UNESCO's strategy for HIV and AIDS in Latin America and the Caribbean
This document presents an updated version of a previous UNESCO strategy on HIV and AIDS for Latin America and the Caribbean that covered the period 2004-2005.
This document presents an updated version of a previous UNESCO strategy on HIV and AIDS for Latin America and the Caribbean that covered the period 2004-2005.
The HIV and AIDS epidemic is deemed the single greatest threat to South Africa's future and its growth is one of the most rapid in the world. The South African government has marked 2006 as the year of accelerated HIV and AIDS prevention.
Recognizing the importance of teachers in stopping the spread of HIV/AIDS in Zambia, the Ministry of Education requires that HIV/AIDS be integrated into classroom teaching at all levels.
Recognizing the importance of teachers in stopping the spread of HIV/AIDS in Zambia, the Ministry of Education requires that HIV/AIDS be integrated into classroom teaching at all levels.
This working paper, based on the work of the Inter-Agency Working Group on Community Involvement in Adolescent Sexual and Reproductive Health, presents a framework that links community involvement interventions to desired adolescent health outcomes.
Curriculum development is one of the most noticeable areas requiring attention in higher education: a limited curriculum integration is cited as a general weakness of institutional responses to HIV and AIDS.
This report presents key findings from a new body of research that describes the sexual and reproductive health needs of Malawi's youth.
The Regional Strategic Framework for the Protection, Care and Support of Children Affected by HIV/AIDS provides guidance to the eight member states of the South Asian Association for Regional Cooperation (SAARC) on a consistent approach across South Asia to the protection, care and support of chi
This manual is addressed to all stakeholders concerned with school health. The School Health Policy and presently the Manual proposes to view health holistically, utilize all educational opportunities for health promotion including formal and informal approaches in curriculum pedagogy.
This paper lays out some of the reasons why building trust between teachers’ unions and education NGOs has not been easy. It then goes on to identify a series of issues around which joint work can be (and is being) developed.