We examined the association of orphanhood and completion of compulsory school education among young people in South Africa. In South Africa, school attendance is compulsory through grade 9, which should be completed before age 16.
The technical consultation brought together a range of different stakeholders including ministries of education, teachers' unions and HIV-positive teachers' networks from six countries: Kenya, Namibia, Tanzania, Uganda, Zambia and Zimbabwe.
The regional planning workshop "Integrating HIV/AIDS Projects into Community Learning Centres" in Dhaka, Bangladesh from 7-11 May 2006.
This document brings together key note speeches and summaries of debates from the Imagined Futures II conference. Topics include: students as agents of change; curriculum; knowledge exchange; peer education and masculinity.
The Greater Mekong sub-Regional Workshop on Strengthening the Education Sector Response to School Health, Nutrition (SHN) and HIV&AIDS Programmes took place from the 5th to the 9th March 2007, in Siem Reap, Cambodia.
The paper outlines a background to the current social, health, sexual and reproductive health (SRH) and HIV and AIDS status of young people, and the magnitude and impacts of the AIDS epidemic with specific focus on young people's vulnerability to HIV infection.
The three-day Workshop was a follow-up of the international workshop held in Nairobi, Kenya in April 2006. It brought together sixty three Deans of Faculties of Science and Engineering and Coordinators of AIDS Control Units (ACU) from eleven Kenyan public and Private universities.
Because Pakistan is in a concentrated epidemic driven by injecting drug users and male and hijra (transgender) sex workers, a campaign was launched. In addition, Pakistan has one of the largest cohorts of young people in the world - 60% of the nearly 160,000,000 are under the age of 24 years.
The purpose of this workshop was to share information and learn from the experiences from different African universities in view of addressing the need for the universities to respond to the impact of HIV/AIDS through curriculum reforms.
This paper was presented at a consultation on supporting teachers living with HIV. The association 'Tanzania Positive Teachers' Initiatives' (TAPOTI) presents the challenges it will have to face, and gives recommendations to find solutions to each problem.