Stigmatizing attitudes towards people living with HIV (PLHIV) are common among young people.
School-based HIV/AIDS education is a common and well-proven intervention strategy for providing information on HIV/AIDS to young people. However, lack of skills among teachers for imparting sensitive information to students can lead to programme failure in terms of achieving goals.
This reports’objective is to assess the work directed at reducing unplanned teenage pregnancy and to look at what else can be done to support young people at risk of pregnancy or who have a child very young.
Although the countries of Eastern Europe and Central Asia are not affected to the same extent as other world regions, adolescent pregnancy is a major challenge in parts of the region, and in particular among some population groups.
In the Asia-Pacific Region, young people bear a large proportion of new HIV infections, and there is a need to consult them about how best to tailor prevention initiatives to meet their needs.
Across the Asia Pacific region, adolescents aged 10 – 19 years who are living with HIV face unique challenges as they transition from childhood to adolescence and into adulthood.
This study aimed to assess HIV-related knowledge, attitudes and practices (KAPs) of high school students in Lao People's Democratic Republic (PDR) because inadequate knowledge, negative attitudes and risky practices are major hindrances to preventing the spread of HIV.
Background: Considering the significant impact of school-based HIV/AIDS education, in 2007, a curriulum on HIV/AIDS was incorporated in the national curriculum for high school students of Bangladesh through the Government’s HIV-prevention program.
In recent years, UNICEF has worked together with national and local authorities and civil society partners in a number of countries in Eastern Europe and Central Asia to develop and implement HIV prevention programmes intended to reduce risks and vul¬nerabilities among most-at-risk adolescents (M
This review presents the results of an assessment of the policies and practices related to prevention education in ten countries in Eastern Europe and Central Asia (EECA region). It consists of a regional overview (Chapters 1–6) and ten individual country assessments (Appendices 2–11).