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UNESCO HIV and Health Education Clearinghouse

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  1. The Malawi Gender Equality Act - A teaching guide: For primary and secondary schools in Malawi

    This booklet is an educational resource to assist teachers in Malawi, to discuss and explore with your learners the new Gender Equality Act (GEA) 2013 written by the Government of Malawi. The emphasis of the GEA is on improving the lives of girls and women. However it is important that you include all learners, boys and girls, in the work you do in the classroom when exploring the GEA. This resource highlights key areas within the Act that are relevant to young people and should be seen as a positive step to benefit Malawian society as a whole. …

  2. Learning about HIV/AIDS in schools: does a gender-equality approach make a difference?

    Is HIV education based on the principles of gender equality possible in practice? If so, can it make a difference to gender relations in a society? This chapter considers these questions through reflection on two gender-based HIV education interventions in South Africa and Mozambique, which took place between 2001 and 2003.

  3. Where are the gaps?: HIV and gender pre-service teacher training curriculum and practices in East Africa

    Education, especially girls' education, is seen as the most effective protection against the HIV epidemic that has severely affected the school systems in sub-Saharan Africa. Effective HIV and AIDS education in schools can be achieved through high quality teaching, along with targeted and specific information about HIV and AIDS as part of a robust curriculum. Effective teacher-preparedness is a must for high quality HIV education in the classroom. …

  4. 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 paper focuses upon young people and children engaged in HIV/AIDS education, not only as consumers of information but also as generators of knowledge pertinent to their needs, aspirations, anxieties, fears, hopes and dreams. …

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