Education/Life Skills-based Education
 | Indonesia is facing a progressing HIV epidemic. Despite 20 years of increasingly concerted effort, largely downstream, to prevent the spread of the epidemic, new cases of HIV infection continue to rise. Estimation shows that by the end of 2009 there were 333,200 people living with HIV (PLHIV) in Indonesia. The number of reported cumulative AIDS cases has risen sharply from 2,682 cases in 2004 to 19,973 by December 2009. Among the cases 25% are women. Download this publication |
 | This study used household survey data from Cambodia, Thailand and Viet Nam to examine the situation of orphans relative to children in poverty regarding access to essential needs and services, focusing on basic material needs and education outcomes. This study made use of summary statistics and multivariate regression analysis to determine whether poverty accounts for the education gap between orphans and non-orphans, or whether other factors also contribute to the lower education outcomes of orphans. A similar analysis was done on children’s possession of basic materials – namely a blanket, a pair of shoes and two sets of clothes - which exemplify the capacity of families to protect and care for children. Download this publication |
 | The World Health Organization (WHO) defines life skills as the ability of individuals to employ adaptive and positive behavior to deal effectively with the demands and challenges of everyday life (1997). The WHO lists those skills as: problem solving, critical thinking, communication skills, decision making, creative thinking, interpersonal relationship skills, negotiation skills, self-awareness building skills, empathy, and coping with stress and emotions. Download this publication |
| The School AIDS Education Program (SAEP) is a key intervention that aims at providing preventive education to young people in schools and is a critical component of the preventive intervention for the general community as no other institutional system reaches as many children as the school system. The main objective of the SAEP is to equip every young adult who passes out of school, with basic knowledge about HIV, so that each young person has correct knowledge and skills to protect themselves from HIV. Download this publication |
| In two decades HIV/AIDS has evolved from a medical curiosity to a worldwide human tragedy and an international emergency. It is a development disaster and a security crisis with social impacts more devastating than any war. It has reduced life expectancy by 15 years in sub-Saharan Africa and created more than 14 million orphans. Its impact is wide-reaching, and even in those parts of the world where the epidemic has been relatively slow to evolve, there are worrying signs of its gathering strength. It has spread nearly everywhere beyond the first so-called high-risk groups, today principally affecting vulnerable populations: the poor, the marginalized, young women and children. Download this publication |
| HIV/AIDS continues to expand in numbers and reach, with no immediate medical solutions in view. As a consequence, the centrality of prevention and mitigation through education is being recognized in countries and among agencies. Educational interventions across a range of settings should provide the knowledge and encourage the development of attitudes and skills that can limit the spread and impact of the epidemic. Agreement about what the issues are, and key actions to be taken, can help to increase the speed and effectiveness of the response. Download this publication |
| UNICEF Headquarters has collected data on Lifeskills education through schools in about 40 countries (including some large States) which is to be used as a baseline to monitor progress toward the UNICEF Medium Term Strategic Priorities (MTSP). Some countries in the East Asia and the Pacific Region are included in the specific targets for MTSP, while others, although not specifically targeted, need to monitor their progress toward MTSP, the Millenium Development Goals (MDG), and World Fit for Children (WFFC) targets. In order to get a clearer picture of the status of Lifeskills-based education in the East Asia and Pacific region, the monitoring tool that was developed by headquarters was applied to the information provided in the Country Office Annual Reports for 2002. Download this publication |
| In 1997, after several years of informal co-operation and following the development and testing of a pilot program, the Pakistan Girl Guides Association (PGGA) and UNICEF launched a Girl Child Shield Project. The goal of this project is to improve the status of women and girl children in Pakistan. By May 2001, the project had involved an estimated 100,000 girls in over 800 schools in lower and middle income urban and rural communities, trained them as role models on girl child issues, child rights, affirmative communication and team building. It had also reached an impressive number of peers (1,000,000) and families (100,000). Download this publication |
| At its best, Life skills-based education is simply good quality education, the principles of which can be used to explore a range of topics, however in UNICEF social and health issues are usually the topics explored - for example, peace education/violence prevention, human rights, citizenship, reproductive health and HIV/AIDS prevention. Download this publication |
