This manual was created by young people between 15-30 years of age, who came from thirteen countries across Africa (Botswana, Burundi, Eritrea, Kenya, Lesotho, Malawi, Mozambique, Rwanda, Senegal, South Africa, Tanzania, Uganda and Zambia) to participate in the International Youth Camp that was h
IIEP and its partner ministries of education launched the collaborative action research programme was launched in 2003. This initiative is designed to contribute to mitigation and prevention of the impact of the HIV/AIDS pandemic in three countries - Malawi, Tanzania and Uganda.
Education systems are increasingly making changes in response to a rising tide of new expectations about the role of education in human development.
The authors explore the probability of acquiring HIV/AIDS for learners enrolled in SA government schools in the Eastern Cape. Ante Natal Clinic published data and a 10 percent sample of the census of 1996 are used to calibrate the probabilities of becoming infected.
This report presents the main findings of an international research project that has evaluated the education and employment experiences of secondary school leavers and university graduates in four African countries - Malawi, Tanzania, Uganda, and Zimbabwe.
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).
The tool helps programme managers and clinicians determine the extent to which current reproductive health services are youth-friendly. Under the African Youth Alliance Project, Pathfinder conducted baseline assessments in Botswana, Tanzania, Uganda, using this tool.
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.
This article discusses the links between poverty, HIV/AIDS, and barriers to education, based on the first-hand experiences of 'street children' in northern Tanzania.
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