SubRegional capacitybuilding seminar for HIV and AIDS curriculum development

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Sub-Regional capacity-building seminar for
HIV and AIDS curriculum development

• Vietnam Country Report

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Structure

• Part I. Possitive aspects
• Part II. Disfficulties
• Part III. Solution

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Part I. Positive aspects

• HIV/AIDS prevention education is the concern of
  many countries in the world of which there is
  Vietnam
• Vietnamese Government has made many laws and
  policies on HIV/AIDS with reference to young
  people/adolescents

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1.1. Policy and strategic

• Government strategic plan for HIV/AIDS
• Law on HIV and AIDS Prevention and control (Jan
  07) which provides specifically for information,
  education and communication on HIV/AIDS
• National program of action on information,
  education and behaviour change communication in
  HIV/AIDS prevention and control till 2010
• National strategy on HIV/AIDS prevention and
  control till 2010 with a vision to 2020
• Education sector policy on HIV/AIDS
• National Action Plan on Reproductive Health and
  HIV and AIDS in secondary school 2007-2010 (Mar
  07)
• MOET's instructions on enhancing HIV/AIDS
  preventive education for students and officers in
  Education and Training Sector in 1995

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1.2.Curriculum response

• HIV/AIDS prevention education has been
  implemented in school through curricular and
  extra curricular activities for both secondary
  students and teacher training college students.
• HIV/AIDS prevention has been integrated into the
  curriculum and textbooks of the following
  subjects Biology, Geography, Civic Education,
  and Literature.
• Extra curricular activities relating to
  reproductive health and HIV/AIDS prevention
  education

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1.2.Curriculum response (cont)

• General school
• HIV/AIDS, sexual and reproductive health,
  life-skills are included in school curriculum
• At the 3 grade in primary schools, students have
  been taught about HIV/AIDS
• In the biology subject, HIV/Aids is taught at
  level 8,10,11,12
• In the civics subject, HIV/AIDS is taught
  through lessions relating to the right and
  responsibility of citizen on social order (level
  8, 11)
• Geography subject mention the HIV/AIDS through
  texts relating to the people and social problem
  of countries in the world (level 11)

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1.2.Curriculum response (cont)

• College and university
• Module of 4 hours of Environment - Population
  HIV and Drug for universitys student.
• Pedagogic students are trained for second module
  of 6 hours of Environment - Population HIV and
  Drug

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HIV/AIDS duration in curricula at each
educational level
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1.3.Methods of HIV/AIDS prevention education
through subjects

• Methods are flexible and diversified. Activities
  of individuals and groups, and usage of learning
  aids liked pictures, videos, maps and graphs,
  etc. are intensified, thus making the learning
  easier and more attractive.
• Combining various methods like analyzing and
  resolving situations, exchanging.
• Holding discussion on topics relating to the
  HIV/AIDS.
• Organise role plays.
• Play games

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Part II Difficulties
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2.1.Policy and strategies

• Lack of a long-term and comprehensive action plan
  on HIV/AIDS prevention education for all level.
• Lack of specific regulations on compulsory amount
  of time allocated for extra curricular activities
  on HIV/AIDS prevention education.
• Lack of a monitoring and evaluation system
• Lack of mobilisation of resources to meet the
  needs of general education and HIV/AIDS
  prevention education in particular.

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2.2.Curriculum Response

• There is no HIV and AIDS subject in the school
• Some teachers feel uncomfortable with teaching
  these areas because they are related with
  sensitive issues
• Lack of documents guiding teachers on how to
  deploy the HIV/AIDS prevention education
  effectively.

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2.3.Teacher Training

• Teachers are not sufficiently equipped with
  knowledge about HIV/AIDS prevention during their
  training at teachers colleges and do not receive
  frequent in-service training.
• Only students of a certain number of faculties
  such as Biology and Civic Education are provided
  with knowledge about HIV/AIDS prevention.
• A majority of teachers still use traditional
  teaching methods in delivering sessions on
  HIV/AIDS prevention
• Do not connect these contents with life skills
  education thus, the active participation of
  students in learning activities is not
  encouraged.

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Part III. Solutions

• Finalizing contents and materials on HIV/AIDS
  prevention education
• Enhancing the ability of educational management
  staff and teachers such as holding training
  courses, training teacher on HIV/AIDS prevention
  education
• Developing and applying the training programme
  for student teachers in teacher training colleges
  and universities. Pre-service and in-service
  training for teacher on HIV and AIDS.
• Creating an open and friendly environment for
  discussing issues relating to HIV/AIDS prevention
  in schools, families and communities, providing a
  comprehensive educational approach to students

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Thank you