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The 2014 Kenya Demographic and Health Survey (KDHS) is a national sample survey that targeted 40,300 households designed to provide detailed information on aspects of health across Kenya and in each of the 47 counties. The KDHS is conducted every five years. The 2014 KDHS was the sixth survey of its kind to be conducted in Kenya, following those carried out in 1989, 1993, 1998, 2003, and 2008-09, and it is the first KDHS to provide information at the county level. …
This report provides results from the School Health Policies and Practices Study (SHPPS) conducted in 2012. Chapter 1 provides background and introduction to the report. Chapter 2 provides an overview of the methods used in the study. Chapter 3 reports results on health education, Chapter 4 reports results on physical education and activity, Chapter 5 reports results on health services, Chapter 6 reports results on mental health and social services, and Chapter 7 reports results on nutrition services and the school nutrition environment. …
Schools, health agencies, parents, and communities share a common goal of supporting the link between healthy eating, physical activity, and improved academic achievement of children and adolescents. Evidence shows that the health of students is linked to their academic achievement, so by working together, we can ensure that young people are healthy and ready to learn. …
This publication highlights the key findings of 2014-15 Rwanda Demographic and Health Survey (RDHS 5), a nationally representative survey of 13,497 women age 15-49 and 5,585 men age 15-59 from 12,793 interviewed households. …
After more than a decade of major achievements, the AIDS response is at a crucial juncture, both in terms of its immediate trajectory and its sustainability, as well as its place in the new global health and development agendas. In May, 2013, the UNAIDS–Lancet Commission— a diverse group of experts in HIV, health, and development, young people, people living with HIV and affected communities, activists, and political leaders— was established to investigate how the AIDS response could evolve in a new era of sustainable development. …
Background An estimated 2.1 million individuals are newly infected with HIV every year. Cross-sectional and longitudinal studies have reported conflicting evidence for the association between education and HIV risk, and no randomised trial has identified a causal effect for education on HIV incidence. We aimed to use a policy reform in secondary schooling in Botswana to identify the causal effect of length of schooling on new HIV infection. …
This is the first regional report published by Aidspan. These regional reports seek to provide a snapshot to country partners, advocates and other stakeholders of comparative information, to make it easier for them to assess their countries’ progress and performance and understand the regional picture of Global Fund programmes.
This report demonstrates the relationship between sexual health, human rights and the law. Drawing from a review of public health evidence and extensive research into human rights law at international, regional and national levels, the report shows how states in different parts of the world can and do support sexual health through legal and other mechanisms that are consistent with human rights standards and their own human rights obligations.
In preparation for the Oslo Summit on Education for Development in July 2015, the Norwegian Agency for Development Cooperation (NORAD) commissioned SEEK Development to conduct an evaluation of the costs and benefits of education from a health perspective. Such a study is very relevant in light of ongoing discussions around the Sustainable Development Goals and post-2015 development agenda, which emphasize the need for a stronger focus on the broader determinants of health. The study is organized around three interconnected workstreams. …
Research evidence shows that education and health are closely linked. So promoting the health and wellbeing of pupils and students within schools and colleges has the potential to improve their educational outcomes and their health and wellbeing outcomes. This briefing draws on a rapid review approach that provides a broad, succinct scope of the scientific evidence. The complexity of the interrelationships between outcomes makes it difficult to draw firm conclusions about causality. …
This pamphlet summarises the key points about current sexuality education in New Zealand.
Le Plan Stratégique National (PSN) s’inscrit dans la réalisation des objectifs nationaux du Plan National de Développement Sanitaire (PNDS), et des engagements internationaux pris par le Sénégal pour mettre fin à la pandémie du sida. …
Le Plan national multisectoriel de lutte contre le VIH, le Sida et les IST (PNM) est le document d’orientation opérationnel de la réponse nationale au VIH au cours de l’année. Les priorités à mettre en oeuvre au cours de l’année 2014 sont reparties en fonction des cinq (5) axes stratégiques définis dans le CSLS 2011-2015 et qui constituent les domaines programmatiques des interventions. Pour chaque axe stratégique, il a été déterminé les effets, les résultats attendus et les Domaines d’actions prioritaires (DAP) qui permettent de formuler les activités à réaliser.
Le Plan national multisectoriel (PNM) est le document d’orientation opérationnel de la réponse nationale au VIH au cours de l’année. Le PNM 2013 est extrait du Plan d’opérationnalisation triennal glissant du CSLS 2011-2015. Il est élaboré en tenant compte des résultats obtenus de la mise en oeuvre du PNM 2012. Il décrit les priorités programmatiques et les mécanismes de mise en oeuvre des interventions multisectorielles de l’année 2013. …
Purpose – The aim of this paper is to define health literacy as a learning outcome in schools, and to describe the learning conditions that are relevant for targeting health literacy. Design/methodology/approach – The paper draws on theoretical and empirical educational literature, and also the experiences of the authors. Findings – Health literacy is defined as consisting of five core components: theoretical knowledge, practical knowledge, critical thinking, self-awareness, and citizenship. …
