This article provides a better understanding of how the Malawian teacher education system could best embrace and manage HIV and AIDS Education and how best the system can be shaped through a responsive systems reform process.
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.
Young persons are disproportionately affected by the impact of HIV in Nigeria.
Objective: To investigate the prevalence and sexual behavioural dynamics of HIV infection in students of institutions of higher education (IHEs) as a guide to the design of a tailor-made HIV intervention programmes.
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.
The study assessed the capacity of the Universal Basic Education Programme in Nigeria to effectively implement the Family Life HIV Education Curriculum.
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.
PEPFAR and USAID, in collaboration with UNICEF, supported AIDSTAR-One in conducting a mapping activity to identify HIV policies and services for adolescents in 10 sub-Saharan African countries: Kenya, Lesotho, Malawi, Mozambique, South Africa, Swaziland, Tanzania, Uganda, Zambia, and Zimbabwe.
Lack of education and an economic dependence on men are often suggested as important risk factors for HIV infection in women. The authors assessed the efficacy of a cash transfer programme for schooling to reduce the risk of sexually transmitted infections in young women.
This book is designed to help in-school students learn about the health risks involved in pre-marital sex and to improve their life skills. The material is presented in story form, in hopes that young people will identify with the characters.