This study set out to explore whether and how HIV and AIDS have been integrated into curricula at UP over a period of 15 years and what the future of HIV Curriculum Integration (HCI) might be.
Curriculum integration of HIV and AIDS in higher education is a strategic priority of the Higher Education AIDS programme (HEAIDS), yet little progress has been made in this area. To address this, HEAIDS is leading a project aimed at capacitating the development of HIV curriculum initiatives.
The purpose of this study is to determine gaps and challenges as well as possible good practice in the current implementation of HIV and AIDS education in TVET Colleges.
Promoting health and a healthy lifestyle among children and youth is a national priority for all Eastern European and Central Asian countries, and is reflected in their country policies.
Using in-depth interviews, the authors asked sexuality educators in South Africa about their own professional preparation and what they believed were necessary educator characteristics for teaching Sexuality Education.
The Higher Education and Training HIV/AIDS Programme (HEAIDS) is a national programme to develop and support the HIV/TB/STI and General Health and Wellness mitigation initiatives at South Africa’s public Higher Education Institutions (HEIs) and Technical and Vocational Education and Training (TVE
Background: The proposal by the South African Health Ministry to implement HIV testing and counselling (HTC) at schools in 2011 generated debates about the appropriateness of such testing.
The Department of Basic Education HIV, STIs and TB Policy applies to all learners, educators, school support staff and officials in the Basic Education Sector at all public and
The objective of this literature review was to provide a background to the current context relating to the provision of comprehensive and integrated youth-friendly SRHR and HIV prevention services to students at post-schooling institutions in South Africa and in the Eastern Cape.
The present national survey of knowledge, attitudes and behaviours (KAB) of students and staff at technical and vocational education and training (TVET) colleges was the first to be conducted in this sector and served to obtain baseline measures on knowledge, attitudes and behaviour pertaining to