Transcript SRHR and HIV&AIDS

LSE Curriculum in Swaziland
(with components on
ASRH/HIV/Health & Career
Guidance)
Lindiwe Nana Dlamini
Director-ETGPS; Ministry of Education &
Training, Swaziland
Southern Sun O.R. Tambo - Johannesburg, South Africa
17-20 November 2014
Presentation Outline
A description of the activity
Achievements
Challenges
Opportunities/Emerging Issues
Key lessons learnt
A description of the Activity
It’s a program & policy of scaling up Life Skill based
ASRH in Swazi Secondary Schools through a structured
process of a curriculum.
Aims at helping learners at secondary school level of
education to gain comprehensive knowledge and life
skills in order to create behaviour change to better deal
with everyday challenges including HIV
The LSE based ASRH sessions are highly interactive.
The teacher is a facilitator allowing horizontal and
vertical interactions guided by lesson plan.
Description continued
It is an innovation that does not closely follow the
usual way of implementing a new curriculum. This
was necessitated by the emergency situation
imposed by the HIV pandemic.
The piloting of a subject in school is usually done in
stages (one class per year) & the piloting of the LSE
curriculum is being done at the same time for all five
levels and the roll out to 100 secondary schools in
the country will be done in 2015.
Subject in schools are designed and delivered to
Achievements
Meeting for senior management that resulted in
further commitment for the strengthening of
LSE/CSE & ASRHR
The creation of the LSE subject panel
The creation of technical working groups that
worked diligently on developing the LSE syllabus and
teachers handbook.
Capacity building of curriculum designers on
developing age appropriate, relevant and culturally
sensitive CSE curriculum and scripted lesson plans
Achievements
Piloting of LSE/CSE & ASRHR in 25 Swazi Secondary
schools.
 Pilot and evaluation report to inform scaling up
The presentation and approval of the handbook by
panel & CCC ( to be presented on Nov 27)
The development of Cabinet Paper that will
demonstrate country’s commitment to the ESA CSE
Ministerial Commitment
Establishment of the CSE/ASRHR TWG-multisectoral
and has UN family members, NGOs
Challenges
Training alone is not enough and requires further
coaching and ongoing mentoring and support for
success
There is no implementation framework for the
Education Sector Policy
CSE & ASRHR seen as subordinate to more
‘cognitive’ subjects
Challenges cont…..
Teacher and curriculum overload
Class size
Reduction in educational funding translates into difficulty in
securing resources to establish curricula, train teachers and provide
materials
Weak systems for monitoring and evaluation/supervision
Teacher competence in delivery of subject matter and comfort level
Opportunities/Emerging Issues
There is a education sector policy which calls for
action around these issues
There is an opportunity to measure these
interventions as we have an EMIS unit that is ready
to incorporate these issues.
 This activity, while it maybe placed under one CSTL
pillar but it has components that address more than
one CSTL pillar.
Key Lessons Learnt
Considerations of local settings is important and using
positive social norms to push the agenda
Involvement of parents through dialogues can ensure
effective implementation.
Effective training first has to have an impact on the
teachers themselves, helping them examine their own
attitudes toward sexuality, gender and behaviours
regarding HIV prevention, understand the content they
are teaching, learn participatory teaching skills
Key Lessons Learnt
LSE based ASRH curriculum needs the support of
national ministries, school management, and local
communities
Choose an intervention/approach that can be scaled
up within existing systems
Clarify the aims of scaling up and the roles of
different players and ensure local/national
ownership/lead role
Disseminate data on the effectiveness of pilot
programmes before scaling up