The impact of HIV and AIDS on higher education institutions in Uganda
This book examines ways in which HIV and AIDS affect higher education institutions in Uganda.
This book examines ways in which HIV and AIDS affect higher education institutions in Uganda.
This report is a commissioned review of best practice as well as an exploratory study in two countries, Namibia and Tanzania, to understand how the education sector should support HIV-positive learners at school.
It is estimated that there are currently around 122,000 teachers in sub- Saharan Africa who are living with HIV, the vast majority of whom have not sought testing and do not know their HIV status.
The purpose of this paper is to use data from the Kagera region of northwestern Tanzania to investigate the long run impact of the timing of parental death on the education outcomes.
The paper examines the degree to which orphans and other vulnerable children is addressed in national development instruments in eastern and southern Africa, assuming that integration brings tangible benefits for orphans and vulnerable children.
The MEMA kwa Vijana (Tanzania) and Regai Dzive Shiri (Zimbabwe) adolescent sexual and reproductive health intervention trials focused on developing skills and changing attitudes and self-efficacy to change behaviours.
The book shows that while gender inequalities in society generally, and particularly within the education sector, are driving aspects of the HIV epidemic, educational settings can be empowering and bring about change.
This synthesis report summarizes main findings from case studies in Ethiopia, Kenya, Uganda and Zambia that examined the response of teacher training colleges to HIV and AIDS.