HEAIDS commissioned this audit to assess the range of HIV and AIDS services, activities and interventions in each of the 35 Higher Education Institutions in South Africa against the programme framework and its indicators.
Cette étude comprend une analyse de l'impact de l'épidémie du VIH/Sida sur le système éducatif ; des propositions d'interventions pour atténuer ces impacts et lutter contre le VIH/Sida dans le secteur de l'éducation ;un aperçu des initiatives internationales et nationales mise
Universal primary education (UPE) could save at least 7 million young people from contracting HIV over a decade. However, without dramatic increases in aid to education, Africa will not be able to get every child into school for another 150 years.
The EFA Fast Track Initiative seeks to support countries in developing an HIV/AIDS response as part of the education sector plan for EFA1. The EFA Fast Track Initiative (henceforth FTI) is a multi-donor effort to assist low income countries to achieve Universal Primary Education (UPE) by 2015.
This meeting report is based on a Fund-wide consultation to review UNFPA's three-decade long experience in population education (PopEd).
This report presents the proceedings of the First Regional Conference on Secondary Education in Africa, organized by the World Bank in June 2003 and hosted by the Uganda Ministry of Education.
Teacher training in any subject is important. For teaching information and skills related to reproductive health (RH) and HIV/AIDS, teacher training is even more essential - and complex.
The paper provides a synthesis of the findings from a 13-country study of adolescent and youth reproductive health issues, policies, and programmes in Asia and Near East (ANE) region.
This publication is a consolidated report of projects in Malaysia, Nepal and Sri Lanka as implemented by Japanese Organization for International Cooperation in Family Planning (JOICFP) under the Asia Regional Project - Strategies for Sexual and Reproductive Health of Adolescents and Youth 2000-20
Research undertaken with UNESCO support by Professor Wilma Bailey and Dr.