National school health strategic plan 2013/14-2017/18
The purpose of the school health strategic plan is to provide a detailed roadmap and framework for the effective implementation of the school health policy.
The purpose of the school health strategic plan is to provide a detailed roadmap and framework for the effective implementation of the school health policy.
This article provides a better understanding of how the Malawian teacher education system could best embrace and manage HIV and AIDS Education and how best the system can be shaped through a responsive systems reform process.
The study sought to establish university students’ perceptions of risk of HIV infections. A cross-sectional survey was conducted on 345 sexually active students at two universities in Zimbabwe (one state and one private).
Background: South African communities have high rates of people living with HIV and AIDS. Universities, particularly those in rural regions are examples of communities noted to be high risk areas of these infections.
This literature review sought to understand how the South African Education Department and its stakeholders have responded to the plight of OVC.
Objective: This qualitative study explored the views and experiences of adolescents with perinatally acquired HIV in Kigali, Rwanda, regarding sex, love, marriage, children and hope for the future.
This paper suggests the term ‘paradoxical’ to understand how health education (HE) is carried out and experienced as contradictory and inconsistent by student-teachers who learn about health in Kenyan teacher training colleges (TTC).
In view of the high prevalence of HIV and AIDS in South Africa, particularly among adolescents, the Departments of Health and Education have proposed a school-based HIV counselling and testing (HCT) campaign to reduce HIV infections and sexual risk behaviour.
Ce guide est donc un outil pédagogique destiné à accompagner les formateurs d’enseignants ainsi que les enseignants du primaire et du secondaire dans la mise en œuvre d’un enseignement contribuant au développement des compétences chez les élèves de 5 à 18 ans.
Background: HIV-related stigmatisation and discrimination by young children towards their peers have important consequences at the individual level and for our response to the epidemic, yet research on this area is limited.