As part of the CATALYST Consortium South-to-South programme, PROFAMILIA/Colombia and the Centre for Development and Population Activities (CEDPA) collaborated to produce a manual for managers of adolescent sexual and reproductive health programmes that builds on PROFAMILIA/Colombia experience in

The Government of Zimbabwe has prioritised the need for better adolescent reproductive health (ARH) to combat HIV/AIDS transmission, reduce teenage pregnancies and the proportion of school dropouts, and ensure equality of health provision to the country's youth.

This manual comes in response to the identified need to prepare teachers to cope at indvidual level and thereafter to support their school community to cope with the burden caused by the HIV and AIDS pandemic.

This report displays the positions of the ministry of education in Burundi, on the quality of education.

This document is one of the "story books" in the HIV and AIDS series, developed by the Junior African Writers (JAWS). It is designed to provide information and raise key questions about the consequences of HIV and AIDS.

The Education Sector Policy on HIV and AIDS formalises the rights and responsibilities of every persons involved, directly or indirectly, in the education sector with regard to HIV and AIDS: the learners, their parents and care-givers, educators, managers, administrators, support staff and the ci

The rapid increase in adult mortality due to the AIDS epidemic in sub-Saharan Africa raises great concern about potential intergenerational effects on children.

This guide is based on recent research into sexuality education and health promotion in Sweden and focuses on sexuality and personal relationships for the planning and implementation of teaching programmes.

The country's Higher Education Sector appears to be particularly badly affected by the HIV/AIDS epidemic, with some estimates indicating that infection levels amongst undergraduates might be as high as 1 in 4.

Despite the evident effects of the epidemic on the education sector, there has been no systematic research to look at its impact on education governance in Uganda, in terms of the performance of the descriptive and prescriptive roles of the different actors in the sector.