Children’s multidimensional health and medium-run cognitive skills in low- and middle-income countries
This paper engages in the debate on the effects of children’s health on their education in later life stages in low- and middle-income countries.
This paper engages in the debate on the effects of children’s health on their education in later life stages in low- and middle-income countries.
CONTEXT: A better understanding is needed of the variables that may influence the risk of experiencing coerced sex among adolescent females in Sub-Saharan Africa.
This paper will help you write your school’s PSHE education policy. The best policies are produced collaboratively by the people who will be affected by them and should be consulted on widely. This consultation should include pupils themselves where appropriate.
The Department of Education and Skills conducted its second ‘Lifeskills’ survey of primary and post primary schools in 2012. The first Lifeskills Survey was carried out in 2009.
This article provides a better understanding of how the Malawian teacher education system could best embrace and manage HIV and AIDS Education and how best the system can be shaped through a responsive systems reform process.
The study sought to establish university students’ perceptions of risk of HIV infections. A cross-sectional survey was conducted on 345 sexually active students at two universities in Zimbabwe (one state and one private).
A practical toolkit for young people who are passionate about advancing HIV and sexual and reproductive health and rights in the post-2015 agenda through national advocacy.
Background: South African communities have high rates of people living with HIV and AIDS. Universities, particularly those in rural regions are examples of communities noted to be high risk areas of these infections.
Objective: This qualitative study explored the views and experiences of adolescents with perinatally acquired HIV in Kigali, Rwanda, regarding sex, love, marriage, children and hope for the future.
This paper suggests the term ‘paradoxical’ to understand how health education (HE) is carried out and experienced as contradictory and inconsistent by student-teachers who learn about health in Kenyan teacher training colleges (TTC).