African Higher Education Institutions Responding to the HIV/AIDS Pandemic
The paper examines the situation of HIV/AIDS globally, and in Africa. Up to recently higher education institutions had done very little in terms of response to the pandemic.
The paper examines the situation of HIV/AIDS globally, and in Africa. Up to recently higher education institutions had done very little in terms of response to the pandemic.
Ce document décrit pourquoi et comment le centre de formation de Highridge a mis en oeuvre sapolitique institutionnelle sur le VIH/SIDA.
The present document is divided into the following sections: In chapter 2, responses in the form of general policies and HIV are discussed with the intention to define some criteria for assessing and characterising such instruments.
Promoting abstinence is an important strategy that can help delay sexual activity, but complementary messages are needed for those who are sexually active.
This curriculum is designed to help youth in Uganda face the challenges of growing up. The set includes a facilitator's manual and a workbook for participants.
The paper uses a combination of questionnaire data and children's drawings to explore the reasons contributing to temporary and permanent absence from school of orphans, children from disjointed families and children who live with both parents.
This document is a review of sixty life skills education (LSE) and HIV/AIDS materials used in life skills education of young adolescents in twelve countries in the ESAR region. It assesses the myths and biases young people may have internalized regarding HIV/AIDS.
This paper tells about an experience in Kenyan primary schools. A training workshop was organized for 64 teachers, two each from the 32 targeted primary schools.
The purpose of this research was to improve our understanding about the current impact of HIV/AIDS on primary education in four Eastern and Southern African countries, Kenya, Mozambique, Tanzania and Uganda through collecting empirical data.
The following 'think piece' is a collection of observations selected principally from a very rapid September 2003 tour of Malawi, Kenya, Mozambique, Tanzania and Uganda, recent fieldwork in Botswana, Rwanda and Zimbabwe, and UNESCO Nairobi cluster workshops on education and teachers hel