Heroes and villains: teachers in the education response to HIV
This book is an investigation from the standpoint of the classroom teacher into how school-based education is addressing the global HIV epidemic.
This book is an investigation from the standpoint of the classroom teacher into how school-based education is addressing the global HIV epidemic.
In May 2007, the Association of African Universities in consultation with the UNAIDS Technical Support Facility for West and Central Africa based in Burkina Faso commissioned a Mid-Term Evaluation of the AAU's three year Programme dubbed African Universities Responding to HIV/AIDS.
UNESCO is collaborating with script writers and traditional performance artists from Cambodia, Indonesia, P.R. China, and Viet Nam to expand the use of innovative HIV prevention approaches using traditional forms of performing arts in Asia.
Horizons, in cooperation with local stakeholders and the Mpumalanga Department of Education, is conducting a study to explore the feasibility and acceptability of the integration of a life skills curriculum centered around sexual abstinence and faithfulness into the Department of Education's
This publication provides guidance to UNESCO offices and Ministries of Education on the report of the AIDS Commission in Asia and respond to the findings of the most thorough and in-depth analysis of the AIDS Epidemic in Asia ever concluded.
This report is a commissioned review of best practice as well as an exploratory study in two countries, Namibia and Tanzania, to understand how the education sector should support HIV-positive learners at school.
In a context in which HIV and AIDS is affecting many lives around the globe, education has been described as the most effective 'social vaccine' against this pandemic. Getting every child into school seems to be essential to mitigate the impact of HIV and AIDS.
It is estimated that there are currently around 122,000 teachers in sub- Saharan Africa who are living with HIV, the vast majority of whom have not sought testing and do not know their HIV status.
Main topics of this newsletter are: - Task Force Committee for Kenya Network of HIV Positive Teachers (KENEPOTE); - Achievements of KENEPOTE; - PLWHA Perspective at the International AIDS Conference Mexico (2008); - Challenges facing the orphaned Child in School.
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.