School-Based Healthy Living and HIV/AIDS
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School-Based Healthy Living and HIV/AIDS Prevention Education (SHAPE). What is SHAPE. School Curriculum for Grade 2-9 (Age 7 to 15-16 years)

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School-Based Healthy Living and HIV/AIDS Prevention Education (SHAPE)

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School-Based Healthy Living and HIV/AIDS

Prevention Education (SHAPE)

What is SHAPE

  • School Curriculum for Grade 2-9 (Age 7 to 15-16 years)

  • Equip young people with knowledge and skills of SHAPE through active participation and involvement of teachers, students, school principals, education officials, parents and other community members


  • Emergence of HIV/AIDS as major health problem effecting larger population

  • Lack of knowledge & skills on prevention of HIV/AIDS among health professionals & the public


  • Need to reach the most vulnerable groups: children and youth

  • Basic education schools could play a role to stop the spread of HIV/AIDS with teachers as health educators


  • To provide the necessary knowledge and skills to encourage the practice of life-long health promoting habits

  • To promote life and social skills to encourage safe behavior


  • To provide relevant HIV/AIDS preventive health information

  • To promote the practice of supportive care for one’s fellow human beings following principles of love and compassion


  • Implementation of SHAPE curriculum in schools (Child-centered, activity and process based, participatory, interactive group approach)

  • (Now towards life-skills competencies based assessment)


  • Promotion of healthy practices and behaviours through peer education, child to parent information dissemination and SHAPE in community


  • Involvement of education personnel, parents, teachers, communities and NGOs for promotion of healthy, clean, safe and secure school environments

  • Advocacy for acceptance and action of Educational Managers at different levels

Health Promoting School















Life Skills

Grade 2 - 9

Components Outcomes

Healthy Living

a. Understanding your body (Grades 2-9) Developed healthy

(Reproductive health included) Practices and habit

b. Understanding your mind (Grades 4-8)


Diseases (Grades 2-8)

(Diarrhoea, iodine deficiency, dengue, Become

tuberculosis, hepatitis, malaria, sexually knowledgeable,

transmitted diseases, HIV/AIDS) practice on

drugs and smoking preventive health

measures & families

& caregivers

practices love & care for the infected & affected

Components Outcomes



Components Outcomes

Life Skills (Grades 2-9)

(Self awareness, self-esteem, Become self-

co-operation coping with emotions assertive, acting

& stress, communication skills, responsibly, choose

decision-making problem solving, safe behaviours

creative & critical thinking


How we did it...

  • Taskforce of DEPT, National AIDS project personnel & Ministry of Health

  • Development of SHAPE teacher’s Guide and students book (end of 1993-1996)

How we did it...

  • Shifted away from disease oriented approach

  • Ensure relevance & appropriateness of the content in terms of student age, context in which materials were to be taught, the shortage of teachers (especially in rural schools) & lack of teaching aids


  • Coverage

    104 townships (98/02) 10,236 schools

    1,518,170 students

  • Formation of Township SHAPE Committee


  • Orientation training to education officials

  • Teacher Training 7-4 days 2,237/43,652

  • PTA Workshops 5/3/2 days  42,745

  • School Head Management 5 days  10,236


Director involvement of

DEPT Curriculum Team

(Both development of

curriculum & trainings)

Introduction of

“Life-Skills” subject in both primary (1999) & secondary (2001) level nationwide



  • Acceptance of SHAPE at all levels

  • Positive response by students regarding health and social issues

  • Eagerness of parents to learn more about HIV/AIDS and acceptance level increased

Lesson Learned

  • One short training of 4-6 days not sufficient for trainers and teachers to internalize the new information plus the new teaching methodologies

Lesson Learned

  • Evolvement of training manuals & modules (on-going process of developing SHAPE)

  • School-head support plays a critical role

Lesson Learned

  • Importance of feedback

    • Annual review meetings with township educators

    • Field monitoring (by trainers;…process)

    • Review meeting with teachers/students


  • inadequate state spending on education

  • teacher shortages/few teachers schools/ frequent teachers as well as education officials transfer

  • teachers to fulfil non-educational functions


  • Lack of supervision/discussion on teaching-learning process among teachers

  • Subject oriented teaching-learning

  • Overcrowded classroom

SHAPE in Future…

  • Quality improvement for SHAPE-in-action in all activities

  • Expansion of SHAPE to Area Focus townships as a component of Child friendly schools

  • SHAPE and Life-skills to be merged

  • Reaching out-of-school 10-14 age groups

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