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.