Literaturnachweis - Detailanzeige
| Autor/inn/en | Pridmore, Pat; Yates, Chris |
|---|---|
| Titel | Combating AIDS in South Africa and Mozambique: The Role of Open, Distance, and Flexible Learning |
| Quelle | In: Comparative Education Review, 49 (2005) 4, S.490 (22 Seiten)Infoseite zur Zeitschrift |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0010-4086 |
| Schlagwörter | Foreign Countries; Sexually Transmitted Diseases; Open Education; Communicable Diseases; Distance Education; Public Health; Public Policy; Prevention; At Risk Persons; Out of School Youth; Health Behavior; Access to Education; Flexible Scheduling; Intervention; Mozambique; South Africa Ausland; Sexual transmitted disease; Geschlechtskrankheit; Offene Erziehung; Offener Unterricht; Contagious disease; Contagious diseases; Communicable disease; Infektionskrankheit; Distance study; Distance learning; Fernunterricht; Gesundheitswesen; Öffentliche Ordnung; Prävention; Vorbeugung; Risikogruppe; Health behaviour; Gesundheitsverhalten; Education; Access; Bildung; Zugang; Bildungszugang; Flexible working hours; Flexible Arbeitszeit; Mosambik; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik |
| Abstract | This article examines the potential for open, distance, and flexible learning (ODFL) to mitigate the impact of HIV and AIDS on young people. Based on experience from a field study in Mozambique and South Africa, the authors show how ODFL can support and extend the work of existing infrastructures supporting vulnerable youth. As neighboring countries at the epicenter of the pandemic, Mozambique and South Africa have very different levels of infrastructure development but complementary experiences. These experiences may be relevant to India, China, and other countries where the pandemic is threatening to explode but is less well understood. This article is concerned with the growing number of youth affected by HIV and AIDS who are out of school, because emerging concerns about this particularly vulnerable group may initiate a broader impetus to do something for those whom the formal education system has failed. (Contains 1 note.) (ERIC). |
| Anmerkungen | University of Chicago Press, Journals Division, P.O. Box 37005, Chicago, IL 60637. Tel: 773-753-3347; Web site: http://www.journal.uchicago.edu; e-mail: subscriptions@press.uchicago.edu. |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
Literaturbeschaffung und Bestandsnachweise in Bibliotheken prüfen
Permalink als QR-Code
Inhalt auf sozialen Plattformen teilen (nur vorhanden, wenn Javascript eingeschaltet ist)
Teile diese Seite:
