2011-2012 education sector HIV and AIDS global progress survey: Progression, regression or stagnation?
The 2011-2012 Global Progress Survey (GPS) is a 39 country survey of HIV and AIDS policy and programmes in the education sector.
The 2011-2012 Global Progress Survey (GPS) is a 39 country survey of HIV and AIDS policy and programmes in the education sector.
many years, and a growing number of organizations are including a focus on young people, HIV/ASRH and humanitarian settings into their work.
En dépit des efforts du Gouvernement et des organisations de la société civile, notamment des associations féminines, le risque d’infection au VIH en République du Congo reste élevé.
Early diagnosis of children living with HIV is a prerequisite for accessing timely paediatric HIV care and treatment services and for optimizing treatment outcomes.
This report presents the findings of the Public Inquiry into violations of sexual and reproductive health rights (SRHR) in Kenya.
This report provides a brief update of the progress made in Lesotho by the partners in the implementation of the EU funded linking HIV and Sexual and Reproductive Health and Rights (SRH) project in 2011.
Lack of education and an economic dependence on men are often suggested as important risk factors for HIV infection in women. The authors assessed the efficacy of a cash transfer programme for schooling to reduce the risk of sexually transmitted infections in young women.
The Essential Health Care Programme (EHCP) is a successful response to a number of serious health problems facing Philippine children.
This report presents the findings of the 2012 pilot assessment of the school health policies for the following Caribbean community (CARICOM) countries: Dominica, Grenada, Guyana, St. Lucia, Barbados, and St. Vincent and the Grenadines.
Background: Adolescent pregnancy, occurring in girls aged 10–19 years, remains a serious health and social problem worldwide, and has been associated with numerous risk factors evident in the young people’s family, peer, school, and neighbourhood contexts.