, 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.

Methods used in the training should reflect those expected to be used by teachers in the classroom. Presentations should be reduced to a minimum, and participants should be encouraged to share thoughts and feelings as much as possible.2

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:

P.O. Box 1250,
Harare, Zimbabwe
Fax no.: (263 4) 721-692

An example of a 3-day teacher training agenda is included in section B-10. When possible, longer training is advisable, particularly in countries where the teachers do not have previous experience in discussing sexuality-related topics. The example will have to be adapted depending on:

· Results from the Teachers’ Needs Analysis
· Length of the workshop
· Length and complexity of the curriculum
· Numbers of workshop leaders
· Current levels of teacher training and experience.

Section B-11 gives an example of an evaluation instrument to assess teachers’ satisfaction with the training workshop.