Effective delivery of sex, relationships and HIV

Effective delivery of sex, relationships and HIV education is also hampered in some settings by sexual harassment
or abuse of schoolgirls,36, 37 a phenomenon that has been reported in a number of sub-Saharan African countries.38
This is a signifi cant problem that seriously undermines the potential credibility of sex, relationships and HIV education
in schools. In addition, mandatory pregnancy examinations and the punishments imposed on those who fail
them can undermine the success of such programmes.
Despite these barriers, school-based programmes have potential if they can be adapted to the realities of the local
educational system by such means as simplifi cation of subject matter, pre- and in-service training on teaching
methods, improvement of teacher-pupil and teacher-community relationships, and close supervision and appropriate
responses to abusive or exploitative practices.
Implementation of sex, relationships and HIV education can be promoted through provision of teacher training;
appropriate screening and selection of teachers charged with delivery of the programme; supporting schools in the
development of an HIV and AIDS policy, and developing school-based health programmes that go beyond HIV or
sexual health and are embedded in broader school development programmes that improve school functioning. The

organizational characteristics of schools and a supportive community are important determinants of the success of
HIV prevention programmes.38
As well as having to compete in a crowded curriculum, sex, relationships and HIV education does not have the
same status as other subjects, either for students or teachers. In part this is because it is usually non-examinable,
but also because of the sensitive nature of the content, despite its potential importance to students’ well-being. For
teachers of sex, relationships and HIV education there is rarely, if ever, a tradition of advanced training. Teachers are
sometimes instructed to teach sex, relationships and HIV education despite lack of training, experience or interest.
Taken together, these issues raise a question as to whether or not sex, relationships and HIV education is in need
of professionalisation.39