This document is a qualitative study on higher education institutions’ in Ethiopia HIV and AIDS and gender interventions that can be cited as good practices for the purpose of learning from and identifying what approaches worked best and the underlying reasons for the success.

Regardless of their diversity in culture, economic conditions and social and political structures, developing countries share a set of common and well defined goals.

The goal of the National Peer Education Strategy is to position peer education as a critical component of HIV prevention programmes targeting KAPs in preventing the

Our research shows that social science university trained Ghanaian student/teachers do have the knowledge, confidence, and willingness to address HIV/AIDS issues in their teaching, yet they do not.

Universities and institutions of higher learning in general consist mainly of young people in the 17-24 year old category, most of whom are sexually active, and therefore most vulnerable to HIV infection.

Research on the effectiveness of youth peer education programs (YPE) programs is scarce, and the wide variation in programs makes it difficult to generalize research findings. Measuring quality and comparing program effectiveness require the use of standardized instruments.

The aim of the study was to explore young people's understanding and knowledge about why protective measures against HIV/AIDS, malaria and unplanned pregnancy are not taken by those at risk in Uganda.

Education, HIV and gender equality are deeply inter related aspects of personal and global development.

This Policy and Strategy Framework is based on the “Policy Framework on HIV and AIDS for Higher Education in South Africa” that was adopted in November 2008.

This article addresses the issue of teacher knowledge in a developing world context of HIV and AIDS.