Comment on a study published in The Lancet Global Health by Audrey Pettifor and colleagues on cash transfers, school attendance and the reduction of HIV risk behaviours in adolescent girls.
Cash transfers have been proposed as an intervention to reduce HIV-infection risk for young women in sub-Saharan Africa. However, scarce evidence is available about their eﬀect on reducing HIV acquisition.
Sex has regularly proven to be a polarising issue for the UN Member States, and the 2016 High-Level Meeting on Ending AIDS on June 8–10 was no exception.
Curriculum integration of HIV and AIDS in higher education is a strategic priority of the Higher Education AIDS programme (HEAIDS), yet little progress has been made in this area. To address this, HEAIDS is leading a project aimed at capacitating the development of HIV curriculum initiatives.
This article investigates how well South Africa’s Child Support Grant (CSG) responds to the material and psychosocial needs of adolescents, and the resultant effects on schooling and risky behaviour.
Introduction: Individuals’ educational attainment has long been considered as a risk factor for HIV. However, little attention has been paid to the association between partner educational attainment and HIV infection.
Girls are vulnerable to HIV in part because the social systems in which they live have failed to protect them. This study evaluates a program aimed at making schools safe for girl learners in order to reduce girls’ vulnerability to HIV in Botswana, Malawi, and Mozambique.
School administrators and teachers face difficult decisions about how best to use school resources in order to meet academic achievement goals. Many are hesitant to adopt prevention curricula that are not focused directly on academic achievement.
A seven-year randomized evaluation suggests education subsidies reduce adolescent girls’ dropout, pregnancy, and marriage but not sexually transmitted infection (STI). The government’s HIV curriculum, which stresses abstinence until marriage, does not reduce pregnancy or STI.
Using in-depth interviews, the authors asked sexuality educators in South Africa about their own professional preparation and what they believed were necessary educator characteristics for teaching Sexuality Education.