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UNESCO HIV and Health Education Clearinghouse

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  1. HIV and AIDS related knowledge, attitudes and behaviours of students and staff at South African technical and vocational education and training colleges in South Africa, 2014

    The present national survey of knowledge, attitudes and behaviours (KAB) of students and staff at technical and vocational education and training (TVET) colleges was the first to be conducted in this sector and served to obtain baseline measures on knowledge, attitudes and behaviour pertaining to HIV and related risk factors. This survey explored HIV/AIDS and related factors that affect the sector and which need to be addressed in order to mitigate the impact of the HIV and TB co-epidemic within it: 1. The overall knowledge, attitudes and behaviours towards HIV/AIDS in the TVET sector; 2. …

  2. Staff and students' perception of an HIV/AIDS' strategy: A case study of a South African rural-based university

    Background: South African communities have high rates of people living with HIV and AIDS. Universities, particularly those in rural regions are examples of communities noted to be high risk areas of these infections. HIV/AIDS strategies were developed and implemented by higher education institutions to address this concern. Despite this, the prevalence and incidence of HIV and AIDS remain high in academic settings. Yet studies in this area in South Africa are rare. …

  3. Education sector policy on HIV and AIDS

    The objectives of the Education Sector Policy on HIV and AIDS, 2013 are to: 1. Enhance knowledge on HIV and AIDS at all levels of education with a view to reducing new infection, stigma and discrimination in the education sector; 2. Provide information on comprehensive treatment, care and support to learners living with HIV, OVC and youth below 24 years; 3. Mainstream HIV and AIDS education in the curricula at all levels of education; 4. Strengthen management and leadership structures and programs at all levels to sustain quality education in the context of HIV and AIDS; 5. …

  4. Policy and strategic framework on HIV and AIDS for higher education

    This Policy and Strategy Framework is based on the “Policy Framework on HIV and AIDS for Higher Education in South Africa” that was adopted in November 2008. The provisions of the 2008 Policy Framework remain valid but have been reconfigured to align with the 2012-2016 National Strategic Plan for HIV, STIs and TB. The alignment of the Policy and Strategic Framework with the NSP is based on the integral relationship of higher education institutions to society and its imperatives. …

  5. A teacher's guide to surviving anti-gay harassment

    The academic consequences of bullying are severe, not to mention the mental and physical well-being of targeted students and bystanders alike. Bullying is not a new phenomenon, of course, but neither is it an unalterable fact of childhood. School-wide anti-bullying projects, involving parents and non-teaching staff along with teachers and student leaders have been shown to reduce harassment by as much as fifty percent.

  6. A national study of LGBT educators' perceptions of their workplace climate

    This research provides important information on how to create climates where all educators feel safe, protected and valued within their schools. Ultimately, students will not excel to their full potential if all of their teachers do not feel safe and fully supported by their workplace environments. LGBT educators need then to work in as supportive a school climate as heterosexual educators. It is suspected they do not, but little quantitative evidence exists in the literature to know whether this is true. This study sought to fill this gap.

  7. Homophobic bullying. Safe to learn: embedding anti-bullying work in schools

    Every child in every school has the right to learn free from the fear of bullying, whatever form that bullying may take. Everyone involved in a child's education needs to work together to ensure that this is the case. Schools need to take an active approach to tackling all forms of bullying, including homophobic bullying. Schools should be taking action to prevent bullying behaviour, as well as responding to incidents when they occur. A preventative approach to bullying means that schools safeguard thewelfare of their pupils. …

  8. Back to school guide for creating LGBT inclusive environments

    The document provides a list of steps to take to ensure that your classroom or school is a safe and inclusive space for all students, regardless of sexual orientation, gender identity or gender expression.

  9. Ministry of Higher and Tertiary Education HIV and AIDS work place policy

    The aim of this policy is to guide and direct the process of dealing with HIV and AIDS issues in the workplace at all levels in the Ministry of Higher and Tertiary Education. The Policy provides the framework in which the MHTE as the leader, staff association representatives and members should design, implement, monitor and evaluate practical and effective HIV and AIDS programmes at the workplace in each institution. The policy conveys a culture of caring and compassion necessary to encourage openness, consistency and equity in dealing with the HIV and AIDS epidemic in the MHTE. …

  10. University of Natal: Policy on HIV/AIDS

    The University of Natal hereby affirms its recognition of the responsibility that exists for the provision of access to information, prevention, care and support for all staff and students, in so far as is reasonably possible. Furthermore, the University affirms its commitment to the development of an environment that is free from discrimination, in which people living with HIV/AIDS, can feel assured of their rights being upheld, and protected.

  11. UWC HIV/AIDS policy

    The University of the Western Cape (UWC) acknowledges the seriousness of the HIV/AIDS epidemic and recognises that the disease will have a significant impact on the University. The University shares the understanding of AIDS as a chronic, life-threatening disease with social, economic and human rights implications. …

  12. Universities and HIV/AIDS in sub-Saharan Africa: University of Zambia

    This case study on the University of Zambia aimed at answering the following questions: In what ways has the University of Zambia been affected by HIV/AIDS? How has the university responded to these impacts? What steps is the university taking to control and limit the further spread of HIV/AIDS in its community? What HIV/AIDS-related teaching, research, publication, and advisory services has the university undertaken? How does the university propose to anticipate and address the larger impact of HIV/AIDS on the national labour market for university graduates? …

  13. University of Cape Town policy on HIV infection and AIDS: a co-ordinated response to HIV/AIDS

    This document describes the University of Cape Town Policy on HIV infection and AIDS. It includes issues of confidentiality, employment contracts, AIDS education, staff and student interactions, benefits, leadership, and resources.

  14. Universities and HIV/AIDS in sub-Saharan Africa: a case study of the University of Ghana, Legon

    This study is in response to the ADEA Working Group on Higher Education's decision to undertake case studies on the way HIV/AIDS affects some individual universities in Africa, and to document the responses and coping mechanisms that these institutions have developed. The purpose of the exercise is to generate understanding of the way the disease is affecting universities and to identify responses of staff, students and management that might profitably be shared with sister institutions in similar circumstances. Essentially, the studies are designed to answer five questions: 1. …

  15. The University of Zululand policy on HIV and AIDS (draft of a reviewed policy)

    The purpose of the document is to provide guidelines to the University with regard to the institution's response to HIV and AIDS with specific reference to its ability to continue functioning thereby preventing HIV and AIDS from undermining its potential to operate and deliver mandated services. …

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