This research suggests that stigma and discrimination can exacerbate the material and psychological problems children already face in context of the HIV/AIDS pandemic.
Women's social, economic, and legal disadvantage is exacerbated by a positive HIV status, and vice versa.
This report brings together current research - much of it unpublished - into the impact of HIV/AIDS on children in the South Asia region. It presents an overview of findings of studies in Bangladesh, India, Nepal and Pakistan.
Ensuring social protection for vulnerable people is a goal of MKUKUTA (the National Strategy for Growth and Reduction of Poverty) in Tanzania, and children are commonly considered to be among the most vulnerable.
This mapping exercise was conducted because impact mitigation, and particularly support to orphans and vulnerable children (OVC), is seen as one of the "unfinished agendas" for the country and a top priority in the HIV and AIDS response.
For children affected by HIV and AIDS, the risks of poverty and loss of livelihood are compounded by the risk of losing family care - their first line of protection. While cash transfers alone are not the solution, they can be an important element of an overall care package for children.
This booklet is the third in a series of publications that address key themes of UNESCO's work on HIV and AIDS and the education sector. It discusses issues affecting educators in the context of HIV and AIDS, including training, conduct, and care and support.
A desk review based on studying available literature on girls, women and HIV/AIDS in eastern Africa. This study focuses on girls, women and HIV/AIDS in Eastern African Region. It covers Kenya, Uganda, Tanzania, Eritrea, Ethiopia, Somalia, Sudan, Rwanda and Burundi.
Education has been cited by several well-respected sources, including the World Bank, as one of the most important factors in helping to prevent this group from contracting HIV and AIDS.
This document provides an overview of the sexuality needs of teacher trainees in Kenya and sexuality in Kenya's primary teacher education syllabus.