Malaui

Concern Worldwide has initiated a project called Ending School Related Gender-Based Violence in Malawi to run from 2012 to 2015.

This article provides a better understanding of how the Malawian teacher education system could best embrace and manage HIV and AIDS Education and how best the system can be shaped through a responsive systems reform process.

Background: HIV-related stigmatisation and discrimination by young children towards their peers have important consequences at the individual level and for our response to the epidemic, yet research on this area is limited.

WASH in Schools (WinS) fosters social inclusion and individual self-respect. By offering an alternative to the stigma and marginalization associated with hygiene issues, it empowers all students – and especially encourages girls and female teachers.

According to the World Health Organisation (WHO), life skills are defined as the abilities for adaptive and positive behaviours that enable individuals to effectively deal with demands and challenges of everyday life (WHO, 1993).

National strategies and plans – focusing on HIV and beyond – are key platforms for articulating an HIV response that advances gender equality, champions women’s rights, engages men and boys, and ends GBV as a cause and consequence of HIV.

Current interest in cross-generational sex is largely due to the feminization of the HIV and AIDS epidemic.

This report presents key findings from a new body of research that describes the sexual and reproductive health needs of Malawi's youth.

The paper examines the degree to which orphans and other vulnerable children is addressed in national development instruments in eastern and southern Africa, assuming that integration brings tangible benefits for orphans and vulnerable children.

In 2005, an estimated 48 million children aged 0-18 years, that is to say 12 percent of all children in sub-Saharan Africa, were orphans, and that number is expected to rise to 53 million by 2010.