This paper reviews our current understanding of the HIV, AIDS and literacy correlation, offers a new definition for HIV/AIDS literacy and suggests areas for applied research and action for enhancing HIV/AIDS literacy in the global fight against HIV and AIDS.
In March 2003, personnel from education ministries in the four countries in the UNESCO-Nairobi cluster grouping (Burundi, Kenya, Rwanda and Uganda) met for the first cluster consultation on HIV, AIDS and education.
The HIV/AIDS epidemic is expected to have a catastrophic impact on teachers in sub-Saharan Africa. It is also widely asserted that teachers themselves are a relatively high-risk group with respect to HIV infection.
Choices is written for young people between the ages of 10 and 24 years; for peer educators and youth leaders; for teachers, health care workers and parents and anyone who is helping young people to grow up as fulfilled and responsible human beings with a sexual and social life.
Governments in sub-Saharan Africa have failed to address the extraordinary barriers to education faced by children who are orphaned or otherwise affected by HIV/AIDS. An estimated 43 million school-age children do not attend school in the region.
During the process of formulating the Kenya National HIV/AIDS Strategic Plan (KNASP) of 2000 -2005, some of the gender dimensions of the epidemic had been recognised. It was noted that a striking feature of the epidemic was its impact on women as compared to men.
We examine how school attendance and nutritional status differ between orphaned and fostered children, and between children of HIV-infected parents and non-HIV-infected parents in Kenya.
The socio-economic consequences of the HIV/AIDS epidemic are felt in a growing number of countries and increasing mortality rates among adults are threatening economic and social well-being.
The main aim of this study was to assess training needs for educational planners and managers in the context of HIV/AIDS in Kenya.The Kenyan government's overall policy goal for primary education is to achieve Universal Primary Education (UPE) by 2005, which is consistent with the Dakar comm
This syllabus is an improvement of the existing 8-4-4 education syllabus and is available in two volumes.