This document is designed to address challenges of implementing HIV/AIDS policy at the University of Nairobi (UoN).
The paper examines the situation of HIV/AIDS globally, and in Africa. Up to recently higher education institutions had done very little in terms of response to the pandemic.
Ce document décrit pourquoi et comment le centre de formation de Highridge a mis en oeuvre sapolitique institutionnelle sur le VIH/SIDA.
The present document is divided into the following sections: In chapter 2, responses in the form of general policies and HIV are discussed with the intention to define some criteria for assessing and characterising such instruments.
This document is a review of sixty life skills education (LSE) and HIV/AIDS materials used in life skills education of young adolescents in twelve countries in the ESAR region. It assesses the myths and biases young people may have internalized regarding HIV/AIDS.
This paper tells about an experience in Kenyan primary schools. A training workshop was organized for 64 teachers, two each from the 32 targeted primary schools.
The purpose of this research was to improve our understanding about the current impact of HIV/AIDS on primary education in four Eastern and Southern African countries, Kenya, Mozambique, Tanzania and Uganda through collecting empirical data.
The following 'think piece' is a collection of observations selected principally from a very rapid September 2003 tour of Malawi, Kenya, Mozambique, Tanzania and Uganda, recent fieldwork in Botswana, Rwanda and Zimbabwe, and UNESCO Nairobi cluster workshops on education and teachers hel
This policy document provides an overview of Kenya's HIV and AIDS situation, the policies put in place by the Kenyan Government to contain the disease and Highridge's response to the epidemic.
This booklet reports the results of a survey conducted in India and Kenya that focused on HIV/AIDS education. The study areas were chosen because they have state sponsored HIV/AIDS curriculum.