Increasing the salience of schooling in countering the AIDS epidemic suggests the need to confront many of the challenges posed by current education and school systems.

The study focuses on the management and diffusion of HIV/AIDS information in institutions of higher learning in South Africa. The HIV/AIDS policy for educators, learners and students provided a strong foundation on government involvement on HIV/AIDS management in higher education.

We examine how school attendance and nutritional status differ between orphaned and fostered children, and between children of HIV-infected parents and non-HIV-infected parents in Kenya.

The vocational training (VT) sector has an important role to play in HIV/AIDS prevention and in impact mitigation.The young adults this sector works with not only represent the human capital that their country's future economic growth depends upon, but also the age group most at risk of HIV/

This is a report of the situation analysis, needs assessment and advocacy activities of the community/school linkages in HIV/AIDS carried out at Serenje Boma Basic and Kafue Day High Schools.Under coordination of the Zambia National Commission for UNESCO, Zambia was selected to take part in the S

This report acknowledges the voices of members of rural communities across South Africa, and ensures that policies undertaken to improve the quality of rural education are informed by the powerful insights of the people in those communities.

This case study utilized qualitative and quantitative methods to examine how gender, power and HIV/AIDS merge to create situations of risk and vulnerability for young people in the Kilimanjaro region, Tanzania.

The research on Knowledge, Attitudes and Behaviour towards HIV/AIDS in the Vocational Training Sector was carried out from January to March 2005.

A review of social protection mechanisms for orphans and vulnerable children (OVC) in the education sector in the Eastern and Southern Africa Region (ESAR) was commissioned by the United Nations Children's Fund (UNICEF) in 2005.