This study provides an initial examination of the potential of open, distance and flexible learning (ODFL) to mitigate the affects of HIV and AIDS on young people, through an examination of experiences from Mozambique and South Africa.
The purpose of this workshop was to share information on HIV and AIDS in the formal education sector in Mozambique.
The workshop was organized under the auspices of an ILO programme initiated in 2004, developing a sectoral approach to HIV/AIDS education sector workplaces, as a complement to the ILO's code of practice HIV/AIDS and the world of work, adopted in 2001.
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.
In Mozambique teachers have been given a major role in promoting HIV/AIDS awareness and behavioural change among children. Teachers' own experiences and attitudes will influence how they deal with this challenge.
The main aim of the study was to provide the Ministry of Education and the Government of Mozambique with information, for strategic planning and advocacy purposes.The objectives of the study were:- Determine the impact of the epidemic on the education sector at the national level- Determine the m
The overall purpose of this study was to understand what factors contribute to teachers' willingness to communicate about HIV/AIDS in the broad educational setting (schools and communities).
The Ministry of Education (MINED) held a national seminar from 9-13th February 2004, in Maputo, at Joaquim Chissano Conference Center, with the objective of accelerating the sector's response to HIV/AIDS.
The Swedish International Development Agency's DESO/Education Division's working group for education system aims to strengthen the analysis of the education system in Sida co-operation countries where Sweden gives support to education.
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