Teachers Service Commission sub-sector workplace policy on HIV and AIDS
The Teachers Service Commission workforce has not been spared by the HIV/AIDS pandemic and in response the Commission has developed a policy to address this crisis.
The Teachers Service Commission workforce has not been spared by the HIV/AIDS pandemic and in response the Commission has developed a policy to address this crisis.
Namibia has a high HIV prevalence rate and as a result, the Education Sector is experiencing an increase in employee absenteeism; high attrition rate as well as low levels of productivity. The Education Sector is the nation's largest single employer engaging approximately 38 000 employees.
Plan estratégico de educación en Perú para el período 2007-2011. Diagnóstico detallado de la educación en Perú; situación educativa, alfabetización, pobreza, deserción, corrupción. Diagnóstico de los siguientes programas/intervenciones: 1. Educación Inicial, 2. Educación Primaria, 3.
MERUNDOI/HFLE Support Module 3, Episode 31-45 is a guide developed by the MERUNDOI Radio Serial in collaboration with the Centres for Disease Control and Prevention, Global AIDS Program, Guyana in 2007. The module covers Episodes 31-45 of Merundoi.
« Mon bouclier contre le SIDA au CM1 » est un manuel destiné à l'enseignant et fait partie d'une série de manuels intitulés "Mon bouclier contre le SIDA.
Mon bouclier contre le sida au CM2 est un manuel destiné à l'enseignant et fait partie d'une série de manuels intitulés "Mon bouclier contre le sida.
« Mon bouclier contre le sida au CE2 » est un manuel destiné à l'enseignant et fait partie d'une série de manuels intitulés "Mon bouclier contre le sida. Manuel d'information, d'éducation et de communication pour la lutte contre le sida".
The document is prepared for teachers in the Caribbean, specifically in Jamaica.
Once limited to the medical field, the issue of HIV and AIDS has spread to other socioeconomic spheres because of its generalised negative impact. The education sector has been equally affected, prompting ZIMTA and other stakeholders to initiate intervention programmes.
This report presents the findings and outcomes of the three joint UNESCO/WB missions to Guyana, Jamaica and St. Lucia, and elaborates on next steps identified for action at both national and regional levels.