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

This chapter, from the publication " Social and psychosocial aspects of HIV/AIDS and their ramifications" responds to the need for relevant evidence by exploring the experiences of HIV-positive adolescent boys and girls in primary and secondary schools in Uganda from the perspectives of school of

This Communication Strategy provides a broad framework that will guide communication on youth and HIV and AIDS in Kenya for the next three years.

This is a report of a survey conducted to reassess the level of awareness of HIV/AIDS and the use of HIV/AIDS prevention methods among teachers and other workers in the education sector in Ghana.

This study explores how HIV-positive teachers within a specific social context understand, interpret and act on HIV and Life Skills policy.The aim of the author was to illuminate the experiences of teachers living with AIDS and how their experiences affect the ways in which they understand and ac

In line with the National Strategic Plan for HIV and AIDS, the country has adopted a multi sectoral approach to HIV and AIDS which puts emphasis on behaviour change communication, anti-retroviral therapy (ART) and support for orphans and vulnerable children (OVC).

This Research Dossier supports the Report Card on HIV Prevention for Girls and Young Women in Kenya produced by the United Nations Global Coalition on Women and AIDS (GCWA).

This study tested an economic intervention to reduce HIV risks among AIDS-orphaned adolescents. Adolescents (n = 96) were randomly assigned to receive the intervention or usual care for orphans in Uganda.

TIWOLOKE (Stepping Stones) is a workplace-focused behaviour change model targeting primary school teachers in Malawi's education system.

The Kenyan Teachers Service Commission (TSC) was established in 1967. It was mandated to register, recruit, remunerate, deploy, promote, discipline teachers and maintain teaching standards in public educational institutions.