This publication is the result of a partnership between UNESCO and the Global Network of People Living with HIV (GNP+).

This assessment is based on an institution-based cross-sectional survey conducted with the main objective of assessing the current status of HIV/AIDS and gender responses of higher education institutions in Ethiopia.

This document is a qualitative study on higher education institutions’ in Ethiopia HIV and AIDS and gender interventions that can be cited as good practices for the purpose of learning from and identifying what approaches worked best and the underlying reasons for the success.

Regardless of their diversity in culture, economic conditions and social and political structures, developing countries share a set of common and well defined goals.

School health programmes as a platform to deliver high-impact health interventions are currently underrated by decision makers and do not get adequate attention from the international public health community.

Our research shows that social science university trained Ghanaian student/teachers do have the knowledge, confidence, and willingness to address HIV/AIDS issues in their teaching, yet they do not.

The autors surveyed church-going youths in Nairobi, Kenya, to investigate denominational differences in their sexual behaviour and to identify factors related to those differences.

Peer-led programmes on AIDS prevention have shown a good level of effectiveness when tested among high-risk populations. This study compared peer-led and teacher-led methods of education about HIV/AIDS among female high-school students in Yazd city, Islamic Republic of Iran.

Adolescent fertility in low- and middle-income countries presents a severe impediment to development and can lead to school dropout, lost productivity, and the intergenerational transmission of poverty.

Notions of ideal manhood in South Africa are potentially prescriptive of male sexuality thus accounting for the behaviors which may lead to men being at greater HIV risk.