The debate of delivering HIV and AIDS education within schools is a sensitive topic that often elicits strong feelings from parents, teachers and school administrators.
This manual comes in response to the identified need to prepare teachers to cope at indvidual level and thereafter to support their school community to cope with the burden caused by the HIV and AIDS pandemic.
This report was commissioned by the Inter-Agency Task Team (IATT) on Children affected by HIV and AIDS' working group on National Plans of Action (NPAs).
This report explores policy and provision for early childhood education and care (ECEC) in six English speaking countries in Southern Africa - Botswana, Namibia, Lesotho, South Africa, Swaziland and Zimbabwe.
This study aims to describe and analyse the results of a qualitative research study on teacher management policies, tools and practices in Zimbabwe, a country where HIV and AIDS is highly prevalent.
This study assesses trends in the prevalence and status of orphans and vulnerable children (OVC) based on data from 2005-06, 1999, and 1994 Zimbabwe Demographic and Health Surveys (ZDHS).
In 2002, the AFT launched its first Africa HIV/AIDS project with the Zimbabwe Teachers Association (ZIMTA).
This document is the outcome of two meetings.
It is still widely anticipated that the AIDS epidemic will have a devastating impact on the education sector in Africa.
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