Using radio to keep young people in school
This project served as a community-based model in Zambia by integrating reproductive health and HIV/AIDS programming into a growing national initiative.
This project served as a community-based model in Zambia by integrating reproductive health and HIV/AIDS programming into a growing national initiative.
This paper first introduces the key issues regarding orphaned and vulnerable adolescents in the time of HIV/AIDS, including the developmental needs specific to adolescents. The second chapter summarizes the limited studies and programs working primarily with adolescents orphaned due to AIDS.
This report considers the effects HIV/AIDS will have on the national education system in Namibia. It considers the factors that have aided and continue to aid the spread of the disease throughout Africa and throughout Namibia.
In this booklet you can learn more about the re-entry policy guidelines and what actions you can take to ensure that all children, including young mothers, get their right to education fulfilled.
The National HIV/AIDS Policy for the Education Sector formalises the rights and responsibilities of every person involved, directly or indirectly, in the education sector with regard to HIV and AIDS: the learners, their parents and care givers, educators, managers, administrators, support staff a
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.
This study does not address the level of implementation of HIV/AIDS education, but the framework and conditions set in policies and curricula for curriculum implementation.
Discusses findings from a study that examined how to involve youth in the care and support of people living with HIV/AIDS and orphans and vulnerable children.
HIV/AIDS programmes in schools ultimately intend to decrease high risk sexual behaviour. One factor facilitating this outcome is a strong health promoting environment in the school.
This article addresses how sex education in Zambia has changed over the course of time, particularly due to the spread of HIV/AIDS. The article is based on fieldwork conducted by the author in Zambia during six periodsbetween 1992 and 2003, and additional literature on HIV/AIDS education.