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UNESCO HIV and Health Education Clearinghouse

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  1. The effectiveness of HIV-AIDS education prevention programmes in Zimbabwe: the role of school heads in SACMEQ III

    The overall objective of this study is to analyse the response of the education sector to HIV-AIDS epidemic through inputs from the heads of primary schools by describing their viewpoints and professional characteristics in the context of HIV and also examining how the school environment, that the school heads are in charge of, were supportive in the context of HIV-AIDS. Based on the research problematic, the memoire will attempt to provide answers to the following research questions: a) What is the demographic situation in the context of HIV-AIDS in Zimbabwe? …

  2. Minding the gap in Alexandria: Talking to girls in schools about reproductive health

    Reproductive health (RH) is one of the cornerstones of an individual’s health and well-being, and an important component of a country’s human social development. Limited access to RH information among female adolescents can increase their vulnerability to health problems. Therefore, it is important to provide them with accurate and age-appropriate information. In the Middle East and North Africa, cultural norms dictate that girls should not be exposed to information about RH until they are married. …

  3. The roles of educators in mitigating the impact of the HIV/AIDS pandemic on the education system in South Africa. Full report

    The purpose of the study summarised in this document was to determine the roles of educators in mitigating the impact of the HIV/AIDS pandemic, and to ascertain the skills and knowledge required by them to play such roles effectively. Recognising that educators have a crucial role to play in all education subsectors, the study investigated the current and possible future roles of educators in schools and further education and training (FET) colleges as well as those of educators working in the higher education (HE) subsector.

  4. Teachers for rural schools: experiences in Lesotho, Malawi, Mozambique, Tanzania and Uganda

    Much is going well with the effort to provide universal primary education in Sub-Saharan Africa. Gross enrollment rates have increased from 78 percent in 1998/99 to 91 percent in 2002/03; sizable investments have greatly improved school infrastructure and access; and large numbers of new teachers have been recruited. But educating the children in remote rural areas continues to be a challenge. Schools in hard-to-reach locations find it difficult to attract and retain teachers. …

  5. Teachers living with AIDS: underplaying the role of emotions in the implementation of HIV/AIDS policy in Zimbabwean primary schools

    This study explores how HIV-positive teachers within a specific social context understand, interpret and act on HIV and Life Skills policy.The aim of the author was to illuminate the experiences of teachers living with AIDS and how their experiences affect the ways in which they understand and act on government policy. Three distinct themes emerged from the analysis: a) conflict between teacher as role model and ideal citizen, and teacher as an HIV-positive person; b) HIV illness and its impact on the body of the teachers; c) teachers as emotional actors. …

  6. Courage and hope: stories from teachers living with HIV in sub-Saharan Africa

    It is estimated that there are currently around 122,000 teachers in sub- Saharan Africa who are living with HIV, the vast majority of whom have not sought testing and do not know their HIV status. Stigma remains the greatest challenge and the major barrier to accessing and providing assistance to these teachers. The personal experiences from the 12 teachers presented in this book offer first-hand accounts of the difficult, and sometimes debilitating, challenges faced by teachers living with HIV. …

  7. Managing Teachers. The centrality of teacher management to quality education. Lessons from developing countries.

    The report reveals that developing countries often have constrained budgets due to limited resources and in some cases tight fiscal management policies imposed by the International Monetary Fund. It urges governments and donors funding education in developing countries to prioritise teacher management. Ignoring this issue will lead to, poor living and working conditions for teachers and school leaders and ultimately children will be denied their right to a quality education. …

  8. The leadership role of principals in managing HIV and AIDS at schools of the Western Cape education department

    The HIV and AIDS epidemic is deemed the single greatest threat to South Africa's future and its growth is one of the most rapid in the world. The South African government has marked 2006 as the year of accelerated HIV and AIDS prevention. It has become imperative that school leaders empower themselves in order to meaningfully deal with HIV and AIDS issues within the realities of the South African context. School principals are strategically situated to play a significant role in the struggle against HIV and AIDS in large school communities. …

  9. Recruiting, retaining and retraining secondary school teachers and principals in Sub-Saharan Africa

    Recruiting, retaining and retraining secondary school teachers and principals in Sub-Saharan Africa is based on country studies in Ethiopia, Ghana, Guinea, Madagascar, Tanzania and Uganda and an extensive literature review. In many parts of Africa, the demand for secondary teachers substantially exceeds the supply due to factors such as secondary teacher attrition, bottlenecks in the teacher preparation system, and perceived unattractive conditions of service. Few countries have strong policies, strategies, and programs for recruiting able secondary leavers to secondary teaching. …

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