From ideas to action: addressing barriers to comprehensive sexuality education in the classroom
Evidence for the positive outcomes of comprehensive sexuality education (CSE) on adolescent sexual and reproductive health (ASRH) is well documented.
Evidence for the positive outcomes of comprehensive sexuality education (CSE) on adolescent sexual and reproductive health (ASRH) is well documented.
Comprehensive sexuality education (CSE) is a key component of efforts to improve sexual and reproductive outcomes for young people. While many governments have established policies and curricula for CSE, there are no quantitative measures of the quality of their implementation in schools.
Since the first clinical evidence of HIV/AIDS was reported in 1981, the epidemic continues to escalate at an alarming rate and has now become a full-blown developmental crisis in the world.
HIV/AIDS constitutes a major threat to the education system in Ghana. HIV/AIDS is negatively impacting on the Ghanaian education systems as teachers and other key personnel are dying or becoming ill.
This synthesis is produced in the context of an IIEP and ERNWACA collaboration to provide a West and Central African content material for the HIV/AIDS and Education Clearinghouse.
This review has been commissioned by USAID's Office of Women in Development to identify, annotate, and synthesize research studies and projects/interventions addressing primary and secondary school-related gender-based violence (SRGBV).
HIV/AIDS has hit Africa hard with infection rates are as high as 36 per cent in Botswana and 38 per cent in Swaziland.
An unprecedented number of young children in Sub-Saharan Africa are being adversely affected by the HIV/AIDS pandemic, yet programs specifically designed to meet the developmental needs of orphaned and vulnerable children (OVC) from birth to age 8 are rare.
Teacher training in any subject is important. For teaching information and skills related to reproductive health (RH) and HIV/AIDS, teacher training is even more essential - and complex.
This study does not address the level of implementation of HIV/AIDS education, but the framework and conditions set in policies and curricula for curriculum implementation.