OBJECTIVES: This study represents a comprehensive assessment of differences between participants in an HIV/AIDS prevention program (SHAPE: Sustainability, Hope, Action, Prevention, Education) and non-participants in knowledge, attitudes and practices with a focus on cultural, sociological and eco
We present multi-method case studies of two Zimbabwean primary schools – one rural and one small-town. The rural school scored higher than the small-town school on measures of child well-being and school attendance by HIV-affected children.
National strategies and plans – focusing on HIV and beyond – are key platforms for articulating an HIV response that advances gender equality, champions women’s rights, engages men and boys, and ends GBV as a cause and consequence of HIV.
Background: HIV has left many African children caring for sick relatives, orphaned or themselves HIV-positive, often facing immense challenges in the absence of significant support from adults.
Current interest in cross-generational sex is largely due to the feminization of the HIV and AIDS epidemic.
In this paper, we tackle the question of causality between early marriage and school dropout, using data from the Demographic and Health Surveys (DHS) from nine Southern and Eastern African countries.
This booklet has been written to help school girls manage the critical period when they enter adolescence between the ages of 10 and 14. Adolescence is the time during which boys and girls grow from childhood into adulthood and changes take place in their bodies.
This study assessed the policies, strategic plans and structures that have been put in place inZimbabwe to address the HIV/AIDS epidemic in the education sector.
The MEMA kwa Vijana (Tanzania) and Regai Dzive Shiri (Zimbabwe) adolescent sexual and reproductive health intervention trials focused on developing skills and changing attitudes and self-efficacy to change behaviours.
This guide from CRS/Zimbabwe addresses child participation in many aspects of programming.