Important: The POPLINE website will retire on September 1, 2019. Click here to read about the transition.

Your search found 6 Results

  1. 1
    333017

    Meeting summary: Protecting and Empowering Adolescent Girls: Evidence for the Global Health Initiative. Sponsored by the Interagency Youth Working Group (IYWG), Thursday, June 3, 2010.

    Interagency Youth Working Group (3rd: 2010: Washington, D.C.)

    [Washington, D.C.], Interagency Youth Working Group, 2010. [350] p.

    The third annual meeting of the Interagency Youth Working Group (IYWG) highlighted examples of innovative programs that address girls’ vulnerability to HIV and reproductive health (RH) risks in more than 15 countries. These programs have used a variety of approaches, including school-based interventions, advocacy, empowerment, targeting of especially vulnerable girls, physical activity, and male involvement. One of the main purposes of the meeting was to formulate recommendations on women- and girl-centered approaches within the U.S. Government’s Global Health Initiative. (Excerpt)
    Add to my documents.
  2. 2
    314599

    Linking EDUCAIDS with other on-going initiatives. An overview of opportunities. An assessment of challenges.

    Visser-Valfrey M

    Paris, France, UNESCO, Education Sector, Division for the Coordination of UN Priorities in Education, Section on HIV and AIDS, 2006 Oct. 43 p. (ED-2006/WS/65; CLD-29608)

    This paper was commissioned by the United Nations Educational, Scientific and Cultural Organization (UNESCO) to review the linkages and synergies between EDUCAIDS, the UNAIDS Global Initiative on Education and HIV & AIDS, and other initiatives in the field of HIV and AIDS. EDUCAIDS is one of UNESCO's three core Education for All (EFA) initiatives and focuses specifically on supporting national governments and their partners in developing comprehensive and scaled-up education sector responses to HIV and AIDS, with the dual objective of preventing the spread of HIV through education and of protecting education systems against the worst effects of the epidemic. This paper documents the similarities and differences between EDUCAIDS and selected initiatives, identifies current and potential links, and provides recommendations on how synergies and linkages can be strengthened. The analysis in this review was done on the basis of a document review and interviews with partners from the majority of the initiatives selected by UNESCO for this study. Five kinds of initiatives were reviewed. The first concerns programmes that have been put in place with a specific focus on HIV and AIDS. The second includes examples of initiatives with a broader focus (such as promoting sustainable development and enhancing school health) and which, through their activities, address a number of priority areas, including HIV & AIDS and education. The third is constituted by 'thematic initiatives' which address HIV and AIDS from a particular defined priority, for example by focusing on children. These initiatives include education as one of their strategies. The fourth kind of initiative concerns frameworks for operation at country level such as the 'Three Ones', the United Nations Development Assistance Framework (UNDAF) and the UN country teams on HIV and AIDS. Finally, the analysis also considers the synergies and differences between EDUCAIDS and the UNAIDS Inter-Agency Task Team (IATT) on Education. (excerpt)
    Add to my documents.
  3. 3
    314594

    EDUCAIDS: towards a comprehensive education sector response. A framework for action.

    UNESCO; Joint United Nations Programme on HIV / AIDS [UNAIDS]

    Paris, France, UNESCO, Education Sector, Division for the Coordination of UN Priorities in Education, Section on HIV and AIDS, 2006 Sep. 27 p.

    Steady progress has been made in recent years in efforts to achieve Education for All (EFA), but about 100 million children are still not enrolled in primary school, 55 percent of them girls. HIV and AIDS are among the key factors exerting pressure on education systems and students in the regions with the greatest EFA challenges. Halting the spread of HIV is not only a Millennium Development Goal (MDG) in itself (Goal 6), but is a prerequisite for reaching the others including Goal 2 (achieving universal primary education) and Goal 3 (promoting gender equality and the empowerment of women). The AIDS epidemic is increasingly recognised to be one of the most serious threats to global stability and progress. Adult HIV prevalence has reached 40 percent in parts of Southern Africa, and the virus is spreading rapidly in a number of regions, from West and Central Africa to Eastern Europe, from Asia (notably China and India) to Latin America and the Caribbean. The impact of AIDS is also magnified because the disease primarily strikes adults, particularly young adults, who drive economic growth and raise the next generation. Close to 39 million people are estimated to be living with HIV, and the global AIDS epidemic is responsible for the deaths of 25 million, 2.8 million in the last year alone. HIV is unravelling hard-won development gains and is having a crippling effect on future prospects. Unless strong action is taken, particularly in massively expanded and intensified prevention efforts, the epidemic will continue to spread and threaten sustainable development, including progress towards achieving EFA. (excerpt)
    Add to my documents.
  4. 4
    130934

    Promoting health through schools. Report of a WHO Expert Committee on Comprehensive School Health Education and Promotion.

    World Health Organization [WHO]. Expert Committee on Comprehensive School Health Education and Promotion

    WORLD HEALTH ORGANIZATION TECHNICAL REPORT SERIES. 1997; (870):v-vi, 1-93.

    The World Health Organization (WHO) Expert Committee on Comprehensive School Health Education and Promotion, which met in September 1995, formulated recommendations for policy and programmatic measures that WHO, other UN agencies, national governments, and nongovernmental organizations could apply to enable schools to meet their full potential to improve the health of children, families, and communities. Since 71% of the developing world's population completes at least 4 years of primary schooling, the formal education system represents an ideal channel for health promotion. Moreover, good health is a key factor in school entry, attendance, and performance. Health issues schools can address include HIV/AIDS and sexually transmitted diseases, violence, unintended pregnancy and reproductive health, nutrition, sanitation and water control, immunization, oral health, malaria, respiratory infections, psychological problems, and alcohol and tobacco use. Health-promoting schools must provide enhanced access to services within the school and referral to the extended health system, identify and implement specific health interventions best carried out through schools, and integrate preventive and curative measures. The messages of school health programs must be reinforced by community organizations, families, and the media. Among the Committee's recommendations for school health programs are the following: expanded investment in education, especially for girls; creation of school environments that do not threaten physical and emotional health; critical health and life skills curricula; more effective use of schools as an entry point for health promotion and location for health interventions; mobilization and coordination of resources at the local, national, and international levels to support school health programs; collaboration between the school and community; and ongoing program monitoring and evaluation to ensure desired outcomes.
    Add to my documents.
  5. 5
    137472

    Health promoting schools.

    HEALTH FOR THE MILLIONS. 1998 Jul-Aug; 24(4):19-20.

    Promoting the health of children through schools has long been an important task of the WHO. Guided by the recommendations of the Expert Committee on Comprehensive School Health Education and Promotion, the Initiative seeks to strengthen health promotion and education activities at the local, national, regional, and global levels. It aims to increase the number of schools that can truly be called "Health-Promoting Schools". The four strategies undertaken by WHO in creating Health-Promoting Schools are: 1) strengthening the ability to advocate for improved school health programs, 2) creating networks and alliances for the development of Health-Promoting Schools, 3) strengthening national capacities, and 4) research to improve school health program. Finally, WHO recognizes that the success of the Global School Health Initiative lies on the extent to which partnerships can be formed at local, national, and international levels.
    Add to my documents.
  6. 6
    136174

    Sexual health education does lead to safer sexual behaviour. UNAIDS review. Press release.

    Joint United Nations Programme on HIV / AIDS [UNAIDS]

    Geneva, Switzerland, UNAIDS, 1997 Oct 22. 3 p. (UNAIDS Presse Release)

    A review commissioned by the Joint UN Program on HIV/AIDS (UNAIDS) found that sexual health education for children and youth promotes safer sexual behavior and does not increase their sexual activity. Examined were 68 reports on sexual health and HIV/AIDS prevention education from France, Mexico, Switzerland, several Nordic countries, the UK, and the US. In most cases, studies compared indicators such as adolescent pregnancy rates, sexually transmitted disease (STD) infection rates, and self-reported sexual activity in youth who were exposed to educational interventions and those who were not. Only three studies (all of which had serious methodological problems) found an association between sexual health education and increased sexual interaction. 22 studies reported that HIV and/or sexual health education either delayed the age at onset of sexual activity, reduced the number of sexual partners, or reduced unplanned pregnancy and STD rates. Characteristics of programs that succeeded in not only increasing knowledge but also producing behavioral change included the following: a focused curriculum with clear statements about behavioral aims, clear delineation of the risks of unprotected sex and methods to avoid them, attention to social and media influences on sexual behavior, practice in sexual communication and negotiation skills, encouragement of openness about sex, and a grounding in theories emphasizing the social nature of learning.
    Add to my documents.