The aim of this study was to identify factors influencing access and retention in secondary schooling for orphans and other vulnerable children living in high HIV prevalence areas of Lesotho. A case study approach was used to address this aim.
This powerpoint is an address given on African Universities responding to HIV and AIDS at Uganda Martyrs' University, in February 2009.
The Sourcebook documents 12 cases in 6 countries in Eastern and Southern Africa - Kenya, Rwanda, Swaziland, Uganda, the United Republic of Tanzania, and Zambia - that represent a wide range of approaches designed to address the educational rights and needs of orphans and vulnerable children.
In Zambia, many children have lost one or both parents to HIV and AIDS, leaving them with the responsibility of caring for younger siblings and with little money for school necessities, such as uniforms and books.
Recent evidence suggests that conditional cash transfer programs for schooling are effective in raising school enrollment and attendance. However, there is also reason to believe that such programs can affect other outcomes, such as the sexual behavior of their young beneficiaries.
HIV prevention programming is increasingly taking place in school settings, which provide an expansive population of young people and offer immense potential for making a large and much-needed impact in the lives of this target group.
Background: Although HIV/AIDS is affecting most productive segments of the population, the basic education sector which is vital to the creation of human capital is also equally affected.
The American Institutes of Research (AIR)/Community Health and Nutrition, Gender and Education Support - 2 (CHANGES2) program was implemented through an EQUIP1 Associate Award. The program commenced operations in June 2005 and was completed in September 2009.
This paper analyses three recent policy/programme developments regarding child wellbeing in Tanzania and examines the political 'drivers of change' that influence policy and action on child well-being.
In this paper, we use data from Uganda to examine disclosure of HIV sero-status in the school context by adolescents perinatally infected with HIV.