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UNESCO HIV and Health Education Clearinghouse

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  1. Jamaica’s policy for the school reintegration of school-age mothers. How are we doing and where do we need to go?

    This paper examines the prevalence of teenage pregnancy in Jamaica, the girls most affected, and where and when they are most vulnerable. The paper also discusses the provisions for continuing education under the National Policy for the Reintegration of School-Age Mothers into the Formal School System. It assesses whether the policy is reaching the target group and its effectiveness in addressing access to secondary education for teen mothers.

  2. Leaving no one behind in the health and education sectors: an SDG stocktake in Ghana

    Ghana has been widely acknowledged as one of sub-Saharan Africa’s ‘rising stars’ during the era of the Millennium Development Goals, and has made substantial progress in improving access to health care and education over the past two decades. However, a step change is now needed to ‘reach the furthest behind first’, as committed in Agenda 2030, if Ghana is to leave no one behind in its progress towards the Sustainable Development Goals. …

  3. Kenya: helping adolescent mothers remain in school through strengthened implementation of school re-entry policies

    The goal of this case study is to document an activity of the STEP UP research programme consortium which resulted in successful evidence utilization. This is to both demonstrate the positive impact STEP UP is having on family planning and reproductive health policies, as well as to document the process by which this was achieved so as to inform future research of successful strategies and lessons learned. …

  4. Expanding access to secondary school education for teenage mothers in Kenya: a baseline study report

    The objectives of this study were to: 1) foster an understanding of the current situation and context in regard to out-of-school teenage mothers and their potential support systems for school re-entry at the household and school levels in Homa Bay County, 2) clarify possible solutions for promoting school re-entry on the part of out-of-school girls, their families, and the education sector, and 3) provide a benchmark against which changes resulting from an intervention to promote school re-entry may be measured by the endline period.

  5. Improved access to education for orphans or vulnerable children affected by HIV/AIDS

    Children and youth affected by HIV/AIDS face many stressors and competing priorities regarding family, health, education, protection and economic stability. The policy environment created by the Dakar Framework for Action–Education for All created an entry point for governments to respond to the educational needs of orphans and vulnerable children based on locally driven context. The international community has made financial and programming resources available to support education for orphans and vulnerable children affected by HIV/AIDS at the country level. …

  6. HIV and AIDS. Its impact on education and an analysis of the implementation of the Kenyan education sector policy on HIV and AIDS

    The aim of this study, undertaken at the request of the Kenyan Ministry of Education, Science and Technology (MoEST), was to describe and analyse the impact of HIV and AIDS on the education sector in Kenya, and provide a situational analysis of the implementation of the Kenyan Education Sector Policy on HIV and AIDS (2004). It aimed to provide empirical evidence on how HIV and AIDS have affected the education sector in Kenya, and to identify gaps in research and programme interventions. …

  7. HIV infection and schooling experiences of adolescents in Uganda

    This chapter, from the publication " Social and psychosocial aspects of HIV/AIDS and their ramifications" responds to the need for relevant evidence by exploring the experiences of HIV-positive adolescent boys and girls in primary and secondary schools in Uganda from the perspectives of school officials and teachers, the general student body, as well as adolescents perinatally infected with HIV. …

  8. The impact of HIV/AIDS on the rights of the child to education

    Strengthening the rights of the child is a priority area for SADC-EU cooperation. The HIV/AIDS epidemic in the SADC countries places many of these rights in jeopardy, among them the right to education.

  9. The impact of HIV/AIDS on schooling in Zambia

    Zambia is currently experiencing one of the worst HIV/AIDS epidemics in the world, one result being that between one-third and one-quarter of the children aged below 15 have lost one or both parents. The high rate of orphanhood and the demographic, economic and social effects of HIV/AIDS work synergistically to affect education in various ways. Demand is reduced. Supply and the resource base are jeopardised. A large section of the potential clientele for schooling is forced into activities that are not compatible with regular school attendance. …

  10. Emerging Voices: A Report on Education in South African Rural Communities

    This report acknowledges the voices of members of rural communities across South Africa, and ensures that policies undertaken to improve the quality of rural education are informed by the powerful insights of the people in those communities. The research for this book aimed to find out what the rural poor experience as education and what these communities think should be done to deal with the problems of education in the context of rural poverty.

  11. Strengthening the education sector response to HIV and AIDS in the Caribbean

    This report presents the findings and outcomes of the three joint UNESCO/World Bank missions to Guyana, Jamaica, and St. Lucia, and elaborates on next steps identified for action at both national and regional levels. The report also sets these findings and next steps within the broader context of the Caribbean plan for action and presents in its appendixes sample resources to guide the development of a comprehensive response to HIV and AIDS by the education sector.

  12. Supporting the educational needs of HIV-positive learners: lessons from Namibia and Tanzania

    This report is a commissioned review of best practice as well as an exploratory study in two countries, Namibia and Tanzania, to understand how the education sector should support HIV-positive learners at school. The increase in the number of children and young people living with HIV poses new challenges to the education sector. The report identifies the specific challenges faced by the education system in responding to the needs of HIV-positive learners and develops a set of recommendations and guidelines about how best to support them.

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