This report is designed for policy makers and program managers and is essentially an informative advocacy document.
This publication is the result of the project funded by the UNAIDS Young People Commitment and CO-Responsibility in Preventing the Spread of HIV and AIDS.
This report, published by UNIFEM, UNAIDS and UNFPA, is a call to action to address the triple threat of gender inequality, poverty and HIV/AIDS.
This paper is one of a series that deal in greater depth with selected complex issues broached in the Working Paper prepared by UNICEF and International Social Service on Improving Protection for Children without Parental Care: a Call for International Standards.
The HIV/AIDS prevention, advocacy and communication framework for Somalia has been developed for cross-cutting communications support to the priority strategies identified in the 'Strategic framework for the prevention and control of HIV/AIDS and STIs within Somali Populations.' The Communication
This document has been prepared to help people make a case for school-based efforts to address and improve family life, reproductive health, and population education, and to plan, implement, and evaluate school-based efforts as part of the development of a "Health-Promoting School".
Summarizes a technical meeting to develop priorities for an operations research agenda to study effective behavior change strategies for HIV risk reduction, particularly those that focus on what have been called the "ABC" behaviors: abstinence or delaying sex, being faithful or partner
This document describes projects that aim at combine HIV/AIDS prevention with care and support for affected children and their families.
The catastrophe of HIV/AIDS (human immunodeficiency virus/acquired immune deficiency syndrome) in Africa, which has already claimed over 18 million lives on that continent, has hit girls and women harder than boys and men.
At the dawn of the 21st century, the learning potential of children and young people in every country in the world is compromised b y conditions and behaviours that undermine the physical and emotional well-being that makes learning possible.