Zambia Country Report for the 2011-2012 Education Sector HIV and AIDS Global Progress Survey.

Zimbabwe Country Report for the 2011-2012 Education Sector HIV and AIDS Global Progress Survey.

This chapter, from the publication " Social and psychosocial aspects of HIV/AIDS and their ramifications" responds to the need for relevant evidence by exploring the experiences of HIV-positive adolescent boys and girls in primary and secondary schools in Uganda from the perspectives of school of

Poverty and limited access to health care, education, and paid employement create situations that make young people most vulnerable to HIV infection.

National guidelines and standards of practice published by Nigeria's Federal Ministry of Women Affairs and Social Development in 2007 aim to assure and improve the quality of interventions that target orphans and vulnerable children in Nigeria.

This document is part of a toolkit written for and by HIV trainers. It has been designed to help trainers plan and organise educational sessions with community leaders or organised groups.

This document is part of a toolkit written for and by HIV trainers. It has been designed to help trainers plan and organise educational sessions with community leaders or organised groups.

This study was undertaken by the Ghana National Association of Teachers (GNAT) and the Teachers and educational Workers Union (TEWU) of the Ghana Trades Union Congress to assess the degree of awareness of HIV/AIDS among their members (i.e., teachers and educational workers) and the needs of those

Countless HIV/AIDS interventions rely on teachers to deliver vital prevention messages to their students but do not target the teachers as direct beneficiaries, even though the teachers themselves are at risk of HIV infection.

The technical consultation brought together a range of different stakeholders including ministries of education, teachers' unions and HIV-positive teachers' networks from six countries: Kenya, Namibia, Tanzania, Uganda, Zambia and Zimbabwe.