There is a need for criteria to guide the appraisal of HIV/AIDS teaching and learning resources used in schools for HIV/AIDS education. Every education has to answer the basic questions: what is understood as valuable knowledge and which contents should be selected. It then becomes necessary to establish some criteria on what is worth to teach, what is relevant, significant and pertinent over what is considered complementary and secondary. Program developers, decision-makers, school principals and teachers need tools that:
(a) describe main features of existing materials/resources
(b) identify options of different kinds of available approaches tested elsewhere
(c) highlight good or promising practices
IBE has established such criteria with the participation of a group of national and international experts from other UN organizations (UNICEF and WHO), curriculum developers from all over the world, bi-lateral development agencies and other UNESCO divisions and offices. A first complete version is now available for application on curriculum material.
Intended Users of these criteria are:
1. The IBE and its partners, to select, highlight and disseminate good and promising practice (both for intended and implemented materials that are included in its Global Curriculum Bank)
2. Anyone interested in:
(a) evaluating their own material
(b) selecting existing material
(c) adapting existing material to their own context, needs and resources
(d) developing new material
The criteria developed by the IBE cover nine main fields, with six core criteria that were designed to be specifically applied to teaching and learning materials ("product") and three additional criteria that are addressing the process, also useful to develop or adapt material, but that most of the time cannot be found in the appraised material itself.
Two worksheets for the application of these criteria, with a rating system have been developed. One complete version (see below) contains explanations, rationale and examples for each criteria and a summarized version (see below) only listing the criteria themselves.
The criteria developed by the IBE take into account the issues and challenges raised by the experts. The experts also expressed general recommendations for IBE work on HIV/AIDS curricula.
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