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IATT on Education
HIV and AIDS
COMMUNICATION TOOLS:
Advocating for Increased Support and
Investment in HIV and AIDS and
Education
LITERATURE REVIEW
December 2011
Kathryn Fleming
Adria Molotsky
Bradford Strickland
American Institutes for Research
1000 Thomas Jefferson Street NW, Washington, DC 20007-3835 | 202.403.5000 | TTY 877.334.3499 | www.air.org
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IATT on Education – HIV and AIDS Communication Tools – Literature Review
ACRONYM LIST
AED
AIDS
AIR
AMFAR
ANOVA
ART/ARV
CEDPA
CDC
DFID
DHS
EDC
EDUCAIDS
EFA
ELAC
HEARD
HIV
IATT
IBE
IIEP
ICRW
JLICA
NGO
NYU
OVC
PANCAP
PEPFAR
PLHIV
RH/ARH
STD/STI
TB
UNAIDS
UNESCO
UNICEF
UNPF/UNFPA
USAID
USD
VCT
VSO
WHO
Academy for Education Development
Acquired Immune Deficiency Syndrome
American Institutes for Research
American Foundation for AIDS Research
Analysis of Variance
Antiretroviral Therapy/Antiretroviral
The Centre for Development and Population Activities
Centers for Disease Control and Prevention
Department for International Development
Demographic and Health Surveys
Education Development Center
Global Initiative on Education and HIV AND AIDS
Education for All
Economic Commission for Latin America and the Caribbean
Health Economics and HIV/AIDS Research Division
Human Immunodeficiency Virus
Inter-Agency Task Team on HIV and AIDS and Education
International Bureau of Education
International Institute for Educational Planning
International Center on Research for Women
Joint Learning Initiative on Children and HIV and AIDS
Non-Governmental Organization
New York University
Orphans and Vulnerable Children
Pan Caribbean Partnership Against HIV and AIDS
President’s Emergency Plan for AIDS Relief
Person Living With HIV
Reproductive Health/Adolescent Reproductive Health
Sexually Transmitted Disease/Sexually Transmitted Infection
Tuberculosis
Joint United Nations Program on HIV/AIDS
United Nations Educational, Scientific and Cultural Organization
United Nations Children’s Fund
United Nations Population Fund
United States Agency for International Development
United States Dollar
Voluntary Counseling and Testing
Volunteer Service Organization
World Health Organization
IATT on Education – HIV and AIDS Communication Tools – Literature Review
Contents
INTRODUCTION ............................................................................................................................ 1
CHAPTER ONE ............................................................................................................................... 5
SUMMARY OF PEER REVIEWED ARTICLES ........................................................................... 5
EDUCATION SECTOR SPECIFIC ........................................................................................... 5
HIV AND AIDS AND HEALTH SECTOR SPECIFIC .......................................................... 13
EDUCATION AND HEALTH SECTOR OVERLAP ............................................................. 21
CULTURAL ISSUE SPECIFIC ............................................................................................... 31
SUMMARY OF KEY FINDINGS IN PEER REVIEWED ARTICLES ................................. 33
CHAPTER TWO ............................................................................................................................ 36
LIST OF NON-PEER REVIEWED RESOURCES BY TYPE ...................................................... 36
Event and Meeting Reports and Papers .................................................................................... 36
Research and Policy Papers ...................................................................................................... 37
Program/Project Evaluations, Materials and Reports ............................................................... 41
Program Guidelines .................................................................................................................. 43
Strategic Plans and Frameworks for Action ............................................................................. 43
Working Papers ......................................................................................................................... 45
Issue and Technical Briefs ........................................................................................................ 45
Program Toolkits, Handbooks, and Checklists ......................................................................... 46
News Articles and Newsletters ................................................................................................. 47
Training Manuals ...................................................................................................................... 48
Literature Reviews and Resource Guides ................................................................................. 48
Curriculum Guides .................................................................................................................... 49
Government Policies ................................................................................................................. 50
CHAPTER THREE ........................................................................................................................ 51
ALPHABETICAL LIST OF ALL RESOURCES .......................................................................... 51
CHAPTER FOUR ........................................................................................................................... 62
TABLE OF STUDIES AND KEY DOCUMENTS ORGANIZED BY SEARCH CRITERIA .... 62
IATT on Education - HIV and AIDS Communication Tools – Literature Review
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INTRODUCTION
Background and Purpose
There is a growing body of research and policy literature documenting and analyzing the actual
and potential linkages between HIV and AIDS and education. Since the late 1990s this literature
has advocated for and supported development of responses to HIV and AIDS in the education
sector, sometimes as independent programs and sometimes as part of school health programs.
The purpose of this literature review is to identify, compile and analyze key primary research
studies and policy papers that comprise the most current evidence and advocacy base.
Important aspects of HIV and AIDS programming in education include workforce programs to
mitigate the impact of HIV and AIDS on education systems, HIV and AIDS prevention
education for students and teachers, as well as activities to mitigate the impact on children
affected by HIV and AIDS. Care and treatment education is also included in many school-based
HIV and AIDS programs. The impact of HIV and AIDS on education has been widely discussed
and debated, beginning with Michael Kelly’s 1999 seminal essay, “What HIV/AIDS Can Do to
Education, and What Education Can Do to HIV/AIDS.” The loss of teachers has been an
ongoing concern in many highly affected countries, already struggling to maintain the teaching
force so as to reach EFA goals. In recent years in countries with generalized HIV epidemics,
increased access to care, treatment, and support have reduced the loss of teachers due to HIVrelated illness and mortality to a couple of percentage points. But added to ongoing teacher
attrition resulting from other causes, HIV and AIDS still constitutes a challenge for education
systems trying to train enough teachers for universal, high quality primary education. As many
developing countries strive to train a teaching force to provide a quality education for all, HIV
and AIDS erodes the supply of teachers, motivating many ministries of education to initiate
workforce programs to prevent and mitigate HIV and AIDS among educators (Risley, Bundy, et
al., 2007; Grassly et al., 2003). Often, students who come from families affected by HIV and
AIDS, as well as students infected with HIV and AIDS, suffer from the effects of stigma and
discrimination, leading them to drop out of school. The economic impacts of HIV in affected
households also may lead students to drop out (Kelly, 1999; UNICEF, 2006; Bundy, 2011).
The information about the impact of HIV and AIDS on education systems, combined with the
opportunity to reach millions of youth at school, many of whom have not yet become sexually
active and have not yet begun practicing high-risk behaviors, often motivates ministries of
education to institute HIV and AIDS prevention programs. Recognizing the moral imperative to
respond to emerging evidence in pilot research in generalized HIV epidemic countries, many
education systems provide HIV and AIDS prevention education through schools. Curricula have
been developed in life skills education to improve decision-making skills among school-aged
youth, and many programs also include sexual health education. Many countries have programs
on HIV and AIDS awareness, with stand-alone curricula containing lessons on how HIV is
transmitted, what constitutes high-risk behavior, and the importance of providing support to the
HIV infected, including testing and anti retroviral therapy. The cost-effectiveness of prevention
education in schools is increased by the efforts of some ministries of education to institute
community outreach and awareness programs, thereby working to change community norms that
may contribute to high-risk behaviors. Some ministries have created HIV resource centers as
part of school health programs, linked in some cases to reinvigorated Anti-AIDS clubs to help
schools reach out to communities and to empower youth to help change high-risk behavior and
increase the chances of members of the community remaining HIV negative.
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An increasing variety of research studies have documented the effectiveness of many of these
school-based HIV prevention programs, including a study of 83 program evaluations that
showed the most important attributes of programs successfully preventing sexually transmitted
diseases and/or unwanted pregnancy in 22 countries (Kirby, Laris, & Rolleri, 2006). Studies of
sexual behavior are historically difficult to conduct owing to local sensitivities, but it is clearly
documented in emerging research that education is an effective way to increase essential
communication among students, parents, friends, and sexual partners about sexual risk behaviors
and HIV and AIDS. These conversations often also reduce stigma and discrimination (Klepp,
Ndeki, Leshabari, Hannan, & Lyimo, 1997; Stanton et al., 1998).
The current global financial climate requires donors and development partners to prioritize
investments in education as well as HIV and AIDS, to make sure that funds are spent on
activities that demonstrate the highest quantifiable results. While many ministries of education
continue to seek funding for HIV and AIDS programs, contributions of the education sector to
reducing global HIV rates has been associated with long-term impacts resulting from HIV
prevention education, behavior change, reducing stigma and discrimination and addressing
complex economic risk and vulnerability factors. Formal education sector responses to HIV and
AIDS are often perceived as slow and low impact approaches. UNAIDS’s InterAgency Task
Team on HIV and AIDS and Education, hosted by UNESCO, has taken the lead among UN
Agencies since 2000 on global guidance to promote country-level education sector responses to
HIV and AIDS, and rightly has taken the initiative in commissioning the current literature review
to take stock of the key messages coming from current research evidence for a global advocacy
campaign.
As evidenced by the bibliography identified and compiled for this review, the research and
policy literature base has grown considerably over the past decade, and particularly since the
introduction of ART therapies that improve the quality of life for people living with HIV and
AIDS. The scale and quality of articles included in this bibliography is intended to show the full
range of perspectives relevant for policy advocacy, but there has been a particular bias in
analysis and synthesis of articles here favoring peer reviewed research studies that will yield
evidence that is compelling and most appropriate for global advocacy tools and efforts. Prior to
this current literature review, there has been no systematic identification and review of recent
research to guide policy and decision making about how best to support work in this important
area.
The purpose of this literature review is to identify, compile and analyze key primary research
studies and policy papers that comprise the most current evidence and advocacy base. The
review also provides a synthesis of key findings from these resources in order to make
recommendations for development of communication tools for effective advocacy for
investments in HIV and AIDS in the education sector. Those investments may come from
government ministries of education, ministries of health, international development agencies
working in the education sector and/or the health sector, the Global Fund for AIDS, TB and
Malaria, private Foundations and other partners in international development, and especially
education.
This bibliography review and its findings are to be used in conjunction with and as a supplement
to the Influencer Network Analysis (stakeholder analysis) for HIV and AIDS and Education, also
commissioned by the UNAIDS IATT and produced by the American Institutes for Research,
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IATT on Education - HIV and AIDS Communication Tools – Literature Review
which accompanies this bibliographic review. These two reports document the process by which
the evidence base for HIV and AIDS and education has been reviewed and analyzed, and target
audiences assessed, in order to develop a communication strategy and tools for an effective
advocacy campaign. The goal of these products is to strengthen the case for investment in HIV
and AIDS and education, and to ultimately increase program funding for HIV and AIDS
response in the education sector.
Research and Policy Resources Included in the Bibliography Reviewed
The research and policy papers included in this bibliography were selected according to broad
parameters determined in discussion with the UNAIDS InterAgency Task Team on HIV and
AIDS and Education, convened by UNESCO. The research included was conducted and written
after the year 2000, and conformed to quality standards such as: published by an academic and/or
medical press; submitted for professional association peer review; published by a government or
international agency; used clear quantitative or qualitative research methods and tools. Articles
were also identified by topical subject areas addressed that were determined to be critical to the
review, as identified by search terms. The search terms to identify studies included in the
bibliography are listed in the table below.
Table 1. Illustrative Search Terms for the Literature Review
Education Sector
Specific
HIV and AIDS and
Health Sector Specific
School retention
Teen pregnancy
Girls’ education
Sexually transmitted
diseases
Girls’ scholarships
Female genital cutting
OVC scholarships
Male circumcision
Life skills
HIV prevention
Peer programs
HIV mitigation
Teacher attrition
HIV treatment
education
Sexual and reproductive
education
Mother to child
transmission
Voluntary testing and
counseling
Concurrent partners
Education and Health
Overlap
School health and
nutrition programs
Health promoting
schools
Focusing Resources for
Effective School Health
AIDS-related teacher
attrition
Transactional sex
HIV and AIDS impact
on education
AIDS orphans
Culture Specific
Early marriage
Child brides
Widow inheritance
Polygeny/polygamy
Gender based violence
Sexual violence
Stigma and
discrimination
Gender equality
Women’s empowerment
Economic inequality
Based on the search criteria, 217 studies were identified as appropriate for review (see the “Table
of Resources Organized by Search Criteria” in Chapter 4.) Of these 217 articles, 73 articles or
33.8 percent were peer reviewed. Among the 73 peer reviewed articles, 30.14 percent were
education sector specific, 24.66 percent were health sector specific, 38.36 percent related to the
overlap between education and health, and 6.85 percent were closely related to a cultural issue
rather than a service sector.
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Of the 73 peer reviewed articles, 17.81 percent use only quantitative methods, 34.25 percent use
only qualitative methods, and 36.99 percent use both qualitative and quantitative methods.
Of the 217 articles identified, 8.3 percent were published by the World Bank, 6.9 percent were
published by UNAIDS, 13.0 percent were published by UNESCO, 3.7 percent were published by
UNICEF, 3.2 percent were published by USAID, and 1.4 percent were published by WHO.
Structure of the Report on Bibliography Reviewed
Peer reviewed research articles are considered and presented in this report as most likely to yield
the evidence required to motivate policy makers and funding decision makers to make
investments in HIV and AIDS and education. As such, peer reviewed articles have received the
most detailed review and annotation in the review process, and comprise the first chapter of the
report that follows. In Chapter One, clear terms are used to organize each summary of key
information in the 73 peer reviewed articles. Depending on the structure of the article, these
terms include: Hypothesis or Purpose; Key Argument; Method; Results; Conclusions;
Recommendations.
The titles and summaries of the 73 articles are presented in Chapter One under the four
categories used to manage the articles once identified in the overall search: Education Sector
Specific; HIV and AIDS and Health Sector Specific; Education and Health Overlap; and Culture
Specific. These categories are for organizational process purposes.
At the conclusion of Chapter One on Peer Reviewed Articles is a summary of key findings
identified in the peer reviewed research. These findings are considered the most substantive of
the messaged identified in the review of the 217 articles identified.
All 217 of the research and advocacy papers are also listed in three additional formats. Chapter
Two comprises a list of non-peer reviewed resources, organized by the type of document
identified. Articles listed under the document type are summarized as a group in a brief
description of contents. Each article is not summarized independently. Chapter Three comprises
an alphabetical index of articles identified, and Chapter Four comprises a table of studies and key
documents organized by search criteria.
______________________________________
References for Introduction:
Grassly, N. C., Desai, K., Pegurri, E., Sikazwe, A., Malambo, I., Siamatowe, C., & Bundy, D. (2003). “The
Economic Impact of HIV/AIDS on the Education Sector in Zambia.” AIDS, 17, pp. 1039–1044.
Kelly, M. J. (1999). What HIV/AIDS Can Do to Education, and What Education Can Do to HIV/AIDS. Paper
presented at the All Sub-Saharan Africa Conference on Education for All, Johannesburg, South Africa.
Kirby,D., Laris, B. A., & Rolleri, L. (2006). Sex and HIV Education Programs for Youth: Their Impact and
Important Characteristics. Scotts Valley, CA: ETR Associates.
Klepp, K. I., Ndeki, S. S., Leshabari, M. T., Hannan, P. J., & Lyimo, B. A. (1997). “AIDS Education in Tanzania:
Promoting Risk Reduction among Primary School Children.” American Journal of Public Health, 97(12),
pp. 1931–1936.
Risley, C. L., Bundy, D., et al. (2007). Estimating the Impact of HIV and AIDS on the Supply of Basic Education.
Paper presented at the second meeting of the World Bank/UNAIDS Economics Reference Group, Geneva,
Switzerland.
Stanton, B. F., Li, X., Kahihuata, J., Fitzgerald, A. M., Neumbo, S., Kanduuombe, Zimba, R. F. (1998). AIDS,
12(18) pp. 2473–2480.
UNICEF. (2006). Africa’s Orphaned and Vulnerable Generations: Children Affected by AIDS. New York:
UNICEF.
IATT on Education - HIV and AIDS Communication Tools – Literature Review
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CHAPTER ONE
SUMMARY OF PEER REVIEWED ARTICLES
EDUCATION SECTOR SPECIFIC
1. Aeth, A.H. (2002). “Evaluation of HIV/AIDS Peer Education Projects in Zambia.”
Evaluation and Program Planning, 24 pp. 397-407.
Hypothesis/Purpose: To assess the effectiveness of peer education programs for HIV
and AIDS implemented by four NGOs.
Method: The study used a “mini-case study” approach and their analysis was based on
cross-case itemistic variables. The study also reviewed documents and conducted
interviews and on-site visits to observe activities.
Results: The study assessed the projects in terms of their immediate developmental
outcomes rather than long-term impacts. The study found that the projects raised
awareness of HIV and AIDS in the communities and the basic knowledge they were
providing was accurate. Additionally, the study noted anecdotal evidence of behavioral
changes in the lowering of the number of sexual partners and frequency of traditional
practices (such as sexual cleansing and scarification) which contributed to the spread of
HIV.
Conclusions: The study determined that the projects were effective in raising awareness
and providing information on safe sex, appropriate life skills for high-risk situations and a
way to support behavioral change through condom distribution. However, the efficiency
of the programs could be improved given the gravity of the problem and the nature of the
spread of HIV. The author also concluded that there is a continued need for the support
and input of NGOs given the limited resources of the governments.
2. Aggleton, P. & Warwick, I. (2002). “Education and HIV/AIDS Prevention among Young
People.” AIDS Education and Prevention, 14(3) pp. 263-267.
Purpose: Based on the expert review meeting in 2001, the authors summarize the
outcomes from the meeting as well as address why education is important for the
prevention of HIV.
Key Argument: The authors briefly cover the key topics discussed in the meeting,
reiterating the main objectives covered for creating successful education programs
targeted at preventing HIV.
Recommendations: Not only is it important for the education sector to increase its
efforts in the context of HIV prevention, but this sector is also highly susceptible to being
negatively affected by the epidemic so appropriate measures/safe guards need to take
place in order to account for these (such as recruiting more teachers and administrators
and flexible schooling for students that must become caregivers).
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3. Brent, R.J. (2006). “Does Female Education Prevent the Spread of HIV-AIDS in SubSaharan Africa?” Applied Economics, 38 pp. 491-503.
Hypothesis/Purpose: To determine whether female education prevents the spread of
HIV and AIDS in Sub-Saharan Africa.
Method: The author obtained data from UNAIDS on adult female infection rates for 31
countries in Sub-Saharan Africa to use in a cross-sectional analysis. In all, there were
twelve different education variables tested disaggregated by gender, and he ran multiple
regression analyses.
Results: The study found that female education is positively related to country infection
rates and that female infection rates peak within 15-17 years of the first case reported.
Based on the regressions, the results were mixed. In different regression analyses
different variables proved to be significant while there was not one that was significant
across them all.
Conclusions: The author concluded that female education does not prevent the spread of
HIV-AIDS in Sub-Saharan Africa due to confounding factors such as income and
religion. However, the author notes that the study was not able to randomly control for
education levels which may have biased the results, and confronts other possible issues
which may have biased his results.
4. Burroway, R. (2010). “Schools Against AIDS: Secondary School Enrollment and CrossNational Disparities in AIDS Death Rates.” Social Problems, 57(3) pp. 398-420.
Hypothesis/Purpose: The author examines secondary education as a factor in lowering
the number of AIDS deaths.
Method: The study uses readily available cross-national data for the regression analysis.
Results: The study confirms the author’s hypothesis that secondary schooling has a large
effect on AIDS death rates; this is, of course, after controlling for HIV prevalence. This
means that higher levels of educational attainment result in fewer AIDS deaths in a
country as a whole.
Conclusions: The author concludes that future research is needed to further examine the
mechanisms between education and AIDS deaths to determine whether the variable
secondary education may be reflecting increased state capacities or economic growth
which also impact AIDS deaths and HIV prevalence. Either way, changing structural
conditions could potentially protect more people than programs that are only focused on
specific groups.
5. Campbell, C. & MacPhail, C. (2002). “Peer Education, Gender, and the Development of
Critical Consciousness: Participatory HIV Prevention by South African Youth.” Social
Science and Medicine, 55(2) pp. 331-345.
Hypothesis/Purpose: To point out factors that could impact a peer education program’s
achievement of increased condom use by young people through the analysis of the
effectiveness of the program as well as focusing on relevant dimensions of young
people’s lives.
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Method: The authors use a case study, interviews and focus groups with young people of
a particular school-based peer education program in South Africa.
Results: Peer education programs should enable youth to develop a critical
consciousness surrounding ways gender norms influence their sexual health risks. This
awareness could enable the renegotiation of young peoples’ social and sexual identities,
and empower them to change their behavior. It is not enough to boost the emotional and
motivational confidence of young people; it is essential to develop their intellectual
understandings of social relations and how they contribute to the transmission of HIV.
Conclusions: Many HIV prevention programs focus on short-term activities, but they
need to start shifting their focus to medium- and long-term activities as well.
Additionally, the authors conclude that school-based HIV-prevention programs need to
be developed to give youth ‘ownership’ of the problem and promote their social capital.
6. Glynn, J.R., Carael, M., Buve, A., Anagonou, S., Zekeng, L., Kahindo, M., & Musonda,
R. (2004). “Does Increased General Schooling Protect Against HIV Infection? A Study in
Four African Cities.” Tropical Medicine and International Health, 9(1) pp. 4-14.
Hypothesis/Purpose: This study attempts to determine the association between
educational attainment and risk of HIV infection based on previous studies in SubSaharan Africa that concluded people with higher levels of education are at increased risk
for HIV.
Method: The study used data from the multicenter study on factors determining the
spread of HIV in four African cities. They then conducted cross-sectional studies for each
city.
Results: The authors concluded that there was no association between HIV infection and
educational attainment for men or women in Kisumu or Ndola. However, in Yaounde,
women with higher levels of schooling were less likely to be HIV positive, while in
Contonou, similar results were found for men. The study found consistent results across
all cities stating that those with more education reported less risky sexual behavior.
Conclusions: Unlike previous studies, this study did not find evidence of increased levels
of education resulting in increased risk of HIV infection. In fact, the authors found no
association between the two. The authors did speculate that perhaps those with higher
levels of education were able to respond more to health education programs.
7. James, D. (2002). “To Take the Information Down to the People: Life Skills and
HIV/AIDS Peer Educators in the Durban Area.” African Studies, 61(1) pp. 169-191.
Hypothesis/Purpose: The study was undertaken to evaluate the availability and
effectiveness of life skills education programs in school.
Method: The researchers used a questionnaire-based statistical survey and interviews.
Results: The author provided a glimpse of the views and motivations of those working in
peer educator life skills programs in Durban.
Conclusions: Communities need to take advantage of the existing competencies of their
community members who are best positioned to work as educators for life skills
programs.
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8. Jukes, M., Simmons, S. & Bundy, D. (2008). “Education and Vulnerability: The Role of
Schools in Protecting Young Women and Girls from HIV in Southern Africa.” AIDS, 22
pp. S41-S56.
Hypothesis/Purpose: To determine whether or not countries are realizing the full
potential of the education sector in stopping the spread of HIV.
Method: The authors used the results of previous literature reviews, results of RCTs and
discussions.
Results: The study concludes that increasing girls access to primary and secondary
schooling decreases their risk of HIV infection in southern Africa. Additionally, the study
found that HIV and AIDS education programs have been successful in reducing stigma,
changing students’ attitudes about HIV and AIDS and may lead to safer sexual behaviors.
Conclusions: The authors advocate for the expansion of school-based programs that are
carefully designed and evaluated which can reduce stigma and risky sexual behaviors. At
the same time, countries should continue striving to increase access to education so that
more youth have opportunities to partake in these programs.
9. Krueger, A.B. & Lindalh, M. (2001). “Education for Growth: Why and For Whom?”
Journal of Economic Literature, XXXIX pp. 1101-1136.
Hypothesis/Purpose: This paper summarizes previous research on the micro and macro
impact of education on the economic growth of a country.
Method: The authors used a review of previous evidence from research as well as the
Mincerian Wage Equation.
Results: The literature and research emphasizes the role of education in income growth
and provides evidence of a payoff to an investment in education. The authors’ findings
indicate that the change in education is associated with positive economic growth.
Conclusions: Countries that expand and improve their educational systems are likely to
change other policies and realize simultaneous growth.
10. Lagarde, E., Carael, M., Glynn, J.R., Kanhonou, L., Abega, S.C., Kahindo, M., Musonda,
R., Auvert, B., & Buve, A. (2001). “Educational Level is Associated with Condom Use
Within Non-Spousal Partnerships in Four Cities of sub-Saharan Africa.” AIDS, 15 pp.
1399-1408.
Hypothesis/Purpose: To determine the rates and main determinants of condom use.
Method: The authors conducted a cross-sectional population survey in four cities in SubSaharan Africa.
Results: The results for the men showed that the rates of condom usage were associated
with higher education for men in Yaounde and Ndola, and for women in Cotonou and
Kisumu. The results from the women’s surveys showed that condom usage increased
with educational attainment of female partners in Kisumu and Ndola and for male
partners in Yaounde.
Conclusions: Based on the results of both the male and female survey responses, the
authors found that education is a key determinant of condom usage in all cities.
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Therefore, more effort needs to be used to improve access to quality education for both
men and women in order to increase condom use.
11. Liao, W., Jiang, J.M., Yang, B., Zeng, X. & Liao, S.S. (2010). “A Life-Skills-Based
HIV/AIDS Prevention Education for Rural Students of Primary Schools in China: What
Changed? What Have We Learned?” Biomedical and Environmental Sciences, 23 pp.
409-419.
Hypothesis/Purpose: This study evaluates a life skills-based HIV and AIDS program for
fifth graders in a rural school in China.
Method: The quasi-experimental study was broken down into two stages consisting of a
baseline survey for students and then a cross-sectional questionnaire two years later.
Results: Students knowledge of and attitudes toward HIV and AIDS increased if they
were younger than average, had access to the internet, lived in the country, and had
parents with higher levels of educational attainment. After controlling for family and
community factors, the study revealed that the curriculum greatly increased knowledge in
the short- and mid-term models.
Conclusions: Life skills-based education programs for HIV and AIDS have a significant
impact on increasing knowledge, and this impact is realized in a fairly short time frame.
These results can still be witnessed at least two years after receiving the life skills
education. Therefore, schools should invest in integrating life skills into their curricula to
promote increased knowledge and changed attitudes towards HIV and AIDS.
12. Mahat, G. & Scoloveno, M.A. (2010). “HIV Peer Education: Relationships Between
Adolescents’ HIV/AIDS Knowledge and Self-Efficacy.” Journal of HIV/AIDS & Social
Services, 9 pp. 371-384.
Hypothesis/Purpose: To determine the effectiveness of a peer education program aimed
at improving adolescents’ knowledge of HIV and AIDS and self-efficacy for limiting
risky sexual behaviors and to determine the influence of this self-efficacy on their HIV
knowledge.
Method: A quasi-experimental design study was used for the evaluation.
Results: The study showed that the peer education program significantly improved
adolescents’ knowledge of HIV and their self-efficacy.
Conclusions: School-based interventions and programs need to be developed to provide
students with information on risk behaviors and prevention. The authors determined that
school is the prime location for these interventions because many children spend a
significant amount of their time in school.
13. Medley, A., Kennedy, C., O’Reilly, K., & Sweat, M. (2009). “Effectiveness of Peer
Education Interventions for HIV Prevention in Developing Countries: A Systematic
Review and Meta-Analysis.” AIDS Education and Prevention, 21(3) pp. 181-206.
Hypothesis/Purpose: The authors conducted an analysis of the effectiveness of peer
education programs in developing countries.
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Method: They used standardized methods for research and data collection to identify 30
studies. Then they conducted a meta-analysis of the interventions.
Results: The peer education interventions were found to be significantly associated with
increased HIV knowledge, increased condom use and decreased equipment sharing for
drug users. However, these same programs’ effects on STIs were not significant.
Conclusions: The authors were not fully convinced by the results of their study, so they
concluded that more research is needed on programs of this type to maximize the
likelihood of their success. While peer education programs were found to be fairly
effective at improving behavioral outcomes, they were not significant in impacting
biological outcomes.
14. Ott, M.A., Evans, N.L., Halpern-Felsher, B.L., & Eyre, S.L. (2003). “Differences in
Altruistic Roles and HIV Risk Perception Among Staff, Peer Educators, and Students in
an Adolescent Peer Education Program.” AIDS Education and Prevention, 15(2) pp. 159171.
Hypothesis/Purpose: To examine how much the educators in peer education programs
actually understand and communicate HIV prevention messages.
Method: The authors used semi-structured interviews and concept analysis to analyze the
content in the interviews.
Results: The study found that most staff, educators and students had similar beliefs about
HIV transmission and risk reduction, but there were differing views on HIV risk
perception and roles of the staff and educators. Staff acted as mentors for life skills, peer
educators took on the role of HIV educators and students simply took a passive role of
absorbing the information but not passing it onto their friends.
Conclusions: While the study concluded that people from each group had similar
knowledge about HIV, there needs to be more contextualization of HIV risk and how the
prevention messages are delivered.
15. Perez, F. & Dabis, F. (2003). “HIV Prevention in Latin America: Reaching Youth in
Colombia.” AIDS Care, 15(1) pp. 77-87.
Hypothesis/Purpose: This study evaluates a school-based peer education program on
HIV prevention in Colombia.
Method: The researchers collected baseline data through focus groups, in-depth
interview, and a knowledge, attitudes and practices survey with subsequent postintervention data was collected through similar methods.
Results: The short-term results of the study found that the program had a positive effect
on knowledge and attitudes related to HIV and AIDS.
Conclusions: Education through peer education programs, classroom teaching and
community actions are effective HIV prevention strategies and should be used more in
prevention efforts.
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16. Peters, E., Baker, D.P., Diekmann, N.F., Leon, J. & Collins, J. (2010). “Explaining the
Effect of Education on Health: A Field Study in Ghana.” Psychological Science, 21(10)
pp. 1369-1376.
Hypothesis/Purpose: The study aims to prove that formal education enables individuals
to make and practice safer health behaviors.
Method: The authors used data from field studies and then conducted a structural
equation modeling analysis to obtain their results.
Results: The study found that individuals with more education practiced more protective
health behaviors because schooling enabled people to gain cognitive abilities, numeracy
and decision-making abilities.
Conclusions: Formal schooling has a positive impact on health behaviors by increasing
cognitive development abilities, and simply relaying information about HIV and AIDS
may not reduce risky behaviors.
17. Pettifor, A.E., Levandowski, B.A., MacPhail, C., Padian, N.S., Cohen, M.S., & Rees,
H.V. (2008). “Keep Them in School: The Importance of Education as a Protective Factor
Against HIV Infection Among Young South African Women.” International Journal of
Epidemiology, 37 pp. 1266-1273.
Hypothesis/Purpose: The study aims to indentify risk factors for young women in South
Africa for getting HIV.
Method: The authors used household surveys and then ran multivariate regressions to
determine their results.
Results: The study concluded that young women with less schooling were more likely to
be infected with HIV than those that had completed secondary school.
Conclusions: Since the study found that young women were at a high risk of HIV
infection despite the fact that they reported only having one partner, there is a need for
HIV prevention programs to address other aspects such as structural and partner level risk
factors.
18. Porter, K.A. (2007). “Review of Life Skills, Sexual Maturation and Sanitation: What’s
(Not) Happening in Our Schools?” African Studies Review. 50(1) pp. 199-201.
Purpose: A review of the book by Mutunga and Stewart.
Conclusions: The authors of the book recommend that life skills should be taught as part
of the curricula in school and that teachers should be appropriately trained to provide this
health education. Based on this review, the book could be a useful source for those
interested in learning more about life skills, sexual maturation and the role of education.
19. Sperling, G.B. (2005). “The Case for Universal Basic Education for the World’s Poorest
Boys and Girls.” Phi Delta Kappan pp. 213-216.
Purpose: The author attempts to persuade the reader of the many benefits of universal
education for all children.
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Key Argument: That access to quality education for all children, especially girls, is an
essential and curable “disease” faced by the developing world.
Recommendations: Developing countries need to work at making quality schooling
more accessible for all children, especially for girls. In order for this to be accomplished,
the international community needs to work together towards this end.
20. Vandemoortele, J. & Delamonica, E. (2000). “The ‘Education Vaccine’ Against HIV.”
Current Issues in Comparative Education, 3(1) pp. 6-13.
Purpose: The authors intend to show the correlation between a person’s level of
education and their associated risk of HIV infection, and they believe that higher levels of
education will reduce risk of infection.
Key Argument: The authors claim that education is the best protection against HIV
infection; the “education vaccine” is the best prevention method for the epidemic.
Recommendations: The authors conclude that HIV thrives in populations of the poor
and illiterate. Therefore, increasing education and programs targeted at the illiterate
populations would significantly decrease the burden and prevalence of HIV.
21. Wagner, C.G. (2008). “Girls’ Education: Key to ‘Virtuous Circle’.” The Futurist pp. 8.
Purpose: The author briefly examines and discusses how schooling has a significant
impact on the lives of girls.
Key Arguments: Girls’ education is a key component to improving their economic
prospects and reproductive and sexual health. The benefits of educating girls extend
beyond their personal lives, and even assist in mitigating HIV and AIDS.
Recommendations: Policymakers and program implementers should focus their efforts
on increasing access to and quality of girls’ education in order to achieve economic
growth including a reduction of HIV infection.
22. Yankah, E. & Aggleton, P. (2008). “Effects and Effectiveness of Life Skills Education
for HIV Prevention in Young People.” AIDS Education and Prevention, 20(6) pp. 465485.
Hypothesis/Purpose: The authors review the effects and effectiveness of life skills-based
education programs in their efforts to prevent HIV.
Method: The authors reviewed published literature and studies and previously conducted
on the effectiveness of life skills-based education programs in Africa, Latin America Asia
and the Pacific.
Results: Many life skills-based programs were components of larger education strategies
for HIV prevention. Most programs positively influenced knowledge, attitudes, skills and
abilities related to HIV. However, their effect on behavior change was inconsistent
throughout the study, and showed no impact on biological outcomes.
Conclusions: Based on the results of the study, life skills programs work best when
incorporated into other education approaches and intervention such as programs that
focus on health in general and not simply disease prevention. Additionally, those
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programs that are more participatory in nature reported greater results. Therefore, there is
still a need for responses to HIV prevention that increase knowledge and promote
effective communication regarding sexual relationships and sexual health.
HIV AND AIDS AND HEALTH SECTOR SPECIFIC
1. Ainsworth, M. & Teokul, W. (2000). “Breaking the Silence: Setting Realistic Priorities
for AIDS Control in Less-Developed Countries.” Lancet, 365 pp. 55-60.
Purpose: The authors propose three main priorities for poor countries in their attempts to
control the AIDS epidemic.
Key Argument: The authors believe that governments and development implementing
agencies need to place more emphasis on programs and initiatives that confront the AIDS
epidemic.
Recommendations: Policy makers and implementers should focus their efforts on
smaller, more cost-effective programs and initiatives on a national scale which would
have a larger, more sustainable effect on the epidemic and could provide a basis for
expansion. The three core priorities are proposed by the authors.
2. Anderson, K.G., Beutel, A.M. & Maughan-Brown, B. (2007). “HIV Risk Perceptions and
First Sexual Intercourse Among Youth in Cape Town, South Africa.” International
Family Planning Perspectives, 33(3) pp. 98-105.
Hypothesis/Purpose: The authors conducted a study in order to determine the
relationship between people’s perceived and actual risk of HIV infection among youth in
South Africa.
Method: The authors collected data through surveys and manipulated the data using
multivariate regression analysis.
Results: The results of the study showed that most youth believed they were at little or
no risk of HIV infection. Those females that believed they were at a higher risk delayed
their sexual debut. Furthermore, the study found that females who knew someone who
had died of AIDS perceived a higher level of risk and delayed their sexual debut as well.
There was no association between race and perceived risk of infection, and the perceived
risk of infection varied by gender.
Conclusions: The authors concluded that HIV and AIDS education and prevention
programs should be aware of the differing risk perceptions and risk behaviors exhibited
by the two genders and various races and how these could affect the effectiveness of
these programs.
3. Fylkesnes, K., Musonda, R.M., Sichone, M., Ndhlovu, Z., Tembo, F., & Monze, M.
(2001). “Declining HIV Prevalence and Risk Behaviors in Zambia: Evidence from
Surveillance and Population-Based Surveys.” AIDS, 15 pp. 907-916.
Hypothesis/Purpose: The authors conducted this study to examine the trends in HIV
prevalence and risk behaviors in Zambia in the 1990s.
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Method: The authors conducted surveillance at antenatal clinics, and solicited surveys to
the population to assess the trends.
Results: Based on the data retrieved from the antenatal clinics, prevalence rates were
declining in the 15-19 and 20-24 age groups. The most prominent declines in prevalence
were associated with higher levels of educational attainment. Additionally, the study
noted increased condom use, decline in the number of people reporting multiple sexual
partners and delayed age at first birth for women.
Conclusions: The authors concluded that the data and results they found were associated
with increased behavior change among the people in Zambia. This study also revealed
that more attention needs to be focused on the most vulnerable groups to support
behavior change at that level, since they experienced the least amount of change over the
years. However, while the more educated realized the greatest amount of behavior
change, efforts to reach this group should not be curtailed, rather they should be
continued to sustain high levels of behavior change and risk reduction.
4. Gupta, N. & Mahy, M. (2003). “Sexual Initiation Among Adolescent Girls and Boys:
Trends and Differentials in Sub-Saharan Africa.” Archives of Sexual Behavior, 32(1) pp.
41-53.
Hypothesis/Purpose: The authors examined the trends in the sexual debut of adolescents
in Sub-Saharan Africa and were particularly interested in determining the differences in
gender and contexts.
Method: The data was gathered from DHS surveys and was disaggregated by gender
before manipulation. The authors used multivariate logistical regression models for
analysis.
Results: While some countries showed declines in the proportion of adolescents who had
sex, these results were not significant after controlling for confounding factors, especially
education. There were, however, important gender differentials. Secondary education was
reported as being associated with a lower probability of earlier sexual debut in females,
while the inverse was true for males.
Conclusions: Education was determined to be the most important variable in determining
sexual debut which is correlated with lower risk of HIV infection. However, as the study
noted, higher educational attainment proved to be more successful at promoting this
healthier behavior for girls, but not for boys. Therefore, programs should target males at a
younger age.
5. Hallett, T.B., Lewis, J.J.C., Lopman, B.A., Nyamukapa, C.A., Mushati, P., Wambe, M.,
Garnett, G.P., & Gregson, S. (2007). “Age at First Sex and HIV Infection in Rural
Zimbabwe.” Studies in Family Planning, 38(1) pp. 1-10.
Hypothesis/Purpose: The authors attempt to examine the trends in sexual debut and HIV
infection among adolescents in rural Zimbabwe.
Method: Cross-sectional data was collected through interviews and was analyzed using
logistic regression models.
Results: The authors of this study found that the age at sexual debut declined for males,
but has increased for females over the past 30 years. The key determinants of women’s
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earlier debut were working in unskilled jobs, not being associated with a church, and not
having a primary education. These same women were more inclined to be infected with
HIV due to the likelihood of having more sexual partners than those who delayed their
first sexual experience.
Conclusions: Based on the findings, the authors claim that abstinence-only programs
should target the employed and members of traditional churches rather than students, the
unemployed and those with no religious affiliation. Other HIV prevention programs
should understand the reasons for earlier sexual debut among adolescents and incorporate
these in their programs.
6. Hargreaves, J.R., Bonell, C.P., Morison, L.A., Kim, J.C., Phetla, G., Porter, J.D.H.,
Watts, C., & Pronyk, P.M. (2007). “Explaining Continued High HIV Prevalence in South
Africa: Socioeconomic Factors, HIV Incidence and Sexual Behaviour Change among a
Rural Cohort, 2001-2004.” AIDS, 21(7) pp. S39-S48.
Hypothesis/Purpose: The authors conducted this study to estimate the prevalence of
HIV in South Africa and to examine behavioral changes for men and women over time.
Method: A cohort study was conducted using data gathered from household visits,
interviews and HIV serostatus tests.
Results: The study found that the incidence of HIV was highest in uneducated women,
that earlier sexual debut was reported in younger generations, a majority of sexually
active individuals reported having multiple partners in the past year, and condom use
with casual partners increased. The highest incidences of condom use were reported by
the more educated individuals from both sexes.
Conclusions: Based on the study results, current HIV prevention programs are not
completely effective in producing behavior change in South Africa. Since lack of
education was seen as one of the leading causes of higher rates of infection and the
reporting of more risky sexual behaviors, this is a prime sector to target for future HIV
prevention programs.
7. Kirby, D. (2001). “Understanding What Works and What Doesn’t in Reducing
Adolescent Sexual Risk-Taking.” Family Planning Perspectives, 33(6) pp. 276-281.
Purpose: The author proposes to identify determinants for risky sexual behavior and
programs that are effective in reducing these behaviors.
Key Argument: The author claims that adolescent’s sexual behaviors are strongly linked
to the norms and connectedness of those closest to them (i.e., family, friends, and
romantic partners).
Recommendations: Adolescents were more inclined to act in accord with norms that
were presented to them through school-based HIV prevention education programs or any
other type of program. Therefore, in order to promote behavior change, these initiatives
should include obvious and rational norms for students to influence their behavior.
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8. Kohler, P.K., Manhart, L.E. & Lafferty, W.E. (2007). “Abstinence-Only and
Comprehensive Sex Education and the Initiation of Sexual Activity and Teen
Pregnancy.” Journal of Adolescent Health, 42 pp. 344-351.
Hypothesis/Purpose: The authors evaluate the effectiveness of sex education on sexual
debut and the risk of teen pregnancy and STD infection.
Method: The authors obtained information and data from the National Survey of Family
Growth and it was analyzed using multivariate logistic regression.
Results: The study found that those youth who received sex education were less likely to
report teen pregnancy, but there was no significant effect for those receiving the
abstinence-only education. Furthermore, abstinence-only education did not reduce the
likelihood of someone engaging in vaginal intercourse whereas sex education slightly
lowered the likelihood. Neither of the two types of education significantly reduced the
likelihood of reported STD infection.
Conclusions: Comprehensive sex education produced the greatest results in that
adolescents had lower risk of reporting pregnancy compared to those receiving
abstinence-only or no sex education. Additionally, programs teaching about
contraception did not increase the risk of infection or sexual activity. Therefore, the
results show that providing adolescents with all the information, as opposed to promoting
abstinence, increases their sexual knowledge and appears to decrease their risky
behaviors.
9. Lugalla, J., Emmelin, M., Mutembei, A., Sima, M., Kwesigabo, G., Killweo, J. &
Dahlgren, L. (2004). “Social, Cultural & Sexual Behavioral Determinants of Observed
Decline in HIV Infection Trends: Lessons from the Kagera Region, Tanzania.” Social
Science and Medicine, 59 pp. 185-198.
Hypothesis/Purpose: This study, a follow-up to a previous study, examines the sociocultural and sexual behavior changes as determinants of declining rates of HIV infection
in Bukoba, Tanzania.
Method: The authors conducted in-depth interviews, focus group discussions, field
observations and ethnographic assessments to collect data.
Results: The study found significant behavior changes reported since the beginning of
the epidemic. The data showed increased condom use, abstinence, use of voluntary
counseling and testing services and decreased reporting of having multiple sexual
partners. Furthermore, risky cultural practices such as polygamy, widow inheritance,
excessive alcohol consumption and sexual networking were reported as declining as well.
Conclusions: The results from the study were mostly positive in the effects of
interventions undertaken at the height of the epidemic. The authors claim that much can
be learned from the experience of Tanzania which can be replicated elsewhere. Such
replicable and scalable interventions include health education, condom distribution,
AIDS education in school, and VCT services.
10. Lurie, M., Pronyk, P., de Moor, E., Heyer, A, de Bruyn, G., Struthers, H., McIntyre, J.,
Gray, G., Marinda, E., Klipstein-Grobush, K., & Martinson, N. (2008). “Sexual Behavior
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and Reproductive Health Among HIV-Infected Patients in Urban and Rural South
Africa.” Epidemiology and Social Science, 47 pp. 484-493.
Hypothesis/Purpose: The authors look at the sexual behavior of HIV-positive people
receiving ARVs in an attempt to understand and mitigate secondary HIV transmission.
Method: The authors surveyed HIV-positive patients to obtain their data which was
analyzed through a multivariate regression.
Results: Based on the data obtained from the surveys, HIV-positive individuals in urban
areas were more likely to report having current sexual partners and to report consistent
condom use than those in rural areas. Both men and women reported less consistent
condom usage with causal sexual partners than with regular partners.
Conclusions: The authors conclude that HIV prevention programs that stress the
importance of condom usage are essential due to the high likelihood of HIV-infected
individuals resuming sexual activity after appearing healthier due to ARV treatment.
11. Maharaj, P. (2007). “Patterns of Condom Use: Perspectives of Men in KwaZulu-Natal,
South Africa.” Development Southern Africa, 22(2) pp. 187-197.
Hypothesis/Purpose: The author attempts to examine the determinants and extent of
condom use.
Method: The researchers derived qualitative data from focus group discussions and indepth interviews, and obtained quantitative data from household surveys. The chi-square
test was used to determine statistical significance.
Results: The study found that knowledge about the use of condoms for infection and
pregnancy prevention was high. However, condoms where not noted as a popular method
of protection. This was particularly true for primary relationships. In fact, the study found
widespread disapproval of condom use and noted that they are more likely to be used in
casual relationships. In either case, condom usage was correlated with level of education.
Conclusions: In order to increase condom usage, HIV prevention programs need to
continue to promote the use of condoms in all sexual relationships. This is most
important when dealing with uneducated or rural areas. These less educated populations
need to be provided with the appropriate information regarding condoms to remove fears,
rumors and other false beliefs about them.
12. Maria, W. (2007). “Knowledge and Awareness Related Reproductive Health Issues
Among Single Youth in Ethiopia.” African Journal of Reproductive Health, 11(1) pp. 1421.
Hypothesis/Purpose: This study was conducted to determine the knowledge of HIV and
AIDS and other STIs as well as to determine the impact of socio-demographic
characteristics on sexual behavior.
Method: The study drew data from the 2000 Ethiopia DHS which was then analyzed
using binary logistic regression models.
Results: The results found that most youth are aware of HIV and AIDS, but the majority
was lacking awareness of other STIs. Some key results from the study were that urban
males were more likely than rural males to have intercourse and males with some
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education were more likely to use condoms. Females with some education were less
likely to have had intercourse, but were more likely to have two partners in the last year.
For single youth in Ethiopia, overall sexual activity was lower than that reported in other
African countries.
Conclusions: Overall, the study concluded that socio-demographic factors influenced
sexual behavior among youth in Ethiopia. Although many youth reported being aware of
HIV and AIDS, the depth of their knowledge of the infection was not equivalent.
Therefore, these adolescent populations need to be provided with more information, not
only on HIV and AIDS, but on STIs in general.
13. Meekers, D. & Ahmed, G. (2000). “Contemporary Patterns of Adolescent Sexuality in
Urban Botswana.” Journal of Biosocial Science, 32 pp. 467-485.
Hypothesis/Purpose: This paper examines the contemporary patterns of adolescent
sexuality in Botswana.
Method: The authors used data from the Botswana Adolescent Reproductive Health
Survey along with data gathered at focus groups.
Results: Based on the data gathered, adolescents in Botswana have early sexual debuts
and many report having multiple sexual partners. The study also found that adolescents
reported teachers, peers and parents to have the most influence on their attitudes towards
their sexual behavior, and schools have the most potential to provide relevant and
accurate sexual and reproductive health information. Furthermore, there are obvious
differences between males and females in relation to level of education and sexual
behavior; males with secondary education were more likely to be sexually active because
they make more attractive partners while females in school are less likely to be sexually
active.
Conclusions: Since there is early onset of sexual activity, interventions and programs
need to target younger teens and children such as grade 6 or standard 1 in school, if not
earlier. The authors suggest school is the best place for children to obtain this information
since their peers, one of the influential groups, will be provided the same information.
Furthermore, providing sexual education in schools will help sexually active youth
become more aware of the risks or prevent early sexual debut, in the case of females, all
together.
14. Mensch, B.S., Clark, W.H., Lloyd, C.B. & Erulkar, A.S. (2001). “Premarital Sex,
Schoolgirl Pregnancy, and School Quality in Rural Kenya.” Studies in Family Planning
32(4) pp. 385-301.
Hypothesis/Purpose: The authors examine whether the school environment has an effect
on the initiation of sex among girls and boys in Kenya.
Method: The authors gathered the data from school and community surveys and then
analyzed.
Results: The results of the study do not show the school or the home to influence
whether boys engage in premarital sex, whereas a gender-neutral school atmosphere
reduces the risk for girls. The study also found that pregnancy is not the primary reason
that girls leave school.
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Conclusions: While environmental factors appear to have no effect on sexual initiation
among boys, it is a primary determinant of sexual initiation among girls. Therefore,
schools hoping to prevent sexual debut or risky sexual behaviors for schoolgirls should
strive to make their learning environments more gender-neutral.
15. Mmari, K., Michaelis, A., & Kiro, K. (2009). “Risk and Protective Factors for HIV
Among Orphans and Non-Orphans in Tanzania.” Culture, Health & Sexuality, 11(8) pp.
799-809.
Hypothesis/Purpose: The study attempts to identify risk and protective factors for
engaging in unsafe sex among orphans and non-orphans.
Method: In-depth interviews along with focus group discussions were used to collect the
data for this study.
Results: Based on the results, female orphans were more likely to state that they felt they
had to have sex in order to get food or clothing for their homes. Caregivers reported
believing that adolescents engaged in risky sexual behavior because they weren’t
provided with adequate supervision or guidance. Furthermore, lack of information and
knowledge was also cited as a reason for risky sexual behaviors. On the other hand, the
protective factors that were noted include a fear of HIV and AIDS, fear of pregnancy, and
being in school.
Conclusions: The authors claim that effective programs should target girls, young
women and their caregivers. Additionally, these programs should strive to create access
to education and to provide girls with adequate work opportunities.
16. Prata, N., Vahidnia, F., & Fraser, A. (2005). “Gender and Relationship Differences in
Condom Use Among 15-24 Year-Olds in Angola.” International Family Planning
Perspectives, 31(4) pp. 192-199.
Hypothesis/Purpose: The authors identify the determinants of condom usage for
adolescents in Angola.
Method: The study data was obtained from a knowledge, attitudes and practices survey
which was then analyzed through a logistic regression.
Results: Consistent condom use was associated with higher levels of education.
However, the study found that it was negatively associated with being married or
cohabiting relationship. The main determinants of consistent condom use in regular and
casual relationships were living in urban areas, higher education, being in school, and not
equating condom use with lack of trust while inaccessibility was the most widely noted
factor among married couples.
Conclusions: HIV prevention and condom use interventions should target the less
educated, unemployed and rural. These programs also need to address misperceptions
about condom use and the need for protection from HIV and other STIs.
17. Sandoy, I.F., Michelo, C., Siziya, S., & Fylksenes, K. (2007). “Associations Between
Sexual Behaviour Change in Young People and Decline in HIV Prevalence in Zambia.”
BMC Public Health, 7(60) pp. 1-16.
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Hypothesis/Purpose: The study examines key indicators for sexual behavior among 1524 year olds with a particular interest in the association between behavior change and
education.
Method: The data used in the study were obtained from three population-based surveys,
and was then analyzed through logistic regression and chi-squared tests.
Results: The study found that men and lower-educated groups reported more than one
sexual partner more frequently than women and higher-educated groups. Additionally,
condom use for casual relations increased with the highest reported use among urban and
higher educated groups. Rural inhabitants and those less educated individuals reported
more sexual experience than their urban, higher-educated counterparts.
Conclusions: Based on the study, communities with higher levels of education reported
exhibiting safer sexual behaviors, and were more likely to contribute to the declining HIV
prevalence. Therefore, future prevention programs should target rural and less educated
areas.
18. Schwartlander, B., Stover, J. Hallet, T., Atun, R., Avila, C., Gouws, E., Bartos, M., Ghys,
P.D., Opuni, M., Barr, D., Alsallaq, R., Bollinger, L., de Freitas, M., Garnett, G., Holmes,
C., Legins, K., Pillay, Y., Stanciole, A.E., McClure, C., Hirnschall, G., Laga, M., &
Padian, N. (2011). “Towards an Improved Investment Approach for an Effective
Response to HIV/AIDS.” The Lancet, 377 pp. 2031-2041.
Purpose: This article stresses the need for a more targeted approach to investments made
in the response to HIV and AIDS.
Key Argument: The authors present a strategic investment framework that they claim is
more efficacious and cost-effective. The framework focuses on investing in three main
categories: (1) the six basic programmatic activities, (2) interventions that inhibit an
enabling environment to achieve maximum effectiveness, and (3) programmatic efforts in
other health and development sectors related to HIV and AIDS, such as education.
Furthermore, the framework also calls for an increase in community mobilization,
synergies between programs, and extending ART for transmission prevention.
Recommendations: The authors conclude that HIV and AIDS prevention programs
should not be created as separate projects, rather they should be incorporated into other
sectors or projects aligned with a country’s development goals such as education.
Additionally, the authors strongly encourage development practitioners and others to take
heed of this proposed framework because they claim if it is utilized properly, it will
prevent 12.2 million HIV infections and 7.4 million AIDS-related deaths by 2015.
19. Speizer, I.S., Magnani, R.J. & Colvin, C.E. (2003). “The Effectiveness of Adolescent
Reproductive Health Interventions in Developing Countries: A Review of the Evidence.”
Journal of Adolescent Health, 33 pp. 324-248.
Hypothesis/Purpose: The authors review previous evaluations of adolescent
reproductive health programs to determine ‘what works’ for these types of interventions.
Method: The information for the study was gathered by conducting desk reviews and
contacting individuals and organizations working in the field.
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Results: The study found that adolescent reproductive health interventions are successful
in influencing knowledge and attitudes, but less consistently with influencing behaviors.
Many school-based HIV and AIDS programs, on the other hand, have had an effect on
behaviors as well. The study also provides details for other types of interventions and
programs (e.g. workplace-based, health facility-based and community-based).
Conclusions: Although behavioral change was not reported for every type of
intervention, the overall findings of all the adolescent reproductive health interventions
increased knowledge and attitudes and no negative consequences were found. Programs
such as these need to be more rigorously assessed so that best practice methods can be
identified and replicated in other developing countries.
EDUCATION AND HEALTH SECTOR OVERLAP
1. Allen, L. (2007). “Doing ‘It’ Differently: Relinquishing the Disease and Pregnancy
Prevention Focus in Sexuality Education.” British Journal of Sociology of Education,
28(5) pp. 575-588.
Purpose: The author looks at ‘danger prevention’ in school-based sexuality programs
and seeks to determine its usefulness.
Key Argument: The paper attempts to encourage program implementers to envision new
priorities for sexuality education programs.
Recommendations: Sexuality education programs, including programs focused on
disease or pregnancy, should provide the whole story and not simply what someone
should or shouldn’t do.
2. Baker, S.A., Beadnell, B., Stoner, S., Morrison, D.M., Gordon, J., Collier, C., Knox, K.,
Wickizer, L. & Stielstra, S. (2003). “Skills Training Versus Health Education to Prevent
STDs/HIV in Heterosexual Women: A Randomized Controlled Trial Utilizing Biological
Outcomes.” AIDS Education and Prevention, 15(1) pp. 1-14.
Hypothesis/Purpose: The authors compare the effectiveness of two interventions in
reducing STD infection for heterosexual women.
Method: Randomly assigned women to skills training or health education, and were
monitored and followed for a year after the intervention.
Results: The researchers observed that women who were given skills training were
significantly less likely to be diagnosed with an STD the year following the intervention
and exhibited less risky behaviors. However, there was no significant difference in the
self-reporting of risk behaviors.
Conclusions: Interventions that promote behavior change are worthwhile public health
strategies. Since the skills training produced the greatest effects on the reduction of risky
behaviors, either focusing on these types of interventions or incorporating skills training
into health education programs could significantly impact women’s sexual health and
behavior.
3. Baxen, J & Breidlid, A. (2004). “Researching HIV/AIDS and Education in Sub-Saharan
Africa: Examining the Gaps and Challenges.” Journal of Education, 34 pp. 9-29.
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Purpose: The authors conduct a critique of the current research in HIV and AIDS and
education to show that they disregard the context in which the information is produced.
Key Argument: The authors argue that the main discourses in research in HIV and AIDS
and education fail to account for the social and cultural aspects of the disease.
Recommendations: New research in this field must address where and how knowledge
is produced and reproduced in order to effectively contribute to enabling teachers and
students to make informed decisions about their behaviors.
4. Bennell, P. (2005). “The Impact of the AIDS Epidemic on Teachers in sub-Saharan
Africa.” Journal of Development Studies, 41(3) pp. 440-466.
Purpose: This paper focuses on the impact of HIV and AIDS on the education sector in
Sub-Saharan Africa.
Key Argument: The author argues that teacher AIDS-related mortality rates are lower
than for the entire adult population even though they are considered to be such a high-risk
group. However, the paper concludes that the AIDS epidemic does pose a serious threat
to teachers in high prevalence countries.
Recommendations: Policymakers and government officials need to take decisive action
to prevent and mitigate the impacts of the epidemic, especially on the education sector.
However, they need to base their interventions on solid, fact-based information.
5. Chen, C.C., Yamada, T. & Walker, E.M. (2011). “Estimating the Cost-Effectiveness of a
Classroom-Based Abstinence and Pregnancy Avoidance Program Targeting
Preadolescent Sexual Risk Behaviors.” Journal of Children and Poverty, 17(1) pp. 87109.
Hypothesis/Purpose: This study estimates the cost-effectiveness of a school-based
pregnancy prevention education program.
Method: The researchers used a quasi-experimental design and collected data
intermittently throughout the intervention.
Results: The study found that school-based health education programs improve attitudes
surrounding abstinence and contraception use to prevent pregnancy. Also, in light of the
purpose of this study, the program was found to be cost-effective as well.
Conclusions: Based on this study, the authors suggest that school-based health education
programs should be implemented in schools, especially those in high-risk areas in order
to reduce associated welfare costs in the long-run.
6. Coombe, C. & Kelly, M.J. (2001). “Trends/Cases: Education as a Vehicle for Combating
HIV/AIDS.” Prospects, XXXI(3) pp. 438-445.
Purpose: This paper reviews ways the education sector can prepare themselves for the
HIV and AIDS epidemic and how education can be used as a protective factor against the
virus.
Key Argument: The authors argue that education systems must protect themselves from
HIV and AIDS before they can assist others in protecting themselves from the epidemic.
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Recommendations: In order to produce the best results against the spread of HIV and
AIDS, schools must be closely linked to the communities they operate in. Additionally,
countries need to strive to make education universally available in order to make the
“education vaccine” universally available. Policymakers, governments and program
implementers need to be aware of all of these when devising education sector-based
strategies to mitigate HIV and AIDS.
7. Coombe, C. (2002). “Keeping the Education System Healthy: Managing the Impact of
HIV/AIDS on Education in South Africa.” Contemporary Issues in Comparative
Education, 3(1) pp. 14-27.
Purpose: This paper discusses how to manage the impact of HIV and AIDS on the
education sector in South Africa and provides a framework for action.
Key Argument: The authors argue that it is important to recognize and manage this
impact in order for the education sector to provide an effective response to the epidemic.
Recommendations: Education officials and their government counterparts need to
understand how to stabilize the sector and need to develop innovative ways to mitigate
the impact of the epidemic on the sector. This will require commitment and coordination
by all stakeholders.
8. De Walque, D., Nakiyingi-Miiro, J.S., Busingye, J. & Whitworth, A. (2005). “Changing
Association Between Schooling Levels and HIV-1 Infection Over 11 Years in a Rural
Population Cohort in South-West Uganda.” Tropical Medicine and International Health,
10(10) pp. 993-1001.
Hypothesis/Purpose: The study assesses risk of HIV infection as it is associated with
educational attainment.
Method: The authors conducted a population-based cohort study based on schooling
levels, HIV prevalence and condom use.
Results: The study found that in 1989-1990, a higher risk of HIV infection was resultant
from higher educational attainment, however in 1999-2000, higher education was
associated with lower HIV prevalence. Additionally, condom use increased over the
course of the study, and was more apparent among individuals with higher education.
Conclusions: More educated individuals are more responsive to HIV and AIDS
prevention information, and are altering their behaviors accordingly. Therefore, these
campaigns should continue and should target individuals with all levels of schooling.
9. Eggleston, E., Jackson, J., Rountree, W., & Pan, Z. (2000). “Evaluation of a Sexuality
Education Program for Young Adolescents in Jamaica.” Pan-American Journal of Public
Health, 7(2) pp. 102-112.
Hypothesis/Purpose: This study evaluates the impact of a school-based sexuality
education program in Jamaica.
Method: The study uses a quasi-experimental design and multivariate logistic regression
analysis to measure the effect.
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Results: The study found that the project had no effect on age at first sexual experience,
but it did have a positive impact on condom use during first intercourse. The findings also
show that the project had positive short-term impacts knowledge and attitudes about
sexuality and pregnancy. Also, the program was at odds with cultural forces in Jamaica
which encourage early pregnancy and sexuality.
Conclusions: The program had modest impacts, but they were positive nonetheless. The
authors suggest incorporating more participatory methods into sexuality education
programs and smaller classes to have a larger impact on youth.
10. Eisenberg, M.E., Bernat, D. H., Bearinger, L.H., & Resnick, M.D. (2007). “Support for
Comprehensive Sexuality Education: Perspectives from Parents of School-Age Youth.”
Journal of Adolescent Health, 42 pp. 352-359.
Hypothesis/Purpose: The study uses past research and study results to show the public’s
opinion and vies surrounding school-based sexuality education programs.
Method: The authors conducted phone surveys with parents and analyzed the data.
Results: Most of the parents surveyed supported the programs teaching of both
abstinence and contraception. The majority of parents agreed that these topics should be
introduced to students in middle school.
Conclusions: Based on the study, there are misconceptions between how parents really
feel about sexuality education programs and the perceived opinions. Since so many
parents seem to be supportive of such programs, they should be scaled up, and parents
should more openly express their opinions of these programs.
11. Fiscian, V.S., Obeng, E.K., Goldstein, K., Shea, J.A. & Turner, B.J. (2009). “Adapting a
Multifaceted US HIV Prevention Education Program for Girls in Ghana.” AIDS
Education and Prevention, 21(1) pp. 67-79.
Hypothesis/Purpose: The authors took an existing US HIV prevention education
program and adapted it for girls in Ghana. The study reviews the effectiveness of the
program.
Method: The data was gathered for study pre- and post-intervention.
Results: Based on the study conducted, the authors found increased HIV knowledge and
self-efficacy/willingness to discuss HIV and sex with men and boys. Furthermore, the
female students’ improved responses about social norms surround HIV risk behaviors.
Conclusions: Longer-term research is still needed in order to address cultural and
economic factors which place young women at risk of infection. Additionally,
researchers have asked for programs that are more culturally competent such as those that
address pressures for transactional sex or the appeal of sugar daddy relationships.
12. Gallant, M. & Maticka-Tyndale, E. (2004). “School-based HIV Prevention Programs for
African Youth.” Social Science & Medicine, 58 pp. 1337-1351.
Hypothesis/Purpose: The paper reviews African school-based HIV and AIDS risk
reduction programs that have already been evaluated.
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Method: The data is gathered from previously published articles evaluating these
programs.
Results: Out of the 11 programs reviewed, ten reported improved knowledge of HIV and
AIDS and out of the seven that assessed attitudes reported an increase in favorableness to
risk reduction. In only one of the three studies that addressed behavioral change were
positive changes reported. The review the authors undertook suggests that knowledge and
attitudes are easier to change than behaviors.
Conclusions: More research is needed to examine and evaluate the factors that create
successful school-based HIV and AIDS programs in Africa. There are many challenges
to creating and implementing successful programs such as designing programs specific to
the context of specific Sub-Saharan African countries and settings. Special attention
needs to be paid to these challenges if the programs are to be beneficial for the continent.
13. Graves, K.N., Sentner, A., Workman, J., & Mackey, W. (2011). “Building Positive Life
Skills the Smart Girls Way: Evaluation of a School-Based Sexual Responsibility Program
for Adolescent Girls.” Health Promotion Practice, 12(3) pp. 463-471.
Hypothesis/Purpose: The study evaluates a school-based sexuality education program
for females.
Method: The authors used a self-report survey to obtain the relevant data and used a
combination of descriptive statistics and ANOVA models to analyze it.
Results: The study found that girls who participated in the program increased their
personal and self sexuality expectations and improved some aspects of their
communication with parents as compared to the control group.
Conclusions: The authors suggest that this program, and others like it, be implemented
more broadly since it was successful in reducing risk by approximately one third over
time. However, additional evaluation and review is needed to determine if the program
really has an impact on decreasing the incidence of teen pregnancy.
14. Gregson, S., Waddell, H. & Chandiwana, S. (2001). “School Education and HIV Control
in Sub-Saharan Africa: From Discord to Harmony?” Journal of International
Development, 13 pp. 467-485.
Purpose: The paper focuses on the relationship between education and the spread of
HIV.
Key Argument: The authors claim that initially, more educated populations are more
vulnerable to HIV infection, but these same populations contribute to the declining
prevalence rates over time because they are more equipped to change their behaviors and
respond effectively.
Recommendations: To produce widespread results, countries and policymakers should
strive to increase access to secondary education in order to combat and control the HIV
epidemic. However, attempts to do this are oftentimes hampered due to the effects of
HIV on the education sector. Therefore, governments and policymakers should attempt to
create mutually reinforcing responses to increase education while simultaneously
reducing HIV.
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15. Hallfors, D., Cho, H., Rusakaniko, S., Iritani, B., Mapfumo, J., & Halpern, C. (2011).
“Supporting Adolescent Orphan Girls to Stay in School as HIV Risk Prevention:
Evidence from a Randomized Controlled Trial in Zimbabwe.” American Journal of
Public Health, 101(6) pp. 1082-1088.
Hypothesis/Purpose: The study tests keeping orphan girls in school reduces HIV risk.
Method: The authors conducted a randomized control trial and obtained data from
annual surveys and monitoring of activities.
Results: The study found that the intervention reduced both school dropout rates for girls
and age at marriage increased by two years. In comparison to the control group,
participants reported greater bonding, better expectations and outlooks for the future,
more equitable gender activities and they were more concerned with the consequences of
sex.
Conclusions: Based on the study, the authors concluded that school support can reduce
the risk of HIV infection for girl orphans. They also suggest the need for more studies
and research to be done on the effects of dose response and the cost-effectiveness of such
programs.
16. Hargreaves, J.R., Bonell, C.P., Boler, T., Boccia, D., Birdthistle, I., Fletcher, A., Pronyk,
P.M. & Glynn, J.R. (2008). “Systematic Review Exploring Time Trends in the
Association Between Educational Attainment and Risk of HIV Infection in Sub-Saharan
Africa.” AIDS, 22 pp. 403-414.
Hypothesis/Purpose: The authors assess the change in the association between education
and HIV infection over time.
Method: The authors reviewed previously published, peer-reviewed articles and
conducted statistical analyses on the resultant data.
Results: The review found that studies conducted before 1996 concluded that there was
either no association or that the most educated had the highest risk of infection. Studies
after 1996 found the opposite result, that a higher level of education meant lower risk of
infection. Furthermore, infection rates fell more consistently among highly education
populations, and occasional increases in infection among less educated groups.
Conclusions: The current data suggest that the association between HIV infection and
educational attainment is reversing. Therefore, prevention programs should target all
levels of the population, not just those that are uneducated.
17. Kasirye, I. & Hisali, E. (2010). “The Socioeconomic Impact of HIV/AIDS on Education
Outcomes in Uganda: School Enrollment and the Schooling Gap in 2002/2003.”
International Journal of Educational Development, 30 pp. 12-22.
Hypothesis/Purpose: The paper examines how the schooling of children is impacted if
they are HIV and AIDS orphans.
Method: The authors gathered data from the Uganda National Household Survey to
analyze.
Results: Based on the study, the authors did not find any significance in HIV and AIDS
orphans being less likely to continue school, but the results did show that they are more
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likely to fall behind their appropriate grade. Additionally, the authors found that
schooling gaps decrease as household socioeconomic status increases; poorer HIV and
AIDS orphans are less likely to continue going to school than those from households with
a higher welfare status.
Conclusions: Overall, the study found that the death of a parent due to AIDS impacts the
schooling gap, but not school enrollment and that the effects are much worse for children
from poorer households. Therefore, policies and initiatives for HIV and AIDS orphans
should attempt to address not only the challenge of school drop outs, but of the schooling
gap as well.
18. Kelly, M.J. (2002). “Standing Education on Its Head: Aspects of Schooling in a World
with HIV/AIDS.” Current Issues in Comparative Education, 3(1) pp. 28-28.
Purpose: The paper explains how and why the education sector needs to change its
organization, content, processes and role in a world with HIV and AIDS.
Key Argument: The author argues that the education sector in a world of HIV and AIDS
is not the same as it would be without it. Therefore, almost all aspects of the sector need
to be adjusted and altered to incorporate and protect itself from the epidemic.
Recommendations: The author recommends incorporating HIV and AIDS into the
school curriculum, but more than that, it is necessary to ensure participatory methods are
being used, that the entire community is involved, and approach the subject from the
perspective of human sexuality as a whole. Additionally, they need to be open and honest
with the information presented as well as create a haven for open communication which
may stretch the societal norms and comfort zone.
19. Malambo, R.M. (2002). “Teach Them While They Are Young, They Will Live to
Remember the Views of Teachers and Pupils on the Teaching of HIV/AIDS in Basic
Education: A Case Study of Zambia’s Lusaka and Southern Provinces.” Current Issues in
Comparative Education, 30(1) pp. 39-51.
Purpose: This paper examines the Zambian Ministry of Education’s efforts to mitigate
the spread of HIV and AIDS among students and teachers.
Key Argument: Incorporating HIV and AIDS into schools and classroom curricula is a
good policy, but not a cure-all; there are other components and aspects of the education
sector that need to be addressed simultaneously including, for example, teacher training.
Recommendations: School integration of HIV and AIDS also needs to address parents’
problems with discussing the epidemic in order for these initiatives to be successful.
Furthermore, while incorporating HIV and AIDS education into each subject provided
students with the knowledge and information needed, devoting more time to
disseminating the knowledge and awareness of the epidemic is essential.
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20. Maticka-Tyndale, E., Wildish, J. & Gichuru, M. (2007). “Quasi-Experimental Evaluation
of a National Primary School HIV Intervention in Kenya.” Evaluation and Program
Planning, 30 pp. 172-186.
Hypothesis/Purpose: The study intended to examine the impact of HIV education on the
knowledge, self-efficacy and condom use of primary school children in Kenya.
Method: The study used a quasi-experimental design and collected data through surveys
and focus group discussions. The information was then analyzed through regressions.
Results: The study found that the program had the most influence on the sexually
inexperienced youth. The results of the study varied by gender with boys reporting more
frequent condom usage and girls reported delayed sexual debut.
Conclusions: Because the best results were from those children who weren’t sexuality
activity at the time of the intervention, programs like this should be targeted at younger
children so as to have the most impact. Additionally, based on this study, the
policymakers and implementers decided to scale-up the program and introduced it in
11,000 of the schools in Kenya.
21. Pattman, R. (2005). “Boys and Girls Should Not Be Too Close: Sexuality, the Identities
of African Boys and Girls and HIV/AIDS Education.” Sexualities, 8(4) pp. 497-516.
Hypothesis/Purpose: This study examined the ways adolescents in Africa view
sexuality.
Method: The study conducted interviews and reviewed diaries to obtain the qualitative
information.
Results: The study found that sexuality was a fundamental component in the lives of all
the adolescents. Additionally, most adolescents presented the sexual identities of boys
and girls as polar opposites; boys were ‘bad’, had lots of sex drive, and were
irresponsible while girls were ‘good’ and lacked sex drive.
Conclusions: The author claims that gaining an understanding of female sexuality is
extremely important for working with adolescents in sex education. Additionally, the
author hopes that this study will help inform HIV and AIDS and life skills education
programs.
22. Peters, L.W.H., Kok, G., Ten Dam, G.T.M., Buijs, G.J. & Paulussen, T.G.W.M. (2009).
“Effective Elements of School Health Promotion Across Behavioral Domains: A
Systematic Review of Reviews.” BMC Public Health, 9 pp. 182-196.
Hypothesis/Purpose: This study examines the elements of school health education
programs to determine which are the most effective across three behavioral domains
(substance abuse, sexual behavior and nutrition).
Method: The authors conducted a review of previously conducted evaluations on these
programs. They then extracted the data for further analysis.
Results: The study found five elements that were similar across the three domains: use of
theory, addressing social influences (especially social norms), addressing cognitivebehavioral skills, training of facilitators, and multiple components.
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Conclusions: The authors concluded that, based on their results, it was feasible to create
a school health campaign that addressed all three domains, and that this should be
attempted.
23. Pick, S., Givaudan, M., Sirkin, J. & Ortega, I. (2007). “Communication as a Protective
Factor: Evaluation of a Life Skills HIV/AIDS Prevention Program for Mexican
Elementary-School Students.” AIDS Education and Prevention, 19(5) pp. 408-421.
Hypothesis/Purpose: This study examines the impact of an HIV life skills program,
particularly the effect of communication, on attitudes, norms, behaviors, and self-efficacy
toward difficult subjects.
Method: The authors conducted a controlled study and used student self-reported
questionnaires pre- and post-intervention to collect data. The data was then analyzed
using multilevel analyses.
Results: The study found that the program significantly influenced communication
regarding attitudes, self-efficacy, intentions and behavior. The results varied by gender.
Conclusions: The authors concluded that programs promoting communication about
difficult subjects can help prevent risky sexual behavior, and the earlier these
interventions are introduced to students, the better. Additionally, properly training the
teachers to teach the knowledge and skills for the program may have greatly impacted the
outcomes. Therefore, proper teacher training is essential for the success of these
programs.
24. Rijsdijk, L.E., Bos, A.E.R., Ruiter, A.C., Leerlooijer, J.N., de Haas, B., & Schaalma, H.P.
(2011). “The World Starts with Me: A Multilevel Evaluation of a Comprehensive Sex
Education Programme Targeting Adolescents in Uganda.” BMC Public Health, 11 pp.
334-346.
Hypothesis/Purpose: This study evaluates a sex education program in Uganda and
assesses the impact of the program on socio-cognitive determinants of safe sex behavior.
Method: The study used a mixed-model analysis with data gathered through surveys
before and after the intervention.
Results: The study found that the program positively impacted the students’ beliefs
regarding what could or could not prevent pregnancy, the social norms towards delaying
sexual debut, and the intention to delay sex. Additionally, the study found positive results
related to attitudes, self-efficacy and intention towards condom use and dealing with
sexual violence. The intervention lagged in relaying appropriate information regarding
HIV transmission, as the study noted students still identifying erroneous methods of
transmission. Furthermore, based on results of a follow-up, the positive results of those
schools that implemented only 7-14 lessons, failed to be sustained over time.
Conclusions: As the results show, the program was effective, but could be more so if
more attention was placed on the context in which the program was implemented and the
length was expanded.
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25. Smith, P.B., Weinman, M.L., Buzi, R.S., & Benton, A.D. (2004). “An Evaluation of a
School-Based Pregnancy Prevention Program Aimed at Young Males: A One-Year
Follow-Up.” North American Journal of Psychology, 6(2) pp. 281-292.
Hypothesis/Purpose: The study examined the impact of a school-based pregnancy
prevention program for males.
Method: The data was obtained through assessments of risk behaviors before and after
the programs.
Results: The study found that males who stayed in the program reported an increase in
abstinence and condom use. Additionally, they didn’t report any new pregnancies over
the course of the intervention.
Conclusions: The authors concluded that the results suggest continuing interventions that
aim to reduce risky sexual behaviors in adolescent males. Adolescents initiative risky
behaviors at a young age so it is important to target them as young as possible.
26. Wang, L.Y., Davis, M., Robin, L., Collins, J., Coyle, K., & Baumler, E. (2000).
“Economic Evaluation of Safer Choices: A School-Based Human Immunodeficiency
Virus, Other Sexually Transmitted Diseases, and Pregnancy Prevention Program.”
Archives of Pediatrics and Adolescent Medicine, 154 pp. 1017-1024.
Hypothesis/Purpose: The study evaluated the cost-effectiveness of a school-based health
program for high school students.
Method: The authors estimated the costs of the intervention, used the Bernoulli model,
translated data in terms of social and medical costs, and calculated the net benefit of the
program to determine the results.
Results: The study found that the program increased condom use and contraceptive use
among students. Additionally, the program prevented cases of HIV and other STIs. In
terms of the cost, the program saved $2.65 in total medical and social costs for every
dollar invested in the program.
Conclusions: The program was found to be cost-effective and cost saving. Policymakers
and implementers should consider programs of this type for future interventions.
27. Whitman, C.V. (2004). “Uniting Three Initiatives on Behalf of Caribbean Youth and
Educators: Health and Family Life Education and The Health Promoting School in the
Context of PANCAP’s Strategic Framework for HIV/AIDS.” Caribbean Quarterly, 50(1)
pp. 54-82.
Purpose: The paper examines the role of the education sector in reaching students and
staff regarding HIV and AIDS education. They describe three programs and how they can
be integrated into the education system.
Key Argument: School is already a major factor in the lives and development of young
people, so integrating health education into this system is an influential way to
disseminate knowledge surrounding health, including HIV and AIDS, and safe sex
practices.
Recommendations: Health education in schools should not only focus on curriculum,
but should address a range of risk and protective factors.
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28. Zimmerman, R.S., Cupp, P.K., Donohew, L., Sionean, C.K., Feist-Price, S. & Helme, D.
(2008). “Effects of a School-Based, Theory-Driven HIV and Pregnancy Prevention
Curriculum.” Perspectives on Sexual and Reproductive Health, 40(1) pp. 42-51.
Hypothesis/Purpose: The study examines the effects of a school-based health program
on adolescents’ risky sexual behavior and how to make it even more effective.
Method: Using a quasi-experimental study design, the authors collected data through
three separate surveys. They then used mixed model and logistic regressions to analyze
the impacts.
Results: The study found that there was no significant difference between the original
program and the modified program. Both programs increased students’ short-term
knowledge of the material. Those students who were not in one of the two treatment
groups were more likely to have initiated sexual intercourse by the third survey.
Conclusions: More research and evaluations are needed to determine the most effective
ways to reduce risky sexual behavior in adolescents.
CULTURAL ISSUE SPECIFIC
1. Clark, S., Poulin, M., & Kohler, H.P. (2009). “Marital Aspirations, Sexual Behaviors and
HIV/AIDS in Rural Malawi.” Journal of Marriage and Family. 71 pp. 396-416.
Hypothesis/Purpose: The study examines the relationship between marital aspirations,
sexual behaviors and HIV prevalence in Malawi.
Method: Data was collected through surveys and in-depth interviews before being
analyzed through regression analysis.
Results: The study found that looking for a suitable spouse is directly linked to sexual
behaviors and, consequently, HIV risks. Women hoping to marry earlier related to their
early sexual debut. Many people noted that fear of HIV infection were a major
characteristic of the desire of a future spouse. Men, on the other hand, showed little, if
any, link between desire to marry and establishment of sexual partnerships.
Conclusions: Since most women reported earlier sexual debut in hopes of getting
married, trends should change as women have more control over arranging their own
marriages meaning more may choose abstinence until marriage. The authors suggest
extending VCT and other services and programs to engaged couples in an effort to
prevent HIV.
2. Jewkes, R., Levin, J., Mbananga, N. & Bradshaw, D. (2002). “Rape of Girls in South
Africa.” Lancet, 359 pp. 319-320.
Hypothesis/Purpose: The study examines the frequency of rape of school girls in South
Africa.
Method: The study used the South African DHS to obtain data.
Results: The results found that younger women were more likely to report rape than
older women. Additionally, teachers were found to be the number one perpetrators of
rape.
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Conclusions: Unfortunately, the authors conclude that child rape is becoming a more
common occurrence, especially in schools. There is much needed support for
interventions that aim to reduce this and that support research on rape of female students
in schools in Africa.
3. Robson, S. & Sylvester, K.B. (2007). “Orphaned and Vulnerable Children in Zambia:
The Impact of the HIV/AIDS Epidemic on Basic Education for Children at Risk.”
Educational Research. 49(3) pp. 259-272.
Hypothesis/Purpose: The study examined student and staff perceptions of the impact of
HIV and AIDS on the education of affected children (enrollment, attendance, completion
rates and quality of learning) in Zambia.
Method: The authors obtained the data through focus groups, interviews and
questionnaires.
Results: The study found that students, teachers and others openly discussed issues
surrounding HIV and AIDS and its impact on education even though this wasn’t
normally broached in conversation due to societal norms. The most commonly expressed
obstacles for achievement were poverty and related stress. Additionally, HIV and AIDS
was noted as increasing teacher absenteeism and reducing the number of teachers overall.
Conclusions: The results of the study highlighted the need to provide access to basic
education, but to also promote inclusive education and to provide health and life skills
education as well as counseling for those in need.
4. Ruto, S.J., Chege, F.N. & Wawire, V.K. (2009). “Kenya’s HIV/AIDS Education Sector
Policy: Implications for Orphaned and Vulnerable Children and the Teaching of
HIV/AIDS Education.” Journal of International Cooperation in Education, 12(1) pp.
127-142.
Hypothesis/Purpose: This study examines the implications of Kenya’s HIV and AIDS
education sector policy in addressing needs of OVC and the teaching and learning of HIV
and AIDS education.
Method: Data was gathered from three districts in Kenya through interviews, group
discussions and observations. Then the data was analyzed using MAX.
Results: The study found that the basic needs of OVC were not met so that they could
not fully participate in school. However, most students had knowledge of HIV and AIDS.
Whether this knowledge translated into safe behaviors and life skills was unclear. Most
teachers, although aware of the policy, knew and understood its content.
Conclusions: The authors conclude that the capacity of teachers and school
administrators needs to be increased in order to meet national targets for education in the
area of HIV and AIDS education and policy. Furthermore, there is a need to focus
programs and support on OVC that are sensitive and responsive to their needs.
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5. Stover, J., Bollinger, L., Walker, N., & Monasch, R. (2007). “Resource Needs to Support
Orphans and Vulnerable Children in Sub-Saharan Africa.” Health Policy and Planning,
22 pp. 21-27.
Hypothesis/Purpose: This paper focuses on the monetary resources needed to support
orphans and vulnerable children.
Method: The authors obtained information on the number of orphans and associated
costs by making projections based on adult HIV prevalence and the progression of HIV
infection to death as well as additional demographic data from the UNPF. The cost data
was gathered through a questionnaire delivered to key organizations assisting orphans.
Results: Based on the study conducted, the authors estimate that $1-4 billion USD will
be needed each year which is approximately four times the current funding levels for
these groups.
Conclusions: The cost estimations are only for OVC who have lost both parents or are
new orphans in need of a new living situation, so the single orphans were not captured in
this study, concluding that even more funding is needed. The authors argue that a better
conclusion would be to determine the additional amount needed above and beyond what
is currently being provided to assist OVC in Sub-Saharan Africa. The authors stress the
number of OVC in Sub-Saharan Africa, and the importance of addressing the needs of
these individuals because of the dire impacts they could have on society.
SUMMARY OF KEY FINDINGS IN PEER REVIEWED ARTICLES
Based on the evidence from the peer reviewed articles, the following are key findings that seem
most noteworthy:

Girls’ education is essential for reducing their risk of HIV infection because it provides
them with agency to have more authority in their sexual relationships as well as
protection from early marriage and pregnancy which increases their risk. Keeping a girl
in school is a protective factor against HIV infection. (Graves 2011; Hallfors 2011; Jukes
2008; Mmari 2009; Pettifor 2008; Wagner 2008).

Increased educational attainment provides individuals with increased cognitive skills
such as decision-making which enable them to respond to HIV prevention information,
reduce their risky sexual behaviors, and delay sexual debut (Burroway 2010; De Walque
2005; Fylkesnes 2001; Gregson 2001; Gupta 2003; Hargreaves 2007; Hargreaves 2008;
Lagarde 2001; Peters 2010; Robson 2007; Sandoy 2007; Sperling 2005; Vandemoortele
2000).

Life skills-based education programs have a significant impact on increasing students’
knowledge of HIV and AIDS and other sexual health issues and have been shown to
greatly reduce risky behaviors (Baker 2003; Graves 2011; James 2002; Liao 2010; Peters
2009; Porter 2007; Robson 2007; Yankah 2008).
IATT on Education - HIV and AIDS Communication Tools – Literature Review
34

Treatment education, like prevention education, is essential to encourage behavior change
related to the proper use of condoms and ART/ARVs as well as reducing fears and
misconceptions regarding treatment (Lurie 2008; Maharaj 2007; Prata 2005).

The education sector should increase its response to HIV and AIDS because education
has been found to be a protective factor for HIV prevention, and it is more cost-effective
to incorporate HIV and AIDS prevention and awareness programs into other sectors that
are aligned with a country’s overall development goals (Ainsworth 2000; Schwartlander
2011; Stover 2007; Wang 2000).

School is an ideal location for sexual and reproductive health programs because it is
accessible daily to a significant number of children, and because children note teachers
and peers as being two of the most influential people in their lives so providing them
health knowledge through their teachers along with their peers can reduce stigmas, risky
behaviors and promote knowledge retention (Chen 2011; Coombe 2001; Kelly 2002;
Kirby 2001; Mahat 2010; Malambo 2002; Whitman 2004).

Those programs that included comprehensive sexual and health education are more
effective than those that focus on one specific disease or abstinence-only (Allen 2007;
Hallett 2007; Kelly 2002; Kohler 2007; Malambo 2002; Maria 2007; Perez 2003; Peters
2009; Rijsdijk 2011; Whitman 2004; Yankah 2008).

In order for HIV prevention and mitigation programs to be successful, educators need to
be appropriately trained to teach the knowledge and skills inherent in life skills and other
HIV and AIDS and health education programs (Peters 2009; Pick 2007; Porter 2007;
Ruto 2009).

HIV and AIDS can have a large impact on the education sector so countries’ education
sectors need to prepare themselves for these impacts by, for example, increasing the
supply of trained and qualified teachers to continue providing quality education in the
midst of the epidemic (Aggleton 2002; Coombe 2001; Coombe 2002; Gregson 2001;
Kasirye 2010; Robson 2007; Ruto 2009).

In order to have the biggest impact, programs need to target different information and
skills at adolescent males than they do females all while relaying the same basic
knowledge and attitudes about HIV and AIDS (Anderson 2007; Clark 2009; Graves
2011; Mensch 2001; Pattman 2005; Smith 2004).

HIV and AIDS, sexuality and health education programs are most effective when they are
culturally-sensitive and address issues specific to the cultures/communities they are
implemented in such as gender-based violence, schoolgirl rape, transactional sex, sugar
daddies, OVC, early marriage and other social norms (Anderson 2007; Clark 2009;
Fiscian 2009; Gallant 2004; Jewkes 2002; Pattman 2005; Peters 2009; Rijsdijk 2011;
Robson 2007; Stover 2007).
IATT on Education - HIV and AIDS Communication Tools – Literature Review
35

School-based health and sex education programs can encourage and promote open
communication among children and their peers, children and their teachers and children
and their parents (Eisenberg 2007; Fiscian 2009; Kelly 2002; Malambo 2002; Pick 2007).

Early onset of sexual activity means programs and interventions should target younger
adolescents since the best results were found in individuals who were targeted before
they were sexually active (Gupta 2003; Maticka-Tyndale 2007; Meekers 2000; Pick
2007; Smith 2004).
IATT on Education – HIV and AIDS Communication Tools – Literature Review
36
CHAPTER TWO
LIST OF NON-PEER REVIEWED RESOURCES BY
TYPE
Event and Meeting Reports and Papers
These documents, including notes detailing the proceedings of meetings and papers presented at
conferences, provide insight into the key issues currently being discussed in the field of HIV and
AIDS and education. These sources help identify the directions policymakers and experts in the
field want to move in relation to the policies and programs they create and support as well as
challenges they have encountered in the past. Specifically, Coombe’s paper identifies current
best practices in the field to encourage the education sector to follow these examples in their
efforts to confront the HIV epidemic. While, on the other hand, the proceedings from the
meeting of the African Networks of Education Sector HIV Focal Points details what is currently
being done in Africa as a result of government interventions and involvement, and ends with
ways to move forward and recommendations that were proposed and adopted by the focal points.
AED. (2000). Colloquium on HIV/AIDS and Girls’ Education. Washington,
DC: USAID.
Badcock-Walters, P. (2000). Managing the Impact of HIV/AIDS in Education in
KwaZulu Natal: A Presentation to the National Teacher’s Union
Advocacy Conference on HIV/AIDS. Durban: HEARD.
Coombe, C. M. (2002). Responding to the HIV/AIDS Pandemic: ‘Best Practice’
Issues for Educators for a Consultation on HIV/AIDS and Teacher
Education in East and Southern Africa, October 2003, in
Benoni/Johannesburg.
Education Sector HIV Network for Eastern Africa, Central Africa & West
African States and Mauritania. (2009). Proceedings of the 3rd Annual
Meeting of the African Networks of Education Sector HIV Focal Points.
Dakar: African Networks of Education Sector HIV Focal Points.
Giorgis, H.W. & Dairo, A. (2007). Africa Regional Consultation with Youth on
HIV/AIDS and Sexual Reproductive Health. Washington, DC: The World
Bank.
IATT. (2009). Teachers and HIV & AIDS: Reviewing Achievements, Identifying
Challenges (Symposium Report, June 15, 2009 in Limerick, Ireland).
Geneva: UNAIDS.
IATT on Education – HIV and AIDS Communication Tools – Literature Review
37
UNESCO IIEP. (2011). SAfAIDS ‘Changing the River’s Flow Summit. Sexual
and Reproductive Health and Cultural Practices: A Linking, Learning and
Sharing Platform for Integrating HIV, Gender-Based Violence and
Maternal and Child Health Interventions in South Africa”. Accessed on
September
29,
2011
from,
http://hivaidsclearinghouse.unesco.org/clearinghouseservices/news/single-view.html
Research and Policy Papers
This section contains papers that present both quantitative and qualitative studies, as well as
policy papers, similar to those presented in the annotated portion above. The key difference
between these studies is that those found here are not peer-reviewed. Comparable to the peerreviewed articles, these studies produced evidence that is essential for effective HIV and AIDS
and education programming. The information contained in each of these studies can be used to
inform governments, policymakers, donor agencies and implementers, to name a few, on key
characteristics of successful programs based on the study results. For studies with similar key
findings as those in the annotated section see Badcock-Walters study on the impact on teachers,
Bandre, Bundy’s “Window of Hope”, Hargreaves’ “Girl Power” or the global readiness survey.
AED. (2003). Multisectoral Responses to HIV/AIDS: A Compendium of
Promising Practices from Africa. Washington, DC: USAID.
Aldinger, C. & Whitman, C.V. (2000). Skills for Health. Skills-based Health
Education Including Life Skills: An Important Component of ChildFriendly/Health-Promoting Schools. Geneva: WHO.
Badcock-Walters, P. (2009). The Impact of HIV and AIDS on Teachers:
National Responses to Prevent and Mitigate Impact. South Africa:
EduSector AIDS Response Trust.
Badcock-Walters, P., Kvalsvig, J., Heard, W., & Anning, V. (2008). Supporting
the Educational Needs of HIV-Positive Learners: Lessons from Namibia
and Tanzania. Paris: UNESCO.
Bailey, W. & McCaw-Binns, A. (2006). HIV/AIDS and Education in Jamaica:
Is the HIV Epidemic Affecting the Supply of Educators and the Demand
for Education in Jamaica?: Barriers to Integration of HIV/AIDS
Infected/Affected Children into the Jamaican School System. Kingston:
University of the West Indies.
Bandre, G., Camara, B., Desire, A., Gamanga, M.A., Kibenge, A., Mbeye, A.,
& Sembene, M. eds. (2007). Accelerating the Education Sector Response
to HIV&AIDS in Sub-Saharan Africa: A Rapid Situation Analysis of 34
Countries. Nairobi: Networks of Ministry of Education HIV&AIDS Focal
Points in sub-Saharan Africa.
IATT on Education – HIV and AIDS Communication Tools – Literature Review
38
Bennell, P., Hyde, K., & Swainson, N. (2002). The Impact of the HIV/AIDS
Epidemic on the Education Sector in Sub-Saharan Africa: A Synthesis of
the Findings and Recommendations of Three Country Studies. Brighton,
UK: Centre for International Education at the University of Sussex
Institute of Education.
Bertozzi, S., Padian, N.S., Wegbreit, J., DeMaria, L.M., Feldman, B., Gayle, H.,
Gold, J., Grant, R., & Isbell, M.T. (2006). “HIV/AIDS Prevention and
Treatment” in Disease Control Priorities in Developing Countries (2nd
Edition), 331-370. New York: Oxford University Press.
Boler, T. & Aggleton, P. (2005). Life Skills-Based Education for HIV
Prevention: A Critical Analysis (Policy & Research Issue 3). London:
ActionAid.
Boler, T., Ibrahim, A., Adoss, R., & Shaw, M. (2003). The Sound of Silence:
Difficulties in Communicating on HIV/AIDS in Schools – Experiences
from India and Kenya. London: ActionAid UK.
Bruce, J. & Clark, S. (2004). The Implications of Early Marriage for HIV/AIDS
Policy. New York: Population Council.
Bundy, D., Aduda, D., Woolnough, A., Drake, L. & Manda, S. eds. (2009).
Courage and Hope: Stories from Teachers Living with HIV in SubSaharan Africa. Washington, DC: The World Bank.
Bundy, D., Gotur, M., Drake, L., & Maier, C. (2002). Education and HIV/AIDS:
A Window of Hope. Washington, DC: The World Bank.
Bundy, D., Patrikios, A., Mannathoko, C., Tembon, A., Manda, S., Sarr, B., &
Drake, L. (2009). Accelerating the Education Sector Response to HIV:
Five Years of Experience from Sub-Saharan Africa. Washington, DC: The
World Bank.
Bundy, D., Shaeffer, S., Jukes, M., Beegle, K., Gillespie, A., Drake, L., Lee,
S.F., Hoffman, A.M., Jones, J., Mitchell, A., Barcelona, D., Camara, B.,
Golmar, C., Savoli, L., Sembene, M., Takeuchi, T. & Wright, C. (2006).
“School-Based Health and Nutrition Programs” in Disease Control
Priorities in Developing Countries (2nd Edition). New York: Oxford
University Press.
Coombe, C. (2001). Rethinking Some of Our Perceptions About HIV/AIDS and
Education. Paper prepared for Southern African Development Community
(SADC) Meeting on HIV/AIDS and Education, February 2001. Pretoria:
University of Pretoria.
IATT on Education – HIV and AIDS Communication Tools – Literature Review
39
De Walque, D. (2004). How Does the Impact of an HIV/AIDS Information
Campaign Vary with Educational Attainment? Evidence from Rural
Uganda. Washington, DC: World Bank.
Del Rosso, J.M. (2009). Investing in School Health and Nutrition in Indonesia.
Washington, DC: The World Bank.
Dupas, P. (2006). Relative Risks and the Market for Sex: Teenagers, Sugar
Daddies and HIV in Kenya. New York: NYU.
Fleischman, J. (2003). Educating Girls, Combating HIV (Document prepared
for the Global Monitoring Report 2003/04). Paris: UNESCO.
Gordon, P., Kirby, D. & Welbourn, A. (2007). Review of Sex, Relationships and
HIV Education in Schools. Paris: UNESCO.
Hargreaves, J. & Boler, T. (2006). Girl Power: The Impact of Girls’ Education
on HIV and Sexual Behavior. London: ActionAid International.
HEARD Mobile Task Team. (2004). Report on the Education Sector: Global
HIV/AIDS Readiness Survey – A review of the comparative readiness of
the education sectors in 71 countries to respond to, manage and mitigate
the impact of HIV/AIDS. Paris: UNESCO.
Hepburn, A.E. (2001). Primary Education in Eastern and Southern Africa:
Increasing Access for Orphans and Vulnerable Children in AIDS-affected
Areas. Durham, NC: Duke University.
Jain, S. & Kurz, K. (2007). New Insights on Preventing Child Marriage: A
Global Analysis of Factors and Programs. Washington, DC: USAID.
Jamison, D.T. (2006). “Investing in Health” in Disease Control Priorities in
Developing Countries (2nd Edition). New York: Oxford University Press.
Jellema, A. & Phillips, B. (2004). Learning to Survive: How Education for All
Would Save Millions of Young People from HIV/AIDS. Brussels: Global
Campaign for Education.
Jukes, M., Simmons, S. Fawzi, M.C.S., & Bundy, D. (2008). Joint Learning
Initiative on Children and HIV/AIDS. Learning Group 3: Expanding
Access to Services and Protecting Human Right. Educational Access and
HIV Prevention: Making the Case for Education as a Health Priority in
sub-Saharan Africa. Geneva: JLICA.
Jukes, M.C.H., Drake, L.J., & Bundy, D.A.P. (2008). School Health, Nutrition
and Education for All: Leveling the Playing Field. Oxfordshire: CABI
International.
IATT on Education – HIV and AIDS Communication Tools – Literature Review
40
Kelly, M.J. & Bain, B. (2003). Education and HIV/AIDS in the Caribbean.
Paris: UNESCO.
Kelly, M.J. (2003). The Potential Contribution of Schooling to Rolling Back
HIV and AIDS. Washington, DC: The World Bank.
Kinghorn, A., Coombe, C., McKay, E., & Johnson, S. (2002). The Impact of
HIV/AIDS on Education in Botswana. Cambridge, MA: Abt Associates,
Inc.
Leach, F. & Machakanja, P. (2000). Preliminary Investigation of the Abuse of
Girls in Zimbabwean Junior Secondary Schools (Education Research
Paper No.39). London: DFID.
Mavedzenge, S.N., Doyle, A., & Ross, D. (2010). HIV Prevention in Young
People in Sub-Saharan Africa: A Systematic Review. London: London
School of Hygiene & Tropical Medicine.
Nyblade, L., Pande, R., Mathur, S., MacQuirre, K., Kidd, R., Banteyerga, H.,
Kidanu, A., Kilonzo, G., Mbwambo, J. & Bond, V. (2003). Disentangling
HIV and AIDS Stigma in Ethiopia, Tanzania & Zambia. Washington, DC:
IRWC.
O’Connell, T., Venkatesh, M., & Bundy, D. eds. (2009). Strengthening the
Education Sector Response to School Health, Nutrition and HIV/AIDS in
the Caribbean Region: A Rapid Survey of 13 Countries. Newton, MA:
EduCan.
Ozler, B. (2008). Schooling, Income and HIV Risk: Experimental Evidence from
Malawi. Washington, DC: The World Bank.
Pargass, G. (2005). Reproductive Health and Rights: HIV/AIDS and Gender
Equality. Santiago: ELAC.
Pridmore, P. (2008). Access to Conventional Schooling for Children and Young
People Affected by HIV and AIDS in sub-Saharan Africa: A CrossNational Review of Recent Research Evidence (SOFIE Opening Up
Access Series No.1). London: Institute of Education, University of
London.
Risley, C. & Bundy, D. (2007). Estimating the Impact of HIV&AIDS on the
Supply of Basic Education. London: The Partnership for Child
Development and The World Bank.
Risley, C. (2009). Estimates of the Impact of HIV and Teacher ART Take-up on
the Education Sector on the Achievement of EFA in Rwanda. London: The
Partnership for Child Development.
IATT on Education – HIV and AIDS Communication Tools – Literature Review
41
Stewart, H., McCauley, A., Baker, S., Givaudan, M., James, S., Leenan, I., Pick,
S., Reddy, P., Rewthong, U., Rumakom, P., & Walker, D. (2001).
Reducing HIV Infection Among Youth: What Can Schools Do? Key
Baseline Findings from Mexico, Thailand and South Africa. New York:
Population Council.
Stewart-Brown, S. (2006). What is the Evidence on School Health Promotion in
Improving Health or Preventing Disease and, Specifically, What is the
Effectiveness of the Health Promoting Schools Approach? Geneva: WHO.
UNAIDS. (2008). Children and AIDS: Third Stocktaking Report, 2008. New
York: UNICEF.
UNICEF, UNAIDS, & PEPFAR. (2006). Africa’s Orphaned and Vulnerable
Generations: Children Affected by AIDS. New York: UNICEF.
UNICEF. (2004). Girls, HIV/AIDS and Education. New York: UNICEF.
Venkatesh, M., Woolnough, A. & Neeser, K. (2010). Accelerating the
Education Sector Response to HIV in the Federal Republic of Nigeria: A
Review of Five Years of Experience. London: Partnership for Child
Development.
Warwick, I. & Aggleton, P. (2002). The Role of Education in Promoting Young
People’s Sexual and Reproductive Health. London: Institute of Education,
University of London.
Program/Project Evaluations, Materials and Reports
These publications relate to specific projects or programs in the field of HIV and AIDS and
education. This list contains program evaluations, program reports, and other program materials,
such as brochures. The documents look at the effectiveness of programs either as a whole or they
examine specific aspects such as school health and nutrition programs in certain regions or girls
literacy campaigns. Like the studies, some of these documents highlight key characteristics of
effective programs and provide recommendations for ways forward. See UNICEF’s life skillsbased education program or Kivela’s cost-effectiveness of sexuality education programs for
some examples.
ACTafrica. (2010). Africa HIV/AIDS Impact Evaluation Program – AIM-AIDS
(Brochure). Washington, DC: The World Bank.
Ainsworth, M., Beegle, K. & Koda, G. (2002). The Impact of Adult Mortality on
Primary School Enrollment in Northwestern Tanzania. Washington, DC:
The World Bank.
Bundy, D., O’Connell, T., Drake, L., Baker, S. and Abrioux, E, eds. (2009).
School Health, Nutrition, and HIV/AIDS Programming: Promising
Practice in the Greater Mekong Sub-Region. London: Partnership for
Child Development.
IATT on Education – HIV and AIDS Communication Tools – Literature Review
42
CEDPA. (2003). Adolescent Girls Literacy Initiative for Reproductive Health (A
GIFT for RH): Panel Study – Nepal. Washington, DC: USAID.
Clarke, D. & Bundy, D. (2004). The EFA Fast-Track Initiative: Responding to
the Challenge of HIV and AIDS to the Education Sector. Washington, DC:
The World Bank.
Clarke, D. & Bundy, D. (2008). The EFA Track Initiative: An Assessment of the
Responsiveness of Endorsed Education Sector Plans to HIV and AIDS.
Washington, DC: The World Bank.
Irwin, A., Adams, A. & Winter, A. (2009). Home Truths Facing the Facts on
Children, AIDS, and Poverty: Final Report of the Joint Learning Initiative
on Children and HIV/AIDS. Geneva: JLICA.
Kirby, D., Laris, B.A., & Rolleri, L. (2006). Sex and HIV Education Programs
for Youth: Their Impact and Important Characteristics. Research Triangle
Park, NC: Family Health International.
Kivela, J., Ketting, E., and Baltussen, R. (2011). School-Based Sexuality
Education Programmes: A Cost and Cost-Effectiveness Analysis in Six
Countries. Paris: UNESCO.
Pebody, R. (2011). Disappointing Results from Two Peer Education Projects in
Southern Africa. Accessed on September 28, 2011 from,
http://www.aidsmap.com/print/Disappointing-results-from-two-peereducation-projects-in-southern-africa.htm
UNICEF Regional Office for South Asia. (2005). Life Skills-Based Education in
South Asia: A Regional Overview Prepared for The South Asia Life SkillsBased Education Forum. Kathmandu: UNICEF.
UNICEF. (2003). Breaking the Silence: Gendered & Sexual Identities and
HIV/AIDS in Education (Young Voices Series). New York: UNICEF.
Venkatesh, M. & Neeser, K. (2008). Monitoring and Evaluation of SchoolBased Health and Nutrition Programmes: A Participative Review.
London: Partnership for Child Development.
Visser-Valfrey, M. (2006). Linking EDUCAIDS with Other On-Going
Initiatives: An Overview of Opportunities. An Assessment of Challenges.
Paris: UNESCO.
World Bank. (2011). Learning for All: Investing in People’s Knowledge and
Skills to Promote Development – Education Strategy 2020. Washington,
DC: The World Bank.
IATT on Education – HIV and AIDS Communication Tools – Literature Review
43
Program Guidelines
These documents provide guidance to ensure implementers and policymakers are given the
similar information regarding the meaning of essential program characteristics and how to apply
and incorporate them in initiatives. Guidelines such as those in this list aim to ensure uniformity
in program design and function across regions. These specific guidelines focus on programs and
projects dealing with HIV and AIDS and education including guidelines on language and
phrasing, characteristics of effective HIV prevention programs, and gender-sensitive programs.
Department of Education. (2002). The HIV/AIDS Emergency: Department of
Education Guidelines for Educators. Pretoria: South African Department
of Education.
IATT. (2005). Operational Guide on Gender and HIV/AIDS: A Rights Based
Approach. Geneva: UNAIDS.
Sambo, C., Dickinson, C., & Sass, J. (2010). UNESCO’s Short Guide to the
Essential Characteristics of Effective HIV Prevention. Paris: UNESCO.
Schenker, I.I. & Nyirenda, J.M. (2002). Preventing HIV/AIDS in Schools. Perth:
International Academy of Education.
UNESCO. (2006). UNESCO Guidelines on Language and Content in HIV- and
AIDS-Related Materials. Paris: UNESCO.
Strategic Plans and Frameworks for Action
These documents detail the strategic plans, frameworks and approaches for various development
organizations as they relate to HIV and AIDS and education. They provide a more general
picture of the approaches such organizations want to take in these fields over the next few years
such as UNESCO’s “Getting to Zero” strategy. This document and others present an outlook of
what is to come, e.g. what type of opportunities these organizations are looking to pursue and to
fund. They are helpful not only for members of the organization to understand the future vision
and direction they are headed, but for other program implementers and policymakers as well.
Others, such as Gulaid’s framework for OVC, present key strategies for working with certain
individuals, themes or sectors. Additionally, Gulaid’s article provides programming and
monitoring guidance to program development and implementation.
Gillespie, A. & Bundy, D. (2004). HIV/AIDS & Education: The Role of
Education in the Protection, Care and Support of Orphans and Vulnerable
Children Living in a World with HIV and AIDS. Geneva: UNAIDS IATT.
Giorgis, H.W. & Egamberdi, N. (2007). Policy and Institutional Frameworks:
Mainstreaming Adolescent Reproductive Health (ARH) and Gender in
HIV/AIDS Programs: Examples from Ethiopia and Uganda. Washington,
DC: The World Bank.
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44
Gulaid, L.A. (2004). The Framework for the Protection, Care and Support of
Orphans and Vulnerable Children Living in a World with HIV and AIDS.
New York: UNICEF.
Heard, W. (2011). Global Monitoring & Evaluation Framework for
Comprehensive Education Responses to HIV and AIDS: Proposed
Indicators (Draft). Paris: UNESCO.
IATT. (2009). A Strategic Approach: HIV & AIDS and Education. Paris:
UNAIDS.
IIEP. (2001). UNESCO’s Strategy for HIV/AIDS Preventive Education. Paris:
UNESCO.
IIEP. (2002). HIV/AIDS & Education: A Strategic Approach. Paris: UNESCO.
Jacobi, J., Govender, K. & Cogan, M. (2010). Agenda for Accelerated Country
Action for Women, Girls, Gender Equality and HIV: Operational Plan for
the UNAIDS Action Framework: Addressing Women, Girls, Gender
Equality and HIV. Geneva: UNAIDS.
Richmond, M., Castle, C., & Sass, J. (2007). UNESCO’s Strategy for
Responding to HIV and AIDS. Paris: UNESCO.
Sass, J. & Castle, C. (2008). EDUCAIDS: Framework for Action. Paris:
UNESCO.
Subbarao, K. & Coury, D. (2004). Reaching Out to Africa’s Orphans: A
Framework for Public Action. Washington, DC: The World Bank.
UNAIDS. (2010). 2011-2015 Strategy: Getting to Zero. Geneva: UNAIDS.
UNESCO. (2006). EDUCAIDS: Towards a Comprehensive Education Sector
Response: A Framework for Action. Paris: UNESCO.
UNESCO. (2011). UNESCO’s Strategy for HIV and AIDS. Paris: UNESCO.
Visser-Valfrey, M. & Sass, J. (2009). Strategic Approach: HIV & AIDS and
Education. Geneva: UNAIDS.
World AIDS Campaign. (2011). Framework for Women, Girls, and Gender
Equality in National Strategic Plans on HIV and AIDS in Southern and
Eastern Africa. Amsterdam: World AIDS Campaign.
World Bank. (2008). The World Bank’s Commitment to HIV/AIDS in Africa:
Our Agenda for Action 2007-2011. Washington, DC: The World Bank.
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45
Working Papers
This list contains working papers from various organizations and universities. These papers are
all technical reports in draft form that are available to others in order to solicit feedback before
they are officially submitted to peer-reviewed journals or presented at conferences. Additionally,
these papers are intended to share ideas with others in the field to spark conversation and thought
surrounding certain issues relevant to problem such as early marriage or poverty and how they
relate to and impact the HIV epidemic.
Bongaarts, J. (2006). Late Marriage and the HIV Epidemic in Sub-Saharan
Africa (Working Paper No.216). New York: Population Council.
Clark, S., Poulin, M., & Kohler, H.P. (2007). The Marital Process and
HIV/AIDS in Rural Malawi (PSC Working Paper Series). Philadelphia:
University of Pennsylvania.
Justesen, M.K. (2011). Too Poor to Care? The Salience of AIDS in Africa
(Working
Paper
No.133).
East
Lansing,
Michigan:
Afrobarometer/Michigan State University.
Medlin, C., & de Walque, D. (2008). Potential Applications of Conditional
Cash Transfers for Prevention of Sexually Transmitted Infections and HIV
in Sub-Saharan Africa (Working Paper No.4673). Washington, DC: The
World Bank.
Issue and Technical Briefs
Provided in this list are shorter documents, for the most part, that highlight a specific topic within
the realm of HIV and AIDS and education. These documents typically provide a brief summary
of an issue or technical area to provide the reader with a background of the concept. These briefs
are not used to present the full in-depth background of the problem/issue, nor are the designed to
present the results of a study. Simply put, these documents are meant to inform those that are
either not familiar with a specific topic, and to provide them with a general knowledgebase
surrounding that issue. The briefs by Boler & Sass and the IATT provide the most precise yet
informative examples of technical briefs on HIV and AIDS and education issues.
Auerbach, J., Byram, E.P. & Kandathil, S.M. (2005). Gender-based Violence
and HIV Among Women: Assessing the Evidence (Issue Brief No.3).
Washington, DC: amfAR.
Basic Education Coalition HIV/AIDS Working Group. (2008). Basic Education
Coalition HIV/AIDS Working Group Briefing Paper. Washington, DC:
Basic Education Coalition.
Boler, T. & Sass, J. (2008). Technical Briefs. Paris: UNESCO.
IATT. (2008). Girls’ Education and HIV Prevention. Paris: UNAIDS.
IATT. (2008). HIV and AIDS Education in Emergencies. Paris: UNAIDS.
IATT on Education – HIV and AIDS Communication Tools – Literature Review
46
IATT. (2008). Mainstreaming HIV in Education. Paris: UNAIDS.
IATT. (2008). Teachers Living with HIV and AIDS. Paris: UNAIDS.
International HIV/AIDS Alliance. (2003). Building Blocks: Africa-wide Briefing
Notes – Education. Resources for Communities Working with Orphans
and Vulnerable Children. Washington, DC: USAID.
Lewis, M. (2003). Gendering AIDS: Women, Men, Empowerment, Mobilization.
London: VSO.
Medel-Anonuevo, C. (2005). Addressing Gender Relations in HIV Prevention
through Literacy (Background Paper). Paris: UNESCO.
Pigozzi, M.J. (2006). Quality Education and HIV&AIDS. Geneva: UNAIDS
IATT.
Sass, J. & Castle, C. (2006). HIV and AIDS Treatment Education: A Critical
Component of Efforts to Ensure Universal Access to Prevention,
Treatment and Care. Geneva: UNAIDS IATT.
The Global Coalition on Women and AIDS. (2005). Education (Backgrounder).
Geneva: UNAIDS.
Program Toolkits, Handbooks, and Checklists
This group consists of tools designed to be used as reference materials for specific HIV and
AIDS and education project and program implementation and activity execution. Each of these
materials combines a collection of instructions which are intended to be easily consulted to
provide quick answers to questions for specific programs. Additionally, these are aids used to
reduce program failure and to ensure consistency across implementers and locales. The World
Bank produced a useful reference identifying government’s responses to HIV and AIDS and how
to develop your own. The toolkit on HIV stigma provides exercises and information on specific
instances of stigma such as fears about non-sexual casual contact and double standards. Each of
these tools provide valuable information that could be incorporated into other comprehensive
HIV and AIDS education and prevention programs.
Badcock-Walters, P. (2007). Module 5.4: Mitigating the HIV/AIDS impact on
education: A Management Checklist. Paris: UNESCO.
Brook, S. & Columbia, R. (2011). Family Planning, HIV/AIDS & STIs, and
Gender Matrix: A Tool for Youth Reproductive Health Programming.
Washington, DC: USAID.
International Planned Parenthood Foundation ESEAO Regional Office. (2004).
HIV/AIDS Mainstreaming Checklist & Tools: Mainstreaming HIV/AIDS
into our Sexual & Reproductive Health & Rights Policies, Plans,
Practices & Programmes. London: IPPF.
IATT on Education – HIV and AIDS Communication Tools – Literature Review
47
International Planned Parenthood Foundation. (2010). Men-streaming in Sexual
and Reproductive Health and HIV: A Toolkit for Policy Development and
Advocacy. London: IPPF.
Kidd, R. & Clay, S. (2003). Understanding and Challenging HIV Stigma:
Toolkit for Action. Washington, DC: AED.
Schmidt, A., Bjarnegard, E. & Wijngaarden, J. (2007). HIVAIDS and
Education: A Toolkit for Ministries of Education. Bangkok: UNESCO.
UNESCO. (2004). Living and Learning in a World with HIV/AIDS: HIV/AIDS
at School (Kit). Paris: UNESCO.
UNESCO. (2011). Booklet 1: Overview. Good Policy and Practice in HIV &
AIDS and Education (Booklet Series). Paris: UNESCO.
UNICEF Namibia Youth Health and Development Programme. (2001). A
Handbook for AIDS Awareness Activities for Clubs. New York: UNICEF.
UNICEF. (2002). HIV/AIDS Education: A Gender Perspective Tips and Tools.
New York: UNICEF.
Visser-Valfrey, M. (2008). Toolkit for Mainstreaming HIV and AIDS in the
Education Sector: Guidelines for Development Cooperation Agencies.
Geneva: UNAIDS IATT.
World Bank. (2003). Local Government Responses to HIV/AIDS: A Handbook.
Washington, DC: The World Bank.
News Articles and Newsletters
This brief list includes some articles from organization’s newsletters or other news sources that
highlight innovative projects, new studies, or key issues happening recently in the realm of HIV
and AIDS and education.
Acedo, C. (2010). HIV Education Review (Editorial). Paris: UNESCO IBE.
Dobens. (2011). Grassroot Soccer Launches HIV Education Soccer Program
for South African Girls. Accessed on September 22, 2011 from,
http://totalfootblog.com/2011/09/22/
grassroot-soccer-launches-hiveducation-soccer-program-for-south-african-girls.html
Dolata, S. & Ross, K.N. (2010). How Effective are HIV and AIDS Prevention
Education Programmes? (IIEP Newsletter). Paris: UNESCO.
The Global Coalition on Women and AIDS. (2006). Educate Girls. Fight AIDS.
Issue #1. Geneva: UNAIDS.
IATT on Education – HIV and AIDS Communication Tools – Literature Review
48
Training Manuals
Each of these documents provides materials for the training of teachers, participants or
beneficiaries. Training manuals are important to use to ensure consistency in the material that is
presented and how it is presented so that all trainees receive the same information in as close to
the same way as possible. Additionally, these manuals can be used as general reference
documents before or after trainings to refresh the information. The Health and Human
Development Networks, et al. guide provides an invaluable example of how training manuals
can assist with project in HIV and AIDS education. This particular manual focuses on school
health and HIV and AIDS prevention. It includes not only information on curriculum and
specific activities, but also identifies some common questions and controversies that arise when
addressing this subject and provides solutions to these problems. It is comprehensive and would
be a great asset and resource for any teacher attempting to implement this program. For a
different example, see the UNESCO training kit for educators that provides information, activity
and learning materials for capacity building.
Education International, WHO & EDC. (2004). Participatory Learning
Activities from the EI/WHO Training and Resources Manual on School
Health and HIV and AIDS Prevention. Geneva: WHO.
Ferdinand, D.L. (2009). Development Connections: A Manual for Integrating
the Programmes and Services of HIV and Violence Against Women.
Washington, DC: UNIFEM.
Health and Human Development Programs, EDC, CDC, UNAIDS, UNESCO,
UNICEF, & FNV. (2001). Training and Resource Manual on School
Health and HIV/AIDS Prevention. Brussels: Education International and
World Health Education.
Kay, A., Vasquez, M.J., Datta, S., Wahab, R., & Said, E. (2010). WomenCentered Curriculum: Addressing HIV among Women and the Gender
Dimensions of HIV in the Middle East and North Africa Region. Investing
in PLHIV Leadership in the Middle East and North Africa—Volume 3.
Washington, DC: Futures Group.
UNESCO Bangkok. (2005). Reducing HIV/AIDS Vulnerability Among Students
in the School Setting: A Teacher Training Manual. Bangkok: UNESCO.
UNESCO. (2011). Booklet 6: Pre-Service Teacher Training. Good Policy and
Practice in HIV & AIDS and Education (Booklet Series). Paris: UNESCO.
UNESCO. (2005). From Policy to Practice: An HIV and AIDS Training Kit for
Education Sector Professionals (Draft). Nairobi: UNESCO.
Literature Reviews and Resource Guides
The sources provide reviews of the evidence and documents that are currently available in the
field of HIV and AIDS and education. The authors of these publications have compiled
references to show the current knowledge and information that is available on this particular
IATT on Education – HIV and AIDS Communication Tools – Literature Review
49
topic. Each of these can be used to inform people on what is out there, or simply as guides for
future studies. Of particular interest are Beasley and UNICEF’s resources. Both of these sources
present examples of programs throughout the developing world focusing on HIV and AIDS and
education interventions and quality education for OVC, respectively. These examples summarize
the programs, survey results and lessons learned to inform future programs targeted around
similar themes.
Beasley, M., Valerio, A. & Bundy, D. eds. (2008). Education and HIV/AIDS: A
Sourcebook of HIV/AIDS Prevention Programs (Volume 2): Education
Sector-Wide Approaches. Washington, DC: The World Bank.
Ferguson, R., Sunderland, D. & Yankah, E. (2008). EDUCAIDS Overviews of
Practical Resources. Paris: UNESCO.
PEPFAR. (2011). HIV Sexual Prevention Guidance. Washington, DC:
PEPFAR.
Strickland, B. (2011). First Principles: Designing Effective Education
Programs for School Health in Developing Countries (Compendium).
Washington, DC: USAID.
UNICEF. (2009). Promoting Quality Education for Orphans and Vulnerable
Children: A Sourcebook of Programme Experiences in Eastern and
Southern Africa. New York: UNICEF.
Wellesley Centers for Research on Women & Development and Training
Services. (2002). Unsafe Schools: A Literature Review of School-Related
Gender-Based Violence in Developing Countries. Washington, DC:
USAID.
Curriculum Guides
These documents were created by their respective governments to provide information on the
specific content that is required to be taught in these specific school-based health programs.
These documents are intended for teachers to use and incorporate these programs into their
classrooms.
Department of Education and Department of Health. (2009). Health Promoting
Schools: Student Teacher Course Book. Port Moresby: Department of
Education - Papua New Guinea.
Government of Myanmar & UNICEF. (2002). SHAPE: School-Based Healthy
Living and HIV/AIDS Prevention Education – for Middle and High
Schools (Teacher’s Guide). Yangon: Myanmar Ministry of Education and
UNICEF.
IATT on Education – HIV and AIDS Communication Tools – Literature Review
50
Government Policies
These sources document the various countries’ policies for their education sector’s response to
HIV and AIDS. The publications not only describe the details of the policy (such as its goals and
objectives), but describe the rationale and plan for implementation as well. These documents
provide a look at what governments are currently doing in an attempt to mitigate the spread and
impact of the epidemic. Unfortunately not many countries have published national policies on
HIV and AIDS and education. While many countries have national plans for HIV and AIDS that
mention the education sector’s involvement, these are broad and not as detailed. Furthermore,
many of these general HIV and AIDS policies haven’t been updated since the development of
ARV/ART which would have changed many aspects. Therefore, the three documents included
here showcase three countries with updated, published polices specifically focused on the
relationship between HIV and AIDS and the education sector.
Government of Namibia. (2003). National Policy on HIV/AIDS for the
Education Sector. Windhoek: Namibian Ministry of Basic Education,
Sport and Culture.
Government of the Republic of Trinidad and Tobago. (2008). Education Sector
Policy on HIV and AIDS of the Ministry of Education. Port-of-Spain:
Trinidadian and Tobagonian Ministry of Education.
Jankee, R. (2001). National Policy for HIV/AIDS Management in Schools.
Kingston: Jamaican Ministry of Education, Youth and Culture.
IATT on Education – HIV and AIDS Communication Tools – Literature Review
51
CHAPTER THREE
ALPHABETICAL LIST OF ALL RESOURCES
Acedo, C. (2010). HIV Education Review (Editorial).
Paris: UNESCO IBE.
ACTafrica. (2010). Africa HIV/AIDS Impact
Evaluation Program – AIM-AIDS
(Brochure). Washington, DC: The World
Bank.
AED. (2000). Colloquium on HIV/AIDS and Girls’
Education. Washington, DC: USAID.
AED. (2003). Multisectoral Responses to HIV/AIDS:
A Compendium of Promising Practices from
Africa. Washington, DC: USAID.
Aeth, A.H. (2002). “Evaluation of HIV/AIDS Peer
Education Projects in Zambia.” Evaluation
and Program Planning, 24 pp. 397-407.
Aggleton, P. & Warwick, I. (2002). “Education and
HIV/AIDS Prevention among Young
People.” AIDS Education and Prevention,
14(3) pp. 263-267.
Ainsworth, M. & Teokul, W. (2000). “Breaking the
Silence: Setting Realistic Priorities for AIDS
Control in Less-Developed Countries.”
Lancet, 365 pp. 55-60.
Ainsworth, M., Beegle, K. & Koda, G. (2002). The
Impact of Adult Mortality on Primary
School Enrollment in Northwestern
Tanzania. Washington, DC: The World
Bank.
Aldinger, C. & Whitman, C.V. (2000). Skills for
Health. Skills-based Health Education
Including Life Skills: An Important
Component of Child-Friendly/HealthPromoting Schools. Geneva: WHO.
Allen, L. (2007). “Doing ‘It’ Differently:
Relinquishing the Disease and Pregnancy
Prevention Focus in Sexuality Education.”
British Journal of Sociology of Education,
28(5) pp. 575-588.
Anderson, K.G., Beutel, A.M. & Maughan-Brown, B.
(2007). “HIV Risk Perceptions and First
Sexual Intercourse Among Youth in Cape
Town, South Africa.” International Family
Planning Perspectives, 33(3) pp. 98-105.
Auerbach, J., Byram, E.P. & Kandathil, S.M. (2005).
Gender-based Violence and HIV Among
Women: Assessing the Evidence (Issue Brief
No.3). Washington, DC: amfAR.
Badcock-Walters, P. (2000). Managing the Impact of
HIV/AIDS in Education in KwaZulu Natal:
A Presentation to the National Teacher’s
Union Advocacy Conference on HIV/AIDS.
Durban: HEARD.
Badcock-Walters, P. (2007). Module 5.4: Mitigating
the HIV/AIDS impact on education: A
Management Checklist. Paris: UNESCO.
Badcock-Walters, P. (2009). The Impact of HIV and
AIDS on Teachers: National Responses to
Prevent and Mitigate Impact. South Africa:
EduSector AIDS Response Trust.
Badcock-Walters, P., Kvalsvig, J., Heard, W., &
Anning, V. (2008). Supporting the
Educational Needs of HIV-Positive
Learners: Lessons from Namibia and
Tanzania. Paris: UNESCO.
Bailey, W. & McCaw-Binns, A. (2006). HIV/AIDS
and Education in Jamaica: Is the HIV
Epidemic Affecting the Supply of Educators
and the Demand for Education in Jamaica?:
Barriers to Integrationi of HIV/AIDS
Infected/Affected Children into the Jamaican
School System. Kingston: University of the
West Indies.
Baker, S.A., Beadnell, B., Stoner, S., Morrison,
D.M., Gordon, J., Collier, C., Knox, K.,
Wickizer, L. & Stielstra, S. (2003). “Skills
Training Versus Health Education to
Prevent STDs/HIV in Heterosexual Women:
A Randomized Controlled Trial Utilizing
Biological Outcomes.” AIDS Education and
Prevention, 15(1) pp. 1-14.
Bandre, G., Camara, B., Desire, A., Gamanga, M.A.,
Kibenge, A., Mbeye, A., & Sembene, M.
eds. (2007). Accelerating the Education
Sector Response to HIV&AIDS in SubSaharan Africa: A Rapid Situation Analysis
of 34 Countries. Nairobi: Networks of
IATT on Education – HIV and AIDS Communication Tools – Literature Review
Ministry of Education HIV&AIDS Focal
Points in sub-Saharan Africa.
Basic Education Coalition HIV/AIDS Working
Group. (2008). Basic Education Coalition
HIV/AIDS Working Group Briefing Paper.
Washington, DC: Basic Education Coalition.
Baxen, J & Breidlid, A. (2004). “Researching
HIV/AIDS and Education in Sub-Saharan
Africa: Examining the Gaps and
Challenges.” Journal of Education, 34 pp. 929.
52
Brent, R.J. (2006). “Does Female Education Prevent
the Spread of HIV-AIDS in Sub-Saharan
Africa?” Applied Economics, 38 pp. 491503.
Brook, S. & Columbia, R. (2011). Family Planning,
HIV/AIDS & STIs, and Gender Matrix: A
Tool for Youth Reproductive Health
Programming. Washington, DC: USAID.
Bruce, J. & Clark, S. (2004). The Implications of
Early Marriage for HIV/AIDS Policy. New
York: Population Council.
Beasley, M., Valerio, A. & Bundy, D. eds. (2008).
Education and HIV/AIDS: A Sourcebook of
HIV/AIDS Prevention Programs (Volume
2): Education Sector-Wide Approaches.
Washington, DC: The World Bank.
Bundy, D., Aduda, D., Woolnough, A., Drake, L. &
Manda, S. eds. (2009). Courage and Hope:
Stories from Teachers Living with HIV in
Sub-Saharan Africa. Washington, DC: The
World Bank.
Bennell, P. (2005). “The Impact of the AIDS
Epidemic on Teachers in sub-Saharan
Africa.” Journal of Development Studies,
41(3) pp. 440-466.
Bundy, D., Gotur, M., Drake, L., & Maier, C. (2002).
Education and HIV/AIDS: A Window of
Hope. Washington, DC: The World Bank.
Bennell, P., Hyde, K., & Swainson, N. (2002). The
Impact of the HIV/AIDS Epidemic on the
Education Sector in Sub-Saharan Africa: A
Synthesis of the Findings and
Recommendations of Three Country Studies.
Brighton, UK: Centre for International
Education at the University of Sussex
Institute of Education.
Bertozzi, S., Padian, N.S., Wegbreit, J., DeMaria,
L.M., Feldman, B., Gayle, H., Gold, J.,
Grant, R., & Isbell, M.T. (2006).
“HIV/AIDS Prevention and Treatment” in
Disease Control Priorities in Developing
Countries (2nd Edition), 331-370. New
York: Oxford University Press.
Boler, T. & Aggleton, P. (2005). Life Skills-Based
Education for HIV Prevention: A Critical
Analysis (Policy & Research Issue 3).
London: ActionAid.
Boler, T. & Sass, J. (2008). Technical Briefs. Paris:
UNESCO.
Boler, T., Ibrahim, A., Adoss, R., & Shaw, M.
(2003). The Sound of Silence: Difficulties in
Communicating on HIV/AIDS in Schools –
Experiences from India and Kenya. London:
ActionAid UK.
Bongaarts, J. (2006). Late Marriage and the HIV
Epidemic in Sub-Saharan Africa (Working
Paper No.216). New York: Population
Council.
Bundy, D., O’Connell, T., Drake, L., Baker, S. and
Abrioux, E, eds. (2009). School Health,
Nutrition, and HIV/AIDS Programming:
Promising Practice in the Greater Mekong
Sub-Region. London: Partnership for Child
Development.
Bundy, D., Patrikios, A., Mannathoko, C., Tembon,
A., Manda, S., Sarr, B., & Drake, L. (2009).
Accelerating the Education Sector Response
to HIV: Five Years of Experience from SubSaharan Africa. Washington, DC: The
World Bank.
Bundy, D., Shaeffer, S., Jukes, M., Beegle, K.,
Gillespie, A., Drake, L., Lee, S.F., Hoffman,
A.M., Jones, J., Mitchell, A., Barcelona, D.,
Camara, B., Golmar, C., Savoli, L.,
Sembene, M., Takeuchi, T. & Wright, C.
(2006). “School-Based Health and Nutrition
Programs” in Disease Control Priorities in
Developing Countries (2nd Edition). New
York: Oxford University Press.
Burroway, R. (2010). “Schools Against AIDS:
Secondary School Enrollment and CrossNational Disparities in AIDS Death Rates.”
Social Problems, 57(3) pp. 398-420.
Campbell, C. & MacPhail, C. (2002). “Peer
Education, Gender, and the Development of
Critical Consciousness: Participatory HIV
Prevention by South African Youth.” Social
Science and Medicine,55(2) pp. 331-345.
CEDPA. (2003). Adolescent Girls Literacy Initiative
for Reproductive Health (A GIFT for RH):
IATT on Education – HIV and AIDS Communication Tools – Literature Review
Panel Study – Nepal. Washington, DC:
USAID.
Chen, C.C., Yamada, T. & Walker, E.M. (2011).
“Estimating the Cost-Effectiveness of a
Classroom-Based Abstinence and Pregnancy
Avoidance Program Targeting Preadolescent
Sexual Risk Behaviors.” Journal of Children
and Poverty, 17(1) pp. 87-109.
Clark, S., Poulin, M., & Kohler, H.P. (2007). The
Marital Process and HIV/AIDS in Rural
Malawi (PSC Working Paper Series).
Philadelphia: University of Pennsylvania.
Clark, S., Poulin, M., & Kohler, H.P. (2009).
“Marital Aspirations, Sexual Behaviors and
HIV/AIDS in Rural Malawi.” Journal of
Marriage and Family. 71 pp. 396-416.
Clarke, D. & Bundy, D. (2004). The EFA Fast-Track
Initiative: Responding to the Challenge of
HIV and AIDS to the Education Sector.
Washington, DC: The World Bank.
Clarke, D. & Bundy, D. (2008). The EFA Track
Initiative: An Assessment of the
Responsiveness of Endorsed Education
Sector Plans to HIV and AIDS. Washington,
DC: The World Bank.
Coombe, C. (2001). Rethinking Some of Our
Perceptions About HIV/AIDS and
Education. Paper prepared for Southern
African Development Community (SADC)
Meeting on HIV/AIDS and Education,
February 2001. Pretoria: University of
Pretoria.
Coombe, C. (2002). “Keeping the Education System
Healthy: Managing the Impact of HIV/AIDS
on Education in South Africa.”
Contemporary Issues in Comparative
Education, 3(1) pp. 14-27.
Coombe, C. (2002). Responding to the HIV/AIDS
Pandemic: ‘Best Practice’ Issues for
Educators for a Consultation on HIV/AIDS
and Teacher Education in East and Southern
Africa, October 2003, in
Benoni/Johannesburg.
53
Rural Uganda. Washington, DC: World
Bank.
De Walque, D., Nakiyingi-Miiro, J.S., Busingye, J. &
Whitworth, A. (2005). “Changing
Association Between Schooling Levels and
HIV-1 Infection Over 11 Years in a Rural
Population Cohort in South-West Uganda.”
Tropical Medicine and International Health,
10(10) pp. 993-1001.
Del Rosso, J.M. (2009). Investing in School Health
and Nutrition in Indonesia. Washington,
DC: The World Bank.
Department of Education and Department of Health.
(2009). Health Promoting Schools: Student
Teacher Course Book. Port Moresby:
Department of Education - Papua New
Guinea.
Department of Education. (2002). The HIV/AIDS
Emergency: Department of Education
Guidelines for Educators. Pretoria: South
African Department of Education.
Dobens. (2011). Grassroot Soccer Launches HIV
Education Soccer Program for South
African Girls. Accessed on September 22,
2011 from,
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Dolata, S. & Ross, K.N. (2010). How Effective are
HIV and AIDS Prevention Education
Programmes? (IIEP Newsletter). Paris:
UNESCO.
Dupas, P. (2006). Relative Risks and the Market for
Sex: Teenagers, Sugar Daddies and HIV in
Kenya. New York: NYU.
Education International, WHO & EDC. (2004).
Participatory Learning Activities from the
EI/WHO Training and Resources Manual on
School Health and HIV and AIDS
Prevention. Geneva: WHO.
Coombe, C. & Kelly, M.J. (2001). “Trends/Cases:
Education as a Vehicle for Combating
HIV/AIDS.” Prospects, XXXI(3) pp .438445.
Education Sector HIV Network for Eastern Africa,
Central Africa & West African States and
Mauritania. (2009). Proceedings of the 3rd
Annual Meeting of the African Networks of
Education Sector HIV Focal Points. Dakar:
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Focal Points.
De Walque, D. (2004). How Does the Impact of an
HIV/AIDS Information Campaign Vary with
Educational Attainment? Evidence from
Eggleston, E., Jackson, J., Rountree, W., & Pan, Z.
(2000). “Evaluation of a Sexuality
Education Program for Young Adolescents
IATT on Education – HIV and AIDS Communication Tools – Literature Review
in Jamaica.” Pan-American Journal of
Public Health, 7(2) pp. 102-112.
Eisenberg, M.E., Bernat, D. H., Bearinger, L.H., &
Resnick, M.D. (2007). “Support for
Comprehensive Sexuality Education:
Perspectives from Parents of School-Age
Youth.” Journal of Adolescent Health, 42
pp. 352-359.
Ferdinand, D.L. (2009). Development Connections: A
Manual for Integrating the Programmes and
Services of HIV and Violence Against
Women. Washington, DC: UNIFEM.
Ferguson, R., Sunderland, D. & Yankah, E. (2008).
EDUCAIDS Overviews of Practical
Resources. Paris: UNESCO.
Fiscian, V.S., Obeng, E.K., Goldstein, K., Shea, J.A.
& Turner, B.J. (2009). “Adapting a
Multifaceted US HIV Prevention Education
Program for Girls in Ghana.” AIDS
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Fleischman, J. (2003). Educating Girls, Combating
HIV (Document prepared for the Global
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Fylkesnes, K., Musonda, R.M., Sichone, M.,
Ndhlovu, Z., Tembo, F., & Monze, M.
(2001). “Declining HIV Prevalence and Risk
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Surveillance and Population-Based
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Gallant, M. & Maticka-Tyndale, E. (2004). “Schoolbased HIV Prevention Programs for African
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Gillespie, A. & Bundy, D. (2004). HIV/AIDS &
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and Vulnerable Children Living in a World
with HIV and AIDS. Geneva: UNAIDS
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Giorgis, H.W. & Dairo, A. (2007). Africa Regional
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Giorgis, H.W. & Egamberdi, N. (2007). Policy and
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54
Glynn, J.R., Carael, M., Buve, A., Anagonou, S.,
Zekeng, L., Kahindo, M., & Musonda, R.
(2004). “Does Increased General Schooling
Protect Against HIV Infection? A Study in
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International Health, 9(1) pp. 4-14.
Gordon, P., Kirby, D. & Welbourn, A. (2007).
Review of Sex, Relationships and HIV
Education in Schools. Paris: UNESCO.
Government of Myanmar & UNICEF. (2002).
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HIV/AIDS Prevention Education – for
Middle and High Schools (Teacher’s
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Education and UNICEF.
Government of Namibia. (2003). National Policy on
HIV/AIDS for the Education Sector.
Windhoek: Namibian Ministry of Basic
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Government of the Republic of Trinidad and Tobago.
(2008). Education Sector Policy on HIV and
AIDS of the Ministry of Education. Port-ofSpain: Trinidadian and Tobagonian Ministry
of Education.
Graves, K.N., Sentner, A., Workman, J., & Mackey,
W. (2011). “Building Positive Life Skills the
Smart Girls Way: Evaluation of a SchoolBased Sexual Responsibility Program for
Adolescent Girls.” Health Promotion
Practice, 12(3) pp. 463-471.
Gregson, S., Waddell, H. & Chandiwana, S. (2001).
“School Education and HIV Control in SubSaharan Africa: From Discord to
Harmony?” Journal of International
Development, 13 pp. 467-485.
Gulaid, L.A. (2004). The Framework for the
Protection, Care and Support of Orphans
and Vulnerable Children Living in a World
with HIV and AIDS. New York: UNICEF.
Gupta, N. & Mahy, M. (2003). “Sexual Initiation
Among Adolescent Girls and Boys: Trends
and Differentials in Sub-Saharan Africa.”
Archives of Sexual Behavior, 32(1) pp. 4153.
Hallett, T.B., Lewis, J.J.C., Lopman, B.A.,
Nyamukapa, C.A., Mushati, P., Wambe, M.,
Garnett, G.P., & Gregson, S. (2007). “Age at
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Hallfors, D., Cho, H., Rusakaniko, S., Iritani, B.,
Mapfumo, J., & Halpern, C. (2011).
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IATT. (2008). Girls’ Education and HIV Prevention.
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Hargreaves, J. & Boler, T. (2006). Girl Power: The
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IATT. (2008). Teachers Living with HIV and AIDS.
Paris: UNAIDS.
Hargreaves, J.R., Bonell, C.P., Boler, T., Boccia, D.,
Birdthistle, I., Fletcher, A., Pronyk, P.M. &
Glynn, J.R. (2008). “Systematic Review
Exploring Time Trends in the Association
Between Educational Attainment and Risk
of HIV Infection in Sub-Saharan Africa.”
AIDS, 22 pp. 403-414.
IATT. (2008). HIV and AIDS Education in
Emergencies. Paris: UNAIDS.
IATT. (2008). Mainstreaming HIV in Education.
Paris: UNAIDS.
IATT. (2009). A Strategic Approach: HIV & AIDS
and Education. Paris: UNAIDS.
IATT. (2009). Teachers and HIV & AIDS: Reviewing
Achievements, Identifying Challenges
(Symposium Report, June 15, 2009 in
Limerick, Ireland). Geneva: UNAIDS.
IIEP. (2001). UNESCO’s Strategy for HIV/AIDS
Preventive Education. Paris: UNESCO.
Hargreaves, J.R., Bonell, C.P., Morison, L.A., Kim,
J.C., Phetla, G., Porter, J.D.H., Watts, C., &
Pronyk, P.M. (2007). “Explaining Continued
High HIV Prevalence in South Africa:
Socioeconomic Factors, HIV Incidence and
Sexual Behaviour Change among a Rural
Cohort, 2001-2004.” AIDS, 21(7) pp. S39S48.
IIEP. (2002). HIV/AIDS & Education: A Strategic
Approach. Paris: UNESCO.
Health and Human Development Prgorams, EDC,
CDC, UNAIDS, UNESCO, UNICEF, &
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Prevention. Brussels: Education
International and World Health Education.
International Planned Parenthood Foundation
ESEAO Regional Office. (2004). HIV/AIDS
Mainstreaming Checklist & Tools:
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Reproductive Health & Rights Policies,
Plans, Practices & Programmes. London:
IPPF.
HEARD Mobile Task Team. (2004). Report on the
Education Sector: Global HIV/AIDS
Readiness Survey – A review of the
comparative readiness of the education
sectors in 71 countries to respond to,
manage and mitigate the impact of
HIV/AIDS. Paris: UNESCO.
Heard, W. (2011). Global Monitoring & Evaluation
Framework for Comprehensive Education
Responses to HIV and AIDS: Proposed
Indicators (Draft). Paris: UNESCO.
Hepburn, A.E. (2001). Primary Education in Eastern
and Southern Africa: Increasing Access for
Orphans and Vulnerable Children in AIDSaffected Areas. Durham, NC: Duke
University.
IATT. (2005). Operational Guide on Gender and
HIV/AIDS: A Rights Based Approach.
Geneva: UNAIDS.
International HIV/AIDS Alliance. (2003). Building
Blocks: Africa-wide Briefing Notes –
Education. Resources for Communities
Working with Orphans and Vulnerable
Children. Washington, DC: USAID.
International Planned Parenthood Foundation.
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61
IATT on Education – HIV and AIDS Communication Tools – Literature Review
CHAPTER FOUR
TABLE OF STUDIES AND KEY DOCUMENTS
ORGANIZED BY SEARCH CRITERIA
62
63
IATT on Education – HIV and AIDS Communication Tools – Literature Review
Document Title/Author Acedo, C. HIV Education
Review (Editorial)
ACTafrica. Africa HIV/AIDS
Impact Evaluation Program –
AIM-AIDS (Brochure).
AED. Colloquium on
HIV/AIDS and Girls’
Education.
AED. Multisectoral
Responses to HIV/AIDS: A
Compendium of Promising
Practices from Africa.
Aeth, A.H. “Evaluation of
HIV/AIDS Peer Education
Projects in Zambia”.
Aggleton, P. & Warwick, I.
"Education and HIV/AIDS
Prevention among Young
People."
Ainsworth, M. & Teokul, W.
“Breaking the Silence: Setting
Realistic Priorities for AIDS
Control in Less-Developed
Countries.”
Ainsworth, M., Beegle, K. &
Koda, G. The Impact of Adult
Mortality on Primary School
Enrollment in Northwestern
Tanzania.
Peer Reviewed Qualitative/Quantitative
Topic* Accessibility of source (low, medium, high) Additional Comments Year Publisher 2010
UNESCO IBE
N/A
AB
Medium
Editorial
2010
The World Bank
N/A
E
Medium
Brochure
2000
USAID
N/A
ABCF
Medium
2003
USAID
QUAL
ABCE
Medium
2002
Evaluation and
Program Planning
X
QUAL
BE
Low
2002
AIDS Education
and Prevention
X
N/A
BF
Low
2000
The Lancet
X
N/A
E
Low
2002
The World Bank
QUANT
AD
Medium
promising
practices
from other
orgs
proposes 3
core
priorities
*KEY FOR TOPIC COLUMN: A‐HIV/health impacts; B‐Education as prevention; C‐Gendered HIV; D‐OVC; E‐ Project Evaluation; F‐Recommendations for actions; G‐Government plans/action; H‐Cost analysis; I‐ Life Skills/SHN
64
IATT on Education – HIV and AIDS Communication Tools – Literature Review
Document Title/Author Aldinger, C. & Whitman,
C.V. Skills for Health. Skillsbased Health Education
Including Life Skills: An
Important Component of
Child-Friendly/HealthPromoting Schools.
Allen, L. “Doing ‘It’
Differently: Relinquishing the
Disease and Pregnancy
Prevention Focus in Sexuality
Education”
Anderson, K.G., Beutel, A.M.
& Maughan-Brown, B. “HIV
Risk Perceptions and First
Sexual Intercourse Among
Youth in Cape Town, South
Africa”.
Auerbach, J., Byram, E.P. &
Kandathil, S.M. Genderbased Violence and HIV
Among Women: Assessing the
Evidence (Issue Brief No.3).
Badcock-Walters, P.
Managing the Impact of
HIV/AIDS in Education in
KwaZulu Natal: A
Presentation to the National
Teacher’s Union Advocacy
Conference on HIV/AIDS.
Topic* Accessibility of source (low, medium, high) QUAL
BEI
Medium
X
N/A
BF
Low
X
QUANT/QUAL
ABC
Low
amfAR
N/A
AC
Medium
HEARD
QUANT/QUAL
ABC
Medium
Year Publisher 2000
WHO
2007
British Journal of
Sociology of
Education
2007
International
Family Planning
Perspectives
2005
2000
Peer Reviewed Qualitative/Quantitative
Additional Comments Issue brief
*KEY FOR TOPIC COLUMN: A‐HIV/health impacts; B‐Education as prevention; C‐Gendered HIV; D‐OVC; E‐ Project Evaluation; F‐Recommendations for actions; G‐Government plans/action; H‐Cost analysis; I‐ Life Skills/SHN
65
IATT on Education – HIV and AIDS Communication Tools – Literature Review
Document Title/Author Badcock-Walters, P. Module
5.4: Mitigating the HIV/AIDS
impact on education: A
Management Checklist.
Badcock-Walters, P. The
Impact of HIV and AIDS on
Teachers: National Responses
to Prevent and Mitigate
Impact.
Badcock-Walters, P.,
Kvalsvig, J., Heard, W., &
Anning, V. Supporting the
Educational Needs of HIVPositive Learners: Lessons
from Namibia and Tanzania.
Bailey, W. & McCaw-Binns,
A. HIV/AIDS and Education
in Jamaica: Is the HIV
Epidemic Affecting the Supply
of Educators and the Demand
for Education in Jamaica?:
Barriers to Integrationi of
HIV/AIDS Infected/Affected
Children into the Jamaican
School System.
Peer Reviewed Qualitative/Quantitative
Topic* Accessibility of source (low, medium, high) Additional Comments Checklist
Year Publisher 2007
UNESCO
QUAL
AB
Medium
2009
EduSector AIDS
Response Trust
QUANT
ABEG
Medium
2008
UNESCO
QUAL
BF
Medium
2006
University of the
West Indies
QUANT/QUAL
AB
Medium
*KEY FOR TOPIC COLUMN: A‐HIV/health impacts; B‐Education as prevention; C‐Gendered HIV; D‐OVC; E‐ Project Evaluation; F‐Recommendations for actions; G‐Government plans/action; H‐Cost analysis; I‐ Life Skills/SHN
66
IATT on Education – HIV and AIDS Communication Tools – Literature Review
Document Title/Author Baker, S.A., Beadnell, B.,
Stoner, S., Morrison, D.M.,
Gordon, J., Collier, C., Knox,
K., Wickizer, L. & Stielstra,
S. “Skills Training Versus
Health Education to Prevent
STDs/HIV in Heterosexual
Women: A Randomized
Controlled Trial Utilizing
Biological Outcomes.”
Bandre, G., Camara, B.,
Desire, A., Gamanga, M.A.,
Kibenge, A., Mbeye, A., &
Sembene, M. eds.
Accelerating the Education
Sector Response to
HIV&AIDS in Sub-Saharan
Africa: A Rapid Situation
Analysis of 34 Countries.
Basic Education Coalition
HIV/AIDS Working Group.
Basic Education Coalition
HIV/AIDS Working Group
Briefing Paper.
Baxen, J & Breidlid, A.
“Researching HIV/AIDS and
Education in Sub-Saharan
Africa: Examining the Gaps
and Challenges.”
Topic* Accessibility of source (low, medium, high) QUANT/QUAL
AB
Low
2007
Networks of
Ministry of
Education HIV
and AIDS Focal
Points in SubSaharan Africa
QUAL
ABEG
Medium
2008
Basic Education
Coalition
N/A
BC
Medium
2004
Journal of
Education
QUAL
ABC
Low
Year Publisher 2003
AIDS Education
and Prevention
Peer Reviewed Qualitative/Quantitative
X
X
Additional Comments *KEY FOR TOPIC COLUMN: A‐HIV/health impacts; B‐Education as prevention; C‐Gendered HIV; D‐OVC; E‐ Project Evaluation; F‐Recommendations for actions; G‐Government plans/action; H‐Cost analysis; I‐ Life Skills/SHN
67
IATT on Education – HIV and AIDS Communication Tools – Literature Review
Document Title/Author Beasley, M., Valerio, A. &
Bundy, D. eds. Education and
HIV/AIDS: A Sourcebook of
HIV/AIDS Prevention
Programs (Volume 2):
Education Sector-Wide
Approaches.
Bennell, P. “The Impact of
the AIDS Epidemic on
Teachers in sub-Saharan
Africa”
Bennell, P., Hyde, K., &
Swainson, N. The Impact of
the HIV/AIDS Epidemic on
the Education Sector in SubSaharan Africa: A Synthesis
of the Findings and
Recommendations of Three
Country Studies.
Bertozzi, S., Padian, N.S.,
Wegbreit, J., DeMaria, L.M.,
Feldman, B., Gayle, H., Gold,
J., Grant, R., & Isbell, M.T.
“HIV/AIDS Prevention and
Treatment” in Disease
Control Priorities in
Developing Countries (2nd
Edition), 331-370.
Topic* Accessibility of source (low, medium, high) QUANT/QUAL
BE
Medium
QUAL
AC
Low
2002
Centre for
International
Education at the
University of
Sussex Institute
of Education
QUANT/QUAL
ABCF
Medium
2006
Oxford
University Press
QUANT/QUAL
ACH
High
Year Publisher 2008
The World Bank
2005
Journal of
Development
Studies
Peer Reviewed Qualitative/Quantitative
X
Additional Comments *KEY FOR TOPIC COLUMN: A‐HIV/health impacts; B‐Education as prevention; C‐Gendered HIV; D‐OVC; E‐ Project Evaluation; F‐Recommendations for actions; G‐Government plans/action; H‐Cost analysis; I‐ Life Skills/SHN
68
IATT on Education – HIV and AIDS Communication Tools – Literature Review
Document Title/Author Boler, T. & Aggleton, P. Life
Skills-Based Education for
HIV Prevention: A Critical
Analysis (Policy & Research
Issue 3).
Boler, T. & Sass, J. Technical
Briefs.
Boler, T., Ibrahim, A., Adoss,
R., & Shaw, M. The Sound of
Silence: Difficulties in
Communicating on HIV/AIDS
in Schools – Experiences from
India and Kenya.
Bongaarts, J. Late Marriage
and the HIV Epidemic in SubSaharan Africa (Working
Paper No.216).
Brent, R.J. “Does Female
Education Prevent the Spread
of HIV-AIDS in Sub-Saharan
Africa?”
Brook, S. & Columbia, R.
Family Planning, HIV/AIDS
& STIs, and Gender Matrix: A
Tool for Youth Reproductive
Health Programming.
Bruce, J. & Clark, S. The
Implications of Early
Marriage for HIV/AIDS
Policy.
Topic* Accessibility of source (low, medium, high) QUAL
ABCI
Medium
UNESCO
N/A
BCDE
Medium
2003
ActionAid
QUANT/QUAL
BC
Medium
2006
Population
Council
QUANT/QUAL
AC
Medium
2006
Applied
Economics
QUANT
BC
Low
2011
USAID
N/A
ABC
Medium
2004
Population
Council
QUANT
ABCEF
Medium
Year Publisher 2005
ActionAid
2008
Peer Reviewed Qualitative/Quantitative
X
Additional Comments Tool for
youth
programming
*KEY FOR TOPIC COLUMN: A‐HIV/health impacts; B‐Education as prevention; C‐Gendered HIV; D‐OVC; E‐ Project Evaluation; F‐Recommendations for actions; G‐Government plans/action; H‐Cost analysis; I‐ Life Skills/SHN
69
IATT on Education – HIV and AIDS Communication Tools – Literature Review
Document Title/Author Bundy, D., Aduda, D.,
Woolnough, A., Drake, L. &
Manda, S. eds. Courage and
Hope: Stories from Teachers
Living with HIV in SubSaharan Africa.
Bundy, D., Gotur, M., Drake,
L., & Maier, C. Education
and HIV/AIDS: A Window of
Hope.
Bundy, D., O’Connell, T.,
Drake, L., Baker, S. and
Abrioux, E, eds. School
Health, Nutrition, and
HIV/AIDS Programming:
Promising Practice in the
Greater Mekong Sub-Region.
Bundy, D., Patrikios, A.,
Mannathoko, C., Tembon, A.,
Manda, S., Sarr, B., & Drake,
L. Accelerating the Education
Sector Response to HIV: Five
Years of Experience from
Sub-Saharan Africa.
Topic* Accessibility of source (low, medium, high) QUAL
AC
Medium
QUANT/QUAL
AB
Medium
Partnership for
Child
Development
N/A
BEGI
Medium
The World Bank
QUAL
BG
Medium
Year Publisher 2009
The World Bank
2002
The World Bank
2009
2009
Peer Reviewed Qualitative/Quantitative
X
Additional Comments *KEY FOR TOPIC COLUMN: A‐HIV/health impacts; B‐Education as prevention; C‐Gendered HIV; D‐OVC; E‐ Project Evaluation; F‐Recommendations for actions; G‐Government plans/action; H‐Cost analysis; I‐ Life Skills/SHN
70
IATT on Education – HIV and AIDS Communication Tools – Literature Review
Document Title/Author Bundy, D., Shaeffer, S.,
Jukes, M., Beegle, K.,
Gillespie, A., Drake, L., Lee,
S.F., Hoffman, A.M., Jones,
J., Mitchell, A., Barcelona,
D., Camara, B., Golmar, C.,
Savoli, L., Sembene, M.,
Takeuchi, T. & Wright, C.
“School-Based Health and
Nutrition Programs” in
Disease Control Priorities in
Developing Countries (2nd
Edition).
Burroway, R. "Schools
Against AIDS: Secondary
School Enrollment and CrossNational Disparities in AIDS
Death Rates."
Campbell, C. & MacPhail, C.
“Peer Education, Gender, and
the Development of Critical
Consciousness: Participatory
HIV Prevention by South
African Youth”.
CEDPA. Adolescent Girls
Literacy Initiative for
Reproductive Health (A GIFT
for RH): Panel Study – Nepal.
Year Publisher 2006
Oxford
University Press
2010
Social Problems
2002
Social Science
and Medicine
2003
USAID
Topic* Accessibility of source (low, medium, high) N/A
BCEGI
High
X
QUANT/QUAL
BF
Low
X
QUAL
BCE
Low
QUAL
BCE
Medium
Peer Reviewed Qualitative/Quantitative
Additional Comments *KEY FOR TOPIC COLUMN: A‐HIV/health impacts; B‐Education as prevention; C‐Gendered HIV; D‐OVC; E‐ Project Evaluation; F‐Recommendations for actions; G‐Government plans/action; H‐Cost analysis; I‐ Life Skills/SHN
71
IATT on Education – HIV and AIDS Communication Tools – Literature Review
Document Title/Author Chen, C.C., Yamada, T. &
Walker, E.M. “Estimating the
Cost-Effectiveness of a
Classroom-Based Abstinence
and Pregnancy Avoidance
Program Targeting
Preadolescent Sexual Risk
Behaviors.”
Clark, S., Poulin, M., &
Kohler, H.P. The Marital
Process and HIV/AIDS in
Rural Malawi (PSC Working
Paper Series).
Clark, S., Poulin, M., &
Kohler, H.P. “Marital
Aspirations, Sexual Behaviors
and HIV/AIDS in Rural
Malawi”.
Clarke, D. & Bundy, D. The
EFA Fast-Track Initiative:
Responding to the Challenge
of HIV and AIDS to the
Education Sector.
Clarke, D. & Bundy, D. The
EFA Track Initiative: An
Assessment of the
Responsiveness of Endorsed
Education Sector Plans to
HIV and AIDS.
Year Publisher 2011
Journal of
Children and
Poverty
2007
University of
Pennsylvania
2009
Journal of
Marriage and
Family
2004
The World Bank
2008
The World Bank
Topic* Accessibility of source (low, medium, high) QUANT
BCF
Low
QUANT/QUAL
C
Medium
QUANT/QUAL
C
Low
N/A
B
Medium
Peer Reviewed Qualitative/Quantitative
X
X
QUAL
BG
Medium
Additional Comments Reviews
country
sector plans;
based on
desk review
*KEY FOR TOPIC COLUMN: A‐HIV/health impacts; B‐Education as prevention; C‐Gendered HIV; D‐OVC; E‐ Project Evaluation; F‐Recommendations for actions; G‐Government plans/action; H‐Cost analysis; I‐ Life Skills/SHN
72
IATT on Education – HIV and AIDS Communication Tools – Literature Review
Document Title/Author Coombe, C. Rethinking Some
of Our Perceptions About
HIV/AIDS and Education.
Year 2001
Coombe, C. “Keeping the
Education System Healthy:
Managing the Impact of
HIV/AIDS on Education in
South Africa”.
Coombe, C. Responding to
the HIV/AIDS Pandemic:
‘Best Practice’ Issues for
Educators, in Consultation on
HIV/AIDS and Teacher
Education in East and
Southern Africa.
Coombe, C. & Kelly, M.J.
“Trends/Cases: Education as a
Vehicle for Combating
HIV/AIDS”.
De Walque, D. How Does the
Impact of an HIV/AIDS
Information Campaign Vary
with Educational Attainment?
Evidence from Rural Uganda.
Publisher University of
Pretoria/South
African
Development
Community Mtg
on HIV and AIDS
and Education
2002
Current Issues in
Comparative
Education
2002
Commonwealth
Secretariat
2001
Prospects
2004
The World Bank
Topic* Accessibility of source (low, medium, high) QUAL
AC
Medium
QUANT/QUAL
AB
Low
N/A
BC
Medium
QUAL
AB
Low
QUANT/QUAL
BE
Medium
Peer Reviewed Qualitative/Quantitative
X
X
Additional Comments *KEY FOR TOPIC COLUMN: A‐HIV/health impacts; B‐Education as prevention; C‐Gendered HIV; D‐OVC; E‐ Project Evaluation; F‐Recommendations for actions; G‐Government plans/action; H‐Cost analysis; I‐ Life Skills/SHN
73
IATT on Education – HIV and AIDS Communication Tools – Literature Review
Document Title/Author De Walque, D., NakiyingiMiiro, J.S., Busingye, J. &
Whitworth, A. “Changing
Association Between
Schooling Levels and HIV-1
Infection Over 11 Years in a
Rural Population Cohort in
South-West Uganda”.
Del Rosso, J.M. Investing in
School Health and Nutrition
in Indonesia.
Department of Education and
Department of Health. Health
Promoting Schools: Student
Teacher Course Book.
Department of Education. The
HIV/AIDS Emergency:
Department of Education
Guidelines for Educators.
Dobens. Grassroot Soccer
Launches HIV Education
Soccer Program for South
African Girls.
Dolata, S. & Ross, K.N. How
Effective are HIV and AIDS
Prevention Education
Programmes? (IIEP
Newsletter).
Dupas, P. Relative Risks and
the Market for Sex:
Teenagers, Sugar Daddies
and HIV in Kenya.
Topic* Accessibility of source (low, medium, high) QUANT
BC
Low
The World Bank
QUANT/QUAL
ABCEI
Medium
2009
Department of
Education - Papua
New Guinea
N/A
BGI
Medium
Course book
2002
Department of
Education - South
Africa
N/A
ABG
Medium
Guidelines
2011
Grassroots Soccer
N/A
BCE
Medium
News Article
2010
UNESCO
QUANT
BE
Medium
Newsletter
2006
NYU
QUANT/QUAL
BCE
Medium
Year Publisher 2005
Tropical
Medicine and
International
Health
2009
Peer Reviewed Qualitative/Quantitative
X
Additional Comments *KEY FOR TOPIC COLUMN: A‐HIV/health impacts; B‐Education as prevention; C‐Gendered HIV; D‐OVC; E‐ Project Evaluation; F‐Recommendations for actions; G‐Government plans/action; H‐Cost analysis; I‐ Life Skills/SHN
74
IATT on Education – HIV and AIDS Communication Tools – Literature Review
Document Title/Author Education International,
WHO & EDC. Participatory
Learning Activities from the
EI/WHO Training and
Resources Manual on School
Health and HIV /AIDS
Prevention.
Education Sector HIV
Network for Eastern Africa,
Central Africa & West
African States and
Mauritania. Proceedings of
the 3rd Annual Meeting of the
African Networks of
Education Sector HIV Focal
Points.
Eggleston, E., Jackson, J.,
Rountree, W., & Pan, Z.
“Evaluation of a Sexuality
Education Program for Young
Adolescents in Jamaica”.
Eisenberg, M.E., Bernat, D.
H.& Resnick, M.D. “Support
for Comprehensive Sexuality
Education: Perspectives from
Parents of School-Age
Youth”.
Ferdinand, D.L. Development
Connections: A Manual for
Integrating the Programmes
and Services of HIV and
Violence Against Women.
Year Publisher 2004
WHO
2009
Networks of
Ministry of
Education HIV
and AIDS Focal
Points
2000
Pan-American
Journal of Public
Health
2007
Journal of
Adolescent
Health
2009
UNIFEM
Peer Reviewed Qualitative/Quantitative
N/A
Topic* BCI
Accessibility of source (low, medium, high) Additional Comments Medium
Part of
teacher
training
program
Overview
and lessons
learned in
Africa
N/A
BEG
Medium
X
QUANT/QUAL
BCE
Low
X
QUAL
B
Low
N/A
AC
Medium
Manual
*KEY FOR TOPIC COLUMN: A‐HIV/health impacts; B‐Education as prevention; C‐Gendered HIV; D‐OVC; E‐ Project Evaluation; F‐Recommendations for actions; G‐Government plans/action; H‐Cost analysis; I‐ Life Skills/SHN
75
IATT on Education – HIV and AIDS Communication Tools – Literature Review
Document Title/Author Ferguson, R., Sunderland, D.
& Yankah, E. EDUCAIDS
Overviews of Practical
Resources. .
Fiscian, V.S., Obeng, E.K.,
Goldstein, K., Shea, J.A. &
Turner, B.J. “Adapting a
Multifaceted US HIV
Prevention Education
Program for Girls in Ghana.”
Fleischman, J. Educating
Girls, Combating HIV
(Prepared for the Global
Monitoring Report 2003/04).
Fylkesnes, K., Musonda,
R.M., Sichone, M., Ndhlovu,
Z., Tembo, F., & Monze, M.
“Declining HIV Prevalence
and Risk Behaviors in
Zambia: Evidence from
Surveillance and PopulationBased Surveys”.
Gallant, M. & MatickaTyndale, E. “School-based
HIV Prevention Programs for
African Youth.”
Year Publisher 2008
UNESCO
2009
AIDS Education
and Prevention
2003
UNESCO
2001
AIDS
2004
Social Science
and Medicine
Topic* Accessibility of source (low, medium, high) N/A
BG
Medium
QUANT/QUAL
CE
Low
N/A
ABC
Medium
X
QUANT/QUAL
AC
Low
X
QUANT/QUAL
BE
Low
Peer Reviewed Qualitative/Quantitative
X
Additional Comments *KEY FOR TOPIC COLUMN: A‐HIV/health impacts; B‐Education as prevention; C‐Gendered HIV; D‐OVC; E‐ Project Evaluation; F‐Recommendations for actions; G‐Government plans/action; H‐Cost analysis; I‐ Life Skills/SHN
76
IATT on Education – HIV and AIDS Communication Tools – Literature Review
Document Title/Author Gillespie, A. & Bundy, D.
HIV/AIDS & Education: The
Role of Education in the
Protection, Care and Support
of Orphans and Vulnerable
Children Living in a World
with HIV and AIDS.
Giorgis, H.W. & Dairo, A.
Africa Regional Consultation
with Youth on HIV/AIDS and
Sexual Reproductive Health.
Giorgis, H.W. & Egamberdi,
N. Policy and Institutional
Frameworks: Mainstreaming
Adolescent Reproductive
Health (ARH) and Gender in
HIV/AIDS Programs:
Examples from Ethiopia and
Uganda.
Glynn, J.R., Carael, M., Buve,
A., Anagonou, S., Zekeng, L.,
Kahindo, M., & Musonda, R.
. “Does Increased General
Schooling Protect Against
HIV Infection? A Study in
Four African Cities.”
Gordon, P., Kirby, D. &
Welbourn, A. Review of Sex,
Relationships and HIV
Education in Schools.
Year Publisher 2004
UNAIDS
Peer Reviewed Qualitative/Quantitative
N/A
Topic* Accessibility of source (low, medium, high) Additional Comments BDEF
Medium
Action guide
Conference
and
consultation
to inform
govts
2007
The World Bank
N/A
ACF
Medium
2007
The World Bank
QUANT/QUAL
CG
Medium
2004
Tropical
Medicine and
International
Health
QUANT
B
Low
2007
UNESCO
QUAL
BC
Medium
X
*KEY FOR TOPIC COLUMN: A‐HIV/health impacts; B‐Education as prevention; C‐Gendered HIV; D‐OVC; E‐ Project Evaluation; F‐Recommendations for actions; G‐Government plans/action; H‐Cost analysis; I‐ Life Skills/SHN
77
IATT on Education – HIV and AIDS Communication Tools – Literature Review
Document Title/Author Government of Myanmar &
UNICEF. SHAPE: SchoolBased Healthy Living and
HIV/AIDS Prevention
Education – for Middle and
High Schools (Teacher’s
Guide).
Government of Namibia.
National Policy on HIV/AIDS
for the Education Sector.
Government of the Republic
of Trinidad and Tobago.
Education Sector Policy on
HIV and AIDS of the Ministry
of Education.
Graves, K.N., Sentner, A.,
Workman, J., & Mackey, W.
“Building Positive Life Skills
the Smart Girls Way:
Evaluation of a School-Based
Sexual Responsibility
Program for Adolescent
Girls.”
Gregson, S., Waddell, H. &
Chandiwana, S. “School
Education and HIV Control in
Sub-Saharan Africa: From
Discord to Harmony?”
Topic* Accessibility of source (low, medium, high) N/A
BCGI
Medium
2003
Ministry of Basic
Education, Sport
and Culture –
Namibia
N/A
ABFGI
Medium
2008
Ministry of
Education –
Trinidad and
Tobago
N/A
ABFGI
Medium
2011
Health Promotion
Practice
X
QUANT/QUAL
BCEI
Low
2001
Journal of
International
Development
X
QUANT
AB
Low
Year Publisher 2002
Ministry of
Education Myanmar &
UNICEF
Peer Reviewed Qualitative/Quantitative
Additional Comments Teacher's
guide
*KEY FOR TOPIC COLUMN: A‐HIV/health impacts; B‐Education as prevention; C‐Gendered HIV; D‐OVC; E‐ Project Evaluation; F‐Recommendations for actions; G‐Government plans/action; H‐Cost analysis; I‐ Life Skills/SHN
78
IATT on Education – HIV and AIDS Communication Tools – Literature Review
Document Title/Author Gulaid, L.A. The Framework
for the Protection, Care and
Support of Orphans and
Vulnerable Children Living in
a World with HIV and AIDS.
Gupta, N. & Mahy, M.
“Sexual Initiation Among
Adolescent Girls and Boys:
Trends and Differentials in
Sub-Saharan Africa.”
Hallett, T.B., Lewis, J.J.C.,
Lopman, B.A., Nyamukapa,
C.A., Mushati, P., Wambe,
M., Garnett, G.P., & Gregson,
S. “Age at First Sex and HIV
Infection in Rural
Zimbabwe”.
Hallfors, D., Cho, H.,
Rusakaniko, S., Iritani, B.,
Mapfumo, J., & Halpern, C.
“Supporting Adolescent
Orphan Girls to Stay in
School as HIV Risk
Prevention: Evidence from a
Randomized Controlled Trial
in Zimbabwe”
Hargreaves, J. & Boler, T.
Girl Power: The Impact of
Girls’ Education on HIV and
Sexual Behavior.
Topic* Accessibility of source (low, medium, high) Additional Comments N/A
AD
Medium
Framework
Peer Reviewed Qualitative/Quantitative
Year Publisher 2004
UNICEF
2003
Archives of
Sexual Behavior
X
QUANT
ABC
Low
2007
Studies in Family
Planning
X
QUAL
AC
Low
2011
American Journal
of Public Health
X
QUANT
BCD
Low
2006
ActionAid
QUANT/QUAL
BC
Medium
*KEY FOR TOPIC COLUMN: A‐HIV/health impacts; B‐Education as prevention; C‐Gendered HIV; D‐OVC; E‐ Project Evaluation; F‐Recommendations for actions; G‐Government plans/action; H‐Cost analysis; I‐ Life Skills/SHN
79
IATT on Education – HIV and AIDS Communication Tools – Literature Review
Document Title/Author Hargreaves, J.R., Bonell,
C.P., Boler, T., Boccia, D.,
Birdthistle, I., Fletcher, A.,
Pronyk, P.M. & Glynn, J.R.
“Systematic Review
Exploring Time Trends in the
Association Between
Educational Attainment and
Risk of HIV Infection in SubSaharan Africa”.
Hargreaves, J.R., Bonell,
C.P., Morison, L.A., Kim,
J.C., Phetla, G., Porter,
J.D.H., Watts, C., & Pronyk,
P.M. “Explaining Continued
High HIV Prevalence in
South Africa: Socioeconomic
Factors, HIV Incidence and
Sexual Behaviour Change
among a Rural Cohort, 20012004”
Health and Human
Development Prgorams, EDC,
CDC, UNAIDS, UNESCO,
UNICEF, & FNV. Training
and Resource Manual on
School Health and HIV/AIDS
Prevention.
Topic* Accessibility of source (low, medium, high) QUANT/QUAL
AC
Low
QUANT/QUAL
ABC
Low
Peer Reviewed Qualitative/Quantitative
Year Publisher 2008
AIDS
X
2007
AIDS
X
2001
Education
International &
WHO
N/A
BFGI
Medium
Additional Comments Manual,
collaborate
with govts to
develop HIV
policy
*KEY FOR TOPIC COLUMN: A‐HIV/health impacts; B‐Education as prevention; C‐Gendered HIV; D‐OVC; E‐ Project Evaluation; F‐Recommendations for actions; G‐Government plans/action; H‐Cost analysis; I‐ Life Skills/SHN
80
IATT on Education – HIV and AIDS Communication Tools – Literature Review
Document Title/Author HEARD Mobile Task Team.
Report on the Education
Sector: Global HIV/AIDS
Readiness Survey – A review
of the comparative readiness
of the education sectors in 71
countries to respond to,
manage and mitigate the
impact of HIV/AIDS.
Heard, W. Global Monitoring
& Evaluation Framework for
Comprehensive Education
Responses to HIV and AIDS:
Proposed Indicators (Draft).
Hepburn, A.E. Primary
Education in Eastern and
Southern Africa: Increasing
Access for Orphans and
Vulnerable Children in AIDSaffected Areas.
IATT. Operational Guide on
Gender and HIV/AIDS: A
Rights Based Approach. .
IATT. Girls’ Education and
HIV Prevention.
IATT. HIV and AIDS
Education in Emergencies.
IATT. Mainstreaming HIV in
Education.
IATT. Teachers Living with
HIV and AIDS.
Topic* Accessibility of source (low, medium, high) QUAL
B
Medium
UNESCO
N/A
BF
Medium
Duke University
QUAL
ABCDE
Medium
Year Publisher 2004
UNESCO
2011
2001
Peer Reviewed Qualitative/Quantitative
Additional Comments Indicators for
edu response
to HIV
2005
UNAIDS
N/A
CE
Medium
Operational
guide for
program
guidance
2008
UNAIDS
N/A
BC
Medium
Briefing note
2008
UNAIDS
N/A
B
Medium
Briefing note
2008
UNAIDS
N/A
B
Medium
Briefing note
2008
UNAIDS
N/A
B
Medium
Briefing note
*KEY FOR TOPIC COLUMN: A‐HIV/health impacts; B‐Education as prevention; C‐Gendered HIV; D‐OVC; E‐ Project Evaluation; F‐Recommendations for actions; G‐Government plans/action; H‐Cost analysis; I‐ Life Skills/SHN
81
IATT on Education – HIV and AIDS Communication Tools – Literature Review
Document Title/Author IATT. A Strategic Approach:
HIV & AIDS and Education.
IATT. Teachers and HIV &
AIDS: Reviewing
Achievements, Identifying
Challenges (Symposium
Report, June 15, 2009 in
Limerick, Ireland).
IIEP. UNESCO’s Strategy for
HIV/AIDS Preventive
Education.
IIEP. HIV/AIDS &
Education: A Strategic
Approach.
International HIV/AIDS
Alliance. Building Blocks:
Africa-wide Briefing Notes –
Education. Resources for
Communities Working with
Orphans and Vulnerable
Children.
International Planned
Parenthood Foundation
ESEAO Regional Office.
HIV/AIDS Mainstreaming
Checklist & Tools:
Mainstreaming HIV/AIDS
into our Sexual &
Reproductive Health & Rights
Policies, Plans, Practices &
Programmes.
Topic* Accessibility of source (low, medium, high) N/A
B
Medium
UNAIDS
N/A
B
Medium
Symposium
report
2001
UNESCO
QUANT
BF
Medium
Strategy
2002
UNESCO
N/A
BEF
Medium
Strategy
2003
USAID
QUAL
AD
Medium
2004
IPPF
N/A
ACF
Medium
Year Publisher 2009
UNAIDS
2009
Peer Reviewed Qualitative/Quantitative
Additional Comments Toolkit
*KEY FOR TOPIC COLUMN: A‐HIV/health impacts; B‐Education as prevention; C‐Gendered HIV; D‐OVC; E‐ Project Evaluation; F‐Recommendations for actions; G‐Government plans/action; H‐Cost analysis; I‐ Life Skills/SHN
82
IATT on Education – HIV and AIDS Communication Tools – Literature Review
Document Title/Author International Planned
Parenthood Foundation. Menstreaming in Sexual and
Reproductive Health and
HIV: A Toolkit for Policy
Development and Advocacy.
Irwin, A., Adams, A. &
Winter, A. Home Truths
Facing the Facts on Children,
AIDS, and Poverty: Final
Report of the Joint Learning
Initiative on Children and
HIV/AIDS.
Jacobi, J., Govender, K. &
Cogan, M. Agenda for
Accelerated Country Action
for Women, Girls, Gender
Equality and HIV:
Operational Plan for the
UNAIDS Action Framework:
Addressing Women, Girls,
Gender Equality and HIV.
Jain, S. & Kurz, K. New
Insights on Preventing Child
Marriage: A Global Analysis
of Factors and Programs.
James, D. “To Take the
Information Down to the
People: Life Skills and
HIV/AIDS Peer Educators in
the Durban Area.”
Peer Reviewed Qualitative/Quantitative
Topic* Accessibility of source (low, medium, high) Additional Comments Toolkit
Year Publisher 2010
IPPF
N/A
ACF
Medium
2009
JLICA
QUANT/QUAL
ACE
Medium
2010
UNAIDS
N/A
CEF
Medium
2007
USAID
QUANT/QUAL
ABC
Medium
2002
African Studies
N/A
BFI
Low
X
Agenda for
action
*KEY FOR TOPIC COLUMN: A‐HIV/health impacts; B‐Education as prevention; C‐Gendered HIV; D‐OVC; E‐ Project Evaluation; F‐Recommendations for actions; G‐Government plans/action; H‐Cost analysis; I‐ Life Skills/SHN
83
IATT on Education – HIV and AIDS Communication Tools – Literature Review
Document Title/Author Jamison, D.T. “Investing in
Health” in Disease Control
Priorities in Developing
Countries (2nd Edition).
Jankee, R. National Policy
for HIV/AIDS Management in
Schools.
Jellema, A. & Phillips, B.
Learning to Survive: How
Education for All Would Save
Millions of Young People
from HIV/AIDS.
Jewkes, R., Levin, J.,
Mbananga, N. & Bradshaw,
D. “Rape of Girls in South
Africa”.
Jukes, M., Simmons, S. &
Bundy, D. “Education and
Vulnerability: The Role of
Schools in Protecting Young
Women and Girls from HIV
in Southern Africa”.
Topic* Accessibility of source (low, medium, high) QUANT
AC
High
2001
Ministry of
Education, Youth
and Culture Jamaica
N/A
ABCG
Medium
2004
Global Campaign
for Education
QUAL
BCH
Medium
Year Publisher 2006
Oxford
University Press
Peer Reviewed Qualitative/Quantitative
2002
The Lancet
X
QUANT/QUAL
BC
Low
2008
AIDS
X
QUANT/QUAL
BC
Low
Additional Comments Mentions
teachers
raping
students
*KEY FOR TOPIC COLUMN: A‐HIV/health impacts; B‐Education as prevention; C‐Gendered HIV; D‐OVC; E‐ Project Evaluation; F‐Recommendations for actions; G‐Government plans/action; H‐Cost analysis; I‐ Life Skills/SHN
84
IATT on Education – HIV and AIDS Communication Tools – Literature Review
Document Title/Author Jukes, M., Simmons, S.
Fawzi, M.C.S., & Bundy, D.
Joint Learning Initiative on
Children and HIV/AIDS.
Learning Group 3: Expanding
Access to Services and
Protecting Human
Rights.Educational Access
and HIV Prevention: Making
the Case for Education as a
Health Priority in subSaharan Africa.
Jukes, M.C.H., Drake, L.J., &
Bundy, D.A.P. School
Health, Nutrition and
Education for All: Leveling
the Playing Field.
Justesen, M.K. (2011). Too
Poor to Care? The Salience of
AIDS in Africa (Working
Paper No.133).
Kasirye, I. & Hisali, E. “The
Socioeconomic Impact of
HIV/AIDS on Education
Outcomes in Uganda: School
Enrollment and the Schooling
Gap in 2002/2003.”
Topic* Accessibility of source (low, medium, high) QUANT/QUAL
BC
Medium
CABI
International
QUAL
ACI
Medium
2011
Afrobarometer &
Michigan State
University
QUAL
AC
Medium
2010
International
Journal of
Educational
Development
QUANT
AC
Low
Year Publisher 2008
JLICA
2008
Peer Reviewed Qualitative/Quantitative
X
Additional Comments *KEY FOR TOPIC COLUMN: A‐HIV/health impacts; B‐Education as prevention; C‐Gendered HIV; D‐OVC; E‐ Project Evaluation; F‐Recommendations for actions; G‐Government plans/action; H‐Cost analysis; I‐ Life Skills/SHN
85
IATT on Education – HIV and AIDS Communication Tools – Literature Review
Document Title/Author Kay, A., Vasquez, M.J.,
Datta, S., Wahab, R., & Said,
E. Women-Centered
Curriculum: Addressing HIV
among Women and the
Gender Dimensions of HIV in
the Middle East and North
Africa Region. Investing in
PLHIV Leadership in the
Middle East and North
Africa—Volume 3.
Kelly, M.J. “Standing
Education on Its Head:
Aspects of Schooling in a
World with HIV/AIDS”.
Kelly, M.J. The Potential
Contribution of Schooling to
Rolling Back HIV and AIDS.
Kelly, M.J. & Bain, B.
Education and HIV/AIDS in
the Caribbean.
Kidd, R. & Clay, S.
Understanding and
Challenging HIV Stigma:
Toolkit for Action.
Kinghorn, A., Coombe, C.,
McKay, E., & Johnson, S.
The Impact of HIV/AIDS on
Education in Botswana. .
Topic* Accessibility of source (low, medium, high) QUAL
BC
Medium
QUAL
ABG
Low
The World Bank
QUAL
BC
Medium
2003
UNESCO
QUAL
ABC
Medium
2003
AED
N/A
CEF
Medium
2002
Abt Associates
QUANT/QUAL
ACD
Medium
Year Publisher 2010
Futures Group
2002
Current Issues in
Comparative
Education
2003
Peer Reviewed Qualitative/Quantitative
X
Additional Comments Toolkit
*KEY FOR TOPIC COLUMN: A‐HIV/health impacts; B‐Education as prevention; C‐Gendered HIV; D‐OVC; E‐ Project Evaluation; F‐Recommendations for actions; G‐Government plans/action; H‐Cost analysis; I‐ Life Skills/SHN
86
IATT on Education – HIV and AIDS Communication Tools – Literature Review
Document Title/Author Kirby, D. “Understanding
What Works and What
Doesn’t in Reducing
Adolescent Sexual RiskTaking.”
Kirby, D., Laris, B.A., &
Rolleri, L. Sex and HIV
Education Programs for
Youth: Their Impact and
Important Characteristics.
Kivela, J., Ketting, E., and
Baltussen, R. School-Based
Sexuality Education
Programmes: A Cost and
Cost-Effectiveness Analysis in
Six Countries.
Kohler, P.K., Manhart, L.E. &
Lafferty, W.E. “AbstinenceOnly and Comprehensive Sex
Education and the Initiation of
Sexual Activity and Teen
Pregnancy”.
Krueger, A.B. & Lindalh, M.
“Education for Growth: Why
and For Whom?”
Topic* Accessibility of source (low, medium, high) N/A
A
Low
Family Health
International
QUAL
BE
Medium
2011
UNESCO
QUANT
BGI
Medium
2007
Journal of
Adolescent
Health
X
QUANT/QUAL
BC
Low
Focused on
the US
2001
Journal of
Economic
Literature
X
QUANT
BC
Low
Education for
growth in
general
Year Publisher 2001
Family Planning
Perspectives
2006
Peer Reviewed Qualitative/Quantitative
X
Additional Comments *KEY FOR TOPIC COLUMN: A‐HIV/health impacts; B‐Education as prevention; C‐Gendered HIV; D‐OVC; E‐ Project Evaluation; F‐Recommendations for actions; G‐Government plans/action; H‐Cost analysis; I‐ Life Skills/SHN
87
IATT on Education – HIV and AIDS Communication Tools – Literature Review
Document Title/Author Lagarde, E., Carael, M.,
Glynn, J.R., Kanhonou, L.,
Abega, S.C., Kahindo, M.,
Musonda, R., Auvert, B., &
Buve, A. “Educational Level
is Associated with Condom
Use Within Non-Spousal
Partnerships in Four Cities of
sub-Saharan Africa”.
Leach, F. & Machakanja, P.
Preliminary Investigation of
the Abuse of Girls in
Zimbabwean Junior
Secondary Schools (Education
Research Paper No.39).
Lewis, M. Gendering AIDS:
Women, Men, Empowerment,
Mobilization.
Liao, W., Jiang, J.M., Yang,
B., Zeng, X. & Liao, S.S. "A
Life-Skills-Based HIV/AIDS
Prevention Education for
Rural Students of Primary
Schools in China: What
Changed? What Have We
Learned?"
Topic* Accessibility of source (low, medium, high) QUANT/QUAL
BC
Low
DFID
QUAL
AC
Medium
2003
VSO
N/A
ACE
Medium
2010
Biomedical and
Environmental
Sciences
QUAL
BEFI
Low
Year Publisher 2001
AIDS
2000
Peer Reviewed Qualitative/Quantitative
X
X
Additional Comments Position
paper
*KEY FOR TOPIC COLUMN: A‐HIV/health impacts; B‐Education as prevention; C‐Gendered HIV; D‐OVC; E‐ Project Evaluation; F‐Recommendations for actions; G‐Government plans/action; H‐Cost analysis; I‐ Life Skills/SHN
88
IATT on Education – HIV and AIDS Communication Tools – Literature Review
Document Title/Author Lugalla, J., Emmelin, M.,
Mutembei, A., Sima, M.,
Kwesigabo, G., Killewo, J. &
Dahlgren, L. "Social, Cultural
& Sexual Behavioral
Determinants of Observed
Decline in HIV Infection
Trends: Lessons from the
Kagera Region, Tanzania."
Lurie, M., Pronyk, P., de
Moor, E., Heyer, A, de Bruyn,
G., Struthers, H., McIntyre, J.,
Gray, G., Marinda, E.,
Klipstein-Grobush, K., &
Martinson, N. “Sexual
Behavior and Reproductive
Health Among HIV-Infected
Patients in Urban and Rural
South Africa.”
Maharaj, P. “Patterns of
Condom Use: Perspectives of
Men in KwaZulu-Natal, South
Africa”.
Mahat, G. & Scoloveno, M.A.
“HIV Peer Education:
Relationships Between
Adolescents’ HIV/AIDS
Knowledge and SelfEfficacy.”
Topic* Accessibility of source (low, medium, high) QUAL
AF
Low
X
QUANT
ABC
Low
Development of
Southern Africa
X
QUANT/QUAL
C
Low
Journal of
HIV/AIDS &
Social Services
X
QUANT/QUAL
BE
Low
Peer Reviewed Qualitative/Quantitative
Year Publisher 2004
Social Science
and Medicine
X
2008
Epidemiology
and Social
Science
2007
2010
Additional Comments *KEY FOR TOPIC COLUMN: A‐HIV/health impacts; B‐Education as prevention; C‐Gendered HIV; D‐OVC; E‐ Project Evaluation; F‐Recommendations for actions; G‐Government plans/action; H‐Cost analysis; I‐ Life Skills/SHN
89
IATT on Education – HIV and AIDS Communication Tools – Literature Review
Document Title/Author Malambo, R.M. “Teach
Them While They Are
Young, They Will Live to
Remember the Views of
Teachers and Pupils on the
Teaching of HIV/AIDS in
Basic Education: A Case
Study of Zambia’s Lusaka
and Southern Provinces.”
Maria, W. “Knowledge and
Awareness Related
Reproductive Health Issues
Among Single Youth in
Ethiopia.”
Maticka-Tyndale, E., Wildish,
J. & Gichuru, M. “QuasiExperimental Evaluation of a
National Primary School HIV
Intervention in Kenya.”
Mavedzenge, S.N., Doyle, A.,
& Ross, D. HIV Prevention
in Young People in SubSaharan Africa: A Systematic
Review.
Medel-Anonuevo, C.
Addressing Gender Relations
in HIV Prevention through
Literacy
Topic* Accessibility of source (low, medium, high) QUAL
ABG
Low
X
QUANT
AB
Low
X
QUANT/QUAL
BCE
Low
2010
London School of
Hygiene &
Tropical
Medicine
N/A
CE
Medium
Systematic
review
2005
UNESCO
N/A
BCD
Medium
Background
paper
Peer Reviewed Qualitative/Quantitative
Year Publisher 2002
Current Issues in
Comparative
Education
X
2007
African Journal of
Reproductive
Health
2007
Evaluation and
Program Planning
Additional Comments *KEY FOR TOPIC COLUMN: A‐HIV/health impacts; B‐Education as prevention; C‐Gendered HIV; D‐OVC; E‐ Project Evaluation; F‐Recommendations for actions; G‐Government plans/action; H‐Cost analysis; I‐ Life Skills/SHN
90
IATT on Education – HIV and AIDS Communication Tools – Literature Review
Document Title/Author Medley, A., Kennedy, C.,
O’Reilly, K., & Sweat, M.
“Effectiveness of Peer
Education Interventions for
HIV Prevention in
Developing Countries: A
Systematic Review and MetaAnalysis.”
Medlin, C., & de Walque, D.
Potential Applications of
Conditional Cash Transfers
for Prevention of Sexually
Transmitted Infections and
HIV in Sub-Saharan Africa
(Working Paper No.4673).
Meekers, D. & Ahmed, G.
“Contemporary Patterns of
Adolescent Sexuality in
Urban Botswana”.
Mensch, B.S., Clark, W.H.,
Lloyd, C.B. & Erulkar, A.S.
“Premarital Sex, Schoolgirl
Pregnancy, and School
Quality in Rural Kenya”.
Mmari, K., Michaelis, A., &
Kiro, K. “Risk and Protective
Factors for HIV Among
Orphans and Non-Orphans in
Tanzania.”
Topic* Accessibility of source (low, medium, high) QUANT/QUAL
BE
Low
QUAL
BCE
Medium
X
QUANT/QUAL
ABC
Low
Studies in Family
Planning
X
QUANT/QUAL
BC
Low
Culture, Health &
Sexuality
X
QUAL
ACDF
Low
Year Publisher 2009
AIDS Education
and Prevention
2008
The World Bank
2000
Journal of
Biosocial Science
2001
2009
Peer Reviewed Qualitative/Quantitative
X
Additional Comments *KEY FOR TOPIC COLUMN: A‐HIV/health impacts; B‐Education as prevention; C‐Gendered HIV; D‐OVC; E‐ Project Evaluation; F‐Recommendations for actions; G‐Government plans/action; H‐Cost analysis; I‐ Life Skills/SHN
91
IATT on Education – HIV and AIDS Communication Tools – Literature Review
Document Title/Author Nyblade, L., Pande, R.,
Mathur, S., MacQuirre, K.,
Kidd, R., Banteyerga, H.,
Kidanu, A., Kilonzo, G.,
Mbwambo, J. & Bond, V.
Disentangling HIV and AIDS
Stigma in Ethiopia, Tanzania
& Zambia.
O’Connell, T., Venkatesh, M.,
& Bundy, D. eds.
Strengthening the Education
Sector Response to School
Health, Nutrition and
HIV/AIDS in the Caribbean
Region: A Rapid Survey of 13
Countries.
Ott, M.A., Evans, N.L.,
Halpern-Felsher, B.L., &
Eyre, S.L. “Differences in
Altruistic Roles and HIV Risk
Perception Among Staff, Peer
Educators, and Students in an
Adolescent Peer Education
Program.”
Ozler, B. Schooling, Income
and HIV Risk: Experimental
Evidence from Malawi.
Pargass, G. Reproductive
Health and Rights: HIV/AIDS
and Gender Equality.
Peer Reviewed Qualitative/Quantitative
Topic* Accessibility of source (low, medium, high) Additional Comments Stigma
Year Publisher 2003
IRWC
QUANT/QUAL
ACE
Medium
2009
EduCan
QUANT/QUAL
ABEFGI
Medium
2003
AIDS Education
and Prevention
QUAL
BE
Low
2008
The World Bank
QUANT/QUAL
BCE
Medium
2005
ELAC
QUANT
AC
Medium
X
*KEY FOR TOPIC COLUMN: A‐HIV/health impacts; B‐Education as prevention; C‐Gendered HIV; D‐OVC; E‐ Project Evaluation; F‐Recommendations for actions; G‐Government plans/action; H‐Cost analysis; I‐ Life Skills/SHN
92
IATT on Education – HIV and AIDS Communication Tools – Literature Review
Document Title/Author Pattman, R. “Boys and Girls
Should Not Be Too Close:
Sexuality, the Identities of
African Boys and Girls and
HIV/AIDS Education.”
Pebody, R. Disappointing
Results from Two Peer
Education Projects in
Southern Africa.
PEPFAR. HIV Sexual
Prevention Guidance.
Perez, F. & Dabis, F. “HIV
Prevention in Latin America:
Reaching Youth in
Colombia.”
Peters, E., Baker, D.P.,
Diekmann, N.F., Leon, J. &
Collins, J. “Explaining the
Effect of Education on
Health: A Field Study in
Ghana”.
Peters, L.W.H., Kok, G., Ten
Dam, G.T.M., Buijs, G.J. &
Paulussen, T.G.W.M.
“Effective Elements of School
Health Promotion Across
Behavioral Domains: A
Systematic Review of
Reviews”.
Topic* Accessibility of source (low, medium, high) QUAL
ACF
Low
NAM AIDS Map
QUAL
BE
Medium
2011
PEPFAR
N/A
ABC
Medium
2003
AIDS Care
X
QUAL
BE
Low
2010
Psychological
Science
X
QUAL
BCE
Low
2009
BMC Public
Health
X
QUAL
BEFI
Low
Year Publisher 2005
Sexualities
2011
Peer Reviewed Qualitative/Quantitative
X
Additional Comments Quotes from
PEPFAR
documents
*KEY FOR TOPIC COLUMN: A‐HIV/health impacts; B‐Education as prevention; C‐Gendered HIV; D‐OVC; E‐ Project Evaluation; F‐Recommendations for actions; G‐Government plans/action; H‐Cost analysis; I‐ Life Skills/SHN
93
IATT on Education – HIV and AIDS Communication Tools – Literature Review
Document Title/Author Pettifor, A.E., Levandowski,
B.A., MacPhail, C., Padian,
N.S., Cohen, M.S., & Rees,
H.V. “Keep Them in School:
The Importance of Education
as a Protective Factor Against
HIV Infection Among Young
South African Women.”
Pick, S., Givaudan, M.,
Sirkin, J. & Ortega, I.
“Communication as a
Protective Factor: Evaluation
of a Life Skills HIV/AIDS
Prevention Program for
Mexican Elementary-School
Students.”
Pigozzi, M.J. Quality
Education and HIV&AIDS.
Porter, K.A. “Review of Life
Skills, Sexual Maturation and
Sanitation: What’s (Not)
Happening in Our Schools?”
Prata, N., Vahidnia, F., &
Fraser, A. . “Gender and
Relationship Differences in
Condom Use Among 15-24
Year-Olds in Angola.”
Topic* Accessibility of source (low, medium, high) QUANT
BC
Low
QUANT/QUAL
BCEI
Low
N/A
BEF
Medium
X
N/A
BI
Low
X
QUANT
BC
Low
Peer Reviewed Qualitative/Quantitative
Year Publisher 2008
International
Journal of
Epidemiology
X
2007
AIDS Education
and Prevention
X
2006
UNAIDS
2007
African Studies
Review
2005
International
Family Planning
Perspectives
Additional Comments Book review
*KEY FOR TOPIC COLUMN: A‐HIV/health impacts; B‐Education as prevention; C‐Gendered HIV; D‐OVC; E‐ Project Evaluation; F‐Recommendations for actions; G‐Government plans/action; H‐Cost analysis; I‐ Life Skills/SHN
94
IATT on Education – HIV and AIDS Communication Tools – Literature Review
Document Title/Author Pridmore, P. Access to
Conventional Schooling for
Children and Young People
Affected by HIV and AIDS in
sub-Saharan Africa: A CrossNational Review of Recent
Research Evidence (SOFIE
Opening Up Access Series
No.1).
Richmond, M., Castle, C., &
Sass, J. UNESCO’s Strategy
for Responding to HIV and
AIDS.
Rijsdijk, L.E., Bos, A.E.R.,
Ruiter, A.C., Leerlooijer, J.N.,
de Haas, B., & Schaalma,
H.P. “The World Starts with
Me: A Multilevel Evaluation
of a Comprehensive Sex
Education Programme
Targeting Adolescents in
Uganda.”
Risley, C. Estimates of the
Impact of HIV and Teacher
ART Take-up on the
Education Sector on the
Achievement of EFA in
Rwanda.
Risley, C. & Bundy, D.
Estimating the Impact of
HIV&AIDS on the Supply of
Basic Education.
Topic* Accessibility of source (low, medium, high) QUAL
BCD
Medium
N/A
AE
Medium
QUANT/QUAL
BEF
Low
2009
Partnership for
Child
Development
QUANT
AD
Medium
2007
Partnership for
Child
Development and
The World Bank
QUANT
AH
Medium
Year Publisher 2008
University of
London
2007
UNESCO
2011
BMC Public
Health
Peer Reviewed Qualitative/Quantitative
X
Additional Comments Strategy
*KEY FOR TOPIC COLUMN: A‐HIV/health impacts; B‐Education as prevention; C‐Gendered HIV; D‐OVC; E‐ Project Evaluation; F‐Recommendations for actions; G‐Government plans/action; H‐Cost analysis; I‐ Life Skills/SHN
95
IATT on Education – HIV and AIDS Communication Tools – Literature Review
Document Title/Author Robson, S. & Sylvester, K.B.
“Orphaned and Vulnerable
Children in Zambia: The
Impact of the HIV/AIDS
Epidemic on Basic Education
for Children at Risk”.
Ruto, S.J., Chege, F.N. &
Wawire, V.K. “Kenya’s
HIV/AIDS Education Sector
Policy: Implications for
Orphaned and Vulnerable
Children and the Teaching of
HIV/AIDS Education”.
Sambo, C., Dickinson, C., &
Sass, J. Short Guide to the
Essential Characteristics of
Effective HIV Prevention.
Sandoy, I.F., Michelo, C.,
Siziya, S., & Fylksenes, K.
“Associations Between
Sexual Behaviour Change in
Young People and Decline in
HIV Prevalence in Zambia”.
Sass, J. & Castle, C. HIV and
AIDS Treatment Education: A
Critical Component of Efforts
to Ensure Universal Access to
Prevention, Treatment and
Care.
Sass, J. & Castle, C.
EDUCAIDS: Framework for
Action.
Topic* Accessibility of source (low, medium, high) QUAL
AD
Low
QUAL
BCD
Low
N/A
CEF
Medium
QUAL
AC
Low
UNAIDS
N/A
BCE
Medium
Addresses
stigma
UNESCO
N/A
BEF
Medium
Framework
Peer Reviewed Qualitative/Quantitative
Year Publisher 2007
Educational
Research
X
2009
Journal of
International
Cooperation in
Education
X
2010
UNESCO
2007
BMC Public
Health
2006
2008
X
Additional Comments Guide for
AIDS
response
*KEY FOR TOPIC COLUMN: A‐HIV/health impacts; B‐Education as prevention; C‐Gendered HIV; D‐OVC; E‐ Project Evaluation; F‐Recommendations for actions; G‐Government plans/action; H‐Cost analysis; I‐ Life Skills/SHN
96
IATT on Education – HIV and AIDS Communication Tools – Literature Review
Document Title/Author Schenker, I.I. & Nyirenda,
J.M. Preventing HIV/AIDS in
Schools.
Schmidt, A., Bjarnegard, E. &
Wijngaarden, J. HIVAIDS and
Education: A Toolkit for
Ministries of Education.
Schwartlander, B., Stover, J.
Hallet, T., Atun, R., Avila, C.,
Gouws, E., Bartos, M., Ghys,
P.D., Opuni, M., Barr, D.,
Alsallaq, R., Bollinger, L., de
Freitas, M., Garnett, G.,
Holmes, C., Legins, K.,
Pillay, Y., Stanciole, A.E.,
McClure, C., Laga, M., &
Padian, N. “Towards an
Improved Investment
Approach for an Effective
Response to HIV/AIDS.”
Smith, P.B., Weinman, M.L.,
Buzi, R.S., & Benton, A.D.
“An Evaluation of a SchoolBased Pregnancy Prevention
Program Aimed at Young
Males: A One-Year FollowUp”
Year Publisher 2002
International
Academy of
Education
2007
UNESCO
2011
Lancet
2004
North American
Journal of
Psychology
Peer Reviewed Qualitative/Quantitative
Topic* Accessibility of source (low, medium, high) Additional Comments N/A
BCEF
Medium
Guidance for
developing
school-based
programs for
prevention
N/A
ABCFG
Medium
Toolkit
X
N/A
BFC
Low
X
QUANT/QUAL
ABCE
Low
X
*KEY FOR TOPIC COLUMN: A‐HIV/health impacts; B‐Education as prevention; C‐Gendered HIV; D‐OVC; E‐ Project Evaluation; F‐Recommendations for actions; G‐Government plans/action; H‐Cost analysis; I‐ Life Skills/SHN
97
IATT on Education – HIV and AIDS Communication Tools – Literature Review
Document Title/Author Speizer, I.S., Magnani, R.J. &
Colvin, C.E. “The
Effectiveness of Adolescent
Reproductive Health
Interventions in Developing
Countries: A Review of the
Evidence”.
Sperling, G.B. “The Case for
Universal Basic Education for
the World’s Poorest Boys and
Girls.”
Stewart, H., McCauley, A.,
Baker, S., Givaudan, M.,
James, S., Leenan, I., Pick, S.,
Reddy, P., Rewthong, U.,
Rumakom, P., & Walker, D.
Reducing HIV Infection
Among Youth: What Can
Schools Do? Key Baseline
Findings from Mexico,
Thailand and South Africa.
Stewart-Brown, S. What is
the Evidence on School
Health Promotion in
Improving Health or
Preventing Disease and,
Specifically, What is the
Effectiveness of the Health
Promoting Schools
Approach?
Topic* Accessibility of source (low, medium, high) QUAL
ACE
Low
N/A
BCF
Low
Population
Council
QUAL
BCEF
Medium
WHO
QUAL
BEI
Medium
Peer Reviewed Qualitative/Quantitative
Year Publisher 2003
Journal of
Adolescent
Health
X
2005
Phi Delta Kappan
X
2001
2006
Additional Comments *KEY FOR TOPIC COLUMN: A‐HIV/health impacts; B‐Education as prevention; C‐Gendered HIV; D‐OVC; E‐ Project Evaluation; F‐Recommendations for actions; G‐Government plans/action; H‐Cost analysis; I‐ Life Skills/SHN
98
IATT on Education – HIV and AIDS Communication Tools – Literature Review
Document Title/Author Stover, J., Bollinger, L.,
Walker, N., & Monasch, R.
“Resource Needs to Support
Orphans and Vulnerable
Children in Sub-Saharan
Africa”.
Strickland, B. First
Principles: Designing
Effective Education Programs
for School Health in
Developing Countries
(Compendium).
Subbarao, K. & Coury, D.
Reaching Out to Africa’s
Orphans: A Framework for
Public Action.
The Global Coalition on
Women and AIDS. Education
(Backgrounder).
The Global Coalition on
Women and AIDS. Educate
Girls. Fight AIDS. Issue #1.
UNAIDS. Children and
AIDS: Third Stocktaking
Report, 2008.
UNAIDS. 2011-2015
Strategy: Getting to Zero.
Year Publisher 2007
Health Policy and
Planning
2011
USAID
Topic* Accessibility of source (low, medium, high) QUANT
DH
Low
N/A
ABFI
Medium
Peer Reviewed Qualitative/Quantitative
X
Additional Comments 2004
The World Bank
N/A
ADFG
Medium
Offers
guidance on
interventions
2005
UNAIDS
N/A
BC
Medium
Brief
2006
UNAIDS
QUANT/QUAL
BC
Medium
Newsletter
2008
UNICEF
QUANT
ACE
Medium
2010
UNAIDS
N/A
ABC
Medium
Strategy
*KEY FOR TOPIC COLUMN: A‐HIV/health impacts; B‐Education as prevention; C‐Gendered HIV; D‐OVC; E‐ Project Evaluation; F‐Recommendations for actions; G‐Government plans/action; H‐Cost analysis; I‐ Life Skills/SHN
99
IATT on Education – HIV and AIDS Communication Tools – Literature Review
Document Title/Author UNESCO Bangkok. (2005).
Reducing HIV/AIDS
Vulnerability Among Students
in the School Setting: A
Teacher Training Manual.
UNESCO IIEP. (2011).
SAfAIDS ‘Changing the
River’s Flow Summit. Sexual
and Reproductive Health and
Cultural Practices: A Linking,
Learning and Sharing
Platform for Integrating HIV,
Gender-Based Violence and
Maternal and Child Health
Interventions in South
Africa”.
UNESCO. Living and
Learning in a World with
HIV/AIDS: HIV/AIDS at
School
UNESCO. From Policy to
Practice: An HIV and AIDS
Training Kit for Education
Sector Professionals (Draft).
UNESCO. EDUCAIDS:
Towards a Comprehensive
Education Sector Response: A
Framework for Action.
UNESCO. UNESCO
Guidelines on Language and
Content in HIV- and AIDSRelated Materials.
Peer Reviewed Qualitative/Quantitative
Topic* Accessibility of source (low, medium, high) Additional Comments Year Publisher 2005
UNESCO
N/A
BC
Medium
Manual
2011
UNESCO
N/A
AC
Medium
Summit
2004
UNESCO
N/A
AB
Medium
Kit
2005
UNESCO
N/A
AB
Medium
Training kit
2006
UNESCO
N/A
B
Medium
Framework
2006
UNESCO
N/A
CEF
Medium
Guidelines
*KEY FOR TOPIC COLUMN: A‐HIV/health impacts; B‐Education as prevention; C‐Gendered HIV; D‐OVC; E‐ Project Evaluation; F‐Recommendations for actions; G‐Government plans/action; H‐Cost analysis; I‐ Life Skills/SHN
IATT on Education – HIV and AIDS Communication Tools – Literature Review
100
Document Title/Author UNESCO. Booklet 1:
Overview. Good Policy and
Practice in HIV & AIDS and
Education (Booklet Series).
UNESCO. Booklet 6: PreService Teacher Training.
Good Policy and Practice in
HIV & AIDS and Education
(Booklet Series).
UNESCO. UNESCO’s
Strategy for HIV and AIDS.
UNICEF Namibia Youth
Health and Development
Programme. A Handbook for
AIDS Awareness Activities for
Clubs.
UNICEF Regional Office for
South Asia. Life Skills-Based
Education in South Asia: A
Regional Overview Prepared
for The South Asia Life SkillsBased Education Forum.
UNICEF, UNAIDS, &
PEPFAR. Africa’s Orphaned
and Vulnerable Generations:
Children Affected by AIDS.
UNICEF. HIV/AIDS
Education: A Gender
Perspective Tips and Tools.
Topic* Accessibility of source (low, medium, high) QUAL
ABEF
Medium
UNESCO
QUAL
BC
Medium
UNESCO
QUAL
CBEF
Medium
Strategy
Handbook;
focused on
clubs
Year Publisher 2011
UNESCO
2011
2011
Peer Reviewed Qualitative/Quantitative
2001
UNICEF
N/A
BC
Medium
2005
UNICEF
QUAL
BCI
Medium
2006
UNICEF
QUANT
AD
Medium
2002
UNICEF
N/A
BCE
Medium
Additional Comments Tips and
tools
*KEY FOR TOPIC COLUMN: A‐HIV/health impacts; B‐Education as prevention; C‐Gendered HIV; D‐OVC; E‐ Project Evaluation; F‐Recommendations for actions; G‐Government plans/action; H‐Cost analysis; I‐ Life Skills/SHN
IATT on Education – HIV and AIDS Communication Tools – Literature Review
101
Document Title/Author UNICEF. Breaking the
Silence: Gendered & Sexual
Identities and HIV/AIDS in
Education (Young Voices
Series).
UNICEF. Girls, HIV/AIDS
and Education.
UNICEF. Promoting Quality
Education for Orphans and
Vulnerable Children: A
Sourcebook of Programme
Experiences in Eastern and
Southern Africa.
Vandemoortele, J. &
Delamonica, E. “The
‘Education Vaccine’ Against
HIV”.
Venkatesh, M. & Neeser, K.
Monitoring and Evaluation of
School-Based Health and
Nutrition Programmes: A
Participative Review.
Venkatesh, M., Woolnough,
A. & Neeser, K. Accelerating
the Education Sector
Response to HIV in the
Federal Republic of Nigeria:
A Review of Five Years of
Experience.
Visser-Valfrey, M. & Sass, J.
Strategic Approach: HIV &
AIDS and Education.
Year Publisher 2003
UNICEF
2004
UNICEF
Topic* Accessibility of source (low, medium, high) QUAL
BC
Medium
QUANT/QUAL
ABC
Medium
Peer Reviewed Qualitative/Quantitative
2009
UNICEF
2000
Current Issues in
Comparative
Education
2008
Partnership for
Child
Development
N/A
BCI
Medium
2010
Partnership for
Child
Development
QUAL
BC
Medium
2009
UNAIDS
QUAL
ABC
Medium
X
QUAL
BDEF
Medium
QUAL
AB
Low
Additional Comments Case studies
from African
countries and
programs
Review
demand/need
for SHN
M&E
*KEY FOR TOPIC COLUMN: A‐HIV/health impacts; B‐Education as prevention; C‐Gendered HIV; D‐OVC; E‐ Project Evaluation; F‐Recommendations for actions; G‐Government plans/action; H‐Cost analysis; I‐ Life Skills/SHN
IATT on Education – HIV and AIDS Communication Tools – Literature Review
102
Document Title/Author Visser-Valfrey, M. Linking
EDUCAIDS with Other OnGoing Initiatives: An
Overview of Opportunities.
An Assessment of Challenges.
Visser-Valfrey, M. Toolkit for
Mainstreaming HIV and AIDS
in the Education Sector:
Guidelines for Development
Cooperation Agencies.
Wagner, C.G. “Girls’
Education: Key to ‘Virtuous
Circle’.”
Wang, L.Y., Davis, M.,
Robin, L., Coyle, K., &
Baumler, E. “Economic
Evaluation of Safer Choices:
A School-Based Human
Immunodeficiency Virus,
Other Sexually Transmitted
Diseases, and Pregnancy
Prevention Program”.
Warwick, I. & Aggleton, P.
The Role of Education in
Promoting Young People’s
Sexual and Reproductive
Health.
Year Publisher 2006
UNESCO
2008
UNAIDS
2008
The Futurist
2000
Archives of
Pediatrics and
Adolescent
Medicine
2002
University of
London
Topic* Accessibility of source (low, medium, high) QUAL
BEF
Medium
Overview of
select
projects
N/A
BEF
Medium
Toolkit
X
N/A
BC
Low
X
QUANT/QUAL
ABEFI
Low
Peer Reviewed Qualitative/Quantitative
N/A
BCE
Medium
Additional Comments Mentions
programs
currently
being
implemented
*KEY FOR TOPIC COLUMN: A‐HIV/health impacts; B‐Education as prevention; C‐Gendered HIV; D‐OVC; E‐ Project Evaluation; F‐Recommendations for actions; G‐Government plans/action; H‐Cost analysis; I‐ Life Skills/SHN
IATT on Education – HIV and AIDS Communication Tools – Literature Review
103
Document Title/Author Wellesley Centers for
Research on Women &
Development and Training
Services. Unsafe Schools: A
Literature Review of SchoolRelated Gender-Based
Violence in Developing
Countries.
Whitman, C.V. (2004).
"Uniting Three Initiatives on
Behalf of Caribbean Youth
and Educators: Health &
Family Life Education and the
Healthy Promoting School in
the Context of PANCAP's
Strategic Framework for
HIV/AIDS."
World AIDS Campaign.
Framework for Women, Girls,
and Gender Equality in
National Strategic Plans on
HIV and AIDS in Southern
and Eastern Africa.
World Bank. Local
Government Responses to
HIV/AIDS: A Handbook
World Bank. The World
Bank’s Commitment to
HIV/AIDS in Africa: Our
Agenda for Action 2007-2011.
Topic* Accessibility of source (low, medium, high) Additional Comments N/A
BC
Medium
Lit review
QUAL
BEI
Low
Peer Reviewed Qualitative/Quantitative
Year Publisher 2002
USAID
2004
Caribbean
Quarterly
2011
World AIDS
Campaign
N/A
CFG
Medium
Framework
for use as an
assessment
tool for NSPs
2003
The World Bank
N/A
G
Medium
Handbook
2008
The World Bank
N/A
ACEF
Medium
Action
strategy
X
*KEY FOR TOPIC COLUMN: A‐HIV/health impacts; B‐Education as prevention; C‐Gendered HIV; D‐OVC; E‐ Project Evaluation; F‐Recommendations for actions; G‐Government plans/action; H‐Cost analysis; I‐ Life Skills/SHN
IATT on Education – HIV and AIDS Communication Tools – Literature Review
104
Document Title/Author World Bank. Learning for
All: Investing in People’s
Knowledge and Skills to
Promote Development –
Education Strategy 2020.
Yankah, E. & Aggleton, P.
"Effects and Effectiveness of
Life Skills Education for HIV
Prevention in Young People."
Zimmerman, R.S., Cupp,
P.K., Donohew, L., Sionean,
C.K., Feist-Price, S. & Helme,
D. “Effects of a SchoolBased, Theory-Driven HIV
and Pregnancy Prevention
Curriculum.”
Topic* Accessibility of source (low, medium, high) Additional Comments QUANT/QUAL
BC
Medium
WB strategy
Peer Reviewed Qualitative/Quantitative
Year Publisher 2011
The World Bank
2008
AIDS Education
and Prevention
X
QUAL
BEFI
Low
2008
Perspectives on
Sexual and
Reproductive
Health
X
QUANT/QUAL
BEF
Low
For the purposes of this literature review, we define the terms as follows: Accessibility: (a) low: can only obtain from publisher or journal directly, need to pay for access; (b) medium: readily available online, but must have internet access to obtain; (c ) high: easily accessible by anyone in print (e.g. from a library) Peer‐Reviewed: Articles are considered to be peer‐reviewed if they were submitted to an academic and medical journals and went through a formal, thorough review process; this does not include articles that were informally reviewed at conferences or meetings *KEY FOR TOPIC COLUMN: A‐HIV/health impacts; B‐Education as prevention; C‐Gendered HIV; D‐OVC; E‐ Project Evaluation; F‐Recommendations for actions; G‐Government plans/action; H‐Cost analysis; I‐ Life Skills/SHN
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