Good Practices and evaluation

The work carried out on "good practices" by the IBE is based on partnership with various UNESCO divisions, institutes and offices (Division for the Promotion of Quality Education, Paris; International Institute for Educational Planning, Paris; Regional Offices for education in Bangkok and Dakar; Offices in Harare and Brazilia), as well as in collaboration with UNAIDS co-sponsors, academic institutions, international organizations, bilateral and multilateral agencies.

What are good practices?

It is not easy to define the concept of "good practice" as it matches with several realities. "Good practices" could be considered as examples of processes and behaviors that have positive results: "good practices" are then to be compared to "best practices", which is a very fashionable term in the United States where it si simply defined as a thing which works. It is thought to be in this case the best possible practice.

 

Elsewhere, a "good practice" was more comprehensively defined as an approach, frequently innovative, tested and appraised, which points to its success in other contexts. A good practice is the innovation that makes it possible to improve the present and therefore intends - or can intend - to be a model or a standard in a given system. As a result, "good practice" and innovation are quite similar since they are assimilated in many programmes.

 

Extracts translated from:

Conceptualisation et dissémination des bonnes pratiques en éducation: essai d'une approche internationale à partir d'enseignement tirés d'un projet Abdoulaye Anne, in "Développement curriculaire et "bonne pratique" en éducation" (2003, PDF 324 KB) only in french.

IBE/UNESCO appraisal criteria for HIV & AIDS education in school settings

Criteria are needed to guide the appraisal of teaching and learning resources used in schools for HIV & AIDS education and to help decide what should be taught and what are the most effective teaching-learning methods to teach it.

 

IBE has developed three separate sets of criteria with which to appraise three distinct kinds of educational materials, namely:

 

  • Material for learners
  • Material for teachers
  • Material for teacher training

 

These appraisal criteria are included in the Tool 10 of IBE "Manual for integrating HIV & AIDS education into official curricula". More...

 

Other tools for appraising material:

 

UNAIDS Benchmarks

 

UNICEF Quality Checklist (focus on prevention and education)

 

UNAIDS IATT on education: The HIV/AIDS Response by the Education Sector: A Checklist (section on prevention)

Curriculum material appraised by IBE

These materials have been evaluated by independent experts using the criteria developed by the IBE. More material will be appraised in the coming months and included in the IBE HIV & AIDS Databank as good practices. The appraisals of a range of curricular materials can be found by clicking the link below. More...

Other appraised material

Other international organisations working on the HIV & AIDS education issue have appraised curriculum material. More...

 

WORLD BANK HIV & AIDS (2003, PDF 3.01 MB)

 

UNICEF HIV & AIDS (2002, PDF 1.46 MB)

 

Douglas Kirby, B.A. Laris, and Lori Rolleri. Impact of sex and and HIV education. Programs on sexual behaviors of youth in developing and developed countries. ETR Associates, 2005. PDF, 587 KB