This report summarizes the analysis of major issues affecting the current status of teaching personnel worldwide at all levels of education by the Joint ILO/UNESCO Committee of Experts on the Application of the Recommendations concerning Teaching Personnel (CEART).

<p>This document contains a situational analysis of higher education institutions (HEI) in South Africa to determine the state of HIV and AIDS workplace programmes.

This prospective, 14-week cohort study sought to identify changes in HIV knowledge using a culturally-adapted, technology assisted educational approach in three rural Nigerian villages.

The HIV and Teacher Education Pilot Project was initiated under HEAIDS Phase 2 and was premised on the critical importance of the capacity of the education and training system to deal with the challenges posed by teaching and learning in an HIV/AIDS affected and infected society.

This document contains the presentations from the Workshop on "Education Sector Response to HIV, Drugs and Sexuality, Jakarta, Indonesia, 3-4 December 2009.

This document includes highlights of the work during 2009 of WHO's Department of Child and Adolescent Health and Development (CAH).

The vision of the iThemba Lethu (isiZulu for "I have a destiny") HIV prevention programme is "to restore the destiny to children whose future is at risk of being negatively impacted by HIV/AIDS". Their goal is to reduce youth risk taking behaviour.

While Tanzania is taking measures to curb the HIV and AIDS pandemic - including limiting its transmission and minimizing its impact, addressing such transmission among mobile populations such as students and staff of Higher Learning Institutions remains a challenge.

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

Under the banner of South-South cooperation and in line with UNESCO's EDUCAIDS Framework, UNESCO Regional Bureau for Education in Africa (BREDA) and UNESCO Brasilia have been working together to provide technical support to the five Portuguese-speaking countries (PALOP) for the development o