Life-skills-based HIV Education in Schools

Export Indicator

Percentage of schools that provided life-skills based education in the last academic year
What it measures

To assess progress towards implementation of life-skills based HIV education in all schools.


Number of schools that provided life-skills based HIV education in the last academic year


Number of schools surveyed


Numerator / Denominator

Method of measurement

Principals/heads of a nationally-representative sample of schools (to include both private and public schools) are briefed on the meaning of life-skills based HIV education and then are asked the following
question: Within the last academic year, did your school provide at least 30 hours of life-skills training to each grade?

Indicator scores are required for all schools combined and for primary and secondary schools separately. If the school provides both primary and secondary education, information should be collected and reported
separately for both levels of education.

Measurement frequency



Condom type: N/A

Education: Primary, Secondary

Gender: N/A

Geographic location: N/A

HIV status: N/A

Pregnancy status: N/A

Sector: N/A

Service Type: N/A

Target: N/A

Time period: N/A

Type of orphan: N/A

Vulnerability status: N/A

Explanation of the numerator
Explanation of the denominator
Strengths and weaknesses

It is important that life-skills based HIV education is initiated in the early grades of primary school and
then continued throughout schooling with contents and methods being adapted to the age and experience
of the students.

The indicator provides useful information on trends in the coverage of life-skills based HIV education
within schools. However, the substantial variations in the levels of school enrolment must be taken into
account when interpreting (or making cross-country comparisons of) this indicator. Consequently,
primary and secondary school enrolment rates for the most recent academic year should be included in
the supporting information provided for this indicator.

Complementary strategies that address the needs of out-of-school youth will be particularly important in
countries where school enrolment rates are low.

The indicator is a measure of coverage. The quality of education provided may differ by country and over

Further information