The study sought to establish university students’ perceptions of risk of HIV infections. A cross-sectional survey was conducted on 345 sexually active students at two universities in Zimbabwe (one state and one private).
Education about sex, relationships and HIV and AIDS in African contexts is riddled with socio-cultural complexity.
Background: HIV-related stigmatisation and discrimination by young children towards their peers have important consequences at the individual level and for our response to the epidemic, yet research on this area is limited.
BACKGROUND: Evidence linking violence against women and HIV has grown, including on the cycle of violence and the links between violence against children and women.
We present multi-method case studies of two Zimbabwean primary schools – one rural and one small-town. The rural school scored higher than the small-town school on measures of child well-being and school attendance by HIV-affected children.
Little is known about how HIV impacts directly and indirectly on receiving, or particularly succeeding in, education in sub-Saharan Africa.
National strategies and plans – focusing on HIV and beyond – are key platforms for articulating an HIV response that advances gender equality, champions women’s rights, engages men and boys, and ends GBV as a cause and consequence of HIV.
Theatre for a Change (TfaC) is a registered non-governmental organization in Ghana which works to reduce the risk of HIV infection among marginalized and vulnerable groups through the use of interactive, participatory learning techniques.
This publication summarizes the findings from the Reinvigorating Education Sector Responses to HIV and AIDS process in the SADC region, commissioned by UNESCO, UNICEF and the SADC Secretariat during the course of 2010.
HIV counseling and testing and knowledge about HIV are key strategies in the prevention and control of HIV/AIDS in Ghana. However, HIV knowledge and utilization of VCT services among university students is low.