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This draft programme gap analysis is based on a consultative process undertaken by an international consultant "Jamie Uhrig" providing technical support to the National AIDS Programme of the Ministry of Health in Egypt in March 2015. The terms of reference for the international consultant include describing “current policies and programmes, including thematic areas, related to the national HIV response in Egypt and identifying programmatic gaps”. …
The Global Initiative on Primary Prevention of Substance Abuse (Global Initiative) is jointly executed by the United Nations International Drug Control Programme (UNDCP) and the World Health Organization (WHO). Implementation began in June 1997. The Global Initiative aims to prevent the use and abuse of all licit and illicit psychoactive substances by young people. The project is implemented in selected communities in eight countries in three regions of the world where rapid/dramatic social change is in progress. …
This Report sets out the current context for Social, Personal and Health Education (SPHE) in Chapter Two. It notes the approval of an integrated SPHE curriculum for Junior Cycle in 2000 along with the establishment of the SPHE Post-Primary Support Service which was a collaborative initiative with the Department of Health. The SPHE Curriculum was introduced to primary schools from 1999 and the SPHE curriculum for post-primary schools was introduced in 2003. …
The ultimate aim of this report is to research the situation in the partner countries in the frame of “Youth e-collaboration in HIV/AIDS prevention”, namely Bulgaria, Latvia, Sierra Leone, Slovenia and Uganda, as regards the topic of HIV/AIDS prevention. The report’s main focus is the existing strategies for HIV/AIDS prevention in the above mentioned countries. The report combines: 1. Findings from implemented survey within youth workers, youth leaders and young trainers working in the field of HIV/AIDS prevention among young people. 2. …
This report presents the results of the online survey phase of the “Every Teacher Project” on Canadian K-12 educators’ perceptions and experiences of “LGBTQ-inclusive” education, including curriculum, policies, and practices that include positive and accurate information about lesbian, gay, bisexual, transgender, Two Spirit, and queer people as well as issues related to gender and sexual diversity (also known as GSD-inclusive education). …
Childhood obesity undermines the physical, social and psychological well-being of children and is a known risk factor for adult obesity and noncommunicable diseases. There is an urgent need to act now to improve the health of this generation and the next. The Commission recognizes that the scope of potential policy recommendations to address childhood obesity is broad and contains a number of novel elements. …
The goal of the programme has been to contribute to averting new HIV infections among young people aged 10–24 years in Papua and West Papua Provinces of Indonesia by the end of 2013. …
Le résumé de l’analyse de la réponse effectuée par cette revue est organisé selon 4 objectifs du plan : 1) Réduire la transmission des IST/VIH, 2) Améliorer la prise en charge, 3) Réduire les déterminants de la vulnérabilité et la précarité des PVVIH et leur famille, 4) Renforcer le suivi et évaluation de la réponse nationale, de la coordination, la gestion et le suivi.
This report was prepared as the main document for dissemination of the island-wide findings from the 2011 Health Promoting Schools survey. It is intended to be used by intra and inter ministries / agencies with interest in the topic.
Globally, several studies have pointed to the positive impact that life skills-based health education programmes have on the attitudes and behaviours of young people, but no such evaluation had been conducted in the Caribbean. With the development of a Regional Curriculum Framework to support the delivery of Health and Family Life Education (HFLE) in CARICOM countries, it was considered an opportune time to not only monitor the implementation of the Framework but to also assess its impact on students. …
Schools have been identified as one of the appropriate settings for addiction prevention since this is the place where pupils may come into contact with drugs for the first time and experiment with them, with the possibility of becoming addicted. To be effective, school-based drug education must be firmly based on knowledge of oneself and knowledge of the effects of various addictive substances. Biology education is then an essential part of schoolbased drug education. …
Over the past 25 years, there has been growing investment in concepts of rights in the areas of HIV prevention, care and treatment, including HIV- and AIDS-related education delivered in schools. Despite this increasing commitment to the notion of rights, few efforts appear to have been made to understand the varying conceptions of rights that underpin different kinds of initiatives. …
Most interventions designed to prevent HIV/STI/pregnancy risk behaviours in young people have multiple components based on psychosocial theories (e.g. social cognitive theory) dictating sets of mediating variables to influence to achieve desired changes in behaviours. Mediation analysis is a method for investigating the extent to which a variable X (e.g. intervention indicator) influences an outcome variable Y (e.g. unprotected sex) by first influencing an intermediate variable M (e.g. …
Comprehending praxis is a critical step in developing interventions that can have a real-world impact on people's lives. In this paper, we reflect on the lessons learned in the development of a curriculum for young people living in informal settlements in eThekwini, who are exposed to numerous vulnerabilities, including HIV-related risks associated with precarious urban livelihoods. Behavioural interventions have not led to commensurate reductions in HIV incidence, and the impact of these approaches remains regulated by numerous contextual conditions affecting those participating. …
This report provides results from the SHPPS conducted in 2014. Following a detailed Methods section, 2014 results are presented in a series of 168 tables organized around the 10 components of the WSCC model. Tables 1.1 through 10.4 provide the percentage of schools or classes with certain policies and practices in place; these results are shown separately for each school level—elementary school, middle school, and high school. For each variable, the prevalence estimate is shown along with a 95% confidence interval. …
