Curriculum management can only be effective when the curriculum content and expected learning outcomes are clearly stated for the actual implementers.
HIV and AIDS is an epidemic that has remained a serious health concern across the globe for more than a quarter of a century since it was first diagnosed in 1981. This is in spite of a myriad of health education and prevention programs that have been developed and are in use.
Education about sex, relationships and HIV and AIDS in African contexts is riddled with socio-cultural complexity.
In view of the high prevalence of HIV and AIDS in South Africa, particularly among adolescents, the Departments of Health and Education have proposed a school-based HIV counselling and testing (HCT) campaign to reduce HIV infections and sexual risk behaviour.
Background: The ‘Cash Transfer to Orphans and Vulnerable Children’ (CT-OVC) in Kenya is a government-supported program intended to provide regular and predictable cash transfers (CT) to poor households taking care of OVC.
Background: Adolescent girls face unique challenges in reducing their risk of acquiring HIV because of gender inequalities, but much of HIV programming and evaluation lacks a specific focus on female adolescents.
HIV and AIDS affect all South Africans, irrespective of gender, race, age and economic status. Teachers should therefore be able to meaningfully integrate HIV content into the school curriculum.
Introduction: Harmful gender norms and inequalities, including gender-based violence, are important structural barriers to effective HIV programming.
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.
BACKGROUND: Over a third of new HIV infections globally are among 15-24 year-olds and over 20% among adolescents aged 10-19 years in Asia Pacific.