This paper offers needed statistics on the extent of sexual abuse in schools. It analyses 246 reported cases of sexual abuse in schools in Zimbabwe into 3 categories: sexual abuse, physical abuse and emotional abuse. Key findings: 81.6% of sexual abuse was perpetrated by trained teachers and 65.5% of the perpetrators had had sexual abuse with their pupils
 

This article promotes the need to urgently look at the scope of sexual abuse occurring in schools and its significant repercussions. Emphasizes need for standard procedures governing how schools address allegations and treat survivors of this violence. Summarizes research in SSA that looks at role of school culture and society in defining gender identities, the centrality of violence in adolescent sexual relationships and in schools and the contradicting messages of empowerment in schools health curricula against the behaviours with the school itself.
 

This paper summarises major findings from a Human Rights Watch report that documents the scope of sexual violence in South African schools. It identifies the lack of accountability among school officials, police and prosecutors which leaves perpetrators unpunished. It encourages governments to create and enforce guidelines for appropriate responses to sexual violence in schools.
 

This article discusses the impact of HIV/AIDS on education in South Africa. South Africa has the fastest growing r HIV/AIDS epidemic in the world. In 2001 over 4 million people were already HIV positive, 56% of them women. It is not yet possible to determine rates of HIV infection in schools and other learning institutions - among educators and among learners. The HIV/AIDS projection model commonly used in South Africa suggests that among 15-19 year olds almost 16% of African females are likely to be HIV positive, compared with about 3% of African males. Teachers in high risk areas must therefore assume that at least one in every five students in the classroom is HIV positive.
 

This is an article discussing abuse in schools within the African setting. The picture is that schools in sub-saharan Africa tolerate serious sexual harassment and abuse, most of it perpetrated by older male pupils and male teachers. This article tries to answer why the school is a vilent place for girls; and how the school culture encourage violence.
 

This short 'annotated bibliography' provides summaries of a few key documents focused on AIDS and The Education Sectoor.
 

This brief offers two specific and comprehensive checklists for sectoral planners and managers: one on impact and the other on action.This is in recognition of the fact that impact creates an environment in which limited numbers of system managers and under-qualified and under-resourced educators wrestle with large numbers of disparetly aged learners whose lives are often touched by poverty, violence and social turbulence. This makes the system the most logical ground on which to to engage and counter the spread of HIV/AIDS infection.
 

This paper discusses the vulnerability of the younger age group of children in primary schools to the impact of HIV/AIDS from infection to teacher attrition.
 

This presentation paper was presented by Michael J. Kelly at the National Conference on HIV/AIDS and the Education Sector held in Gallagher Estate, Midrand, South Africa. In this presentation, Kelly touches on the various ways that HIV/AIDS impacts the education sector. The main thrust of this paper being, how education can be used to curb the spread of HIV and of the pandemic and how education itself can be safeguarded from further effects from the virus.
 

Focused article providing insights into school level impacts and offering some practical suggestions. Using the education conferences at Jomtien and Dakar as a background the paper explores how to narrow the gap between the quantity of children accessing school and the quality of the learning they receive. Authors report findings from 2 surveys (Feb 19999 and Oct 2000) exploring the impact of HIV/AIDS on education in Malawi for both students and teachers. Summarizes impact of parental or extended family death on student attendance and learning.
 

This presentation provides statistis on HIV infection in the central African region and outlines DFID's priorities for HIV/AIDS and Education which are managing and mitigating the impact, focus on teachers, HIV/AIDS education. It also gives lessons to DFID and other international agencies and donors
 

Outlines DFID's priorities and strategies in Central Africa (CA) with regards the education sector and HIV/AIDS.Internatinal agencies and donors need to develop innovative cross-sectoral approaches and minimise duplication of efforts. In addition, government ownership cannot happen without increasing their access to knowledge and developing their capacity to respond.
 

This think piece highlights the need to protect the education system so that it may also in turn protect. These two perspectives, education a vehicle for reducing the incidence of HIV/AIDS and education itself as being threatened by the disease, are the focus of much of the literature on education and HIV/AIDS. In the past, the education sector itself has focused on its role in prevention; however, it needs to focus more on protecting itself so that it can continue to work on educating others. The authors use the conclusion to highlight a sense of urgency and call the reader to action.
 

This article discusses the current state of education in the region and the factors affecting it. The main concern has been provision of Educatin for All and achieving this through improving the quality of education for all. The factors that have decreased the quality of education and how they can best be tackled are put on the fore front in this inter-agency collaboration.
 

This study explores the path from policy to practice of sexual health education in Zimbabwe, in order to identify the barries to programme implementation and key elements of success. Zimbabwe relatively high seconday school enrollemnt rates make secondary school a potential source for providing young people with the knowledge and skills they need to protect themselves from risks and lead helathy lifestyles
 

This document discusses how African Education systems are susceptible and vulnerable to HIV/AIDS. Reasons include a higher incidence of social instability, dysfunctional education systems, high attrition, repetition and drop out rates and the common problem of over-aged enrolment. It also highlights the impact of HIV/AIDS to education and includes an important checklist of questions that can be used at national and district levels of education. It concludes with an action checklist that encourages policy, action-research, monitoring and evaluation, curriculum development, teacher training and community involvement.
 

This is the final draft of a report, which offers a detailed and comprehensive view of the issues surrounding HIV/AIDS and education. It illustrates all finer points with specific data from numerous countries and studies within Sub-Saharan Africa.
 

This compilation is a collection of publications that are focused on the provision of education to those who are affected by HIV/AIDS including OVCs who are subject to abuse and sexual violence amongst other things, besides losing family to the disease.
 

The Worksop was funded by USAID and was convened, organised and chaired by the Health Economics and HIV/AIDS Research Division of the University of Natal (HEARD). The main objective of the workshop was to develop a shred understanding of the impact of the pandemic on education and the economy, and begin to provide management guidelines and frameworks to assist in dealing with the functional realities of administration and planning in a dramatically changing situation.
 

This report examines the existing report on HIV/AIDS preventive education in the national formal curriculum(s) of upper primary and secondary school in Sri Lanka. It includes inputs for the implementation of HIV/AIIDS core messages in the national formal curriculum(s) of upper primary and secondary school as well as in the teaching-learning and training material at national level.
 

This paper outlines the key priorities for DFIDCA in HIV/AIDS in education. It follows the general assumption that education in an AIDS infected world is not similar to education in an AIDS free world (Kelly 2000).
 

An AIDS education programme which addressed the whole school community, was developed and evaluated in a high school in a socio-economically disadvantaged, urban, African area in South Africa. Students and teachers were actively involved in its design and implementation with an aim to raise awareness about AIDS. There was investigation to see the impact of the programme on student's attitude behavioural intentions. This article discusses the process of involving the school community in the design of the AIDS education programme.
 

This paper discusses the priorities of a strategy framework that was intiated through UNAIDS based on the UNAIDS Inter Agency Working Group meeting held in Genva, Switzerland in 2000 to discuss a possible approach to a global strategy framework on AIDS, Schools and Education. The key elements of this strategy are responding to the impact of AIDS On Education and using Education for AIDS prevention with a continuum of care and support.
 

This report is based on the experiences and the consolidated lessons learned of school-based HIV/AIDS preventive education from six staes: Assam, Delhi, Kerala, Madhya, Pradesh, Maharastra and Tamil Nadu. Official and non-official representatives from these states along with representatives from national level shared experiences in a lesson learned seminar on "Promoting HIV/AIDS Education within a formal School System in India", which was held on 17-18 October 1996 in New Delhi.
 

This document provides an over view of international attention attaining Education for All. Education is the key to decrease in poverty and increase in health. With a focus on the girl child, there are long term implications as their increased health directory impacts on their children's increased health. These result in a depressed demand for education. Girls are a particular risk due to gender bias in the home and in the school that favours boys. Case Studies: Bangladesh: Groundbreaking work in rural education, development of relevant curricula, flexible hours and cost effectiveness. Courses equip children (3/4 of which are girls) to begin or return to primary schools at grades 5 or 6.
 

Senior experts from the ministries of education and from other ministries, such as health, coming from13 ECOWAS nations and other countries from Eastern and Southern Africa, from universities, from social partners in education, non-governmental organisations, from UN system organisations at headquarters, regional and national levels as well as from most major international cooperation agencies, met in Elmina 19-23 March 2001. This report covers the issue discussed in that meeting.
 

The researchers are currently engaged in a series of studies on the inter-connections between education and the spread of HIV infection in sub-Saharan Africa.This work includes theoretical studies on the inter-connections between education and the spread of HIV infection in sub-Saharan Africa. This work includes theoretical studies and analyses of empirical data from primary and secondary sources. The primary data are being collected in field-based studies in rural areas of Manicaland, the eastern province of Zimbabwe. Th purpose of this report is to provide a brief and accesible digest of key findings from this research to date.
 

HIV is widely regarded as a disease of poverty and ignorance. However, within sub-Saharan Africa, more developed countries and sub-populations appear to have higher levels of HIV prevalence. This paper considers the evidence and possible reasons for this, by focusing on the relationships between education and the spread of HIV at the macro and micro levels. It is concluded that more educated populations are initially particularly vulnerable to HIV but are also better equipped to mount effective responses. Expanding provision of and access to secondary education could facilitate HIV control but is severely hampered by the morbidity and mortality effects of HIV epidemics. Efforts to sustain and increase education levels and o reduce HIV infections should therefore be mutually re-enforcing but will require extensive resources.
 

This guide was developed by staff of the World Health Organization and the United Nations Educational Scientific and Cultural Organization, on the basis of recommendations of school health education experts from around the globe. Its use as a reference for policy makers in the spheres of public information and communication would also help promote consistency between health promotion messages for schools and those for the community at large.
 

Selected bibliography of HIV/AIDS and education collected from ministries and agencies in SADC region specifically and more general global references. While not comprehensive, it is indicative of resources available. Also includes title of articles from the Financial Mail re this subject matter.
 

This paper argues that HIV/AIDS stands education on its head. Education in a world with AIDS must be different from education in an AIDS free world. The content, process, methodology, role and organization of school education in a world with HIV/AIDS must be radically altered. The entire educational edifice must be dismantled.
 

This case study focuses on Zambia's Lusaka and Southern Provinces and the views of teachers and pupils of that region with regards to the teaching of HIV/AIDS in basic education. It is limited to the efforts being made by the Ministry of Education (MOE) in Zambia on fighting the spread of the disease among school children and teachers.
 

This article discuss education as a medicine to combat HIV with the hypothesis that implies that education is the best available protection against HIV.
 

This document reviews the work of the Focusing Resources on Effective School Health (FRESH) programs. The FFRESH partnership was developed by the World Bank, WHO, UNICEF and UNESCO in order to ensure that schools have adequtate hygiene and sanitation facilities together with all required nutrition services. This was in recognition of the fact that without proper health facilities, good education was at risk and virtually impossible.
 

This report describes the UNESCO regional seminar on HIV/AIDS and education within the school system for English-speaking countries in Eastern and Southern Africa held in February 1995. The seminar's objectives were: (a). To strengthen awareness among officials from ministries of education of the need for preventive education on HIV/AIDS and to inform them about effective preventive education strategies. (b). Develop and strengthen awareness of the nature of HIV/AIDS epidemic and of its impact on social and economic development, especially in the area of education; and (c). Encourage immediate, short-term actions and longer-term efforts designed to increase the effectiveness of preventive education programmers and to combat the actual and potential impact of HIV/AIDS on education systems.
 

This is a paper articulating HIV and Education and attempts to set out particular significant issues for education practitioners and researchers. Issues discussed range from education and training, management, policy and planning issues, educator development and support issues, gender concerns to international agreements, legislation and human rights issues. Conclusion is that the broader concept of HIV and education means that in practice, each educator is responsible in their own domain to make sense of what is happening and to react appropriately.
 

This document is part of the WHO Information Series on school health promotion prepared for WHO's Global School Health Initiative. Its purpose is to strengthen efforts to help young people learn how to prevent HIV infection, AIDS and STIs.
 

This study was conducted as part of the Women and AIDS Research Program of the International Centre for Research on Women (ICWR ).In order to address STD/HIV risk, a cognitive-behavioural skills building intervention was designed to provide women and men attending an STD clinic in KwaZuzlu Natal with the knowledge an skills to protect themselves and their partners from HIV infection.
 

This report provides a detailed examination of the life skills interventions currently in place within Malawi. It begins with several chapters on the specific situation in Malawi (economic, education, HIV/AIDS) before discussing each of the fifteen programmes in detail. Each programme is outlined and then provided with a rapid evaluation of its strengths and weaknesses. Recommendations encourage UNICEF to promote life skills education throughout the system.
 

To asses the effects of HIV/AIDS and sexual health education on young people's sexual behaviour, the department of Policy, Strategy, and Research of UNAIDS commissioned a comprehensive literature review. Of the 53 studies that evaluated specific interventions, 27 reported that HIV/AIDS and sexual health education neither increased nor decreased sexual activity and attendant rates of pregnancy and STDs. From these studies, little evidence was found to support the contention that sexual health and HIV education promote promiscuity. This document is an update by Anne Grunseit of the review by Grunseit and Kippax entitled “Effects of sex education on young people's sexual behaviour.”
 

This review dissuses the work of SMC-AA in Malawi which was formed in an effort to influence behavioural change in light of the problem of HIV/AIDS. The pilot programme only lasted for a short period ( 6 months), due to lack of funding and it was covering a small Traditional Authority are ( TA Ndindi) in the Salma District. Despite this, the results as shown in this review, were quite impressive.
 

Recent studies in Tanzania show that a large percentage of adolescents have had experiences with drugs or substances like tobacco and alcohol at a low age. At the same time they lack basic knowledge about the effects and dangers of its consumption. This ignorance often puts them at risk. This booklet has been developed in response to this situation. It is meant to provide youths with information on the most crucial facts and guide them in becoming responsible decisionmakers for their own lives. Without sufficient knowledge adolescents cannot make informed choices, and experience has shown that informed youth often choose the safer option!
 

Recent studies in Tanzania show that a large percentage of adolescents have had experiences with drugs or substances like tobacco and alcohol at a low age. At the same time they lack basic knowledge about the effects and dangers of its consumption. This ignorance often puts them at risk. This booklet has been developed in response to this situation. It is meant to provide youths with information on the most crucial facts and guide them in becoming responsible decisionmakers for their own lives. Without sufficient knowledge adolescents cannot make informed choices, and experience has shown that informed youth often choose the safer option!
 

This report and its accompanying data sheet give a profile of today's youth, providing data on population, education, and health, with special focus on sexual and reporductive health
 

This chartbook uses graphs and charts to highlight the variety of needs for youth as they transition from childhood to adulthood. The purpose of this review is to provide desision makers with a better understanding of the experience and needs of adolescents within the region. This chartbook examines factors that are important to a healthy transition to adulthood, including education and exposure to information; sexual experience and marriage; HIV/AIDS; childbearing; contraception; and maternal health. This paper profiles adolescents from 11 SSA countries: Cote d'Ivoire, Ghana, Kenya, Madagascar, Mali, Mozambique, Senegal, Tanzania, Uganda, Zambia, and Zimbabwe.
 

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As part of the UNAIDS Best Practice Collection, this toolkit is designed to support analysts and decision-makers working on Poverty Reduction Strategy Papers (PRSPs) to maintain stream HIV/AIDS as an issue central to poverty reduction and to mobilise resources for a cross sectoral approach. Argues that debt relief not only provides the possibility of having fresh resources injected in the fight against HIV, but that it gives the opportunity to place HIV/AIDS at the centre of the development and aid agenda. The toolkit details four main components that should be included in the PRSPs and offers concrete suggestions for how to place HIV/AIDS at the centre of poverty reduction plan. Appendices include specific examples of possible indicators.
 

The compendium of best practices in orphan care is one of the attempts being made to foster greater coordination and more efficient performance of the orphan care programme in Malawi. It is feared that with limited knowledge levels may result in a situation where in some areas the needs of the orphan are not met in the best possible way. Additionally, without proper guide a situation of contradictory activities among organisations is possible. It is hoped that this compendium will add to the existing knowledge on practices that can benefit orphans in Malawi.
 

This is an article informing on the launch of a World Bank publication, entitled “Education and HIV/AIDS: A Sourcebook of HIV/AIDS Prevention Programme.The publication is based on studies of 13 programmes implemented in 7 countries. The sourcebook is aimed at strengthening the role of the education sector in prevention of HIV/AIDS and describes types of programmes, procedures for implementation, HIV/AIDS comments and lessons learnt.
 

This paper documents the work of CINDI which is a network of concerned organisations seeking to effectively respond to the growing numbers of children affected by HIV/AIDS in the city of Petermaritzburg, Kwa-Zulu Natal and its surrounds CINDI's vision is to be a multi-setoral, well-resourced network of civil society and government agencies, capable of implementing diverse, effective, sustainable care and preventative programmes for children affected or orphaned by HIV/AIDS.
 

This is a worksheet that gives an analysis of the political climate in the region and how this has affected the work of various organisation in terms of programme planning of HIV/AIDS projects.
 

This is an analysis worksheet designed to explore the priorities of HIV/AIDS programming and capacity building in the region.
 

This toolkit is designed to assist staff of the Commission of the European Communities in considering the implications of the HIV epidemic in their provision of development assistance. Policy makers and programmers might also benefit from using the toolkit; however, in its present version it would require more direction from the authors to be fully beneficial.
 

This paper provided background information to planners and participants involved in the International Consultation on Peer Education and HIV/AIDS which took place in Kingston, Jamaica, 18-21 April 1999. It introduces the goals and objectives of the consultation, discusses the definition of and the theory behind peer education, and presents the findings of prior efforts to analyse HIV/AIDS peer education programmes. The paper also presents the results of the needs assessment and literature review, and concludes with recommendations aimed at further defining a set of best practices in the area of HIV/AIDS peer education.
 

This preliminary report provides a synthesis of case studies on promising approaches in HIV/AIDS and education. The ADEA exercise aims at identifying approaches with view of sharing knowledge and experience within and across boarders. The main findings are that ministries of education are concerned with the epidemic and interventions in education against the disease are becoming multisectoral in extra-curricular activities. Report reveals that few programmes exist to equip teachers deliver curriculum in which HIV/AIDS education is infused. Conclusion is that there is genuine concern of the epidemic in the education system and most countries have begun to appreciate the challenges of the disease on the system. There is evidence of an increased multi-sectoral approach by ministries of education and other agencies and there is promise in the interventions.
 

TASO (The AIDS Support Organisation) is a voluntary organisation that was founded in 1987 by Ugandans to provide psychosocial support to people living with HIV/AIDS. In order to evaluate its effectiveness in meeting the needs of people with AIDS and their families, TASO decided to undertake a self-evaluation of its services. This monograph is the result of that evaluation. Technical assistance was obtained from the World Health Organization Global Programme on AIDS (to carry out a participatory evaluation of TASO’s counselling, medical, and social support services through quantitative and qualitative methods). This methodology was decided on through a participatory process of all major stakeholders involved in the evaluation including TASO and WHO staff.
 

This book contains basic life skills education for teenagers and parents from dealing with adolescence, sex, teenage preganancy, abuse, nutrition and addiction to human rights, conflict in the home, marriage and legal and financial issues.
 

The Farm Orphan Support Trust of Zimbabwe (FOST) is a state registered Private Voluntary Organisation. It is a national programme which solicits and facilitates support for children in especially difficult circumstances, particularly orphans, on commercial farms in Zimbabwe. It seeks to avoid costly and culturally undesirable institutional care, by keeping children in their communities of origin.
 

This paper examines problems and prospects for participation in HIV prevention strategies among commercial sex workers (CSWs) in Madras. It is based on the experiences of a pilot project established by the Tamil Nadu State Government AIDS Cell and WHO.
 

This is a report on a conference held to discuss the issue of Advocacy on Psychosocial Support for Children Affected by AIDS. This call to action is a result of the gathering of 50 participants, coming from 8 countries in Eastern and Southern Africa, representing nongovernmental organisations, institutions of higher learning, church organisations, Southern African Development Community (SADC), UNICEF, UNAIDS, Swiss Agency for Development and Cooperation (SDC) and youth interested in psychosocial support for children affected by AIDS.
 

This book analyses the current HIV/AIDS situation in developing countries with a special focus on the effects of HIV on the child. It also discusses implementation and execution of home-based care programmes.
 

This manual is aimed at providing some guidance in the area of psychosocial support of Children Affected by AIDS. This is in realisation of the fact that this is a major and often neglected aspect in the fight against the pandemic.
 

This paper is an update of the original survey that was carried out by Carmel Dolan in 1997 and completed in 1998. The current up-dated survey was conducted in preparation for a UN sub-committee on nutrition (ACC/SCN) meeting held in April 2000, where the subject of support to school aged children was discussed. Information was gathered in a similar way to the original survey, using telephone, email, post and use of agency/organisation web sites, annual reports and newsletters, over a three-month period from September 1999, by Celia Maier.
 

The aim of this book is to promote positive attitudes to care and support, for people with HIV/AIDS. It is intended to provide guidance for planners and policy workers on how best to utilise scarce financial and human resources for health and disease in general, with particular emphasis on HIV/AIDS care and prevention.
 

This report forms one component of a Situation Analysis of Orphans in Zambia, commissioned by the Study Fund of the Social Recovery Project on behalf of UNICEF, SIDA and USAID. This part of the study assesses the practices for care and support of orphans and vulnerable children in Zambia…
 

This guide is amimed to provide information, ideas and suggestions for those who work with clients (young people, male and femaile, individuals and couples) and who want to improve their knowledge and skills in counselling in STI/HIV prevention, safer sex, pre and post HIV antibody testing and other issues related to the subject. Depending on the needs, the reader may use this guide in different ways. Some may find information on particular issues of interest to them, others may use the guideline to improve their skills or as a training tool for their staff.
 

This power point presentation highlights various issues in the paradox of respecting culture and engaging in HIV/AIDS prevention programmes. It offers various suggestions on how this problem may be tackled.
 

An article on the belief that AIDS is a form of genocide targeted at the black population is prevalent in black communities in the United States. Public health authorities are distrusted, in part because of the legacy of the Tuskegee study of untreated syphilis, a perceived racist experiment. For effective interventions to prevent the transmission of HIV in black communities, genocidal fears and beliefs must be addressed and black community leaders should be involved in planning and implementation.
 

This is a District Education Management Information System (DEMIS) Toolkit for Zimbabwe which was prepared by UNESCO Harare in partnership with the Ministry of Education and Culture (Zimbabwe), the National AIDS Council and UNAIDS. It outlines the aims and objectives, phases and functions of DEMIS. It also discusses the DEMIS processes in Zimbabwe, the current system and the data collection process. The toolkit provides the instruments used to collect data of a number of key management and HIV/AIDS indicators, such as teacher absenteeism and attrition, pupils enrolment, drop-out rates, orphans etc on a monthly basis in schools. The DEMIS tool was initially developed by HEARD of the University of Natal and has been adopted to suit the Zimbabwean context.
 

The purpose of this publication is to provide a checklist for the education manager at District Level to raise awareness of the impact of HIV/AIDS on the education system. After highlighting certain indicators, the checklist then provides suggested action steps required of the education manager, to best manage the impact on the system.This publication is also an attempt to empower and enable management response at the most direct point of delivery of service within the education system in order to best manage the situation.
 

This compilation is a list of publications that deal with managerial issues in education in dealing with the impact of HIV/AIDS on Education.
 

Argues the importance of having better and regular information at school and district level. Proposes a mechanism for this to be achieved: "Have school circuit and district level officials capture local indicators monthly through the completion of a short questionnaire with mostly numeric answers to be filled out by headmasters from data they already collect. This monthly information would provide a more timely way of addressing pressing issues and responding with action. This data could be again aggregated at the district level." The author argues for the need to mobilize district/local level educators to collect and use data. This simple process localises the HIV/AIDS issue in management terms and empowers them to tackle the problem using relevant data. Argues that data is already supposed to be colleted by schools and this allows it to be used to generate local awareness of the effect of HIV on education and to encourage local problem solving.
 

This is a response to attrition, which directly focuses on the problem of skill loss. It involves skills training, succession planning, multi-skilling and traditional labour. Such approaches do not take into account the loss of continuity of knowledge (tacit knowledge). This study examines strategies that can specifically decrease the loss to tacit knowledge.
 

This paper examines data for 30 Xhosa youth aged 16 to 24 from township schools in South Africa. Major findings focus on the pervasive nature of violence for young people today: beating is the normative response in their homes, at schools and in their relationships. Masculinity is defined by th number of sex partners, choice of main partner and ability to control girlfriends. Feminity is based on girls desirability to the opposite sex. Concludes with suggestions for policy changes, emphasizing the need for government to promote accountability for its behaviour.
 

This worksheet discusses the scale of the problem of gender bias towards women in the African sub-saharan region. This is in relation to vulnerability to HIV/AIDS infection and how this can be mitigated most effectively.
 

This paper suggests a simple model for the relationships between poverty, schooling and gender inequality. It argues that poverty at both national and household levels is associated with an under-enrolment of school age children, but that the gendered outcomes of such under enrolment are the product of cultural practice, rather than poverty per se. Using detailed case study material from two African countries, evidence is presented to show the variety and extent of adverse cultural practice which impede the attendance and performance of girls at school, relative to boys. It follows that gender inequalities in schooling outcomes, measured in both qualitative and quantitave terms, will not necessarily be reduced as incomes rise.
 

Problem is two-fold: need to define HIV epidemic not only within the context of development (and not just health) but also improve on existing development policies , and in particular, addressing gender inequities. Argues for a development (not health), gender focused, and local (not expert) approach. Gender sensitive policies are at the core of effective and revenant responses to the HIV epidemic in all developing countries. Argues that lessons learned from incorporating gender issues into population programmes and policies also applies to HIV epidemic. Specifically, female literacy and female employment. This is achieved through access to education and training, removal of restrictions on employment access to banking services and credit. Additionally, they require shifts in laws on property rights, rights of divorced or widowed women, child customs rights, and protection against abuse. (Notes that in order for gender focus to become effective, boys and men must be included in the change). Female literacy and female employment. In development field, policies that promote and programmes that developed this have reduced family size. These two things should also be the focus on HIV prevention.
 

This report is based on a study to explore the formal and the informal school environment in a number of junior secondary schools in Bostwana and Ghana, and the part that this plays in perpetuating gender differentiation in retention and achievement. The two countries were selected for their different gendered patterns of retention and achievement. In Ghana, nationally girls' enrolment, retention and achievement were lower than boys and in Bostwana girls' enrolment and retention were marginally higher but achievement marginally lower. The study identifies in-school cultures and practices that makes life in these schools a gendered experience and traces the effect that these gendered experiences have on retention of girls and boys at junior secondary level. The study provides new insights on problems about gendered participation and achievement; provides important policy directions for improving school quality; provides examples good practices and gives recommendations to various stakeholders on identified issues. This study is of use to international and national agencies pursuing their commitment to the internationally agreed target of eliminating gender disparity in primary and secondary education by 2005 and achieving universal primary education by 2015.
 

This paper provides results from qualitative research in Uganda which highlights the inherent contradiction of trying to promote adolescent sexual health with its messages of equality in partnerships when the school culture clearly promotes male domination and leadership. Offers practical suggestions for MoE to address inequality in schools and to advance democratic learning.
 

This paper summarises findings from Malawi regarding transactional sex between young girls and older men and offers a list of possible contributing factors. Possible actions for mitigating focus on highlighting the issue in communities, provisions of alternative education, and increasing lifeskills education (including teacher training)
 

Introduces a manual developed for South Africa on how to hold 8 interactive workshops with school management to increase awareness and mobilise action towards gender violence in schools. This paper discusses current challenges for government to prioritise the problem including making it part of the national curriculum
 

This paper summarises research findings that male sexual aggression against girls is endemic and institutionalized in Zimbabwe. Specifically, findings suggest that adolescent peer group culture in schools encourage students to conform to stereotypical behaviours that make girls vulnerable to sexual abuse. It concludes with a list of strategies for implementation and at schools within communities.
 

This article discusses studies conducted on women and AIDS. It suggest that women are more vulnerable to HIV/AIDS infection than men are and points out all the contributing factors. This includes educational; biological; economic, cultural and legal.
 

This paper presented at the AAU Conference of Rectors, Vice Chancellors and Presidents of African universities (COREVIP) examines African Higher Education institutions responding to the HIV/AIDS pandemic. Up to recently higher education insitutions had done very little in terms of response to the pandemic. The central message of the paper is that higher education institutions must develop a comprehensive HIV prevention programme which runs through and drives issues such as HIV policy and strategy, development of culturally appropriate prevention messages amongst others.
 

This compilation is a list of publications that discuss the problem of HIV/AIDS in tertiary systems, mainly universities.The challenge of tackling HIV/AIDS in higher education is different from other systems due to the fact that the age group in question is more likely than not to be engaging in risky behaviour increasing vulnerability.
 

This draft report looks at the effects of HIV/AIDS in tertiary institutions in Ghana. The study investigates the manner in which HIV/AIDS has affected personnel, operations and use of resources at selected tertiary institutions in Ghana; how institutions have responded and measures they were taking to control and limit further infection; the developments in teaching, research, publications and advisory services which institutions have initiated because of the infection, and the extent to which institutions propose to respond to the negative impact of HIV/AIDS. Findings from the study include that administrators recognised the vulnerablity of students to infection due to their numbers, residential situation and lifestyles and agreed that not much had been done to respond to the threat posed by HIV infection in their institutions.On personal risk, 53% of students interviewed perceived themselves to be at risk of contracting HIV/AIDS while 36% stated they were not at risk. The remaining 11%, were uncertain. Some recommendations are that every institution must develop an HIV/AIDS policy that is relevant to their specific conditions and have HIV/AIDS programmes which seek to control spread of the disease on the campuses.
 

This presentation paper is based on a study report on the University of Zambia and HIV/AIDS. This study was commissioned by the Working Group of Higher Education of the Association for the Development of Education in Africa (ADEA) and six other universities in five African Countries took part. The findings are that the university has been affected by HIV/AIDS but it is impossible to determine the prevalence of HIV/AIDS in the university community. Using the number of deaths among members of staff and students between 1990-1999 to ascertain HIV/AIDS prevalence rates at the university, the study revealed that there have been fluctuations in the number of deaths and it was difficult to reconcile the causes of death though it is assumed that most died due to opportunistic infections of AIDS. Also there is concern on students because given their reported sexual behaviour, it is likely that AIDS symptoms will unfold after the students live the universtity. In addition the lack of follow of graduates makes it difficult to know of how many students are sick or have died of an AIDS-related disease. There have been commendable efforts by the University management and some sections of the University community to address the problem of HIV/AIDS and are still faced with many challenges to do with policy, funding and the curricula.
 

This presentation was shown at an Ad Hoc Expert Group Meeting on Reforms in Higher Education and the Use of Inforation Technology in Africa. It includes the statistics of how the virus is distributed in the continent, the implications, challenges and discusses possible solutions to combat AIDS in the way of Information Technology in Higher Education.
 

This is a workshop report on commonwealth universities and the HIV/AIDS pandemic held in Durban, South Africa. The report highlights various presentaions from various stakeholders on the scale of the problem facing commonwealth universities, an overview of epidemiological factors revealing something in the nature of HIV, experiences of institutions in Bostwana, South Africa, Tanzania, Uganda and Zambia. The two day workshop concluded with a draft policy paper for commonwealth universities to consider in making their responses to the HIV/AIDS eidemic.
 

This report presents the results of a school survey whereby 277 principals were interviewed in all secondary schools in Durban Metro and Mtunzini Magisterial Districts in Kwa-Zulu Natal Province, South Africa. This study was intended to shed a better light on adolescent sexual behaviour and thus evaluate the effectiveness of various life skills programmes.
 

This is a project document submmited to the Ministry of Higher and Tertiary Education in Zimbabwe where UNESCO proposes to support the strengthening of the HIV/AIDS and Life Skills Programme in teacher training colleges. The report looks at the status of the ongoing programme and with input from the collges tries to identify the areas in need of support.
 

This book is a guide developed to provide those formulating life skills interventions with the tools they need to make projects both effective and motivating for young people, and to harness local knowledge and culture to adapt interventions to specific circumstances.
 

This report is set forth with the aim of improving the lives of children, young and old, the orphaned generation. It presents a record of Masiye Camp's development and an analysis of its activities. UNAIDS and UNICEF recognize the potential of the Masiye concept to provide practical psycho-social support for children affected by AIDS on a large scale. Masiye Camp is featuring in an UNAIDS Best Practice publication (UNAIDS 2001) called "Investing in our future: on psychosocial support for children affected by AIDS".
 

This paper has been prepared as a reference document for the development of a briefing package on skills-based health education. The term ''skills-based health education" has been used to highlight the focus on health issues here, rather than the broader umbrella term of ''life skills-based education". It drew on extensive reviews of the research literature and consultation with experts contained in a previous paper "Life Skills Approach to Child and Adolescent Healthy Development", (Mangrulkar, L, Vince Whitman, C, and Posner, M, published by PAHO, 2001), on a survey questionnaire administered to many international agencies at the global, regional and national levels, and on material developed by UNICEF and WHO. The draft for this paper was circulated widely to UNAIDS co-sponsoring organisations and other partners identified below:
 

This report discusses the intervention and mitigaiton methods ntroduced by the Ministry of Education of Swaziland in order to combat the increasing prevalennce rates of HIV/AIDS in the 15-24 age group. Through Life skills education programmes intergrated into all subjects, the MOE hoped to salvage the window of hope which is this age group. This paper discusses the other missing factors with this implementation such as policies to guide the implementation and coordinating machinery or organisations to moitor and evaluate it.
 

The first part of this paper describes the impact of HIV/AIDS on the education sector in ESAR and points to the fact that as a result of all these social and economic processes, the AIDS epidemic is beginning to have a serious impact on the education sector, specifically on the demand for, supply of, and management and quality of education provided at all levels. The second part describes the urgency and need for education systems in ESAR to respond to the challenges of the negative impacts of HIV/AIDS.
 

This report is a compilation of all implemented activities and results from the Child Friendly Schools project for AIDS affected children in three provinces of nothern Thailand. It outlines the methodology utilized and highlights the best practices and lessons learnt during the planning and implementation period of the project. It ilustrates the cruciality of incorporating communities into the planning and implementation process of any development project.
 

This is a handbook developed for teachers in Swaziland and it covers sexuality Education, HIV/AIDS Education and teaching and pre-school, lower primary, upper primary, junior secondary and senior secondary education leves. It also discuss sexuality of babies and children and the various topics and parameters of HIV/AIDS and prevention.The handbook also presents and discuss the cultural, social and economic implications of AIDS in swaziland and its basic facts.
 

The division of Education produced this manual for the Quality of Life - Programme of Education for the Prevention of AIDS. These selection of extracts from Teachers guides which is intended to give teachers an idea of the variety of possible approaches to school information and Education for AIDS prevention, according to the social-cultural context.
 

This paper discusses outcomes of a regional meeting to determine support required by teacher educators to respond to the complex needs of learners and educators affected by HIV/AIDS.Teacher education programme, INSET described as not being comprehensive and systematic enough to deliver skills and materials to teachers while not all teacher trainees are getting HIV-awareness in PRESET programmes. No provision is being made by education system to address conditions of orphans, affected learners and educators. Two routes identified were a slower long term development approach to prevention, care and counseling and quick, short term direct intervention humanitarian approach. Main conclusions are the need for an organized conceptual framework stipulating what needs to be done and how it can be done. In addition without costed plans for selected priorities, it is unlikely that resources needed to save lives and keep children and young people will be found.
 

This a Malawi primary school teaching syllabus on Life Skills Education and it attempts to equip learners with the decision-making and problem solving skills, effective communication, stress and anxiety management, conflict resolution, morals and values, interpersonal relationship, planning and entrepreneurship, self-esteem and assertiveness and good health ahbbits. The syllabus was developed with the assistance of JSI-STAFH Project, Department of Youth, National AIDS Control Programme and NFPC
 

This is a theachers guide that assists teachers in planinng for life skills education lessons by taking them through designing lesson introduction, lesson objectives, lesson activities and assessment. It also discusses teaching methodologies that ensure dynamic teaching and learing processes which include participatory methodologies.
 

This handboo was developed to accompany the Life Skills Training Manuals used in Uganda. The main aims of the book are to offer facilitators guidelines that may be used in training workshops throughout Uganda, offer a four day training workshop programme that may be used by facilitators to introduce Life Skills concepts and activities as contained in the training manuals and enable facilitators to run their own training workshops. The hand book contains background information on facilitating training workshops. The ideas in this book may be used when working wt any adult group, such as lecturers, teachers, tutors, parents and community groups. The book provides the facilitator with ideas on setting up and running workshops, along with ideas for working successifully with groups. It is a self contained 'reader' for anyone who wishes to facilitate a training workshop
 

Provides an overview of lessons learned for school based approaches to reducing HIV/AIDS related risk. Centres on youth-centred, integrated approach that includes sound monitoring and evaluation. Quality of Learner: Begin programmes by understanding what is known about HIV/AIDS and focus on understanding relevant risks to the population. Quality of Content: Using social learning theories to guide programme development will increase both positive individual health promoting behaviours as well as changing and supporting positive group social norms. Quality of Outcome: Consider a coordinated series of short term programmes linked to longer term outcomes. Include monitoring and evolution in all programme development.
 

In this manual there are six classroom activities, which use participatory, interactive teaching methods. These tools are designed to strengthen teaching and advocacy skills of teachers and other leaders especially in the school setting who feel committed to the prevention of HIV/AIDS in schools and related sinstitutions. The manual can also aupport and increase union's efforts to apply their capacities and experiences to strengthen HIV related curricula and training programmes for teachers and other memebers of the community.
 

This is a document which gives guidance to a facilitator on AIDS prevention education. It gives guidance on how to design and conduct an advocacy workshop so as to initiate a process by which preventive education on AIDS/STD for adolescents will have acceptance and the full support from school principals, administrators, teachers and parents of secondary school students. The four modules covered are; Talking about HIV/AIDS, Targeting adolescent boys and girls, Understanding adolescence and Module 4 is on Developing Methodologies.
 

The Peace Kit is a collection of Primary School material wich can be integrated into the curriculum. It provides you with a wide range of activities concerned with values, handling emotions and developing the kinds of behaviours necessary to bring about a peaciful world The Peace Kit consist of teacehr's manual and group-work cards.
 

This paper summarizes the main points of the strategic plan for the education sector in Ghana. Outlines the emphasis are goals and the proposed interventions. This document is discussed in more detail in ghanaaids.doc.
 

This is a report which contains background information on HIV/AIDS and Education issues in South Africa. Contained in this report are copies of media statements on HIV/AIDS and schools, an extract from a working paper which discusses issues on HIV/AIDS and schools and preliminary recommendations, an extract from a committee paper , the South African Schools Act, 1996 and the National Education Policy Act of 1996.
 

HIV/AIDS is a major health problem in the countries of the Southern African Development Community (SADC) with major employment, economic and human implications. As one response to this problem, the SADC Employment and Labour Sector has established this code on the industrial relations standards on HIV/AIDS, entitled: “Code on AIDS and Employment.” In its scope, the code should; a) cover all employees and prospective employees; b) cover all workplaces and contracts of employees; c) cover specific policy components concerning employment such as job access and job status.
 

This is a document highlighting international guidelines set at the Second International Consultation on HIV/AIDS and Human Rights which was organized by United Nations Programme on HIV/AIDS and the United Nations Office of the High Commissioner for Human Rights. The guidelines offered, provide concrete measures that could be taken to protect human rights and health were HIV/AIDS is concerned. The measures in the guidelines follow 3 broad and interconnected approaches: (1) improvement of government capacity for acknowledging the governments responsibility for multisectoral coordination and accountability; (2) widespread reform of laws and legal support services, with a focus on anti-discrimination, protection of public health, and improvement of the status of women, children and marginalized groups; and (3) support for increased private sector and community participation in the response to HIV/AIDS, including building the capcity and responsibility of civil society to respond ethically and effectively.