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UNESCO HIV and Health Education Clearinghouse

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  1. National strategic plan on violence against children in schools [2015-2020]

    Access to education is one of the fundamental rights of every child which should be delivered in a conducive and safe learning environment. With the introduction of Universal Primary Education (UPE) and the Universal Secondary Education (USE), the Government of Uganda has greatly improved primary and secondary school enrolment for both girls and boys including those with disabilities. For these programmes to be effective, children need to access quality education in a safe learning environment. …

  2. Reporting, tracking, referral and response (RTRR) guidelines on violence against children in schools

    Access to education is one of the fundamental rights of every child which should be delivered in a conducive and safe learning environment. With the introduction of Universal Primary Education (UPE) and the Universal Secondary Education (USE) , the Government of Uganda has greatly improved primary and secondary school enrolment for both girls and boys including those with disabilities. For these programmes to be effective, children need to access quality education and complete the education cycle in an environment free from violence. …

  3. Girls in control: Compiled findings from studies on menstrual hygiene management of school girls. Ethiopia, South Sudan, Tanzania, Uganda, Zimbabwe

    SNV launched the five-country Girls in Control menstrual hygiene pilot programme in January 2014, building on insights and experience gained from implementing school-based water, sanitation and hygiene (WASH) programmes in 14 countries. This report presents the findings of baseline studies on the menstrual hygiene management of schoolgirls, conducted in the five project countries: Ethiopia, South Sudan, Tanzania, Uganda and Zimbabwe.

  4. Violence in primary schools in Southern and Eastern Africa: Some evidence from SACMEQ

    Special attention was given to the issues related to school violence in the studies conducted by a consortium known as Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ). These issues were included in the form of research questions which sought information on pupils’ and teachers’ behavioural problems at the primary school level. This paper addresses the following three research questions: (1) What were the changes in the perceived occurrence of school violence in SACMEQ school systems between 2000 and 2007? …

  5. 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. …

  6. Are there any disparities between girls and boys in the response of the education sector to HIV and AIDS? Assessment of educational HIV/AIDS prevention programmes applied by SACMEQ III countries

    This paper aims to assess whether the goals of the in-school programmes on prevention of HIV and AIDS that are taught in primary schools of 15 national ministries of education in Southern and Eastern Africa have been reached equitably between boys and girls by the end of primary education. One feature of most of these ministries is that they are in countries that are the hardest hit by a general HIV epidemic. More specifically, the paper aims to analyse schoolboys’ and schoolgirls’ general knowledge about HIV and AIDS. …

  7. HIV sero-status disclosure in the school context: experiences of adolescents perinatally infected with HIV in Uganda

    In this paper, we use data from Uganda to examine disclosure of HIV sero-status in the school context by adolescents perinatally infected with HIV. We begin by presenting evidence of the existence of stigma and discrimination in schools from the perspectives of school officials, in-school young people perinatally infected with HIV, and other students. We then examine the level of disclosure of sero-status to school officials and friends by adolescents perinatally infected with HIV. …

  8. Pupil and teacher knowledge about HIV and AIDS in Uganda

    The Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) is a network of 15 Ministries of Education: Botswana, Kenya, Lesotho, Malawi, Mauritius, Mozambique, Namibia, Seychelles, South Africa, Swaziland, Tanzania (Mainland), Tanzania (Zanzibar), Uganda, Zambia and Zimbabwe. …

  9. Current issues in the economics of HIV/AIDS

    This slideshow presents the scale of the epidemic in Africa, by describing the dynamics and the effects on the demography. The second part describes a case study in Kwazulu natal province, on the impacts of HIV/AIDS on Education (enrolment, absenteeism, loss of educators...).

  10. Where has all the education gone in Africa? Employment outcomes among secondary school and university leavers.

    This report presents the main findings of an international research project that has evaluated the education and employment experiences of secondary school leavers and university graduates in four African countries - Malawi, Tanzania, Uganda, and Zimbabwe. The four countries were also selected because they have or have had very high HIV prevalence rates. …

  11. Training for life: teacher training on HIV/AIDS

    In 2005 EI sent a survey to all unions involved in the then 'HIV and AIDS Prevention through Schools Programme' to gather information on the positioning of HIV and AIDS within pre and in-service training. The following countries were included in the EI survey and feature in this report: 1. Kenya (KNUT/Kenya National Union of Teachers) 2. Uganda (UNATU/Uganda National Teachers' Union) 3. Tanzania (TTU/Tanzania Teachers' Union) 4. Malawi (TUM/Teachers' Union of Malawi) 5. Guinea (FSPE-SLECG/Federation of Professional Education Unions/Free Union of Teachers and Researchers) 6. …

  12. Teacher Training: Essential for School-Based Reproductive Health and HIV/AIDS Education. Focus on Sub-Saharan Africa

    Teacher training in any subject is important. For teaching information and skills related to reproductive health (RH) and HIV/AIDS, teacher training is even more essential - and complex. In many countries of sub-Saharan Africa, the AIDS epidemic has spread to the general population, with up to half of all new HIV infections occurring among youth under age 25. Since most youth attend school at least for primary education, school-based programs are a logical place to reach young people. …

  13. Positive outcomes: the chances of acquiring HIV/AIDS during the school-going years in the Eastern Cape, 1990-2000

    The authors explore the probability of acquiring HIV/AIDS for learners enrolled in SA government schools in the Eastern Cape. Ante Natal Clinic published data and a 10 percent sample of the census of 1996 are used to calibrate the probabilities of becoming infected. While education is glibly assumed to be a key turnaround factor and cultural antidote to the further spread of the pandemic, the authors point out that this earnest and understandably near universal hope is unlikely to translate into reality. …

  14. HIV and education sector policies and strategic plans in some African countries

    The present document is divided into the following sections: In chapter 2, responses in the form of general policies and HIV are discussed with the intention to define some criteria for assessing and characterising such instruments. Chapter 3 focuses more on education and tries to highlight some of the main socio-economic characteristics of the relationship between HIV and education. Chapter 4 reviews some African countries national HIV policies and educational policies. …

  15. HIV and AIDS in context: the needs of learners and educators

    The following 'think piece' is a collection of observations selected principally from a very rapid September 2003 tour of Malawi, Kenya, Mozambique, Tanzania and Uganda, recent fieldwork in Botswana, Rwanda and Zimbabwe, and UNESCO Nairobi cluster workshops on education and teachers held in Kigali and Kampala early in 2003. The 2003 tour confirmed previous impressions about where we are and where we need to go. Many of the observations and comments on HIV and teacher education are personal: they are meant to challenge our perceptions of what we are doing and how we are doing it. …

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