The theme of the 2010 GMR on Reaching and Teaching the Most Marginalized has particular relevance for the IATT on Education as marginalization is a cause of HIV risk and vulnerability, and often a consequence of being HIV-positive.

This systematic review focuses on empirical work on disability and HIV/AIDS in Africa in the past decade and considers all the literature currently accessible. The review presents data from different surveys and summarizes the findings.

This report presents findings of a stocktaking exercise on research on HIV and education undertaken by the Overseas Development Institute (ODI) in September 2008.

122,000 teachers in sub-Saharan Africa are estimated to be living with HIV, most of who do not know their status. Stigma remains their greatest challenge.

In recent years, the education sector in low-income countries has come to play an increasingly important role in the health of the school-aged child.

In 2007, UNESCO commissioned this desk-based review of the global state of sex and HIV education in the formal education sector in order to inform its possible future work in this area.

This booklet aims to contribute to improved understanding of partnerships, including what they can achieve as well as challenges to effective partnerships.

This booklet introduces the concepts of quality education and effective learning; provides an overview of the impact of HIV and AIDS on quality education and effective learning; summarises the factors that contribute to effective learning in the context of HIV and AIDS education and highlights ke

The EDUCAIDS Overviews of Practical Resources provide guidance on the technical and operational aspects of this response.

Increasing women's access to income and productive resources is one of the five priority gender strategies of the President's Emergency Plan for AIDS Relief (Emergency Plan) (PL 108-25).