This report provides: 1. Analysis and reflection of current approaches to include HIV/AIDS and other development issues in journalism education at participating institutions. 2.

Human immunodeficiency virus (HIV)- and acquired immunodeficiency syndrome (AIDS)-related education is seen by many as central to increasing young people’s awareness of, as well as decreasing their vulnerability to, HIV.

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

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

The study assessed levels of knowledge and sources of information on HIV/AIDS among secondary school students in Osun State, Nigeria. Multistage, random sampling was used to identify 592 students from 5 local areas in Osun State.

This study sought to provide evidence whether eLearning compared to classroom instruction improved HIV knowledge uptake among learners between ages 11 – 16 years.

A 14-item human immunodeficiency virus/acquired immunodeficiency syndrome knowledge scale was used among school students in 80 schools in 3 sites in Sub-Saharan Africa (Cape Town and Mankweng, South Africa, and Dar es Salaam, Tanzania).

The commentary describes the increasing interest from research and communication practitioners, policy makers and funders in expanding the impact of research on policy and practice.

Globally, girls and young women are more likely to be HIV positive than their male peers, due in large part to an array of gender inequalities that negatively impact their mental and physical well being.

According to the World Health Organisation (WHO), life skills are defined as the abilities for adaptive and positive behaviours that enable individuals to effectively deal with demands and challenges of everyday life (WHO, 1993).