This report presents the findings of the Global Life Skills Education Evaluation, commissioned by UNICEF to evaluate their support to establish sustainable and evidence-based life skills education (LSE) programmes.

In June 2012, the Partnership for Child Development (PCD), Imperial College London, in partnership with the Eastern and Southern African Centre for International Parasite Control (ESACIPAC) and West African Centre for International Parasite Control (WACIPAC), delivered the 8th Annual Short Course

The importance of Emergency contraception (EC) is evident in preventing unintended pregnancies and its ill consequences like unintended child delivery or unsafe abortion, which are the most common causes of maternal mortality.

This is the report of the Global Evaluation of Life Skills Education commissioned by the UNICEF Evaluation Office.

This study investigated the impact of HIV/AIDS education programmes on sexual behaviors of female students in senior secondary schools in Rivers State of Nigeria.

In South Africa, both HIV and gender-based violence are highly prevalent. Gender inequalities give men considerable relational power over young women, particularly in circumstances of poverty and where sex is materially rewarded.

This book is designed to help in-school students learn about the health risks involved in pre-marital sex and to improve their life skills. The material is presented in story form, in hopes that young people will identify with the characters.

Few studies have examined the different dimensions of women's empowerment and contraceptive use in African countries. Data for this study came from the latest round of Demographic and Health Surveys conducted between 2006 and 2008 in Namibia, Zambia, Ghana and Uganda.

Young girls in sub Saharan Africa are reported to have higher rates of human immunodeficiency virus (HIV) infection compared to boys in the same age group. Knowledge of HIV status amongst high schools learners provides an important gateway to prevention and treatment services.

In this article, the author gives an account of his ‘Checkmating HIV&AIDS’ action research project, which was an attempt to break the ‘culture of silence’ concerning HIV&AIDS and sex and sexuality in his classroom.