This document outlines the purpose and context of a research study on the impact of health education on HIV prevention in Canada. [1] The study aims to understand how education impacts various intervention programs and factors that help education be successful. [2] It will also seek to understand perceptions incorporated in education that help HIV education programs. [3] Key issues examined will include whether education targets at-risk groups and whether service providers are flexible in assisting people with HIV.

1. STATEMENT OF INTENT
BY
ODOOM DOMSON

2. The Impact of Health Education on HIV Prevention in Canada
Problem Statement
According to UNAIDS (2010), there people living with HIV globally is estimated to be
33.4 million. It further indicated that the rate of getting globally is getting worse each passing
day and the global rate lies somewhere 0.8 5 as at 2008. The Sub-Saharan Africa has the
leading number of HIV infection rate with 5.2% as well as people living with HIV makes up
67% of the global figure. The breakdown of the HIV infection rate are The remaining areas
were all here the worldwide average: Eastern Europe and Central Asia (0.7 %), North America
(0.6 %), Latin The united state (0.6 %), Oceania (0.3 %), Western and Central Europe (0.3 %),
Center East and North Africa (0.2 %), South and South-East Asia ,0.3 %, and East Asia less
than 0.1 % (UNAIDS , 2012)
Accordingly the rallying cry led by UNAIDS--"Know your epidemic, understand your
response"-- shows an acknowledgment that HIV epidemics worldwide are not the same and
that no one method will certainly curb the spreading of HIV. However health education can
offer assistance by ensuring everyone understands the issue of HIV infection as well as
intervention programs according to Global HIV Prevention Working Group (2012). The key
issue in focusing on health education is not only based on ‘window of opportunity “but rather it
is in consonance with the strong inverse relationship between the occurrence of the disease as
well as the level of education (Coates, Richter & Ceres, 2000). For these reasons there is the
need to understand the impact on health education in the prevention of HIV especially in
Canada as part of global need to reduce HIV infections
PURPOSE
The research will seek to understand the impact of education on the various
intervention programs, what factors help the education as well as understand the perception of
is incorporated in education which helps the HIV educational programs to be successful. The
term education here is used in the context of knowledge impacted to be both who are infected
as well as non-infected people in Canada.
It is interesting to note that about 65,000 Canadians are living with HIV as well as
A.I.D.S at the end of 2008. This represents a boost of 8,000 infections (14 %) since 2005. In
2008, the adult frequency rate of HIV in Canada was estimated to be 0.3 %. An estimated
2,300 to 4,300 new HIV infections happened in Canada in 2008 compared with a estimated
2,200 to 4,200 in 2005. It was estimated that of the 65,000 people living with HIV in Canada in
2008, 26 % (16,900 people) were uninformed of their HIV infection because they had actually
not been checked. Broken down by HIV transmission route, 19 % of MSM (6,000 individuals),
25 % of IDU (2,800 people) and 35 % of individuals made vulnerable through heterosexual
sex(7,000 people) were unaware of their HIV infection in 2008(CATIE,2009) .

3. CONTEXT OF THE PROBLEM
HIV prevention and activities are driven by the public health of HIV transmission,
research connected to behavioral changes, and by mediations that have shown efficient in
decreasing threat for HIV infection. HIV prevention activities take into account the following
overlaying determinants:
1) population as determined by location, ethnic background, gender, age,
socioeconomic condition, or other group features);
2) Understanding the of HIV transmission (sexual orientation);
3) Social systems (individual, couple, family members, network, area, etc ); and
4) Specific life scenarios or co-factors of infection targeted, e.g. individuals that are
HIV favorable, individuals who exchange sex for sources, boys of color who
have sex with men (MSM), or sexual partners of shot medicine individuals
(IDU).
HIV prevention providers are expected to take advantage of effective technological,
behavioral, and social strategies in assisting their customers to minimize their danger for HIV
infection. Service providers are expected to establish brand-new approaches and carry out
targeted mediations that are based in sound habits change science with proven efficiency.
While ongoing research is needed to guarantee that there are a number of successful
HIV prevention mediations to employ in combination for the best effect, it is also vital that
existing educational programs are assessed and determined against sound concepts for
effectiveness and efficiency.
Some of the key issues the research will seek to understand regarding HIV prevention
programs in Canada will include;
i. Is HIV prevention interventions being offered to both HIV unfavorable and HIV
beneficial people;
ii. Is the education programs targeting determined individuals with the desired
objectives and the various interventions;
iii. Are the service providers flexible at the administrative level in dealing with
people with HIV ;
The sources of information that will be used in the research will be secondary data from
published documents, journals and from the internet. The difficulty with the research will be
that first hand information or data cannot be obtained directly from people leaving with HIV as
well as HIV intervention providers because all the needed information will be obtained from
the secondary sources .
In conclusion, the research will seek to bring out the importance of education in helping
curb the HIV pandemic in Canada, and the research outcome will help in a number ways such
helping policymakers understand some of the importance issues they should consider when
making laws and legislation. The outcome will also go along to expose various stakeholders in
HIV prevention programs to understand the various educational needs of people leaving with
HIV as well as the ordinary citizens.

4. REFERENCES
1. An Overview of the effectiveness and efficiency of HIV prevention programs,
Available Online –
http://caps.ucsf.edu/capsweb/public/insite_beta/START/START001.html
2. Compendium of HIV Prevention Interventions with Evidence of Effectiveness, Center
for Disease Control and Prevention (CDC), HIV/AIDS Prevention Research Synthesis
Project, Revised 2009, Available Online-
http://cdc.gov/hiv/pubs/hivcompendium/hivcompendium.htm
3. Coates TJ, Richter L, Ceres C. Behavioral Strategies to Reduce HIV Transmission:
How to Make Them Work Better. 2008.
4. DEBI: Diffusion of Effective Behavioral Interventions, Available Online -
http://www.effectiveinterventions.org/en/home.aspx
5. DeBeck K, Wood E, Zhang R, et al. Police and public health partnerships: evidence
from the evaluation of Vancouver’s supervised injection facility. Substance Abuse
Treatment, Prevention & Policy. 2008;3:11
6. Division of HIV/AIDS (DHAP) -Rapid HIV Testing, CDC Division of HIV/AIDS
Prevention, Available Online - http://www.cdc.gov/hiv/pubs/rt-lab.htm , 27467 bytes,
updated 11-21-03
7. Global HIV Prevention Working Group. Behaviour Change and HIV Prevention: [Re]
Considerations for the 21st Century. 2008. Available at:
http://www.globalhivprevention.org/pdfs/PWG_behavior%20report_FINAL.pdf.
[Accessed March 7, 2013]
8. San Francisco AIDS Foundation [SFAF]. HIV Evidence Report: Effective Behavioral
Interventions for Reducing HIV Risk and Transmission. 2008. Available at:
http://www.sfaf.org/files/site1/asset/sfaf-hiv-evidence-report-may-2008.
9. UNAIDS. AIDS Epidemic Update 2012. Geneva: UNAIDS; 2012.