Researching gender: explorations into sexuality and HIV/AIDS in African contexts
The author demonstrates that collaborating with children using a gender-sensitive life-cycle approach yields social and health dividends.
The author demonstrates that collaborating with children using a gender-sensitive life-cycle approach yields social and health dividends.
HIV infection rates among young Kenyan women outnumber those of young men by nearly six to one.
In response to the growing number of children orphaned by AIDS, the Food and Agriculture Organization of the United Nations, the World Food Programme and other partners have implemented Junior Farmer Field and Life Schools in some African countries.
On January 11-12, 2006, the U.S.
As national education programs incorporate HIV prevention into school curricula, policymakers and educators need to know what they can expect from these initiatives.
This paper first introduces the key issues regarding orphaned and vulnerable adolescents in the time of HIV/AIDS, including the developmental needs specific to adolescents. The second chapter summarizes the limited studies and programs working primarily with adolescents orphaned due to AIDS.
Countless HIV/AIDS interventions rely on teachers to deliver vital prevention messages to their students but do not target the teachers as direct beneficiaries, even though the teachers themselves are at risk of HIV infection.
The Prevention and Treatment Access (PTA) program of the American Federation of Teachers Educational Foundation (AFT-EF) is a unique partnership designed to strengthen the capacity of the 230,000-member Kenya National Union of Teachers (KNUT) to implement effective HIV/AIDS interventions for Keny
The purpose of the study is to record VCT practices and services between June 2003 and June 2004 within the South African higher education sector. These case studies seek to establish a baseline and to reveal valuable lessons learned as well as good VCT practices.
This document looks at the relationship between literacy and HIV prevention education and is the result of the UNESCO Institute for Lifelong Learning's work on examining the contribution of non-formal education (NFE) to HIV prevention, carried out in collaboration with the Association for th