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UNESCO HIV and Health Education Clearinghouse

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  1. Модуль: Снижение стигматизации и дискриминации людей с ВИЧ

    Violence occurs in many schools in Central Asia. It is often gender-based, targets the most vulnerable and remains unattended. To develop educators' skills in preventing and responding to violence UNESCO Almaty Cluster Office for Kazakhstan, Kyrgyzstan, Tajikistan and Uzbekistan has produced three training modules. …

  2. My big story book – learners and teachers tell their stories on living positively with HIV: a practical guide for teachers

    This Guide has been developed for all teachers, and supporters of learners and children in-school, who may either be infected with, or affected by, HIV. It can also be used by older children who are working with younger children in school settings, supporting them to cope with the effects of HIV, either in school, in their homes or in their communities. Learners ranging from age 7 – 17 years of age will benefit from My Big Story Book and therefore this Guide is relevant for anyone teaching or working with learners in this age group in schools. …

  3. ПРОФИЛАКТИКА ВИЧ-ИНФЕКЦИИ СРЕДИ МОЛОДЁЖИ ПРЕДОТВРАЩЕНИЕ СТИГМЫ И ДИСКРИМИНАЦИИ ЛЮДЕЙ, ЗАТРОНУТЫХ ИЛИ ЖИВУЩИХ С ВИЧ

    Цели и необходимость информационного сборника для молодежных и студенческих организаций по предотвращению ВИЧ-инфекции, дискриминации и стигматизации людей, живущих с ВИЧ (ЛЖВ) Данный информационный сборник издан в рамках проекта «Укрепление потенциала молодежных и студенческих организаций для профилактики ВИЧ-инфекции среди ключевых групп населения, уязвимых к ВИЧ, и предотвращения стигматизации и дискриминации людей, затронутых эпидемией». Финансирование проекта осуществлено Бюро ЮНЕСКО в г. Москва и Министерством молодежи и спорта Республики Молдова. …

  4. Network of teachers and educational workers in HIV and AIDS, Ghana (NETEWAG) strategic plan 2015-2020

    NETEWAG (Network of Teachers and Educational workers in HIV and AIDS, Ghana) envisions a stigma and discrimination free and equal opportunity environment for Teachers and Educational workers living with HIV in Ghana. Teachers play a key custodian role within the education system and are also central to efforts to achieve the Education for All (EFA) and Millennium Development Goals (MDGs). However like their counterparts in other sub Saharan African countries, teachers in Ghana have not been spared the threat of HIV and AIDS. …

  5. SRH and HIV linkages compendium: Indicators and related assessment tools

    Ensuring universal access to sexual and reproductive health and rights and HIV prevention, treatment, care and support are essential for development, including in the post 2015 agenda. However, while there are many separate sexual and reproductive health (SRH) related and HIV-related indicators, a key challenge has been the lack of internationally agreed indicators to measure progress in linking SRH and HIV. …

  6. HIV-related discrimination among grade six students in nine southern African countries

    Background: HIV-related stigmatisation and discrimination by young children towards their peers have important consequences at the individual level and for our response to the epidemic, yet research on this area is limited. Methods: We used nationally representative data to examine discrimination of HIV-positive children by grade six students (n = 39,664) across nine countries in Southern Africa: Botswana, Lesotho, Malawi, Mozambique, Namibia, South Africa, Swaziland, Zambia and Zimbabwe. …

  7. Strengthening the enabling environment for women and girls: what is the evidence in social and structural approaches in the HIV response?

    There is growing interest in expanding public health approaches that address social and structural drivers that affect the environment in which behaviour occurs. Half of those living with HIV infection are women. The sociocultural and political environment in which women live can enable or inhibit their ability to protect themselves from acquiring HIV. …

  8. Positive connections: leading information and support groups for adolescents living with HIV

    Positive Connections: Leading Information and Support Groups for Adolescents Living with HIV is a unique guide that provides facilitators with background information about the needs of ALHIV, tips for starting an adult-led information and support group, and 14 sessions to follow in a group setting. …

  9. Life Doesn’t Wait. Romania’s Failure to Protect and Support Children and Youth Living with HIV

    More than 7,200 Romanian children and youth age fifteen to nineteen are living with HIV—the largest such group in any European country. The vast majority were infected with HIV between 1986 and 1991 as a direct result of government policies that exposed them to contaminated needles and “microtransfusions” of unscreened blood. Despite Romania’s progressive expansion of access to antiretroviral drugs, these children and youth face pervasive stigma and discrimination that often impedes their enjoyment of basic rights and services. …

  10. Courage and Hope: Stories with Teachers living with HIV in Sub-Saharan Africa

    This book is a collection of stories from teachers living with HIV in Sub-Saharan Africa. The stories documented here give voice to the real life experiences of 12 HIV-positive teachers, five of whom are women, from Burkina Faso, Cameroon, Ghana, Kenya, Mozambique, Rwanda, Senegal, Tanzania (both Mainland and Zanzibar), and Zambia. The teachers recount their experiences of discovering their HIV-positive status and how this has aff ected them in their families, their communities, and their professional lives. …

  11. Sex Between Men in Your City. A situational analysis of community rsponses to sexual health and HIV among men who have sex with men and transgender populations in six metrepolitan cities in developed Asia

    While developed countries in Asia are experiencing a low-level HIV epidemic prevalence is much higher in specific populations such as men who have sex with men, sex workers, and people who use drugs. Many MSM and transgender people report discrimination which limits their access to health services and many other areas such as education, employment and legal services. …

  12. Do South African learners stigmatize HIV/AIDS infected peers?

    The results of this Brief point to an increased significance of strengthening educational programmes and policies in the schooling sector as South Africa strives to reduce not only the prevalence of HIV and AIDS but also to develop positive learner attitudes among children of school going age. …

  13. Premiers résultats de l’enquête « Les conditions de vie des personnes séropositives en Belgique francophone (Wallonie et Bruxelles) ». Rapport court

    L’enquête, coordonnée par la Plate-forme Prévention Sida (PPS) et l’Observatoire du sida et des sexualités (OSS), avec l’appui du Centre d’études sociologiques (CES) des Facultés universitaires Saint-Louis, avait pour objectif de : - préciser le profil socioéconomique des personnes vivant avec le VIH/sida, - connaître leurs principales difficultés et ressources dans leur vie quotidienne, - identifier l’ampleur, la forme et la récurrence des cas de stigmatisation et de discrimination dans différents domaines (professionnel, affectif, administratif, etc.). …

  14. Sub-regional workshop on support for the movement of teachers infected and/or affected by HIV and AIDS in West and Central Africa: Report on workshop proceedings

    In West and Central Africa (WCA), teachers are among the most vulnerable since they are seen as role models in the community. HIV & AIDS increase the morbidity and the mortality of already inadequate number of teachers within the education sector. HIV & AIDS-related stigma and discrimination are persistent among teachers in the region. …

  15. Positive learning: meeting the needs of young people living with HIV (YPLHIV) in the education sector

    This publication is the result of a partnership between UNESCO and the Global Network of People Living with HIV (GNP+). It builds upon the respective work of these organisations in relation to supporting the ideals of Education for All and the role of the education sector in the global response to HIV (UNESCO) and the Positive Health, Dignity and Prevention framework (GNP+). The overall purpose is to better define the role and responsibilities of the education sector in supporting young people who are living with HIV (YPLHIV) to realise their personal, social and educational potential. …

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