The aim of this guide is to support schools and school boards in implementing a process for sex education that is consistent with the policy framework outlined in 2003, Sex Education in the Context of Education Reform.

In February 2008 the Commonwealth Secretariat collaborated with Education International, the worldwide umbrella organisation of teachers unions, to hold the third in a series of research symposiums.

This document provides a curriculum framework for the Caribbean region and is part of the Caribbean Community Secretariat (CARICOM) Multi-Agency Health and Family Life Education (HFLE) project.

The University of Dschang recognizes that HIV/AIDS is both a health and developmental issue, which concerns the entire University community and the Cameroonian society as a whole.

These sample units of work for Grade 5 Health and Grade 6-8 Personal Development are designed to help teachers plan, program and teach. They contain many ideas for participatory teaching and learning activities and assessment tasks.

The Ministry of Education and Higher Education South Africa have developed a policy framework on HIV and AIDS framed within the South African constitution, the HIV and AIDS and STI national strategic plan for South Africa, 2007-2011, and related legislation, policies and protocols.

In 2007, the Federal Ministry of Education, Nigeria, undertook a review in order to document how the Government of Nigeria and development partners worked together to build a systematic education sector response to HIV and AIDS in the country.

The article seeks to sensitize the development community, particularly outside the education sector, about the issues surrounding education as a vehicle for promoting sustainable development in an AIDS environment in Africa.

In 2007, an estimated 145 million children 0 to 17 years old were orphaned, having lost one or both parents (UNICEF 2008). Many millions of other children can be described as vulnerable, due to the effects of illness and poverty.

This report presents the findings and outcomes of the three joint UNESCO/World Bank missions to Guyana, Jamaica, and St. Lucia, and elaborates on next steps identified for action at both national and regional levels.