This Review is a collaboration between HAICU, based at the University of Cape Town, and the CSA, based at the University of Pretoria.

This assessment is based on an institution-based cross-sectional survey conducted with the main objective of assessing the current status of HIV/AIDS and gender responses of higher education institutions in Ethiopia.

This document is a qualitative study on higher education institutions’ in Ethiopia HIV and AIDS and gender interventions that can be cited as good practices for the purpose of learning from and identifying what approaches worked best and the underlying reasons for the success.

Regardless of their diversity in culture, economic conditions and social and political structures, developing countries share a set of common and well defined goals.

Our research shows that social science university trained Ghanaian student/teachers do have the knowledge, confidence, and willingness to address HIV/AIDS issues in their teaching, yet they do not.

The aim of the study was to explore young people's understanding and knowledge about why protective measures against HIV/AIDS, malaria and unplanned pregnancy are not taken by those at risk in Uganda.

Education, HIV and gender equality are deeply inter related aspects of personal and global development.

This article addresses the issue of teacher knowledge in a developing world context of HIV and AIDS.

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.

Ideals of masculinity and femininity may limit South African women's decision making power in relationships and increase their risk of HIV infection.