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A Manual On Gender Sensitive
Indicators (199kb ) The manual covers a wide range
of key gender concerns that have an impact on
reproductive health. A total of 190 indicators have been
included . They are intended to serve only as a
guideline to assist in the development of appropriate
gender sensitive indicators that are relevant to a
particular programme’s goals and objectives. The manual
is organised into nine chapters. Chapter one critiques
the existing health services and presents the rationale
for incorporating gender concerns into health
programming. Chapter two provides an overview of the
maternal health and family planning scenario in India.
Chapter three discusses various types of indicators and
how they may be used to monitor and evaluate how
programmes are achieving their set goals and objectives.
Techniques for measuring and interpreting indicators are
also provided. The remaining six chapters provide a
closer look at the key gender concerns that should be
incorporated into health policy and programmes. ,
developed by Women's Health and Development Resource
Centre and UNFPA |
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Activities to Explore (1390KB ) The
module is for people who are: 1. a) health and family
planning workers, b) teachers, c) youth club leaders and
d) community development workers; 2. Community groups
who want to use drama and related activities for work on
sexuality, family planning, STDs and HIV; 3. Performing
artists and writers who want to use their skills in
education for awareness-raising and social change. The
objectives of Activities to explore are: to promote the
use of drama and related approaches and media in
sexuality, family planning and STD/HIV education; to
provide activities for work on attitudes and skills
related to sexuality, family planning and HIV, building
on the activities described in Unmasking AIDS. to
provide the tools for developing a story or piece of
theatre for performance; to outline the process of
working with groups to develop theatre for education in
the context of a sexual health programme. The activities
described in this guide can be used in a variety of
situations to explore ideas, attitudes and problems or
to produce a story, song or piece of theatre to perform
to others. , developed by AIDS Prevention Unit,
International Planned Parenthood Federation, IPPF,
London |
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Adolescence Education : Role Of Adults
(134kb ) This package of Basic Education Materials seeks
to introduce adolescent education in schools and to make
it an integral part of the school curriculum. The
package contains five parts and a small booklet
introducing the package. Part V contains material which
can be used in advocacy programmes for various target
groups, though it is addressed to teachers and parents.
This is the final part of the package “Basic Materials
for Adolescent Education” emphasises a) The need of for
adolescence education b) Strategies for
institutionalisation c) Role of teachers and d) Role of
parents. , developed by National Population Education
Project, Department of Education in Social Sciences
& Humanities, NCERT, New Delhi |
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Adolescence Growth and Developement
(1151kb ) This training manual has been developed to
provide a guideline for training functionaries in child
care institutions in Comprehensive childcare, with
particular reference to HIV/AIDS. The training manual
would be useful to trainers as a guideline for training
the functionaries in these homes. A model for training
the Management-level functionaries and another for
grass-root functionaries has been included. , developed
by Regional Institute Of Education,Mysore, Regional
Institute of Education, Mysore and NCERT |
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Adolescent Girls Initiative (Marathi)
(1.56 MB ) This training manual is the outcome of the
Adolescent Girls’ Initiative launched in Mumbai slums
from November, 1998. The manual has two parts, Part I
containing the IEC package and Part II containing
medical and counseling service. The present manual is
intended for use by Medical officers and Public Health
Nurses of the Public Health Department. The methodology
of teaching is largely a participative one. The
programme design is simple and workable and can be
adopted in similar socio-economic condition in any part
of the country, by any group working for adolescent
health. The Module starts with Introduction and
Objectives of the manual. It has 7 modules which are
intended to be utilised by the facilitators. These are
a) Module I – Family and Gender Issues b) Module II –
Nutrition and Health c) Module III – Growing Up d)
Module IV – Reproductive Health e) Module V – STD and
HIV/AIDS f) Module VI (a) – Negotiation and Assertion
skills g) Module VI - Vocational Guidance h) Module VII
– Vocational Guidance. , developed by Brihanmumbai
Mahanagarpalica & UNICEF, Mumbai |
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Adolescent Health - A training Guide for
NSS Officers / Teachers (388kb ) The Central Health
Education Bureau has developed a Training Guide on
Adolescent Health for Teachers. The training has been
designed to equip the teachers with the requisite
technical knowledge on major areas of adolescent health
viz., nutrition, growing up, gender issue and life style
related diseases. , developed by Central Health
Education Bureau |
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Adolesence Education : Knowledge Base
(641kb ) This package of Basic Education Materials seeks
to introduce adolescent education in schools and to make
it an integral part of the school curriculum. The
package contains five parts and a small booklet
introducing the package. Part II explains the main
contents of adolescence education. It deals with facts,
ideas and views in respect of adolescent reproductive
health, focusing on physical, psychological and social
developments during the process of growing up, the
changing inter-personal relationships of adolescents and
the critical issues of gender roles. It also provides
specific treatment of HIV/AIDS and Drug abuse. This
package has the following information on a) Process of
growing up, definition of adolescence, characteristics
of adolescence b) Physical growth and development c)
Socio-cultural development and adolescence, emotional
development , identity development, body image, self
esteem and self concept , social relationship and
changing relationship with parents, peer group
relations, appreciation for the opposite sex d) Gender
Roles, gender role stereo type and development e) Basic
information about HIV/AIDS f) Prevention and Control g)
Sexually transmitted diseases h) Drug abuse, concepts
and concerns, effects of drug abuse, myths and facts ,
prevention and tips for parents and teachers. ,
developed by National Population Education Project,
Department of Education in Social Sciences &
Humanities, NCERT, New Delhi |
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Adolesence Questions And Answers
(108kb ) This package of Basic Education Materials seeks
to introduce adolescent education in schools and to make
it an integral part of the school curriculum. The
package contains five parts and a small booklet
introducing the package. Part III makes an attempt to
provide answers to some important questions that arise
in the minds of adolescents more often than not. The
package deals with the following a) Introduction, talks
about the adolescence period, co-curriculur activities,
and counselling b) Questions about reproductive health,
parents, sexuality, sexually transmitted diseases,
HIV/AIDS, drug abuse, tips for parents, teachers and
citizens on prevention of drug abuse. , developed by
National Population Education Project, Department of
Education in Social Sciences & Humanities, NCERT,
New Delhi |
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AIDS Education in Schools (886 KB )
The present publication aims at introducing AIDS
education in schools and creating a congenial
environment for its introduction in the school
curriculum. This package consists of content and
enrichment materials for teachers and materials on
student activities which may be organised in schools. It
is primarily addressed to teachers but it may also be
used by curriculum framers, teacher educators and other
functionaries. Module I has the Introduction and the
following chapters, a) chapter 1- Why AIDS Education, b)
Chapter 2 - HIV/AIDS/STD : Basic Information, c) Chapter
3 – HIV/AIDS : Its Prevention and Control, d) Chapter 4
– Importance of Counselling, Care and Teachers’ Role, e)
Chapter 5 – Questions That Young Students May Ask.
Module II has Students’ Activities, which include the
following activities a) Question Box b) Group Discussion
c) Value Clarification d) Role Play e) Case Studies f)
Debate g) Painting/Poster Competition h) Essay
Competition I) Quiz Contest. , developed by National
Council of Education & research, National AIDS
Control Organization |
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AIDS Prevention Education for Student
Youth (715 KB ) This Manual has been compiled as the
major resource document for the Government of
Maharashtra’s project on AIDS Prevention for Student
Youth In Maharashtra. The broad objective of the project
is to provide sufficient and accurate knowledge about
STDs/HIV/AIDS to student youth in Maharashtra and to use
student youth as peer communicators to propagate what
they have learnt about STDs/HIV/AIDS to non-student
youth in both rural and urban areas. , developed by
Directorate of Health, Govt. of Maharashtra
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AIDS Prevention Education Programme
(661kb ) This workbook for teachers in secondary schools
in Mumbai has been developed to enable the teacher to
effectively conduct AIDS Education Prevention programme
in the schools. The schedule of the programme consists
of one - teachers meeting, one - parents meeting and
four sessions with the students. , developed by MCGM
Public Health Department and UNICEF |
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An Orientation To HIV / AIDS
Counseling (378kb ) The Modules are designed to
train HIV/AIDS care providers as for example, nurses and
social workers in hospitals, health centres and other
health and welfare facilities, both in the governmental
and nongovernmental sectors, and to be used by a team of
resource persons who have counselling experience as well
as experience in inservice training of health and social
workers. , developed by World Health Organization, WHO
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Assessing and Planning for Youth-Friendly
Reproductive Health Services-Work Book-1 (2.18Mb )
This tool was developed in response to the increasing
demand on the part of health systems, facilities and
communities to improve the access and quality of
reproductive health services for youth. It was designed
to help program managers assess the extent to which
their facility is already reaching youth, and what
characteristics of their program discourage young people
from accessing services. This tool also help to
prioritize services and programs and tailor them to
local needs. , developed by UNICEF |
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Change Agents of the New Millennium
(Module II) (1.16 MB ) Objectives of this module
are: a) Increasing understanding of role and position of
youth within the family Structure. b)Increasing
Information and knowledge base. c)Sensitisation towards
needs of family a girl child. d) Developing Action
Plans. , developed by Nehru Yuva Kendra Sangathan, NYKS
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Change Agents of the New Millennium
-Facilitator's Guide Line (209KB ) Nehru Yuva Kendra
Sansthan and UNICEF in collaboration with IDARA, have
joined forces to play a very vital role in the training
of youth. Both NYKS and UNICEF have youth as their
central focus in their overall program vision and
mission. The package of training modules prepared by
them, are Youth and development, Youth and Family and
Youth and Management along with the Facilitator’s
guideline. Each module is made up of the objectives,
suggested session plan, exercises and tools and
evaluation format. The training sessions are based on
experiential learning. The facilitator or trainer is
welcome to make the necessary changes. , developed by
Nehru Yuva Kendra Sangathan, NYKS, New Delhi &
UNICEF |
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Change Agents of the New Millennium Module
I (1.53 MB ) The Module on Youth and Development
covers issues on development both at the macro and micro
level. This module is based on experiential learning.
Experiential learning helps the participants to learn
from their own experience with the trainer as a guide.
Sessions based on experiential learning module,
situations and problems are presented, discussed and
analysed. , developed by Nehru Yuva Kendra Sangathan,
NYKS, New Delhi & UNICEF |
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Change Agents Of The New
Millennium-Module-III (721Kb ) The objective of the
manual is to sensitise the participants and increase
their understanding of the function of NYKS, NYKs and
Youth clubs. To inform the participants and increase
their knowledge with respect to i) the
political-economic factors that influence development
ii) the new and alternative development paradigm. To
facilitate in preparing action plans that will help the
participants in raising awareness and increasing
understanding of developmental work among the people of
their area. To assist the participants’ understanding of
the importance of group work and the techniques of
community and social mobilisation, communication and
participation for developmental work. , developed by
Nehru Yuva Kendra, UNICEF, NYKS |
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Child Right Education (216kb ) The
handbook gives a brief introduction to the United
Nations Convention on the Rights of the Child and
outlines MelJol’s efforts towards meeting its
organisational goals. It further elaborates the four
categories of rights and outlines the responsibilities
of children in the environment and recommends action
points for children. The lesson plans have been
suggested to enable teachers to plan sessions for
communicating the topics to the children. The handbook
has the following content, a) Children Have Rights! b)
MelJol’s Efforts. Section I is about Communication
Rights and Responsibilities, a) Right to Survival b)
Right to Protection c) Right to Development d) Right to
Participation Section II has the Lesson Plans to
Communicate Rights and Responsibilities a) Sugar and
Spice and All Things Nice? b) Can and Able c) Don’t Hurt
Me! d) A Home Somewhere e) No Place to Stay f) Busy All
Day g) No Fighting/Destruction Please , developed by
Meljol, Mumbai |
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Child To Child Resource Book II , Activity
Sheets (2.77mb ) This resource package contains
thirty-six Child-to-Child Activity Sheets grouped under
eight headings. In the Child-to-Child approach, topics
are selected are important for the health of children
and communities; which can be well understood and are of
interest to children and which children can act on.
Contents of this package are as follows: a) The
introductory sheet : How to use the Child –to-Child
Activity sheets b) Child Growth and Development c)
Nutrition d) Personal and Community Hygiene e) Safety f)
Recognising and Helping the disabled g) Prevention and
Disease h) Safe Life Styles I) Children in Difficult
Circumstances j) Making our Own Activity Sheets. ,
developed by The Child-to-Child Trust, London
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Children For Health (1.87Mb ) This is
a book for those work with and for children. It is based
on the belief that children not only to have better
health but are also able to give better health to
others. It contains health messages and supporting
information in seven of the 12 sections. The contents
for the twelve sections are as follows: a) Breastfeeding
b) Coughs and Colds c) Child Growth d) Malaria e) Child
Development f) AIDS g) Hygiene h) Safe Motherhood I)
Diarrhoea j) Accidents k) Immunization l) Food for the
Family. This resource book is for policy makers,
curriculum planners, health education planners, teacher
trainers, schools, clubs and youth groups and organisers
of out-of -school groups , developed by The
Child-to-Child Trust, London & UNICEF |
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Choose a Future! Issues & Options for
Adolescent Girls (Hindi) (1.8MB ) , developed by The
Centre for Development and Population Activities CEDPA
|
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Choose A Future, Issues and Options for
Adolescent Boys In India (2.66 MB ) The global
Choose a Future! Training manual of CEDPA, has been
adapted to the Indian context by individuals and
organisations with a deep concern for girls, young women
and boys. The contents of the manual are in sixteen
modules, which are as follows: Module I : Self Aware
Module 2 : Values Identification Module 3 : Gender
Awareness Module 4 : Feelings: Where are they and What
do I do? Module 5: Communication Skills Module 6:
Interpersonal Relationships Module 7: Our Families
Module 8: Community Module 9: The World of Work Module
10: Puberty Module 11: Reproduction Module 12: Health
Module 13: Marriage, Partnership and Parenthood Module
14: Legal Rights Module 15: Environment Module 16:
Taking off From Here Broadening Your Job Search Warm–up
Activities. , developed by CEDPA, In Collaboration with
UNFPA, UNESCO, Care India, Prerna, BGMS, SYPM, CINI,
FPAI, NIPCCD |
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Communicating About STDs/AIDs (788Kb )
With this Training Manual, National AIDS, Control
Organization (NACO) working to strengthen the capacity
of NGOs to use scarce resources more effectively in the
development of IEC materials. The training programs will
provide a forum for NGOs to share their strategies and
materials. This Manual has been designed for use over a
3-day training program whose agenda is : a) The first
day is dedicated to communicating and clarifying basic
facts on STDs/HlV/AIDS and sexuality. b) On the second
day’ the theme is IEC Activities -- role and step-wise
process. c) Adaptation and use of existing IEC materials
is the focus of the third day. The Manual provides the
trainer with comprehensive resource inputs for the
training program. , developed by Xavier Institute Of
Communications, Mumbai, NACO |
|
Conflict Resolution Education (912kb )
A Guide to Implementing Programs in Schools,
Youth-Serving Organization and Community and Juvenile
Justice Settings was developed for educators, juvenile
justice practioners, and others in youth-serving
organizations to heighten awareness of conflict
resolution education and its potential to help settle
disputes peacefully in a variety of settings. Conflict
resolution education includes negotiation, mediation,
and consensus decision making, which allows all parties
involved to explore peaceful solutions to a conflict.
When these problem-solving processes to conflict and
strife become a way of life, young people begin to value
getting along instead of getting even or getting their
way. A joint project of the U.S. Department of Justice
and the U.S. Department of Education, this Guide
provides background information on conflict resolution
education; an overview of four widely used, promising
and effective approaches; and guidance on how to
initiate and implement conflict resolution education
programs in various settings. After the Introducing the
Purposes of Conflict Resolution Education, the chapters
of this guide are as follows: a) Chapter 1:
Understanding Conflict Resolution b) Chapter 2: Process
Curriculum Approach c) Chapter 3: Mediation Program
Approach d) Chapter 4: Peaceable Classroom Approach e)
Chapter 5: Peaceable School Approach f) Chapter 6:
Juvenile Justice and Alternative Education Initiatives
g) Chapter 7: Parent and Community Initiatives h)
Chapter 8: Conflict Resolution Research and Evaluation
i) Chapter 9: Developmentally Appropriate Practice j)
Chapter10: Establishing Conflict Resolution Education
Programs k) Appendices , developed by U.S. Departments
of Justice & Education |
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Curriculum for AIDS Awareness in
Schools (411 KB ) This manual aims at imparting
education and creating awareness on HIV/AIDS and
developing life skills among adolescents through
schools. , developed by Centre for Integrated
Development of Resource poor Areas & People
(CIDRAP), Lucknow (A Project Supported by UNICEF &
UPSACS) |
| F |
Facilitator's Folder (197 KB ) This is
for use in pre-planning for the Training of
Facilitators. This folder contains information material
about the Workshop on Strengthening Participatory
Attitudes in Communication and Development held in
Kathmandu, Nepal, hosted by UNICEF’s ROSA Regional
Office. It includes copies of materials adjusted for the
purposes of this workshop, and materials adjusted as a
result of learning experiences during the planning and
the workshop itself; resource materials handed out to
participants; additional resources and information on
attempts to encourage the participants to reflect on
their experiences within the workshop. The ROSA workshop
report is also presented in the folder. , developed by
The Adult Learner, A Neglected Species 1990, Gulf
Publishing, Houston, UNICEF, ROSA |
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Facilitators Guideline For The
Trainers (58.8Kb ) The refresher training of
Trainers is divided into three modules:a) Youth and
development;b) Youth and Family c) Youth and Management.
Each of the modules is geared towards increasing
participants understanding of the issue and raising
their sensitivity and enhancing knowledge. The modules
follow plan of learning, doing and planning actions. ,
developed by UNICEF , NYKS |
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Family Life Education (92kb )
Introduction of the concept of Family Life Education and
Adolescent education as a student friendly sharing of
knowledge, information and feelings related to human
sexuality, environment and understanding of the body,
mind and behaviour during adolescence. , developed by
International Planned Parenthood Federation
|
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Family Life Education ( Curriculum
Education ) (1.49 MB ) The guide is meant to serve
as a model and resource for teachers setting up family
life education programs at the secondary level. It
presents a specific ten session model for programs at
the secondary level. It divides both the junior and
senior high program into ten sections. Each section
begins with a listing of the general objectives for that
session and with a brief overview and explanation of the
approach. The junior high program tends to focus more on
the issue of self-esteem while the senior high program
focuses more on problem-solving and decision-making. ,
developed by Network Publications, Santa Cruz, Family
life education project; Santa Cruz |
| G |
Games And Exercises (1.34 MB ) Games
and Exercises in Visualization in Participatory
Programmes. , developed by A joint publication of the
Communication Section, UNICEF Eastern and Southern
Africa Regional Office, Nairobi, and the Organizational
Learning and Development Section, Division of Human
Resources, UNICEF New York. UNICEF-ESARO |
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General Frame Work Of Adolescence
Education (93kb ) This package of Basic Education
Materials seeks to introduce adolescent education in
schools and to make it an integral part of the school
curriculum. The package contains five parts and a small
booklet introducing the package. Part I delineates the
conceptual framework of adolescence education and
contains the details of the scheme of contents with
suggested modalites for their integration into the
existing syllabi and textbooks of different subjects at
various school stages and courses of pre-service and
in-service teacher education. The package includes a)
Introduction about adolescence, reproductive health
needs of adolescents and the need for adolescent
education b) Conceptualization of adolescent education,
its general objectives c) Strategies and Methods of
curriculum transaction, teaching methods and evaluation
d) Scheme of content for adolescent education. ,
developed by National Population Education Project,
Department of Education in Social Sciences &
Humanities, NCERT, New Delhi |
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Growing up in family (1673kb ) Growing
up in Family is a training manual on Family life
Education for Youth is a supporting document for
trainers for imparting Family Life Education to the
adolescents and Youth. , developed by Commonwealth Youth
Programme, Commonwealth Secretariat: Asia Centre,
Chandigarh |
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Guide to Sex and Sexuality (346 KB )
This guide is for sexual health trainers. It aims to
introduce the audience to basic concepts of sex and
sexuality and some of the societal forces which shape
our overall sexual health. The guide is divided into the
following four sections:a) S E C T I O N I: Becoming
Sexually Aware b) S E C T I O N II: Our Bodies Our
Selves c) S E C T I O N III: Sexual Behavior d) S E C T
I O N IV: Sexuality in Social Context. , developed by
The Naz Foundation (India) Trust, New Delhi
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| H |
Ham Janna Chahte Hain (2.1MB ) ,
developed by |
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Handbook for legislators on HIV / AIDS,
Law and Human Rights (775kb ) The Handbook analyses
each of the 12 International Guidelines on HIV/AIDS and
Human Rights and gives best practice examples of their
implementation, in terms of content/and/or process, at
national and local and regional levels. , developed by
UNAIDS & Inter Parliamentary Union |
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Handbook on AIDS Home Care (2.99 MB )
The aim of this handbook is to equip care providers with
the information and skills they need to help families
gain confidence about their own ability to provide safe,
compassionate and helpful care to people with HIV
infection or AIDS in their homes. Health care managers
seeking to improve the home care of those with AIDS can
also use this handbook. The handbook can be adapted to
suit the specific conditions in their own country or
area, and use it as a resource book for training health
care workers. This handbook is an adaptation of AIDS
Home Care Handbook produced by WHO, Geneva. , developed
by World Health Organization, Regional Office for South
East Asia, New Delhi INDIA, WHO, SEARO |
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Health Promotion in Our Schools (1.29
MB ) The book encompasses the concepts of
health-promoting school and of comprehensive school
health education and promotion and that of life skills.
Health promotion involves all the health learning and
health action which takes place in the school: The
health services in a school; School policy and
management practice in relation to health; The nutrition
provided to school children; The hygiene and sanitation
in the school; The teaching and learning that takes
place in it: Actions to spread health from school to the
community. This book focuses on all the six aspects and
particularly on the the teaching and learning about
health which takes place in class and out of it. It is
for those who plan, organize and promote health in
schools and who wish these schools to become health
promoting. , developed by The Child-to-Child Trust in
Association with UNICEF, The Child-to-Child Trust,
London & UNICEF |
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HIV / AIDS Awareness and Family Life
Education (1.76 MB ) This training manual is meant
to serve as a practical resource guide primarily for
street educators, who are engaged in increasing
awareness of HIV/AIDS and Family Life Education among
the street children/ adolescents. The aim of this
training manual is to : Strengthen street educators’
professional skills in counselling street adolescents by
assisting them to acquire knowledge, skill, and values
which will prepare them for responsible adulthood. 2.
Helping street children to understand their feelings and
beliefs, and to cope with the physical, emotional,
sexual and social changes which are part of the growing
up process and thus improve their life style in order to
lead healthy lives. 3. Guiding street children towards
healthy safe sexuality and to ensure that they
understand how to protect themselves against sexually
transmitted diseases including HIV/AIDS. , developed by
Young Women's Christian Association of India , New Delhi
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| J |
JAGJAGI (Green) (547KB ) , developed
by Bihar Shikhya Pariyojana Parishad, Mahila Samakhya,
Patna |
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Jimmedari Poorna Yauvan Ki Aur (Hindi)
(866KB ) , developed by University Campus, Almora and
National Aids Control Organization NACO |
| L |
Learning For Life (1385kb ) The module
has been prepared by the National AIDS Control
Organisation, Ministry of Health and Family Welfare,
Government of India, for teachers in collaboration with
UNICEF as part of its program to implement AIDS
education in the school system. The module will serve as
a resource guide for teachers in imparting education
about adolescence, HIV/AIDS and STIs to the students.
The module aims to increase knowledge on adolescence,
HIV/AIDS/STIs; to develop skills on self-assertion and
to develop positive attitudes towards sexuality and
those living with HIV/AIDS. , developed by NCERT, NACO,
UNICEF & UNESCO |
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Life Skills Education - Planning For
Research (287Kb ) This document describes the place
of research in the process of life skills programme
development, implementation and maintenance. For life
skills education to be appropriate, to be effective and
to continue to be relevant, research needs to be
undertaken as an integral part of the whole process. ,
developed by World Health Organization, Geneva, WHO
|
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Life Skills Education for Out of School
Adolescents (953 KB ) The training modules for
facilitators working with adolescents were developed
following a rapid need assessment (RNA). Accordingly
three major needs of adolescents, i.e. health, mental
health and counselling and communication emerged. The
modules are entirely activity oriented. There are games
and exercises that the adolescents can participate in
and enjoy the learning process. These modules are meant
to help participants enhance their knowledge, skills and
attitudes by looking within themselves (introspection
and reflection) and delving into their experiences
(experiential learning) to find out for themselves the
areas where they have problems or need to improve. ,
developed by Consultants supported by WHO, IAWG
supported project |
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Life Skills for Adolescent Girls Volume -
I (2.42 MB ) The Institute of Health Management
Pachod(IHMP) has developed a one-year course on the life
skills for adolescent girls which aims at their holistic
development, its broad objectives are a) to promote
improvement in the social status of adolescent girls
through the development of skills related to gender,
legal literacy and team building; b) to promote
improvement in the health status of adolescent girls
through development of cognitive and practical skills in
health and nutrition; c) to promote self-development and
increase self-confidence and self-esteem through
involvement in a community project and learning art and
crafts. To fulfill these objectives it is learner
oriented and exercises have been developed based on life
experiences of rural adolescent girls. , developed by
Institute of Health Management Pachod |
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Life Skills Principles in Formal and
Nonformal Settings (166kb ) The general learning
objective of the training manual is that participants
will develop skills in : A. Self-awareness B. Creative
thinking - critical thinking C. Communication-
interpersonal skills D. Empathy E.
Self-esteem-self-confidence F. Problem solving G.
Decision-making H. Conflict resolution and coping with
stress and emotions And apply these skills to the areas
of girls’ education, prevention of sexually transmitted
infections, including HIV/AIDS, polio eradication,
female genital mutilation, nutrition, alternative income
generating activities, for health-giving behaviour to
enhance healthy individual and community development. ,
developed by |
| M |
Manual for Training Of Trainers In Aids
Prevention Education (867 KB ) A training manual for
key trainers prepared by the master trainers of AIDS
Prevention Education Programme. This manual is intended
for use by key trainers in training the nodal teachers
of secondary schools. The purpose is to help the youth
to understand sexuality, cope with pressure, develop
assertive skills and assume responsible behaviour. In
the context of HIV / AIDS - to instill the concept of
healthy life-style, reinforcement of moral values and
attitudes. , developed by MCGM Public Health Department
and UNICEF |
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Manual On Applied Research (968Kb )
The manual developed by CYP: Asia Centre aims to present
the most important facts relating to action research in
a form that is readily understandable to both the youth
worker working at grass-roots level and a lay reader. ,
developed by ASIA CENTRE, CHANDIGARH |
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Meljol Aflatoon Malika (Blue - Marathi) ,
Training Guideline Book (508KB ) The teacher’s
manual designed to help teachers use the books
effectively and creatively, making both teaching and
learning a fun experience. Teachers do not find it a
burden because of the methodology used, since it does
not demand more time and efforts on the part of the
teachers, which make the books more acceptable. ,
developed by Meljol , Mumbai |
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Meljol Aflatoon Mallika (Green -
Marathi) (1.5MB ) These were first introduced in the
Thane district in academic year 1999-2000. The response
of the teachers, children and authorities in the
district has been very positive. , developed by Meljol
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Meljol Explorers Class-VI (Blue) (2.04
MB ) MelJol Aflatoon Series Books have illustrations and
pictures on each page and include various activities
like games, stories, songs and slogans to communicate
value-based messages. The methodology of local folk
songs, narratives used by MelJol is to enhance the
programme effectively at the grassroots. The books are
interactive and child friendly, and emphasize the
concept of learning through doing. MelJol Aflatoon
Series Books are based on the syllabi of the state
educational board and have incorporated the essence of
the eighty-three values supported by NCERT. Through
these books MelJol has operationalised these values and
related it to the day to day realities. In addition
MelJol has related value education to the United Nations
Convention on the Rights of the Child 1990, within the
rural context. , developed by MelJol, Mumbai
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Meljol Explorers Std VII(Red) (1.22 MB
) , developed by Allied Publishers Limited |
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Meljol Explorers Std VIII (Green)
(1.00 MB ) , developed by Allied Publishers Limited
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My Future is My Choice (Yellow) (434
KB ) My Future Is My Choice (MFMC) was developed by the
Ministry of Basic Education and Culture and the Ministry
of Youth and Sports in partnership with the United
Nations Children Fund (UNICEF) and the University of
Maryland School of Medicine. My Future Is My Choice is a
10 session programme which aims to give young people the
information and life skills they need to make decision
about their future. My Future Is My Choice aims to : *
provide young people with the skills to delay sexual
intercourse. * prevent young people from becoming
infected with HIV and dying from AIDS * provide young
people with facts about sexual health, pregnancy, STDs
and HIV/AIDS * improve the communication between boys
and girls, between friends, between young people, their
parents and their community. * improve the decision
making skills of young people * provide young people
with the skills they require so that they can make
informed decision about their sexual health * provide
young people with the information and skills required to
face peer pressure around the use of non-prescription
drug and alcohol , developed by The Youth & Health
Development Programme, Govt. of the Republic of Namibia
& UNICEF |
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My Future is My Choice - Participants Work
Book (White) (303 KB ) This workbook has been
developed for the participants of the GRN-UNICEF
Programme of Cooperation extra curricular, “My Future is
My Choice (MFMC) life skill training programme for HIV
prevention end risk behaviour reduction. , developed by
The Youth Health and Development Programme, Government
of the Republic of Namibia and UNICEF |
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Neeli Kitab (Hindi) (386KB ) This
booklet developed by TARSHI, you will find information
about different aspects of sexuality and relationships
for adolescents in the age group of fifteen plus. ,
developed by TARSHI |
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Package Of Basic Materials: Adolescence
education in School (93kb ) The package of Basic
Education Materials seeks to introduce adolescent
education in schools and to make it an integral part of
the school curriculum. It contains five parts and a
small booklet introducing the package. This package may
be used by curriculum framers, textbook writers and
other material developers, teacher educators, master
trainers, teachers, students and parents. It may also be
useful for policy framers, opinion leaders, all
categories of educational functionaries of different
levels, personnel managing related programmes
implemented by governmental as well as non-governmental
organizations (NG0s) and all other persons who have
interest in this area This introductory booklet looks at
a) Adolescent Profile in India, identifying their needs
and requirements in India. b) Training design containing
a specific training design which may be meaningfully
used in training or orientation programmes in
adolescence education to be organized for teacher
educators and teachers who would teach this curricular
area in classrooms as well as transact it through
co-curricular activities. c) Pre and Post evaluation
questionnaire, The training programme may begin by
conducting a Pre-Test, and conclude with Post-test which
is a sample tool consisting of Knowledge Test and
Attitude Scale is given in the following pages. It may
be suitably adapted or some other tool may be prepared.
, developed by National Population Education Project,
Department of Education in Social Sciences &
Humanities, NCERT, New Delhi |
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Pathya Pustak HIV / AIDS Ki Roktham
(Hindi) (933KB ) , developed by CBCE Commission for
Health |
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Planning for HIV / AIDS Communication
(1.57 MB ) WHO's South-East Asia Regional Office in
collaboration with the National AIDS Control
Organization (NACO) of the Ministry of Health and Family
Welfare, Government of India, have developed 12 training
modules on "Planning for HIV/ AIDS Communication." The
modules have been developed for AIDS Programme Managers
but can with appropriate modifications be used in
training programmes for other categories of personnel
involved in HIV/AIDS communication, both from government
and non-government organizations. The modules were first
pre-tested at a training workshop for AIDS Programme
Managers in India and then modified and adapted for use
in other countries of WHO's South-East Asia Region. ,
developed by World Health Organization, Regional Office
for South East Asia, New Delhi, National AIDS Control
Organization Ministry f Family and Health Welfare WHO
& NACO |
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Population and Adolescence Education
(1400kb ) A Training Package for resource persons and
Secondary School Teachers is the basic training material
on the basis of which training programmes for Master
Trainers and secondary school teachers can be organised.
The trained teachers will, in turn, create awareness and
develop skills among secondary school students, both
boys and girls. The focus is on issues of population,
development, environment and reproductive health for a
better quality of life of their own and at their future
generations. , developed by Population & Development
Cell, CBSE, New Delhi |
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Population Education In Vocational
Training Programme (Part 2) (274kb ) Guidebook for
Resource Persons. It contains Sessions and Activities
for the Resource Persons. It contains Sessions and
Activities for the Resource Persons for organizing and
conducting a six days Induction Training Programme for
Instructors of Industrial Training Institutes/Industrial
Training Centres. Sessions of the Guidebook include
Participants Introduction, Population Education under
Vocational Training Program, Role and Tasks of
Instructors in Population Education, Planning and
Preparation for Practice, Training Program Evaluation
etc. Apart from the Sessions, this section also contains
Activities which have to be conducted practically
everyday or at different points of time during the
training e.g. Climate setting for training, Warm-ups,
Recap, Pre and Post Tests of the three Units etc. ,
developed by PRERANA, Dir. Gen. of Employment &
Training, Dept. of Family Welfare, Prerana & UNFPA
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Population Education In Vocational
Training Programme (Part 3 ) (750KB ) , developed by
Dir. Gen. of Employment & Training , Deptt. of
Family Welfare , PRERANA & UNFPA |
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Population Education in Vocational
Training Programme (Part I ) (939 KB ) This manual
is part of a training package, developed by The
Directorate General of Employment & Training
(DGE&T), Ministry of Labour along with UNFPA for
instructors and trainees of ITIs on Population
Education. The subjects on Population Education based on
the recommendations of The International Conference on
Population and Development (ICPD) held in Cairo in 1994,
such as empowerment of women, awareness of HIV/AIDS,
substance abuse, etc. This manual has three modules.
Part 1: Manual for Instructors - This Part contains the
detailed course contents of Population Education to be
taught by the Instructors as part of the Social Studies
Paper to the trainees/students of the vocational
training programme. , developed by Directorate General
of Employment and Training, Ministry of Labor,
Government of india, Dir. Gen. of Employment &
Training, Dept. of Family Welfare, Prerana & UNFPA
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Positive Development (1.26mb ) This
manual is developed by The Global Network of People
Living with HIV/AIDS (GNP+). It has been written for
people working in groups: support and self-help groups
of and for people with HIV and AIDS, groups which also
include families, friends and care givers; and groups
that are educating, campaigning or lobbying for the
rights of people with HIV. It is practical in focus.
There are checklists, ‘hints and tips’ and group
activities (on photo copiable pages), with step-by step
instructions, explanations and ideas for further
discussion. Many case studies from around the world are
included, as examples of how some groups have put these
ideas into practice. , developed by Global Network of
People Living, Global Network of People Living with HIV
& AIDS (GNP+) in collaboration with Health Link
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Reaching Out - A Training Module For
Building Communication Skills Of Outreach Workers
(1.61Mb ) This communication skill building manual has
been developed to facilitate outreach workers to enhance
their communication skills. The manual has been
developed by those with on-the-ground experience for use
by regional trainers. The manual is one of the key
training tools developed by the project. It is designed
as a six-day training programme in interpersonal
communication skills. Each day is divided into four
sessions of approximately two hours each. Each session
consists of one or more exercises. , developed by Xavier
Institute Of Communication, Mumbai , NACO |
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Reproductive Health Education and
Training (1480kb ) To educate the adolescents, NGO
workers and industrial workers in Family Life and
Reproductive Health an attempt has been made to develop
a Manual for the Trainers and Peer Educators. The manual
covers five broad areas of Family Dynamics;
Communication & Counselling; Adolescence; Basic
Preventive Health and Reproductive & Child Health.
Facilitators Guide has been added to help the trainers
to select and design their training contents and
methodology. The manual has been written to make it
trainer oriented and user friendly. Each module has been
broken into multiple sessions, with instructional
guidelines, work sheets/exercises and facilitators
handout. The guidelines also suggest choice of subject,
and training technique suitable for specific type of
audience/trainees. The training methodology is highly
participatory and informal. The objective of each
session and the method to evaluate them have been
defined. , developed by Parivar Seva Sanstha, New Delhi
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Sakaar Honge Sapne (Hindi), Family Life
Education Traning Guideline (1.68MB ) , developed by
UNICEF Lucknow, Samashti |
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School Health Education to Prevent AIDS /
STD (Student's Activities) (866 KB ) Students’
activities include fifty-three student activities that
meet a wide range of objectives for teaching an
HIV/AIDS/STI programme. These include Unit 1 : Basic
Knowledge on HIV/AIDS/STIs, Activities 1-19. Unit 2:
Responsible Behaviour: Delaying Sex, Activities 1-7.
Unit 3: Responsible Behaviour: Protected Sex, Activities
1-9. Unit 4: Care and Support : Activities 1-9. ,
developed by World Health Organization & UNESCO
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School Health Education to Prevent AIDS /
STD (Teacher's Guide) (844 KB ) Teachers’ guide
contains specific instruction on how to teach each
activity, and background information for teaching a
programme on HIV/AIDS/STI. This guide has been developed
to help the teacher prepare and teach a programme on
AIDS. , developed by World Health Organization &
UNESCO |
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School Health Education to Prevent AIDS
and STD (Handbook for Curriculum Planners) (444kb )
This resource package has been compiled to assist
curriculum planners to design HIV/AIDS/ STI education
programmes for their own school systems, for students
aged between 12 and 16. This package uses two
publications by WHO, UNESCO and UNICEF as primary
sources. The first part includes Handbook for curriculum
planners, which outlines the main steps in curriculum
planning, and includes a series of appendices, mostly
evaluation instruments. , developed by WHO,UNESCO
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Skills For Action (2.07mb )
Lions-Quest Skills for Action is an innovative and
flexible curriculum for grades 9-12 that moves beyond
the classroom to build essential life and citizenship
skills through school-based service-learning. This
module offers students the opportunity to gain the
knowledge and skills to make positive contributions at
home, at school, in the community and in the workplace.
Students learn to communicate effectively, analyze and
solve problems, set and achieve goals, work successfully
as part of a team and resolve conflicts peacefully. ,
developed by Quest International |
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Skills For Adolescence Vol 1 (684kb )
The Lions Quest Skills for Adolescence program is a
series of 95 sequential, skill-building sessions for
grades 6-8, that can be adapted to a variety of settings
and formats, including mini-courses, semester courses
and courses spanning one, two and three years. The 45
minute sessions are arranged in seven units, each with
its own distinct theme. These are 1) Entering the Teen
Years The Challenge Ahead 2) Building Self –confidence
Through Better Communication 3) Building Self confidence
Through Better Communication 4) Friends: Improving Peer
Relationships 5) Strenthening Family Relationships 6)
Developing Critical-Thinking Skills for Decision Making
7) Setting Goals for Healthy Living. , developed by
Lions Club International & Quest International
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Skills For Adolescence Vol 2 (784kb )
Classroom Climate Strategies is designed specifically
for setting where the skills for Adolescence program is
being used over a period of two or three years. The goal
is to strengthen skills that students have already
learned and reinforce the importance of developing a
classroom atmosphere of openness, support and sharing of
ideas. , developed by Lions Club International &
Quest International |
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Skills For Adolescence Vol 3 (1010kb )
Entering The Teen Years: The Challenge Ahead, the
objective of this section is to learn skills that are
needed to create a supportive learning environment, to
become aware of, identify and explore the normal changes
that occur during adolescence, to become motivated to
accept resposibility for healthy living, to identify and
examine key skills for healthy growth and development. ,
developed by Lions Club International & Quest
International |
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Skills For Adolescence Vol 4 (630kb )
Building Self confidence Through Better Communication,
includes sessions which help build individual
self-confidence by learning more about oneself and
others. To learn and practice effective listening,
responding and validation skills. To develop a sense of
responsibility and cooperation within a group. ,
developed by Lions Club International & Quest
International |
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Skills For Adolescence Vol 5 (697kb )
The Goals of Learning About Emotions : Developing
Competence in Self-assessment and Self-discipline, the
goals of this section are a) to understand that young
adolescents experience a wide range of common feelings
and that these feelings are normal b) to explore
appropriate ways to communicate feelings c) to examine
the range of emotions and learn positive responses to
outside influences d) to learn how to perceive troubling
emotions such as anger and frustration as positive
challenges e) to learn how positive emotions promote
good feelings about oneself and others. , developed by
Lions Club International & Quest International
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Skills For Adolescence Vol 6 (872kb )
Friends : Improving Peer Relationships, the goals of
Unit 4 are a) to learn ways of building healthy
friendships, b) to be aware of and learn to respond
appropriately to peer support and peer pressure c) to
practice resisting negative peer pressure d) to learn to
communicate effectively and handle conflict in
relationships. , developed by Lions Club International
& Quest International |
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Skills For Adolescence Vol 7 (831kb )
The Goals of Unit five goals Strengthening Family
Relationships, a) to enhance the students’ understanding
of the role families play in nurturing and development;
b) to examine how family relationships can affect the
attitudes and behaviour of family members; c) to involve
the students in improving communication and problem
solving in their own families; d) to promote an
understanding that there are many different types of
family structures in our society and that families
differ widely according to their culture and background;
e) to learn ways in which family members can enjoy each
others’ company; f) to encourage greater appreciation of
the value of positive family experiences. , developed by
Lions Club International & Quest International
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Skills For Adolescence Vol 8 (1230kb )
The goals of Unit six, Developing Critical-thinking
Skills for Decision Making, a) to understand the
processes that Govern decision making, b) to examine
choices and consequences related to decisions as part of
a decision-making process, c) to learn critical-thinking
skills as a way of reducing susceptibility to false or
misleading information, d) to ask questions and apply
critical thinking to information about alcohol, tobacco,
marijuana and other drugs, e) To practice ways of saying
”NO” to pressures and influences related alcohol,
tobacco, marijuana and other drugs, f) to develop a plan
for accepting personal responsibility for decisions
related to health and pressures to use chemical
substances. , developed by Lions Club International
& Quest International |
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STI Education : Teacher's Training Kit --
WHO (260 KB ) This publication, is meant for
secondary and further education teachers who work with
young people. It is a response to a growing need for
accurate information on STI, aimed at young people, as a
first step towards STI prevention. The purpose of this
publication is to inform teachers about STI and their
consequences for the health of young people. It contains
key information on STI, as well as suggestions for
teaching STI education. It aims to improve the capacity
of teachers to provide accurate and appropriate
information on STI. , developed by World Health
Organization - Regional Office for the Western Pacific,
WHO |
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Students' Activities (370kb ) This
package of Basic Education Materials seeks to introduce
adolescent education in schools and to make it an
integral part of the school curriculum. The package
contains five parts and a small booklet introducing the
package. Part IV of the Package, therefore, aims at
initiating the teaching learning process in adolescence
education in schools without waiting for these to be
formally integrated in syllabi and textbooks. Nine
Students’ Activities have been incorporated in this
Part, and these activities have been selected and
designed by taking into consideration the need to strike
a balance between what is desirable and what is
practical. These may be organised in both classroom and
out-of-classroom situations with basic minimum
infrastructural facilities. An attempt has been made in
the following pages to delineate various aspects of the
process of conducting each activity. The activities
included in this Part are : 1. Question Box 2. Group
Discussion 3. Value Clarification 4. Role Play 5. Case
Study 6. Debate 7. Painting/Poster Competition 8. Essay
Competition 9. Quiz contest These activities on
adolescence education are expected to attain the
following objectives : (i) To make learners aware about
adolescent reproductive health during the process of
growing up, HIV/AIDS, and drug abuse; (ii) To remove
myths and misconceptions regarding various developments
during adolescence; (iii) To develop skills among them
to assert themselves in and\or avoid risky situations
including the skill to resist drug abuse; and (iv) To
develop a healthy and positive attitude among them
towards reproductive health related issues, HIV/AIDS and
drug abuse, and respect for the opposite sex. ,
developed by National Population Education Project,
Department of Education in Social Sciences &
Humanities, NCERT, New Delhi |
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Talking About AIDS In Schools (170kb )
This advocacy workshop design as been developed to
initiate a process in New Delhi schools, by which
preventive education on AIDS/STD for adolescents will
have acceptance and the full support of school
principals, administrators, teachers and parents of
secondary school students. a) Module I – Talking About
HIV/AIDS b) Module 2 – Targeting Adolescent Boys and
Girls c) Module 3 - Understanding Adolescence d) Module
4 – Developing Methodologies , developed by UNESCO;
ROTARY INTERNATIONAL |
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Teacher's Curriculum For Drug
Prevention (372kb ) The lessons of this book are
designed to provide teachers of special education with
outlines of lessons that give their students information
about drugs and that help them develop skills which will
enable them to avoid drug use and addiction. The book is
divided into an opening lesson, and then four parts:
Opening Lesson: Time Capsule – this lesson gives special
education students a sense of how much they change over
the course of a year. Part I: Self Awareness – lessons
designed to raise self esteem and to enable students to
set reasonable goals that they will be able to achieve.
Part II: Decision-making and Problem-solving – lessons
teach decision-making, with these lessons students will
be less likely to turn to drugs to escape their
problems. Part III: Assertive Communication and Stress
Management - lessons show ways to express themselves
respectfully but forcefully, and to reduce stress
through specific activities. Part IV : Knowledge about
Drugs – This section includes a Jeopardy –type game as
well as several science experiments. Provides accurate
information about drugs as well as effects of using
them. , developed by Department of Health Studies, New
York University & Associates |
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The Blue Book - 15+ years (489Kb ) ,
developed by TARSHI |
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The development and dissemination of life
skills education : An Overview (159Kb ) Training
Workshops for the Development and Implementation of Life
Skills Programmes (distributed separately) is a set of
descriptions of training workshops to assist agencies
wishing to embark on the process of life skills
programme development. The workshops provide the outline
of an interactive approach to training, covering the
initial training needs of policy makers, training of
trainers, programme developers, parents and community
members. , developed by Health Promotion Unit, UNICEF,
New York, WHO |
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The Red Book for 10-14 years (Hindi)
(392KB ) , developed by TARSHI |
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The Red Book-for 10-14 years (419Kb )
This booklet developed by TARSHI, you will find
information about different aspects of sexuality and
relationships for adolescents in the age group of ten to
fourteen years of age. , developed by TARSHI
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The Reproductive Health Approach (95kb
) This guide is for sexual health trainers. It aims to
introduce the audience to basic concepts of sex and
sexuality and some of the societal forces which shape
our overall sexual health. The guide is divided into the
following four sections:a) S E C T I O N I: Becoming
Sexually Aware b) S E C T I O N II: Our Bodies Our
Selves c) S E C T I O N III: Sexual Behavior d) S E C T
I O N IV: Sexuality in Social Context. , developed by
Geeta Sethi & Marion Carter, The Population Council,
New Delhi |
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The Surprising Years (1.76 MB ) A book
for Parents developed by Lions Clubs International and
Quest International. This book shares some of the joys
of the early adolescent years – and the struggles. ,
developed by Lions Clubs International and Quest
International |
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Training Childcare Functionaries
(149kb ) , developed by Committed Communities
Development Trust, Committed Communities Development
Trust, Mumbai and Project Concern International, New
Delhi |
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Training Manual - Adolescent Girls
Initiative (1.6Mb ) , developed by Department of
Preventive & Social Medicine, Seth GS College,
Department of Public Health, Brihanmumbai
Mahanagarpalica |
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Training Module 1 - Youth And
Development (183kb ) , developed by Nehru Yuva
Kendra Sangathan , NYKS |
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Training Module 3 - Youth And
Management (175kb ) , developed by Nehru Yuva Kendra
Sangathan , NYKS |
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Training module on the sentinel
surveillance of hiv infection (383 KB ) This Module
describes the tasks to be performed to conduct HIV
surveillance, particularly sentinel surveillance in
sentinel groups and at sentinel sites. , developed by
National AIDS Control Organization ( NACO ), Ministry of
Health & Family Welfare, Government of India, NACO
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Training workshop for the development and
implementation of lifeskills programmes (375kb )
These workshop materials and trainer’s guide form pan
three of a set of materials to guide the development and
implementation of life skills education programmes in
schools. They should be used in conjunction with the
first two parts, which are presented separately: Parts 1
& 2, Life Skills Education in Schools: Introduction
and Guidelines to Facilitate the Development and
Implementation of Life Skills Programmes
(MNH/PSF/93.7A). This third part is primarily for the
use of those who will be involved in the promotion of
life skills education, the development of life skills
programme materials and the training of life skills
trainers. , developed by World Health Organization,
Division of Mental Health, WHO, Geneva |
| U |
Understanding and living with AIDS
(1.55Mb ) The booklet is meant for use by health and
health-related workers and all those involved and
interested in understanding AIDS and helping people to
live with AIDS in the community. , developed by World
Health Organization (WHO, SEARO ) |
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UNESCO Project on Life Skills in
Non-Formal Education (121 KB ) In this booklet field
visits to various NGOs are briefly summarized to develop
a profile of centres and educators who will be
appropriate channels for establishing life skills
education. , developed by Remedia Trust, New Delhi,
REMEDIA Trust |
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Unesco Project On Life Skills in
Non-Formal Education - Project Report (291 KB ) This
report of the project of Life Skills and HIV/AIDS
Preventive Education in Non-Formal Education, which was
sponsored and funded by UNESCO, New Delhi. The report
also contains profiles of some NGOs working in the area
of non-formal education.These profiles are given in a
booklet, which gives detailed information about how
these NGOs function. This will help funding bodies
decide which NGOs can take up pilot studies in Life
Skills. , developed by Remedia Trust, New Delhi, REMEDIA
Trust |
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Unmasking AIDS (1.80mb ) Unmasking
AIDS is a resource for training and group work. It is
made up of a 43-minute video and this 60-page guide.
This guide provides suggestions on using the video
within the context of HIV education work with groups. It
provides a synopsis of the video together with questions
for discussion and activities. Many people have little
experience of participatory group methods or the use of
drama in their own education, training and work. They
often have not had the opportunity to see them in
action. Unmasking AIDS aims to demonstrate that these
approaches are both helpful and feasible for use in HIV
and sexuality education, and can usefully complement
other educational approaches and activities. , developed
by AIDS Prevention Unit International Planned Parenthood
Federation, IPPF, London |
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Vidhyalayon Mein AIDS Shiksha (Hindi),
Training Package (641KB ) , developed by UNICEF,
State Education Research and Training Commission, Bihar
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Visualization in Participatory
Programmes (3.21 MB ) A workbook for facilitators
and trainers involved in participatory group events. It
is directed toward everyone who wants to improve the
traditional style of group events. VIPP means
"Visualization in Participatory Programmes", a people
centered approach to planning, training and other group
events. It combines techniques of visualization with
methods for interactive learning. , developed by UNICEF,
Bangladesh |
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Why is Sashi needed (464kb ) The
manual speaks of collection of information or data
relating to treatment seeking behaviour, STDs and other
aspects of sexual health including prevalence, treatment
and treatment seeking for STDs, which can help to
highlight alternative strategies for improving sexual
health. , developed by Nehru Yuva Kendra Sangathan
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