Learning about HIV/AIDS in schools: does a gender-equality approach make a difference?
Is HIV education based on the principles of gender equality possible in practice? If so, can it make a difference to gender relations in a society?
Is HIV education based on the principles of gender equality possible in practice? If so, can it make a difference to gender relations in a society?
This paper first introduces the key issues regarding orphaned and vulnerable adolescents in the time of HIV/AIDS, including the developmental needs specific to adolescents. The second chapter summarizes the limited studies and programs working primarily with adolescents orphaned due to AIDS.
This paper illustrates how HIV/AIDS is affecting teachers as individuals and as professionals. Teachers are expected to play a major role in combating HIV/AIDS, but at the same time, the results of this study show that they are also being affected by the disease.
This report maps out a plan of action - action spaces - for addressing gender-based violence drawing from fieldwork in Swaziland and Zimbabwe in the last quarter of 2003.
The overall purpose of this study was to understand what factors contribute to teachers' willingness to communicate about HIV/AIDS in the broad educational setting (schools and communities).
The Government of Zimbabwe has prioritised the need for better adolescent reproductive health (ARH) to combat HIV/AIDS transmission, reduce teenage pregnancies and the proportion of school dropouts, and ensure equality of health provision to the country's youth.
Teacher training in any subject is important. For teaching information and skills related to reproductive health (RH) and HIV/AIDS, teacher training is even more essential - and complex.
We examine the effect of orphan status on school enrolment in Zimbabwe, a country strongly impacted by the HIV/AIDS pandemic with a rapidly growing population of orphans.
This study does not address the level of implementation of HIV/AIDS education, but the framework and conditions set in policies and curricula for curriculum implementation.
This paper presents the work of Choose Life, a Zimbabwean NGO that works with young people in schools. Choose Life utilizes the power that HIV positive youth have in preventing further infections in their peers.