National orphans and other vulnerable children policy
This policy provides the framework for responding to the concerns and needs of orphans and other vulnerable children.
This policy provides the framework for responding to the concerns and needs of orphans and other vulnerable children.
This teachers handbook is intended to guide teachers of P3 and P4 in providing accurate information on sexuality to children. The handbook dispels myths and rumours by providing correct information on HIV and AIDS.
This research was designed following feedback from field personnel suggesting that it was not clear how HIV and AIDS programmes in various countries responded to the needs of disabled children and young people.
This is a paper presented at an international seminar/workshop on: Learning and empowerment: key issues in strategies for HIV/AIDS prevention held in Chiangmai, Thailand, March 1- 5, 2004. This paper discusses the issue of empowerment learning strategies on HIV/AIDS prevention.
IIEP and its partner ministries of education launched the collaborative action research programme was launched in 2003. This initiative is designed to contribute to mitigation and prevention of the impact of the HIV/AIDS pandemic in three countries - Malawi, Tanzania and Uganda.
The Presidential Initiative on AIDS Strategy for Communication to Youth (PIASCY) is a strategy introduced by the Ministry of Education and Sports in Uganda, aimed at helping teachers to provide accurate information to young people, who are at great risk.
The overall purpose of this literature review was to identify key themes and gaps in knowledge emerging from literature available on HIV/AIDS and higher education in Africa and in Uganda in particular.
This presentation provides a summary of the responseof the Ministry of Education and Sports in Uganda in terms of HIV and AIDS policies and strategies.
An unprecedented number of young children in Sub-Saharan Africa are being adversely affected by the HIV/AIDS pandemic, yet programs specifically designed to meet the developmental needs of orphaned and vulnerable children (OVC) from birth to age 8 are rare.
Despite the evident effects of the epidemic on the education sector, there has been no systematic research to look at its impact on education governance in Uganda, in terms of the performance of the descriptive and prescriptive roles of the different actors in the sector.