This Policy and Strategy Framework is based on the “Policy Framework on HIV and AIDS for Higher Education in South Africa” that was adopted in November 2008.

This article addresses the issue of teacher knowledge in a developing world context of HIV and AIDS.

On November 30, 2011, the American Institutes for Research, FHI360, the Global Partnership for Education, Save the Children, and the World Bank co-hosted the UNAIDS Inter-Agency Task Team (IATT) on Education Symposium on HIV & AIDS and education and school health and nutrition (SHN) in Washin

This article describes the objectives, theoretical bases, development process, and evaluation efforts to-date for the Circle of Life (COL) curricula, HIV/AIDS prevention interventions designed for American Indian and Alaska Native (AI/AN) youth.

This Framework is designed to enable the education sector at a national level to understand the need for a robust response to HIV and AIDS in order to achieve Education for All (EFA) and the education-related Millennium Development Goals (MDGs).

Ideals of masculinity and femininity may limit South African women's decision making power in relationships and increase their risk of HIV infection.

In this article, the author gives an account of his ‘Checkmating HIV&AIDS’ action research project, which was an attempt to break the ‘culture of silence’ concerning HIV&AIDS and sex and sexuality in his classroom.

Across sub-Saharan Africa, the AIDS pandemic has impacted children in a myriad of ways, from parental loss, to HIV infection, to increased poverty and marginalization.

The HIV and AIDS Policy for the National Education System of Papua New Guinea has four main sections, which, taken together, provide an effective response to HIV.

This paper estimates the association between HIV knowledge and risky sexual behavior in India. Using data from the third wave of the national demographic survey, the authors find that better HIV related knowledge does not always promote safer sexual practices.