New challenges for school AIDS education within an evolving HIV pandemic

Barriers to HIV and sexuality education in Asia

“…The belief that talking to young people about sex will encourage earlier sexual activity forms the basis of much of this resistance (Acharya et al, 2010;Shaw, 2009;UNESCO, 2007;Ingham, 2005;Gubhaju, 2002;Schenker, 2001), although extensive research suggests that good quality HIV and sexuality education does in fact delay the age of sexual debut and reduce young people's sexual risk behaviours UNESCO, 2009;Bearinger et al, 2007).…”

“…Under the impact of advocacy and support by external agencies and development partners, policies concerning school-based HIV and sexuality education may therefore be comprehensive and supportive at a national level, but may have a limited impact in schools themselves when confronted with norms prohibiting frank and open discussion of sex. Additionally, poorly formulated policies can lead to a lack of clarity concerning stakeholder responsibilities for the implementation of school-based HIV education (Schenker, 2001). …”

“…Epstein and Johnson (1998, p. 190) have argued that HIV and sexuality education couched exclusively or largely in terms of biological reproduction "cannot fail to be heterosexist in nature", and the topics noted by Smith et al (2003) also fail to address interpersonal sexual relations including first sexual experiences, and how to maintain an active and safe sexual life. Issues such as contraception are often presented in contexts that are disconnected from young people's lives, and framed by reference to marriage and family planning which may not be the immediate goals of all young people (Smith et al, 2003;Schenker, 2001). Moreover, HIV and sexuality curricula are very seldom informed by young people's own priorities and interests (Allen, 2005).…”

“…In order to teach the subject, teachers need a good understanding of the scientific and social dimensions of SRH, including HIV prevention, and should ideally consider the ways in which their own beliefs, attitudes, (mis)conceptions and experiences affect their teaching (Schenker, 2001;Smith et al, 2003). However, lack of specific training which, for example, sensitises teachers on the importance of HIV and sexuality education and provides them with skills to teach the subject to students, constitutes a significant barrier to effective implementation in many Asian countries (Schenker, 2001;Smith et al, 2003;Ross et al, 2006;UNESCO, 2007UNESCO, , 2009).…”

“…However, lack of specific training which, for example, sensitises teachers on the importance of HIV and sexuality education and provides them with skills to teach the subject to students, constitutes a significant barrier to effective implementation in many Asian countries (Schenker, 2001;Smith et al, 2003;Ross et al, 2006;UNESCO, 2007UNESCO, , 2009). …”