The Health of educators in public schools in South Africa
The provision of good quality education in public sector schools in South Africa is intrinsically linked to the health, wellbeing and productivity of educators employed in this sector.
The provision of good quality education in public sector schools in South Africa is intrinsically linked to the health, wellbeing and productivity of educators employed in this sector.
Cash transfers have been proposed as an intervention to reduce HIV-infection risk for young women in sub-Saharan Africa. However, scarce evidence is available about their effect on reducing HIV acquisition.
This study set out to explore whether and how HIV and AIDS have been integrated into curricula at UP over a period of 15 years and what the future of HIV Curriculum Integration (HCI) might be.
This sourcebook documents and analyzes a range of government-led school meals programs to provide decision-makers and practitioners worldwide with the knowledge, evidence and good practice they need to strengthen their national school feeding efforts.
The objective of the current study is to explore the use of Rasch scaling technique to construct a Perceived School Disorder Index (PSDI) in order to see if there are ‘stages’ of evolution in a school climate.
The purpose of this study is to determine gaps and challenges as well as possible good practice in the current implementation of HIV and AIDS education in TVET Colleges.
Using in-depth interviews, the authors asked sexuality educators in South Africa about their own professional preparation and what they believed were necessary educator characteristics for teaching Sexuality Education.
Research has foregrounded the way in which heterosexual practices for many young people are not infrequently bound up with violence and unequal transactional power relations.
Research on sexual practices among young South Africans has proliferated in light of the national imperatives to challenge the spread of HIV/AIDS, gender-based violence and unwanted early pregnancies.
Participatory mapping was undertaken with single-sex groups of grade 5 and grade 8–9 children in KwaZulu-Natal. Relative to grade 5 students, wide gender divergence in access to the public sphere was found at grade 8–9. With puberty, girls' worlds shrink, while boys' expand.