The project was carried out in the period between December 2009 and December 2010 within the "Activate!" and "For LGBT Youth" programs of the Društvo informacijski center Legebitra.The fundamental aims of the project were: To gather and analyze information on the situation of
This research has been commissioned by the Department of Education as part of their statutory duty to promote equality of opportunity under Section 75 of the Northern Ireland Act (1998).
This report is a comprehensive review of Irish literature, policy and documentation on the handling of transphobia and transphobic incidents in an Irish context. It assesses what methods have been used to document and deal with such incidents at government and non-governmental levels, if any.
The aim of this research was to explore the attitudes and experiences of students, parents, teachers and school principals regarding homophobic bullying in second-level schools.
This report introduces current knowledge on the particular situation that Vietnamese women face with regard to HIV.
The article seeks to sensitize the development community, particularly outside the education sector, about the issues surrounding education as a vehicle for promoting sustainable development in an AIDS environment in Africa.
Education has a potentially important role to play in tackling the spread of HIV, but is there evidence that this potential is realized?
Objective: To assess the evidence that the association between educational attainment and risk of HIV infection is changing over time in sub-Saharan Africa. Design and methods: Systematic review of published peer-reviewed articles.
Studies of the relationship between HIV/AIDS and children’s educational attainment largely focus on the direct impacts of parental illness and death, overlooking the potential indirect impact that parental knowledge and perceptions of their HIV status may have on children’s school enrollment.
Students’ school education consists of not only what they are explicitly taught in the classroom, but also what they implicitly learn through the language, attitudes and actions of other students and teachers.