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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.)
View the document(introduction...)
View the documentAcknowledgments
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
close this folderB. Sample materials for introducing the curriculum and for teacher training
View the document(introduction...)
View the document1. Checklist for focus group with students (situation assessment)
View the document2. Sample agenda for parent meeting
View the document3. Sample letter to parents
View the document4. Sample introduction to parent activities
View the document5. Sample instructions to parents
View the document6. Sample questions - student to parent
View the document7. Peer leader training guide
View the document8. Test items for student evaluation (with correct answers)
View the document9. Needs analysis for the teacher training programme
View the document10. Three-day teacher training agenda
View the document11. Teacher satisfaction with training workshop
close this folderC. Programme evaluation instruments
View the document1. Model pre-post test
View the document2. Additional questions for pre-post test
View the document3. Teacher feedback form
View the document4. Teacher interview
View the document5. Checklist for student focus group
View the document6. Parent interview
View the document7. Peer leader form and checklist for focus group
View the document8. School director’s interview

1. 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 turn the questionnaires over (upside-down) and not begin until instructed to do so.

3. Remind students that they are not to write their names on the questionnaires. Explain that the questionnaire is confidential (no one will know who has given the answers). The answers will only be seen by researchers.

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 these questions, then ask them to complete the questionnaire.

8. Because some of the students may believe that some of the false statements are, in fact, true, it is important to discuss the correct answers with 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 your knowledge, attitudes and skills with respect to the prevention of HIV infection and AIDS. As well, you are asked to describe some of your intentions in the near future. The information you provide will be used to improve the quality of an HIV/AIDS/STD education programme.

2. We encourage you to answer all of the questions because your responses are important to this study.

3. Your answers will be kept confidential. No one will know how you answered these questions.

4. When you have completed the questionnaire, do not sign it. Your responses will be combined with those of other students your age for analysis.

5. Thank you for completing the questionnaire.




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



STD can be cured, but there is no cure for AIDS.


One can recognize a person infected with HIV by how she/he looks.


HIV is transmitted through semen and vaginal fluids and blood.


You can get HIV if you have sex once, without a condom.


You can get HIV by hugging or touching a person who has HIV or AIDS.


A person can get HIV by giving (donating) blood.


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 partners won’t get infected with HIV.


There are drugs available that can help prolong the life of a person with AIDS.


A good reason to delay sexual intercourse is the risk of HIV, STD and pregnancy.


Assertive people get their way by overpowering others.


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.


Condoms protect a person from HIV and STD if they are used correctly every time one has sexual intercourse.


A condom can be safely reused.


“No condom, no sex” is a good rule to protect yourself from HIV and STD.


It is important to keep condoms in a warm, moist place, before use.


A person with HIV who is not allowed to attend school is an example of discrimination.


A person can get HIV from living in the same home with a person who has HIV or AIDS.


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 will provide you with information on the 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

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.


Not Sure


1. Young people should realize that if they do not protect themselves, they could get infected with HIV.




2. It is alright to have sex without a condom, because your chance of getting infected with HIV is very low.




3. It is alright not to have sex while you are a teenager.




4. It is alright for young people to have sex without a condom if they know each other well.




5. If people think they might have sex with a partner, they should carry a condom with them.




6. A young person can inject drugs once in a while without the risk of getting infected with HIV.




7. It would be alright with me to be in the same classroom with someone who has AIDS.




8. People who have AIDS should be forced to live far away from other people.




9. I would feel comfortable hugging a close friend who had AIDS.




10. It is alright to say “no” to friends when they want me to do things I do not want to do.




11. If your boy/girlfriend wants you to have sex, it is better to agree rather than to lose him/her.




Scoring procedures for attitude items

Attitudes about


Scoring key

Peer pressure


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

Threat of HIV


A = 3, NS = 2, D = 1
A = 1, NS = 2, D = 3

People with AIDS


A = 3, NS = 2, D = 1
A = 1, NS = 2, D = 3

Caring for someone with AIDS


A = 3, NS = 2, D = 1

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.

Your skills

Instructions: Try to imagine yourself in the story. Circle how confident you feel: very, somewhat, 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.

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
B) I might use injecting drugs


A) I do not intend to have sex
B) I might have sex
C) I might have sex with two or more people

If you circled B or C in statement 2, please answer the following

In the next six months...


A) I will use condoms with my sexual partners
B) It is unlikely that I will use condoms with my sexual partners
C) I will not have sex without a condom

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

When compared with control groups, effective programmes lead to increased percentages of students moving towards lower risk behaviour.