Reaching out to teen mothers in Malawi
Save the Children began working in Malawi in 1983, and in the southern Mangochi district in 1993. Among its earliest concerns in Mangochi was adolescent reproductive and sexual health.
Save the Children began working in Malawi in 1983, and in the southern Mangochi district in 1993. Among its earliest concerns in Mangochi was adolescent reproductive and sexual health.
This report provides a systematic account of a three-year programme dubbed Teachers - Agents of Dissemination and Change (TAD), which was designed to provide all public school teachers at the Pre-Tertiary level with information to enable them protect themselves and their students from being infec
This report examines the impacts of HIV on the care choices of children, exploring how HIV affects whether or not children can remain within parental care, and on the alternative care options open to them.
Following the release of the World Report on violence against Children, ActionAid, Plan West Africa Regional Office (WARO), Save the Children Sweden West Africa (WA) and UNICEF West and Central Africa (WCARO) joined forces in 2008 in an Education and Child Protection initiative, with the objectiv
La découverte du VIH, de même que la notification des premiers cas de séropositifs au monde entier ont été faites par les intellectuels.
Objective: HIV prevalence trends suggest that the epidemic is stable or declining in many sub-Saharan African countries. However, trends might differ between socioeconomic groups. Educational attainment is a common measure of socioeconomic position in HIV datasets from Africa.
This study was undertaken to identify the HIV prevention programmes and practices that have been implemented at HEIs and the extent to which they cohere with good practice as described in the literature.
In March 2005, Project Concern International began implementing the BELONG Project (Better Education and Life Opportunities for Vulnerable Children through Networking and Organizational Growth) in response to the growing number of OVC who lacked access to health and other support services essenti
This report is divided into four chapters. The first chapter maps out the area of theories and models of teaching and HIV/AIDS in HEIs.
The topics covered in Curriculum-in-the-Making are ones that illustrate the dynamic nature of the work. Chapters Two, Three and Four have a great deal to say about our own beliefs as teacher educators in addressing HIV/AIDS.