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This is a report of a workshop organised for facilitators of African women organisations. The objective of this workshop was to provide African women with the appropriate knowledge and life skills to enable them to protect themselves from HIV transmission.
The vulnerability of women increase the impact of HIV on the family, the community and the society at large. Since HIV/AIDS Education is an effective strategy to raise awareness on the need to protect women. UNESCO, in collaboration with UNAIDS and the UNDP Regional Project on HIV and development organized from 7- 11 September 1998 a Workshop for Coordinator of women's grassroots Organizations from 17 African Countries. This report presents the major contributions on: 1. Women and AIDS: HIV infection scope and epidemiology in Africa; 2. Women and AIDS: Impact and response; 3. Preventive Education, Women and AIDS: experience of women organizations; 4. Preventive Education, Women and AIDS: Gender Approach; 5. Preventive Education, Women and AIDS: experience of women organizations: messages and tools.
This booklet deals with various aspects of gender-based violence (domestic violence, sexual abuse, legislation and policies etc.) as seen by female journalists.
This bibliography contains 667 references and has been organised according to recent findings in the review of the application of current communication frameworks on HIV/AIDS communications. …
Sexual specificity is defined in terms of what it means to be a man or a woman in society. Sexual specificity has a bearing on opportunities and the distribution of social roles. Social norms play a part in the spreading of HIV. Whether female, male or young, the contamination risks are determined by social projections on the sexes. Therefore, the social dimension of sex cannot be ignored in prevention.
A four-module package for educators on family life education. It is designed as a practical resource guide for teachers, teacher educators, guidance counsellors, youth workers, etc. who are engaged in teaching, training and communicating family life education to adolescents.
This report distils the observations and recommendations of a mission to six African countries (Burkina faso, Cote d'Ivoire, Ethiopia, Ghana, Malawi and the United Republic of Tanzania), undertaken on behalf of UNFPA and UNAIDS within the framwork of the framework of the Inernational Partnership Against AIDS in Africa (IPAA). The report is envisaged as a tool to stimulate a common understanding of the nature and dimensions of advocacy for HIV/AIDS. …
This paper suggests a simple model for the relationships between poverty, schooling and gender inequality. It argues that poverty at both national and household levels is associated with an under-enrolment of school age children, but that the gendered outcomes of such under enrolment are the product of cultural practice, rather than poverty per se. Using detailed case study material from two African countries, evidence is presented to show the variety and extent of adverse cultural practice which impede the attendance and performance of girls at school, relative to boys. …
This worksheet discusses the scale of the problem of gender bias towards women in the African sub-saharan region. This is in relation to vulnerability to HIV/AIDS infection and how this can be mitigated most effectively.
This article discusses studies conducted on women and AIDS. It suggest that women are more vulnerable to HIV/AIDS infection than men are and points out all the contributing factors. This includes educational; biological; economic, cultural and legal.
This article promotes the need to urgently look at the scope of sexual abuse occurring in schools and its significant repercussions. Emphasizes need for standard procedures governing how schools address allegations and treat survivors of this violence. Summarizes research in SSA that looks at role of school culture and society in defining gender identities, the centrality of violence in adolescent sexual relationships and in schools and the contradicting messages of empowerment in schools health curricula against the behaviours with the school itself.
This paper examines data for 30 Xhosa youth aged 16 to 24 from township schools in South Africa. Major findings focus on the pervasive nature of violence for young people today: beating is the normative response in their homes, at schools and in their relationships. Masculinity is defined by th number of sex partners, choice of main partner and ability to control girlfriends. Feminity is based on girls desirability to the opposite sex. Concludes with suggestions for policy changes, emphasizing the need for government to promote accountability for its behaviour.
Introduces a manual developed for South Africa on how to hold 8 interactive workshops with school management to increase awareness and mobilise action towards gender violence in schools. This paper discusses current challenges for government to prioritise the problem including making it part of the national curriculum
This paper provides results from qualitative research in Uganda which highlights the inherent contradiction of trying to promote adolescent sexual health with its messages of equality in partnerships when the school culture clearly promotes male domination and leadership. Offers practical suggestions for MoE to address inequality in schools and to advance democratic learning.
This paper summarises research findings that male sexual aggression against girls is endemic and institutionalized in Zimbabwe. Specifically, findings suggest that adolescent peer group culture in schools encourage students to conform to stereotypical behaviours that make girls vulnerable to sexual abuse. It concludes with a list of strategies for implementation and at schools within communities.