Education Sector HIV and AIDS Global Progress Survey: Swaziland Summary Report
Swaziland Country Report for the 2011-2012 Education Sector HIV and AIDS Global Progress Survey.
Swaziland Country Report for the 2011-2012 Education Sector HIV and AIDS Global Progress Survey.
The study assessed levels of knowledge and sources of information on HIV/AIDS among secondary school students in Osun State, Nigeria. Multistage, random sampling was used to identify 592 students from 5 local areas in Osun State.
This study sought to provide evidence whether eLearning compared to classroom instruction improved HIV knowledge uptake among learners between ages 11 – 16 years.
This report aims to understand sexual and reproductive health (SRH) needs and related policies for three selected vulnerable groups - Roma (men and women), internally displaced people (IDPs) and adolescents - in eight Eastern European and Central Asian countries.
The authors conducted a cross-sectional study using both qualitative and quantitative methods. Participants included 38 unmarried rural men in four focus-group discussions and a representative sample of 316 similarly profiled men, ages 17-22 years.
A 14-item human immunodeficiency virus/acquired immunodeficiency syndrome knowledge scale was used among school students in 80 schools in 3 sites in Sub-Saharan Africa (Cape Town and Mankweng, South Africa, and Dar es Salaam, Tanzania).
Globally, girls and young women are more likely to be HIV positive than their male peers, due in large part to an array of gender inequalities that negatively impact their mental and physical well being.
Life Orientation is central to the holistic development of learners. It addresses skills, knowledge and values for the personal, social, intellectual, emotional and physical growth of learners, and is concerned with the way in which these facets are interrelated.
According to the World Health Organisation (WHO), life skills are defined as the abilities for adaptive and positive behaviours that enable individuals to effectively deal with demands and challenges of everyday life (WHO, 1993).
To better understand the current situation of sexuality education at school and the barriers for implementing effective programs, more research on educators and their