RestrictedRestricted distribution distributionNGO Section/AICESIS/Sciences NGO Section/AICESIS/Sciences Po/AcademiaPo/Academia

Basic philosophyBasic philosophy• Knowledge of the 8 MDGs:Knowledge of the 8 MDGs:

By 2015 all 191 United Nations Member States have By 2015 all 191 United Nations Member States have pledged to :pledged to :1. Eradicate extreme poverty and hunger1. Eradicate extreme poverty and hunger2. Achieve universal primary education2. Achieve universal primary education3. Promote gender equality and empower 3. Promote gender equality and empower womenwomen4. Reduce child mortality4. Reduce child mortality5. Improve maternal health5. Improve maternal health6. Combat HIV/AIDS, malaria and other 6. Combat HIV/AIDS, malaria and other diseasesdiseases7. Ensure environmental sustainability7. Ensure environmental sustainability8. Develop a global partnership for 8. Develop a global partnership for developmentdevelopment

Basic philosophyBasic philosophy

• ECOSOC and the existing network of national ECOSOC and the existing network of national Economic and Social Councils play a leading Economic and Social Councils play a leading role in MDG education/training.role in MDG education/training.

• Emphasis on the interaction between Emphasis on the interaction between government policies, programmes (actionable government policies, programmes (actionable elements) and resources (human, social, elements) and resources (human, social, institutional, financial etc.) in order to institutional, financial etc.) in order to effectively influence the minds of people.effectively influence the minds of people.

• Aligning policies, programmes and resources Aligning policies, programmes and resources in order to obtain programmemed and in order to obtain programmemed and measurable results.measurable results.

Basic philosophyBasic philosophy

• Creating communities focused on practice along Creating communities focused on practice along with global networking on given themes and issues. with global networking on given themes and issues.

• Creation of multi-stakeholder workgroups and Creation of multi-stakeholder workgroups and networks: interaction between policy-makers, networks: interaction between policy-makers, governments, local administrations, CSOs/NGOs, governments, local administrations, CSOs/NGOs, students, academia and persons working on the students, academia and persons working on the ground. Joint efforts by ground-level community ground. Joint efforts by ground-level community groups/networks and policy-makers with the aim of groups/networks and policy-makers with the aim of assuring cross-fertilization and allowing continuous assuring cross-fertilization and allowing continuous feedback. Interaction and integration to promote feedback. Interaction and integration to promote the emergence of a community of people spread the emergence of a community of people spread around the world developing a global network.around the world developing a global network.

Basic philosophyBasic philosophy• The new MDG-oriented academic programmes The new MDG-oriented academic programmes are not rigid preconceived formulasare not rigid preconceived formulas• Consideration must be given to regional Consideration must be given to regional boundaries, socio-economic and political realities, boundaries, socio-economic and political realities, cultural values, community beliefs, linguistic and cultural values, community beliefs, linguistic and religious factors in various countries/regions, as religious factors in various countries/regions, as well as conflict and post-conflict situationswell as conflict and post-conflict situations• The new MDG-oriented academic programmes, The new MDG-oriented academic programmes, pedagogical tools and educational software are pedagogical tools and educational software are flexible, adaptable and creativeflexible, adaptable and creative

Basic philosophyBasic philosophy

• Modular approachModular approach

• Systemic approach: emphasis on the Systemic approach: emphasis on the thesis that all MDGs are interrelated thesis that all MDGs are interrelated and interdependentand interdependent

• Adaptation of MDG Adaptation of MDG training/programmes to the training/programmes to the situation/realities on the groundsituation/realities on the ground

Forms of MDG Forms of MDG programmesprogrammes • curricula in the framework of general curricula in the framework of general

educational programmes;educational programmes;

• targeted courses and seminarstargeted courses and seminars

• workshops/workgroups/field training workshops/workgroups/field training and community programmesand community programmes

• intensive CSO/NGO and Training of intensive CSO/NGO and Training of Trainers (ToT) programmesTrainers (ToT) programmes

• on-line distance MDG trainingon-line distance MDG training

Pedagogical and Pedagogical and educational toolseducational tools • PublicationsPublications

• CD/DVD/removable media courses CD/DVD/removable media courses and documentationand documentation

• On-line/download tools/websitesOn-line/download tools/websites

• Artistic/cultural/ presentationsArtistic/cultural/ presentations

• Media, national TV, radio, newspaper Media, national TV, radio, newspaper

• Roving tools: caravan, parade, Roving tools: caravan, parade, goodwill ambassadorsgoodwill ambassadors

Concrete MDG Concrete MDG educational/training educational/training programmes and coursesprogrammes and courses • BasicBasic, approx. 12 hours (four 3-hour , approx. 12 hours (four 3-hour

modules)modules)• IntermediateIntermediate, approx. 24 hours (eight 3-, approx. 24 hours (eight 3-

hour modules)hour modules)• AdvancedAdvanced, approx. 48 hours (sixteen 3-, approx. 48 hours (sixteen 3-

hour modules)hour modules)• On-line courseOn-line course: general, approx. 12 : general, approx. 12

hours; plus specialized MDG courses, hours; plus specialized MDG courses, approx. 12 hours each. approx. 12 hours each.

• Intensive workshops/seminarsIntensive workshops/seminars: 2 : 2 days, approx. 12-16 hoursdays, approx. 12-16 hours

• Informal educational techniquesInformal educational techniques

Five pedagogical Five pedagogical formulas formulas 1.1.

The The basicbasic 12-hour programme is general, non-mandatory 12-hour programme is general, non-mandatory and does not imply the need for any specialization. It is and does not imply the need for any specialization. It is intended for primary, secondary schools and higher intended for primary, secondary schools and higher education institutions. It may include the four following education institutions. It may include the four following modules and field/community trainingmodules and field/community training ::

1. An introduction to MDGs.1. An introduction to MDGs.2. Global development goals: eradicating extreme 2. Global development goals: eradicating extreme poverty and hunger, ensuring environmental poverty and hunger, ensuring environmental sustainability, developing a global partnership for sustainability, developing a global partnership for development.development.3. Social and healthcare goals: achieving universal 3. Social and healthcare goals: achieving universal primary education, promoting gender equality and primary education, promoting gender equality and empowering women, reducing child mortality, improving empowering women, reducing child mortality, improving maternal health, combating HIV/AIDS, malaria and other maternal health, combating HIV/AIDS, malaria and other diseases.diseases.4. Conclusion: On the way towards a better world.4. Conclusion: On the way towards a better world.

Five pedagogical Five pedagogical formulas formulas

2.2.• The The intermediateintermediate 24-hour 24-hour

programme (eight 3-hour modules) programme (eight 3-hour modules) may be general and logically follow may be general and logically follow the eight MDGs, or it may be the eight MDGs, or it may be specialized in a specific domain, and specialized in a specific domain, and include field/community training. It include field/community training. It can be taught to teachers, university can be taught to teachers, university students and the personnel students and the personnel concerned. concerned.

Five pedagogical Five pedagogical formulasformulas3.3.• The The advancedadvanced 48-hour programme is intended 48-hour programme is intended

for local government, social, educational, for local government, social, educational, medical, CSO/NGO personnel and Training of medical, CSO/NGO personnel and Training of Trainers (ToT) courses and, as in the preceding Trainers (ToT) courses and, as in the preceding case, it may be based on an in-depth case, it may be based on an in-depth presentation of all eight MDGs, or it may be presentation of all eight MDGs, or it may be specialized in a specific domain. The main specialized in a specific domain. The main difference with the intermediate 24-hour difference with the intermediate 24-hour programme is that it is a more extensive and in-programme is that it is a more extensive and in-depth programme and includes extensive depth programme and includes extensive field/community training.field/community training.

Five pedagogical Five pedagogical formulasformulas

4.4.• Intensive Intensive workshops/seminars workshops/seminars are are

also intended for local government, also intended for local government, social, educational, medical, social, educational, medical, CSO/NGO personnel and Training of CSO/NGO personnel and Training of Trainers (ToT) courses with emphasis Trainers (ToT) courses with emphasis on achieving specific MDGson achieving specific MDGs

Five pedagogical Five pedagogical formulasformulas5.5.• The The on-line course on-line course (media, distance learning, (media, distance learning,

satellite, interactive IT kit) will consist of an satellite, interactive IT kit) will consist of an introduction, a general in-depth presentation of introduction, a general in-depth presentation of all eight MDGs, and conclusions on the all eight MDGs, and conclusions on the challenges related to achieving MDGs, as well challenges related to achieving MDGs, as well as targeted MDG courses in different domains as targeted MDG courses in different domains (development/poverty reduction; education; (development/poverty reduction; education; pre-natal education; social domain; healthcare; pre-natal education; social domain; healthcare; issues related to women and children; issues related to women and children; environmental issues)environmental issues)

Examples of concrete MDG-Examples of concrete MDG-focused programmesfocused programmes

Development/poverty reduction programmeDevelopment/poverty reduction programme(Intermediate 24-hour programme (eight 3-hour modules))(Intermediate 24-hour programme (eight 3-hour modules))

Overview:Overview:1. An introduction to MDGs.1. An introduction to MDGs.2. Towards eradicating extreme poverty.2. Towards eradicating extreme poverty.3. Combating material and non-material poverty.3. Combating material and non-material poverty.4. Fighting hunger and malnutrition.4. Fighting hunger and malnutrition.5. Ensuring environmental sustainability.5. Ensuring environmental sustainability.6. Assuring increased aid and debt relief.6. Assuring increased aid and debt relief.7. Towards the opening of trade and accelerated transfer of 7. Towards the opening of trade and accelerated transfer of technology, ways and means for achieving improved technology, ways and means for achieving improved employment opportunities.employment opportunities.8. The need for a global partnership for development.8. The need for a global partnership for development.

Programmes (1)Programmes (1)Primary education development programmePrimary education development programme(Intermediate 24-hour programme (eight 3-hour modules))(Intermediate 24-hour programme (eight 3-hour modules))

1. An introduction to MDGs.1. An introduction to MDGs.2. Overview/survey of the situation in the field of primary 2. Overview/survey of the situation in the field of primary education.education.3. Regional challenges and adjustment of pedagogical/didactical 3. Regional challenges and adjustment of pedagogical/didactical tools to the situation on the ground. tools to the situation on the ground.

a.a. Addressing and understanding the cultural and traditional influences that Addressing and understanding the cultural and traditional influences that stymie creating a new approach for educationstymie creating a new approach for education

b.b. Experiential approach to cultural practices, traditional practices, legal Experiential approach to cultural practices, traditional practices, legal practices, religious practical and political practicespractices, religious practical and political practices

c.c. Addressing the “CULTURE OF FEAR” that not only prevents new Addressing the “CULTURE OF FEAR” that not only prevents new approaches but aggressively opposes any new perspectives or changeapproaches but aggressively opposes any new perspectives or change

4. The mandate of primary education, bridging the gap between 4. The mandate of primary education, bridging the gap between primary, secondary and higher education and the role of primary, secondary and higher education and the role of ministries of education. ministries of education.

– UNESCO DeclarationUNESCO Declaration– High Level Segment 2002: “The contribution of human High Level Segment 2002: “The contribution of human

resources development, including in the areas of health and resources development, including in the areas of health and education, to the process of development”.education, to the process of development”.a.a. Eliminating discrimination of genderEliminating discrimination of genderb.b. Addressing the issue of “CHOICE” for womenAddressing the issue of “CHOICE” for women

Programmes (1)Programmes (1)Primary education development programmePrimary education development programme

(Intermediate 24-hour programme (eight 3-hour modules))(Intermediate 24-hour programme (eight 3-hour modules))

5. Attendance problems: causes and solutions.5. Attendance problems: causes and solutions.a.a. Modifying perceptual indoctrination and practices through focusing on Modifying perceptual indoctrination and practices through focusing on

“fear of change” and consequences of change using experiential “fear of change” and consequences of change using experiential approachapproach

6. Specific gender issues related to attendance, economic 6. Specific gender issues related to attendance, economic situation, local customs, religion etc.situation, local customs, religion etc.

7. School retention problems.7. School retention problems.

8. Family and community involvement, solutions and 8. Family and community involvement, solutions and local/global partnerships. local/global partnerships.

Programmes (2)Programmes (2)Children and youth MDG programmeChildren and youth MDG programme(Intermediate 24-hour programme (eight 3-hour modules))(Intermediate 24-hour programme (eight 3-hour modules))

1. An introduction to MDGs.1. An introduction to MDGs.2. Overview/survey of the situation in the field of children and 2. Overview/survey of the situation in the field of children and youth.youth.3. Regional challenges: mortality, lack of education, 3. Regional challenges: mortality, lack of education, unemployment, child labor, trafficking/abuse, children’s rights, unemployment, child labor, trafficking/abuse, children’s rights, street children/orphansstreet children/orphans

a.a. Addressing and understanding the cultural and traditional influences that Addressing and understanding the cultural and traditional influences that stymie creating a new approach for children and youth educationstymie creating a new approach for children and youth education

b.b. Experiential approach to cultural practices, traditional practices, legal Experiential approach to cultural practices, traditional practices, legal practices, religious practical and political practicespractices, religious practical and political practices

c.c. Addressing the “CULTURE OF FEAR” that not only prevents new approaches Addressing the “CULTURE OF FEAR” that not only prevents new approaches but aggressively opposes any new perspectives or changebut aggressively opposes any new perspectives or change

4. Mandate: Convention on the Child (UNICEF).4. Mandate: Convention on the Child (UNICEF).– General Assembly Resolution 58/282 Follow-up to the outcome of the General Assembly Resolution 58/282 Follow-up to the outcome of the

Special Session on ChildrenSpecial Session on Childrena.a. Eliminating discrimination of genderEliminating discrimination of genderb.b. Addressing the issue of “CHOICE” for womenAddressing the issue of “CHOICE” for women

Programmes (2)Programmes (2)Children and youth MDG programmeChildren and youth MDG programme(Intermediate 24-hour programme (eight 3-hour modules))(Intermediate 24-hour programme (eight 3-hour modules))

5. The marginalization problem: causes (local practices, 5. The marginalization problem: causes (local practices, customs, beliefs, religion) and solutionscustoms, beliefs, religion) and solutionsa.a. Modifying perceptual indoctrination and practices through Modifying perceptual indoctrination and practices through

focusing on “fear of change” and consequences of change using focusing on “fear of change” and consequences of change using experiential approachexperiential approach

6. Increasing motivation and mobilization: giving a voice to the 6. Increasing motivation and mobilization: giving a voice to the youth and promoting involvement. youth and promoting involvement.

7. The reflection of societal violence on children and the youth 7. The reflection of societal violence on children and the youth (delinquency, criminality, violence, child soldiers).(delinquency, criminality, violence, child soldiers).

8. Community, family, inter-generational dynamics/education 8. Community, family, inter-generational dynamics/education and global responses to the issues of children and the youth. and global responses to the issues of children and the youth.

Programmes (3)Programmes (3)Healthcare programmeHealthcare programme(Intermediate 24-hour programme (eight 3-hour modules))(Intermediate 24-hour programme (eight 3-hour modules))

1. An introduction to MDGs.1. An introduction to MDGs.2. Overview/survey of the situation in the field of healthcare.2. Overview/survey of the situation in the field of healthcare.3. Regional challenges, environmental and infrastructure issues, 3. Regional challenges, environmental and infrastructure issues, human resources, local customs, religion and community beliefs etc.human resources, local customs, religion and community beliefs etc.

a.a. Addressing and understanding the cultural and traditional influences that stymie Addressing and understanding the cultural and traditional influences that stymie creating a new approach for healthcarecreating a new approach for healthcare

b.b. Experiential approach to cultural practices, traditional practices, legal practices, Experiential approach to cultural practices, traditional practices, legal practices, religious practical and political practicesreligious practical and political practices

c.c. Addressing the “CULTURE OF FEAR” that not only prevents new approaches but Addressing the “CULTURE OF FEAR” that not only prevents new approaches but aggressively opposes any new perspectives or changeaggressively opposes any new perspectives or change

4. The mandate of healthcare: bridging the gap between preventive 4. The mandate of healthcare: bridging the gap between preventive and curative medicine, and the role of health and environment and curative medicine, and the role of health and environment ministries.ministries.– High Level Segment 2002: The contribution of human resources High Level Segment 2002: The contribution of human resources

development, including in the areas of health and education, to the development, including in the areas of health and education, to the process of developmentprocess of developmenta.a. Eliminating discrimination of genderEliminating discrimination of genderb.b. Addressing the issue of “CHOICE” for womenAddressing the issue of “CHOICE” for women

Programmes (3)Programmes (3)Healthcare programmeHealthcare programme(Intermediate 24-hour programme (eight 3-hour (Intermediate 24-hour programme (eight 3-hour modules))modules))

5. Community involvement and new approaches to 5. Community involvement and new approaches to healthcare financing.healthcare financing.

a.a. Modifying perceptual indoctrination and practices through focusing Modifying perceptual indoctrination and practices through focusing on “fear of change” and consequences of change using on “fear of change” and consequences of change using experiential approachexperiential approach

6. Lack of healthcare accessibility: causes and 6. Lack of healthcare accessibility: causes and solutions.solutions.7. Specific issues: short life expectancy, improving 7. Specific issues: short life expectancy, improving maternal health, combating HIV/AIDS, combating maternal health, combating HIV/AIDS, combating malaria, combating infectious diseases and pandemics.malaria, combating infectious diseases and pandemics.8. Towards a new approach to global healthcare. 8. Towards a new approach to global healthcare.

Programmes (4)Programmes (4)Women MDG programmeWomen MDG programme(Advanced 48-hour programme (eight 6-hour modules))(Advanced 48-hour programme (eight 6-hour modules))

1. An introduction to MDGs.1. An introduction to MDGs.2. Overview/survey of the situation regarding gender equality and 2. Overview/survey of the situation regarding gender equality and empowerment of women. empowerment of women. 3. Regional challenges: the role of women in society, women’s 3. Regional challenges: the role of women in society, women’s status as an overall society issue, community involvement.status as an overall society issue, community involvement.

a.a. Addressing and understanding the cultural and traditional influences that Addressing and understanding the cultural and traditional influences that stymie creating a new approach for womenstymie creating a new approach for women

b.b. Experiential approach to cultural practices, traditional practices, legal Experiential approach to cultural practices, traditional practices, legal practices, religious practical and political practicespractices, religious practical and political practices

c.c. Addressing the “CULTURE OF FEAR” that not only prevents new approaches Addressing the “CULTURE OF FEAR” that not only prevents new approaches but aggressively opposes any new perspectives or changebut aggressively opposes any new perspectives or change

4. Implementation of the Beijing mandate: gender mainstreaming.4. Implementation of the Beijing mandate: gender mainstreaming.– Beijing + 10 outcome documentBeijing + 10 outcome document

a.a. Eliminating discrimination of genderEliminating discrimination of genderb.b. Addressing the issue of “CHOICE” for womenAddressing the issue of “CHOICE” for women

Programmes (4)Programmes (4)Women MDG programmeWomen MDG programme(Advanced 48-hour programme (eight 6-hour modules)) (Advanced 48-hour programme (eight 6-hour modules))

5. Exclusion of women: causes (religion, community beliefs, 5. Exclusion of women: causes (religion, community beliefs, customs, traditions etc.) and solutions.customs, traditions etc.) and solutions.

a.a. Modifying perceptual indoctrination and practices through focusing on Modifying perceptual indoctrination and practices through focusing on “fear of change” and consequences of change using experiential “fear of change” and consequences of change using experiential approachapproach

6. Specific women’s issues: education, employment, 6. Specific women’s issues: education, employment, caregivers, women’s rights, participation in decision-making, caregivers, women’s rights, participation in decision-making, inter-generational gaps etc. inter-generational gaps etc. 7. Motherhood: birth incentives, pre-conception and pre-natal 7. Motherhood: birth incentives, pre-conception and pre-natal education, maternal health and child care etc.education, maternal health and child care etc.

8. Promoting multi-stakeholder partnerships for achieving 8. Promoting multi-stakeholder partnerships for achieving women-related MDGs.women-related MDGs.

Programmes (5)Programmes (5)Environmental MDG programmeEnvironmental MDG programme(Intermediate 24-hour programme (eight 3-hour modules))(Intermediate 24-hour programme (eight 3-hour modules))

1. An introduction to MDGs.1. An introduction to MDGs.2. Overview/survey in the field of environmental sustainability.2. Overview/survey in the field of environmental sustainability.3. Regional challenges: improving the use of natural resources, 3. Regional challenges: improving the use of natural resources, protecting complex ecosystems, preventing deforestation, land protecting complex ecosystems, preventing deforestation, land degradation and desertification, dealing with local pollution, degradation and desertification, dealing with local pollution, providing access to drinking water, assuring sustainable providing access to drinking water, assuring sustainable biodiversity etc.biodiversity etc.

a.a. to Addressing and understanding the cultural and traditional influences to Addressing and understanding the cultural and traditional influences that stymie creating a new approach for environmental protectionthat stymie creating a new approach for environmental protection

b.b. Experiential approach cultural practices, traditional practices, legal Experiential approach cultural practices, traditional practices, legal practices, religious practical and political practicespractices, religious practical and political practices

c.c. Addressing the “CULTURE OF FEAR” that not only prevents new Addressing the “CULTURE OF FEAR” that not only prevents new approaches but aggressively opposes any new perspectives or changeapproaches but aggressively opposes any new perspectives or change

4. Implementation of Agenda 21.4. Implementation of Agenda 21.– Outcome document: political declaration – World Summit on Sustainable Outcome document: political declaration – World Summit on Sustainable

Development (Johannesburg 2002)Development (Johannesburg 2002)

Programmes (5)Programmes (5)Environmental MDG programmeEnvironmental MDG programme

(Intermediate 24-hour programme (eight 3-hour (Intermediate 24-hour programme (eight 3-hour modules))modules))

5. Pollution and global warming: causes and 5. Pollution and global warming: causes and solutions.solutions.

a.a. Modifying perceptual indoctrination and practices through Modifying perceptual indoctrination and practices through focusing on “fear of change” and consequences of change using focusing on “fear of change” and consequences of change using experiential approachexperiential approach

6. Cooperation between civil society, policy-makers 6. Cooperation between civil society, policy-makers and economic stakeholders. and economic stakeholders. 7. Community involvement in the respect of the 7. Community involvement in the respect of the environment.environment.8. Promoting global environmental MDG partnerships.8. Promoting global environmental MDG partnerships.

Programmes (6)Programmes (6)HIV/AIDS eradication programme: a new psycho-pedagogical HIV/AIDS eradication programme: a new psycho-pedagogical approachapproach(Intermediate 24-hour programme (eight 3-hour modules))(Intermediate 24-hour programme (eight 3-hour modules))(Proposed by (Proposed by African Action on AIDSAfrican Action on AIDS))

1. An introduction to MDGs.1. An introduction to MDGs.2. Basic knowledge, survey/overview and UN mandate on HIV/AIDS. 2. Basic knowledge, survey/overview and UN mandate on HIV/AIDS. – Declaration of Commitment on HIV/AIDS (UN General Assembly special session Declaration of Commitment on HIV/AIDS (UN General Assembly special session

on HIV/AIDS) 2001on HIV/AIDS) 20013. Regional challenges of HIV/AIDS: urban/rural diffusion, male/female 3. Regional challenges of HIV/AIDS: urban/rural diffusion, male/female ratios, behavioural and cultural dimensions, denial/lack of testing, ratios, behavioural and cultural dimensions, denial/lack of testing, accessibility to medication and preventive means. accessibility to medication and preventive means.

a.a. Addressing and understanding the cultural and traditional influences that Addressing and understanding the cultural and traditional influences that stymie creating a new approach for HIV/AIDS eradicationstymie creating a new approach for HIV/AIDS eradication

b.b. Experiential approach cultural practices, traditional practices, legal Experiential approach cultural practices, traditional practices, legal practices, religious practical and political practicespractices, religious practical and political practices

c.c. Addressing the “CULTURE OF FEAR” that not only prevents new Addressing the “CULTURE OF FEAR” that not only prevents new approaches but aggressively opposes any new perspectives or changeapproaches but aggressively opposes any new perspectives or change

4. Ways and means of HIV/AIDS education and prevention.4. Ways and means of HIV/AIDS education and prevention.a.a. Eliminating discrimination of genderEliminating discrimination of genderb.b. Addressing the issue of “CHOICE” for womenAddressing the issue of “CHOICE” for women

Programmes (6)Programmes (6)HIV/AIDS eradication programme: HIV/AIDS eradication programme: a new psycho-pedagogical approacha new psycho-pedagogical approach(Intermediate 24-hour programme (eight 3-hour (Intermediate 24-hour programme (eight 3-hour modules))modules))(Proposed by (Proposed by African Action on AIDSAfrican Action on AIDS))

5. HIV/AIDS and socio-economic development: the 5. HIV/AIDS and socio-economic development: the impact of poverty, social and family degradation.impact of poverty, social and family degradation.

a.a. Modifying perceptual indoctrination and practices through Modifying perceptual indoctrination and practices through focusing on “fear of change” and consequences of change using focusing on “fear of change” and consequences of change using experiential approachexperiential approach

6. Community responses to the HIV/AIDS issue and 6. Community responses to the HIV/AIDS issue and inter-generational factors.inter-generational factors.7. CSO/NGO action in addressing HIV/AIDS.7. CSO/NGO action in addressing HIV/AIDS.8. Forging global partnerships for HIV/AIDS 8. Forging global partnerships for HIV/AIDS prevention/eradication. prevention/eradication.