The potential contribution of schooling to rolling back HIV and AIDS
Increasing the salience of schooling in countering the AIDS epidemic suggests the need to confront many of the challenges posed by current education and school systems.
Increasing the salience of schooling in countering the AIDS epidemic suggests the need to confront many of the challenges posed by current education and school systems.
The first AIDS case was identified in Lebanon in 1984, followed by a steady increase in the number of cases of people living with HIV/AIDS.
In March 2003, personnel from education ministries in the four countries in the UNESCO-Nairobi cluster grouping (Burundi, Kenya, Rwanda and Uganda) met for the first cluster consultation on HIV, AIDS and education.
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.
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.
Teacher training in any subject is important. For teaching information and skills related to reproductive health (RH) and HIV/AIDS, teacher training is even more essential - and complex.
This policy and guidelines document is a response to a Government of Uganda initiative which requires that each sector should develop a sector specific policy that is consistent with and responds to the National Strategic Framework.