This guide provides a basic understanding about why and how comprehensive school health should be promoted in schools.

Poverty and limited access to health care, education, and paid employement create situations that make young people most vulnerable to HIV infection.

National guidelines and standards of practice published by Nigeria's Federal Ministry of Women Affairs and Social Development in 2007 aim to assure and improve the quality of interventions that target orphans and vulnerable children in Nigeria.

This document is part of a toolkit written for and by HIV trainers. It has been designed to help trainers plan and organise educational sessions with community leaders or organised groups.

This document is part of a toolkit written for and by HIV trainers. It has been designed to help trainers plan and organise educational sessions with community leaders or organised groups.

This study was undertaken by the Ghana National Association of Teachers (GNAT) and the Teachers and educational Workers Union (TEWU) of the Ghana Trades Union Congress to assess the degree of awareness of HIV/AIDS among their members (i.e., teachers and educational workers) and the needs of those

Countless HIV/AIDS interventions rely on teachers to deliver vital prevention messages to their students but do not target the teachers as direct beneficiaries, even though the teachers themselves are at risk of HIV infection.

The technical consultation brought together a range of different stakeholders including ministries of education, teachers' unions and HIV-positive teachers' networks from six countries: Kenya, Namibia, Tanzania, Uganda, Zambia and Zimbabwe.

The purpose of this survey was to investigate teacher supply, teacher attrition, teacher remuneration and motivation, teacher absenteeism and union involvement in policy development in six Anglophone African countries. These are: The Gambia, Kenya, Lesotho, Tanzania Uganda and Zambia.