WORLD AIDS DAY – no time to waste…. 01-12-2010


Don’t forget the next generation…..

Another World Aids Day and it seems that many people have lost sight or interest in maintaining the momentum to fight the spread and treatment of the disease. Here is a statement by the director of UNESCO on the part that education has to play:

Message from Irina Bokova, Director-General of UNESCO on the occasion of World AIDS Day, 1 December 2010

World AIDS Day is a moment to recall the devastating losses caused to individuals, households and communities across the world by the impact of HIV and AIDS. It is also a chance to review where we stand today in tackling the epidemic. The disease remains a major global challenge, but I am pleased this year to bring a message of progress.

Rates of new HIV infections are falling or stabilizing in most regions of the world. Earlier this year, a report by the Joint United Nations Programme on HIV/AIDS indicated a decline in new cases of HIV among young people of more than 25 per cent between 2001 and 2008 in 15 key countries in sub-Saharan Africa . Overall, declines in HIV prevalence have been most notable among young people aged 15–24. This has reflected safer behaviours and practices, including delayed sexual debut, partner reduction and increased condom use. These trends place young people at the heart of measures for HIV prevention — as the Joint United Nations Programme on HIV/AIDS and its cosponsors, including UNESCO, have been advocating.

However, decline in prevalence among young people is not universal. Nor is it equal. Worldwide, more than 60 per cent of all young people living with HIV are female. Young women still shoulder a greater burden of infection. In many countries, women face their greatest risk of infection before the age of 25.

Education is the key to success. In school, girls gain the knowledge, skills and confidence necessary to delay marriage and sexual activity. HIV infection rates are halved among people who finish primary school. It has been estimated that universal primary completion could result in preventing 700,000 additional cases of HIV each year.

School attendance is enormously beneficial in itself, but targeted prevention education is vital. Evidence shows that quality prevention education can shape knowledge and attitudes among young people about HIV and AIDS. It can build the new skills that are required and lay the foundation for the behaviour changes that are necessary in so many societies.

We are working in these directions. In December 2009, UNESCO published the International Technical Guidance on Sexuality Education, in collaboration with the Joint United Nations Programme on HIV/AIDS, the United Nations Children’s Fund, the United Nations Population Fund and the World Health Organization. This is a major contribution to support efforts that strengthen HIV prevention with young people. Published in two volumes, the Technical Guidance offers evidence-informed and age-specific objectives for learners, so that they can make responsible choices about their sexual and social relationships in a world affected by HIV.

UNESCO will draw on all of its strengths in moving forward. This starts with a multidisciplinary mandate and a broad capacity to promote rights-based approaches. Our Intersectoral Platform on HIV and AIDS joins the resources of all UNESCO’s sectors, institutes and field offices. Our objective is to promote inclusive responses to the epidemic that are scientifically accurate and culturally appropriate, taking in also the gender dimension.

We cannot let progress slip. Especially at a time of economic austerity, we must remain engaged to sustain and deepen hard-won gains against the epidemic. UNESCO and its partners must find more effective ways of tackling the social and structural factors that enable the epidemic to remain a global challenge. These include gender inequality and widespread stigma and discrimination.

The evidence is clear. Empowering young people through education to make informed decisions must lie at the heart of prevention. UNESCO’s efforts to secure quality education for all, our actions in support of the Millennium Development Goals, fall in line with this objective. This World Aids Day inspires us all to continue working in these directions.

From the Hunger Project:

World AIDS Day 2009 was commemorated under the theme of “Universal Access and Human Rights” and in 2010, the theme continues with ”Lights4Rights”.

All people, regardless of HIV/AIDS status, have the right to be treated with dignity and respect. They must have the right to protect themselves from the virus and have access to treatment if infected.

Discriminatory practices – which put people at risk from contracting HIV, prevent them from accessing medical care, and prohibit them from living full and meaningful lives – must end.

Gender violence -16 days of activism

Gender based violence has been going on for tool long and no matter what work has been done to challenge this, in gtained attitudes and beliefs take a long time to change. Education from pre–school on has to take some responsibility for developing healthy attitudes for the next generation and to break into intergenerational violence.

INEE has brought our  attention to the 16 days of activism to try to achieve another step forward.


Gender-based violence is a human rights violation that impacts individual well-being and empowerment and leads to a myriad of social problems. Worldwide, up to one in five women and one in 10 men report experiencing sexual abuse as children; children subjected to sexual abuse are much more likely to encounter other forms of abuse later in life. Violence against women particularly negatively impacts girls’ access to education. According to the EFA Global Monitoring Report on Gender and Education for All, gender-based violence is a major reason for underachievement and high dropout rates of girls from school, perpetuating the gender gap.


Each year groups around the world join together to speak out against gender violence during the 16 Days of Activism Against Gender Violence campaign. Starting with The International Day to End Violence Against Women (November 25) until International Human Rights Day (December 10), people come together to try to end the violence that takes place against girls and women. This year, the theme of the 16 Days of Activism, is one of empowerment: Commit. Act. Demand. We CAN End Violence Against Women.


Safe, quality education is key to ending violence against girls and women, boys and men

According to the Brussels Working Group on Violence against Women in Conflict, violence or the threat of violence in or around schools can prevent girls and young women from attending school and female teachers from doing their job. Boys and men can also become targets of gender-based violence, particularly in conflict-affected contexts where abduction and recruitment into armed forces can be a major risk.  The types of violence male and female learners in crisis contexts may experience include verbal abuse, bullying, humiliation, stigmatization, corporal punishment, physical or sexual assault, sexual harassment, rape and abduction.


Safe learning environments that offer protection to both student and teachers are a critical component of quality education. Through quality, inclusive education, learners come to know and understand their rights in order to lead lives free of sexual violence and abuse. The education sector can also play an integral role in sensitizing communities to end gender based violence.


Education is an important protection measure during all phases of crises:

  • When creating safe spaces and “zones of peace,” education plays an important role in physical and psychosocial protection. The normality and routine provided by daily schooling is a stabilising and crucial factor for children and young people’s development.
  • Deployment and retention of female teachers can enhance protection, as female teachers are often seen as contributing to greater security for girls in school.
  • Schools are effective sites for education on such issues as HIV/AIDS, landmines, human rights, tolerance, and non-violent conflict resolution, and can educate learners on how to access health and social support resources, particularly if sexual violence has occurred.
  • Education may contribute to positively altering social dynamics when curricula and textbooks are free of abusive and sexist messages, and display girls and boys, women and men as equally valued and active.

Download the INEE Pocket Guide to Gender, which outlines useful principles for a gender-responsive approach to guide all education programming, provides responses to some of the most common misconceptions and arguments against gender mainstreaming in the education sector and gives concrete strategies for ensuring gender-responsive programming across all domains of an education response. 

Download the INEE Thematic Guide on Gender-Base Violence, a collection of practical tools and resources from the INEE Minimum Standards Toolkit. This includes a Strategy Sheet on Preventing and Responding to Gender Based Violence In and Through Education.

Join the INEE Gender Task Team

Organise your own 16 Days of Activism against Gender Violence events or activities. Click here to learn more about the campaign and see below for additional information on how to get involved.

Read and share two relevant blog posts in which author, Siobhàn Foran, GenCap Advisor for Global Clusters, discusses issues of gender and gender based violence in education:

and some more related resources:

INEE Pocket Guide to Gender

The INEE Pocket Guide to Gender complements the INEE Minimum Standards for Education and the IASC Gender Handbook, listed below, and is intended for anyone working to provide, manage, or support gender-responsive education services as part of emergency preparedness, response or recovery.

Women, Girls, Boys and Men: Different Needs – Equal Opportunities. IASC Gender Handbook in Humanitarian Action

In the rush to provide humanitarian response when a disaster hits or a conflict erupts, the appeal to “pay attention to gender issues” often falls on deaf ears and may seem irrelevant. It is not. “Paying attention to gender issues” or putting on a “gender lens” quite simply means recognizing the different needs, capacities and contributions of women, girls, boys and men. Ignoring or being blind to these different needs can have serious implications for the protection and survival of people caught up in humanitarian crises. This Handbook sets forth standards for the integration of gender issues from the outset of a new complex emergency or disaster, so that humanitarian services provided neither exacerbate nor inadvertently put people at risk; reach their target audience; and have maximum positive impact.


The handbook is available in Arabic, English French, Russian and Spanish, and can be down-loaded from the right-hand column on the IASC Gender front page.
Education Module of the IASC Gender E-Learning Tool

The IASC Gender Sub-Working Group (SWG) on Gender and Humanitarian Action, in collaboration with InterAction, has developed an e-learning course to help humanitarian workers mainstream gender strategies into their work.  This course is based on the IASC Gender Handbook (listed above) and provides illustrative examples to help you learn how to develop programming that ensures the needs and capacities of women, girls, boys and men are met in humanitarian situations.

The INEE Gender Task Team advocated to ensure that an Education section was included in this e-tool and then supported the development of the Education Section of the course.


Click here to access the course.
Click here for a video trailer about the tool.

Toolkit for Promoting Gender Equality in Education

Produced By: UNESCO Asia and Pacific Regional Bureau for Education, Bangkok


This Toolkit integrates existing information and tools designed by other national or international organizations dedicated to promoting and providing training on gender equality in education and other sectors. Further information from these sources is obtained by consulting the references section at the end of the Toolkit.


The Toolkit is designed as a user-friendly resource. As such, a matrix is provided on to indicate each tool’s potential for use, based on its relevance to each prospective user group. Still, every tool will have relevance to many contexts or situations and, it is therefore encourage to make use of all the materials by adapting them to a specific country context.

Training Package: Gender and Education in Emergencies and Post-Crisis Recovery
Produced by IRC on behalf of the INEE Gender Task Team

The IRC has developed a training package based on Gender Task Team trainings carried out in 2008. The training package features:

  • Facilitators’ Guide
  • Training Session Power Points
  • Handouts and Background Resources
  • Existing gender frameworks, tools and strategies
  • Links to INEE Minimum Standards, Sphere Minimum Standards and IASC Guidelines

The full package is available online here. To request a CD-Rom email with your full mailing address and the number of copies required. Download a flyer with more information about the training here.

Working with young women; empowerment, rights and health
Authors: Ricardo,C.; et,al; Produced by: Instituto PROMUNDO

This manual, part of an initiative called Program M, includes a series of group educational activities to promote young women’s awareness about gender inequities, rights and health. It also seeks to develop their skills to feel more capable of acting in empowered ways in different spheres of their lives.

All of the activities draw on an experiential learning model in which young women are encouraged to question and analyse their own experiences and lives, in order to understand how gender can perpetuate unequal power in relationships, and make both young women and men vulnerable to sexual and reproductive health problems, including HIV/AIDS. The activities engage young women to share ideas and opinions and think about how they can make positive changes in their lives and communities.

Engaging Boys and Men in GBV Prevention and Reproductive Health in Conflict and Emergency-Response Settings – A Workshop Module
Authors: CARE/EngenderHealth, Produced by: USAID and The Archive Project

This is a training guide for a two-day skill-building workshop to introduce participants to the topic of engaging boys and men in reproductive health in conflict and emergency-response settings. The module includes a facilitator’s guide, handouts, slides for presentations, and participant resources for additional reading. The module is intended for personnel working in conflict and other emergency-response settings who are interested in engaging boys and men in gender-based violence prevention and reproductive health. It is appropriate for staff that have had some training in gender, gender-based violence prevention, and reproductive health.

USAID’s Student, Community Counselor and Teacher Programs to Reduce Gender-Based Violence in Schools
SafeSchools Program, USAID

USAID’s Office of Women in Development is pleased to announce the release of the Doorways training manuals.  The manuals, developed under the USAID-funded Safe Schools Program, were designed to make classrooms safer and more conducive environments for student retention and learning.  The set of manuals can be integrated into existing programs for teacher training, Parent Teacher Association strengthening, scholarships, support to orphans and vulnerable children, and HIV prevention education or as part of a comprehensive national or local plan to reduce gender-based violence against children.  Piloted in Ghanaand Malawi, students (ages 10-14) and adults who participated in the programs demonstrated positive changes in attitudes and knowledge concerning gender-based violence.   The manuals and accompanying resource booklets can be found here:

Annotated Bibliography: Sexual and Gender-Based Violence Against Women and Girls in Refugee and Internally-Displaced Camps Carried Out by Men in Power.

Prepared for the INEE Gender Task Team by Haviva Kohl


This annotated bibliography was produced for the INEE Gender Task Team under the help and guidance of Jackie Kirk. This product was framed in the context of Education in Displacement -Providing Access, Building Systems, a course taught by Sarah Dryden-Peterson at Harvard’s Graduate School of Education that focuses on education in conflict zones, highlighting the plight of refugee and internally-displaced children. The selection of this annotated bibliography came from the need to understand the complexity of vulnerabilities amongst women and girls in refugee and internally- displaced camps. The goal of this product is to serve as a resource for the INEE Gender Task Team in their work in the field of gender and displacement.




Human Rights Education – Rights of the Child -e course

The Human Rights Education Association have published some news of courses and new resources:

Rights of the Child

This introductory e-course gives an overview of the institutions and mechanisms that serve to protect and guarantee children’s rights. The course combines text with rich multimedia, including videos and podcasts. Knowledge checks and quizzes engage the learner and reinforce the knowledge learned. To learn more and enroll:


New documents added to the library :

Detention Monitoring Briefing N°1: Making Effective Recommendations (Geneva: Association for the Prevention of Torture, 2008). Language(s): English, French, Georgian, Polish, Portuguese, Romanian, Spanish. Keywords: guidelines, NGO staff, human rights monitoring, human rights reporting, inhuman or degrading treatment, pre-trial detention, prison conditions, prisoners’ rights, torture. URL:

Detention Monitoring Briefing N°2: The Selection of Persons to Interview in the Context of Preventive Detention Monitoring (Geneva: Association for the Prevention of Torture, 2009). Language(s): English, French, Georgian, Polish, Spanish. Keywords: guidelines, NGO staff, human rights monitoring, human rights reporting, inhuman or degrading treatment, pre-trial detention, prison conditions, prisoners’ rights, torture. URL:

Excursion to the past-teaching for the future: Handbook for teachers (Vienna: European Union Agency for Fundamental Rights, 2010). Language(s): English. Keywords: handbook, teacher guide, teachers, secondary school, teacher training, genocide, Holocaust, war crimes, Universal Declaration of Human Rights (UDHR), European Union, Europe. URL:

Guidelines on Indigenous Peoples’ Issues (New York and Geneva: Inter-Agency Support Group on Indigenous Issues, 2009). Language(s): English, French, Spanish. Keywords: guidelines, development workers, staff of international organisations, cultural rights, economic and social rights, human rights-based approach (HRBA) to programming, indigenous peoples, Convention on the Elimination of all forms of Racial Discrimination (CERD), Convention on the Rights of the Child (CRC), Convention on the Worst Forms of Child Labour (ILO Convention N° 182), ILO Convention N° 182, Indigenous and Tribal Peoples Convention (ILO Convention n° 169), International Covenant on Civil and Political Rights (ICCPR), International Covenant on Economic, Social and Cultural Rights (ICESCR). URL:

Parliament & Human Rights by Arif Azad (Islamabad: United Nations Development Programme Pakistan and Strengthening Democracy through Parliamentary Development, n.d.). Language(s): English. Keywords: brochure, parliamentarians, public officials, democracy, Pakistan. URL:

Review of Human Rights Education and Training in the Criminal Justice System in Nepal by Ben Saul, David Kinley and Yubaraj Sangroula (Kathmandu and Sydney: Kathmandu School of Law and Sydney Centre for International Law/Faculty of Law/The University of Sydney, 2009). Language(s): English. Keywords: guidelines, research study, law enforcement officials, in-service training, pre-service training, training of professional groups, appropriate use of force, arbitrary detention, criminal justice, freedom of assembly and association, inhuman or degrading treatment, non-discrimination, pre-trial detention, privacy, Nepal. URL:

Visiting places of detention: What role for physicians and other health professionals? (Geneva: Association for the Prevention of Torture, 2008). Language(s): Arabic, English, French, Georgian, Polish, Spanish. guide, health professionals, human rights monitors, human rights monitoring, pre-trial detention, prison conditions, prisoners’ rights, torture, Optional Protocol to the UN Convention against Torture (OPCAT). URL:

Psychosocial Support in Humanitarian Work -new report

INEE has posted details of this report on Psychosocial Support in Humanitarian Work

So difficult -yet so important -psychosocial support.

Psychosocial support (PSS) involves helping survivors of disasters or crises resume their regular lives. It covers everything from individual counselling to re-opening schools.

IRIN asked people involved in psychosocial work at UNICEF, Médecins sans Frontières (MSF), the International Rescue Committee (IRC), Save the Children, Columbia University, and the Interagency Standing Committee Working Group on Mental Health and Psychosocial Support to describe what they do, how they determine progress, constraints to delivering this support, and how they measure their success.

To read the full report and learn more about PSS work in humanitarian intervention and crises, visit the website here.


Life Skills Intervention Program -new website resources


INEE has new resources in its bi-monthly newsletter

Life Skills Intervention Program

(War Child Holland)

War Child Holland has launched a renewed website on its life skills intervention, I DEAL, a set of comprehensive psychosocial activities designed to build the resilience of children and young people in conflict affected areas and to improve their coping skills to better ‘deal’ with the challenges of every day life. I DEAL combines creative activities and games with group discussions and home assignments

The I DEAL website is designed as a resource for facilitators, trainers, and coordinators of child centred programming.

To visit the website go to: