Worldwide, most independent countries have implemented compulsory education; children are required to attend school for a given period of time (Benavot 2002) . With respect to HIV prevention, non-formal educational activities play an important role for children who drop out of school or do not have the opportunity to attend as well as for the adult population and vulnerable groups. The education of female bar workers in the Philippines (Morisky et al. 2005 ) and the HIV education in the correctional systems for IDUs in Taiwan (Ko et al. 2009 ) are examples of best practices for designing, implementing, and evaluating non-formal educational programmes. Both countries draw upon the assistance of NGOs to carry out non-formal educational activities.