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EDUCAIDS - The Global Initiative on HIV/AIDS and Education |
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To address the challenge of prevention
with renewed commitment, UNESCO has, with the Cosponsoring Organizations
of UNAIDS, spearheaded the launch of "EDUCAIDS - The Global Initiative
on HIV/AIDS and Education" by a massive expansion of prevention
education. The ten UNAIDS partners are united in their commitment to
implement a jointly developed prevention education framework.
The HIV/AIDS epidemic continues to be a catastrophe. In 2003, 3 million
died from the epidemic, 14 million children have been orphaned, globally
more than 40 million are infected. There is still no cure and there is
no vaccine. Yet the epidemic can be prevented. With 5 million new
infections in each of the last three years we are confronted with a
massive failure of prevention.
It is now acknowledged that EFA goals will not be achieved if sustained
action is not taken in areas of comparative neglect. In
recognition of UNESCO’s expertise and experience in the fields of
literacy, HIV/AIDS and education and teacher training, and given the
crucial contribution of these areas of activity to the whole EFA agenda,
UNESCO’s programme gives pride of place to the three core initiatives
for support to EFA, that is: the Literacy Initiative for Empowerment
(LIFE), the Global Initiative on HIV/AIDS and education (EDUCAIDS) and
the Initiative on Teacher training in sub-Saharan Africa. These
initiatives will form the programmatic core of UNESCO’s response to EFA
at country level, especially in Africa.
What is prevention education?
HIV/AIDS prevention education consists of developing awareness,
knowledge, skills, attitudes and values that will reduce infections and
impact of HIV, including the impact on the education sector itself. It
encompasses access to care, counseling and treatment, education as well
as preserving and enhancing the core functions of the education system
by better planning and management. It aims to empower decision-makers
spanning from authorities deciding on national strategies to individuals
deciding on life-styles.
What is EDUCAIDS?
The Global Initiative on HIV/AIDS and Education (EDUCAIDS) was launched
by the Cosponsoring Organizations of UNAIDS in March 2004 in
Livingstone, Zambia, to support countries by developing comprehensive
education sector-based responses to HIV/AIDS, with a focus on children
and young people, especially those who are most vulnerable. Its three
main objectives are based on the premise that to reach children and
young people with education about HIV and AIDS, one must take a
life-cycle perspective, socially embedding efforts to limit risk and
vulnerability wherever young people are found.
It is conceived as an integral dimension of planning and programming for
Education for All (EFA) and will contribute to enhance HIV/AIDS
prevention in the EFA framework. It is also designed to complement and
link with the WHO/UNAIDS "3 by 5" Initiative to scale up treatment
against HIV/AIDS, to be part of the broader prevention efforts
spearheaded by UNAIDS and to facilitate the implementation of the
so-called "Three Ones" at country level:
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One agreed HIV/AIDS Action Framework
that provides the basis for coordinating the work of all partners;
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One National AIDS Coordinating
Authority, with a broad-based multisectoral mandate; and
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One agreed country-level Monitoring and
Evaluation System.
Why have we
failed at prevention so far?
HIV is not a particularly contagious virus. Barring violence, blood
transfusions and mother-to-child transmissions, one has to do something
to get it. Hence the virus can be prevented from spreading –
theoretically.
The virus embodies itself in the most vital of forces: the biological
urge that keeps the human species going.
Most transmissions occur sexually. Hence the epidemic inserts itself in
the core of social life, traditions and beliefs: rights of women, norms
of abstinence and masculinity, work place behaviour, conventions of
family life and privacy – and conceptions of sin, decency, deviance,
prostitution and addiction. What otherwise would have been openly
confronted, is therefore often met with silence, denial and
opportunistic avoidance.
The failure of prevention is also due to the way the international
system has responded, lacking in coherence and constituency:
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By working in parallel, sometimes at
cross-purposes, rather than jointly;
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By duplicating activities rather than
complementing each other ;
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By preparing materials not tailored to a
weak administration and fragile infrastructure; and
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By absorbing national capacity by many
uncoordinated initiatives which increase transaction costs
Why is EDUCAIDS
necessary?
The epidemic is as unrelenting as it is devastating – nearly 14.000 new
infections a day, and almost half of them in the age group 15-24.
There is no cure – and no cure is in sight. There is no vaccine – and no
vaccine is in sight. Scaling up of treatments is imperative and
important – enabling infected people to continue living as caring
parents, productive breadwinners and active citizens.
But treatments do not stop the epidemic. For each of the last several
years, some 4-5 million new people have been infected – adding to the
number who will need life long treatments in the future – and at a
greater suffering and higher cost than preventing the infections.
The sheer number of new infections – with the epidemic accelerating in
new areas and with additional millions adversely affected as children,
kin and colleagues – demonstrates a massive failure of prevention.
What are the goals of EDUCAIDS?
EDUCAIDS is a renewed commitment to achieve goals already set by the
United Nations as as stated in the Millennium Development Goals (Sept. 2000):
“To have halted by 2015 and begun to reverse the spread of HIV/AIDS”
(Goal 6, Target 7).
In 2001, at the UN General Assembly Special Session (UNGASS) a
Declaration of Commitment on HIV/AIDS was adopted. Among the goals, the
following on prevention were to be reached by 2005:
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To reduce HIV prevalence rates among
young men and women aged 15 to 24 in the most affected countries by 25
per cent;
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To ensure: that a wide range of
prevention programmes which take account of local circumstances,
ethics and cultural values, is available in all countries,
particularly the most affected countries; and
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To ensure that at least 90 per cent, and
by 2010 at least 95 per cent of young men and women aged 15 to 24 have
access to the information, education [...] and services necessary to
develop the life skills required to reduce their vulnerability to HIV
infection.
In short, the goal of EDUCAIDS is to reach
an AIDS-free generation in less than a generation.
What needs to be done?
A generic program in prevention education that is simple and
standardized, yet comprehensive and sensitive to the particulars of each
country and applicable and adaptable to each community.
In its adaptation it must be protective of individuals and supportive of
institutions – and well integrated with the "3 by 5" Initiative as well
as other major national and international initiatives.
Country implementation has to be under national leadership and benefit
from the principles of the "Three Ones": one action framework, one
coordinating authority, one monitoring and evaluation system.
Radical measures must be taken. Among them are:
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Increased awareness and commitment on
HIV/AIDS among opinion leaders and policymakers, particularly those
with influence on education;
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Policy development to reduce
vulnerability and risk by combining better curricula, teacher
training, workplace policies, school feeding programmes, etc., that
also reach out-of-school youth and orphans and other key populations;
and
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Improved tools for planning, management
and monitoring.
What are the
criteria for selection of countries?
Criteria have been developed for selection of countries which will
participate in the first phase of EDUCAIDS .These criteria include the
following:
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Relevance of the objective to national
needs and priorities, as assessed in particular by existing and
projected needs, and existing national sector plans;
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Likely impact of UNESCO’s intervention,
as assessed by existing partnerships and capacities and demonstrated
national commitment to EFA; and
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Complementarities with existing poverty
reduction strategies and sector-wide frameworks, and with existing
institutions, initiatives, mechanisms and capacities.
On the basis of the above criteria at
least seven countries have been selected in Africa to participate in the
phase of EDUCAIDS. These include: Burundi, Mozambique, Zimbabwe, Zambia,
Namibia, Lesotho and Swaziland. Top |
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HIV Prevalence Rates Fall
in Zimbabwe |
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The 2005 AIDS epidemic update report, released
by the Joint United Nations Programme on HIV/AIDS (UNAIDS) and the World
Health Organization (WHO), claims that there is evidence for the first time
that prevention programmes initiated are finally helping to bring down HIV
prevalence in some countries, and Zimbabwe is one of the countries
mentioned. Specifically, the report says this of Zimbabwe:
"Recent data from the national surveillance system show a decline in HIV
prevalence among pregnant women from 26% in 2002 to 21% in 2004. Other data
indicate that the decline had already started in 2000 (Ministry for Health
and Child Welfare Zimbabwe, 2004 and 2005). Findings from local studies
reinforce the national evidence. In Harare, HIV prevalence in women
attending antenatal or postnatal clinics fell from 35% in 1999 to 21% in
2004. In rural eastern Zimbabwe, declines in HIV prevalence in pregnant
women were also reflected in declines among both men and women in the
general population (Mundandi et al., 2004). A significant decline in HIV
prevalence among pregnant young women (15–24 years)—which fell from 29% to
20% in 2000-2004—suggests that the rate of new HIV infections (incidence)
could be slowing, too (p.20)."
A press release issued with the November 21 report underscores evidence that
adult HIV infection rates have decreased in Kenya, Zimbabwe and several
Caribbean nations.
Overall adult infection rates have decreased in Kenya from a peak of 10% in
the late 1990s to 7% in 2003 and evidence of drops in HIV rates among
pregnant women in Zimbabwe from 26% in 2003 to 21% in 2004. In urban areas
of Burkina Faso prevalence among young pregnant women declined from around
4% in 2001 to just under 2% in 2003.
Despite decreases in the rate of infection in certain countries, the overall
number of people living with HIV has continued to increase in all regions of
the world except the Caribbean. There were an additional five million new
infections in 2005. The number of people living with HIV globally has
reached its highest level with an estimated 40.3 million people, up from an
estimated 37.5 million in 2003. More than three million people died of
AIDS-related illnesses in 2005. Sub-Saharan Africa continues to be the most
affected globally. “We are encouraged by the gains that have been made in
some countries and by the fact that sustained HIV prevention programmes have
played a key part in bringing down infections. But the reality is that the
AIDS epidemic continues to outstrip global and national efforts to contain
it,” said UNAIDS Executive Director Dr Peter Piot." “It is clear that a
rapid increase in the scale and scope of HIV prevention programmes is
urgently needed. We must move from small projects with short-term horizons
to long-term, comprehensive strategies,” he added.
Commenting on the potential enhanced impact of integrating prevention and
treatment, the 2005 report emphasizes that a comprehensive response to HIV
and AIDS requires the simultaneous acceleration of treatment and prevention
efforts with the ultimate goal of universal access to prevention, treatment
and care.
"We can now see the clear benefit of scaling up HIV treatment and prevention
together and not as isolated interventions," said WHO Director-General Dr
LEE Jong-wook. "Treatment availability provides a powerful incentive for
governments to support, and individuals to seek out, HIV prevention
information and voluntary counselling and testing. Effective prevention can
also help reduce the number of individuals who will ultimately require care,
making broad access to treatment more achievable and sustainable."
The complete 2005 AIDS Epidemic Update Report can be accessed on the UNAIDS
website – www.unaids.org. Top |
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UNESCO/Japanese Funds-in- Trust Project on Development of Leadership Skills
in the Management of HIV and AIDS in Secondary Schools in Botswana |
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Botswana, like all other Sub-Saharan
countries, has been greatly affected by the HIV and AIDS pandemic. According
to the 2002 Sentinel Surveillance, it is estimated that over 35.4% of
sexually active population aged from 15 – 49 years in Botswana are HIV
positive. Consequently, the President of the Republic of Botswana, declared
HIV and AIDS a national emergency in 1997 so that the whole nation and the
international community join efforts to fight the pandemic. During National
Development Plan 8, two studies on impact of HIV and AIDS on the education
sector showed that enrolments were adversely affected and that productivity
of teachers was also affected by increased morbidity, absenteeism and
mortality
The pandemic therefore impacts negatively on curriculum delivery and the
desired quality education for all. Against this background, the education
system is challenged to provide an enabling environment for its target
population, hence the need for a committed leadership to lead, guide and
support implementation of responsive HIV and AIDS programmes in a changed
teaching and learning environment. . Therefore a competent leadership is
required if the national vision of no new infections by 2009 is to be
realised.
Currently the Ministry of Education has a series of HIV and AIDS programmes
aimed at the schools’ system. Many of these programmes have as their target
groups learners and teachers. However, there are no programmes that target
secondary schools management personnel. Therefore this project is build on
the existing programmes targeting the management in order to strengthen
school level responses.
The project aims at schools management teams which include School heads,
Heads of Departments (Pastoral Care) Senior Teachers Grade 1 (Guidance &
Counselling) HIV and AIDS Coordinators and Staff Development Coordinators.
Since the first reported case of HIV and AIDS in 1985, Botswana Government
has put in place HIV and AIDS coordinating and management structures. The
National AIDS Coordinating Agency (NACA) is the lead agency. Botswana
receives international assistance in the fight against HIV and AIDS. In this
regard, United Nations Agencies like UNAIDS play a critical role.
The project has received a grant of USD226,000 from the UNESCO/Japanese
Funds in Trust. It is executed through the Department of Secondary
Education’s Division of Management and Training of the Ministry of Education
of Botswana under the overall supervision of UNESCO Harare Cluster Office.
An amount of US$26,000 will be used by Harare Cluster Office for missions to
observe, evaluate and assess agreed actions undertaken in Botswana ; for
technical and administrative backstopping necessary for the successful
implementation of the project and for preparation of contractual
arrangements for implementation, monitoring and evaluation of the project
The Objectives of the project include the following:
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To
develop capacity in the management of HIV and AIDS in the secondary
schools;
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To
enable secondary school to develop monitoring tools and mechanisms which,
will provide a comprehensive and more systematic feedback from schools;
and
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To
institutionalised self-monitoring and evaluation mechanisms.
These
objectives will be achieved through a series of activities, including the
following activities:
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Training of Core Management Team;
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Baseline Surveys;
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Production of Training Materials;
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Training Workshops for school personnel; and
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Monitoring and Evaluation
The following results are expected to be
achieved at the end of the project in December 2006
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Enhanced HIV and AIDS strategic management skills by core management team;
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Enhanced HIV/AIDS monitoring techniques at national and school level;
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Capacity developed in the design and adaptation of training manuals;
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Enhanced leadership skills by school management; and
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Enhanced project implementation through Monitoring and Evaluation.
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Strengthening Pre-service HIV/AIDS Teacher Training Programmes in
High-prevalence Countries |
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As part of the 2006-07 UNAIDS Unified budget
and Work plans (UBW) the UNESCO Director General has approved the above
project for an amount of USD$200,000. The project will be implemented by the
Harare Cluster Office. The project seeks to address policy formulation and
advocacy, pedagogical skills, risk reduction of college community members,
coping skills and care and support. Specific attention goes to capacitating
Teacher Training Institutions to address child-centred life skills
education, VCT and setting up Post-test Support groups, counselling skills,
treatment education, creation of referral lines, and to ensure Greater
Involvement of People Living with AIDS.
Therefore the main objectives of the project include the following:
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To
strengthen the capacity of institutions to develop and implement policies.
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To
equipping teachers with the skills to teach and cope with HIV/AIDS.
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To
provide and share best practises in the participating countries
Activities to be implemented include:
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Support for policy development and/or policy reform;
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Development and dissemination of multi-media learning materials;
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Capacity building training workshops using various pedagogic delivery
strategies including online courses through the Harare Cluster virtual
institute and face to face sessions;
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Publication of an electronic newsletter, development and management of a
special website and development of a knowledge base; and
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Dissemination of good practices.
Sustainability
Sustainability of the project will be achieved
through implementation of a series of actions including the following:
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Use
of the Harare Cluster Virtual Institute for Higher Education in Africa:
www.viheaf.net. An online course on HIV/AIDS prevention education aimed
at strengthening capacity of teachers at all levels and teacher training
institutions on HIV/AIDS education. The institute has already trained more
than 30 000 learners.
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Cooperation with various stakeholders within the EDUCAIDS initiative in
Zambia and Zimbabwe and the Teacher Education initiative in Zambia.
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Partnership with other United Nations agencies in the context of
implementation of the activities of the UN working groups on HIV/AIDS in
Zambia and Zimbabwe. The United Nations Country Team has developed a joint
programme involving 7 agencies. UNESCO is leading the component on higher
education and teacher training.
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The
programme is currently funded by DFID and UNESCO has recently received
from DFID a first grant of 150,000 Pounds Sterling to recruit a P3
programme specialist and an assistant programme specialist and to support
establishment of a UNESCO chair on HIV/AIDS at the University of Zimbabwe.
DFID has indicated that it will also provide funds for implementation of
programme activities.
Achievements of this project in 2004-2005,
include support to the governments of Zambia and Zimbabwe in the development
of their National HIV/AIDS Policy for Teacher Training Colleges. Click to
view the Zimbabwe policy
http://www.harare.unesco.org/hivaids/. As a result of this 6 Teacher
Training Colleges in Zimbabwe further developed their college specific
HIV/AIDS policies in 2005.
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The UNESCO/Belgium Funds-in-Trust Project on HIV/AIDS and Education in
Southern African Region |
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Background
This project which was initiated by Harare Cluster Office in November 2000
will be closed on 31st January 2006. The project was funded through the
UNESCO/Belgium Funds-in-Trust for an amount of EUR 800,000
Objectives
The overall objective of the project is to contribute to the strengthening
of the national capacity of the education systems in the sub-region in order
to respond to the threat of HIV/AIDS.
Specific objectives of the project include the following:
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To
measure the impact of HIV/AIDS on the education system.
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To mitigate the impact of HIV/AIDS on young people affected by HIV/AIDS;
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To
enhance the teaching of HIV/AIDS/Life Skills Education in the primary
school system;
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To
strengthen HIV/AIDS/Life Skills education in the SADC region, with
emphasis on an integrated school-based approach;
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To
develop strategies to link the school with the community and community
support services; and
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To
strengthen existing resource databases on HIV/AIDS and education.
Results
The project has achieved the following
results:
i. Development of a Sub-regional HIV/AIDS
Database.
The HIV/AIDS and Education Database (www.harare.unesco.org/hivaids)
is an ongoing site sharing information and the latest documents on HIV/AIDS
and Education. It was made available online in July 2002 and was the first
of its kind. The database addresses informational needs of governmental and
non-governmental organizations, teachers, teacher associations and other
individuals working in the field of HIV/AIDS and Education in Eastern and
Southern Africa. To date about 450 electronic documents have been entered
and data entry is still continuing. Additional to the on-line database, the
project manages the HIV and AIDS component of the Harare Documentation
Centre, where over 1000 documents can be consulted.
There has been close collaboration between the Harare Office and other
UNESCO offices and institutions that have developed HIV/AIDS and Education
databases and clearinghouses. On the occasion of the International AIDS
Conference in Bangkok (2004) a common website and flyer was developed, and a
proposal is out to create and maintain a single UNESCO HIV/AIDS and
Education Clearinghouse, that builds on the existing clearinghouse
structures.
ii. Strengthening Teachers’ Capacity to teach HIV/AIDS and Life Skills
Education through Training
This initiative started in 2002 and aims at strengthening the pre-service
teacher training programmes on HIV/AIDS in the Primary Teacher’s Colleges.
Since teachers are a key resource in responding to HIV/AIDS in the education
sector, they need to be trained and equipped to maximize the impact of
education on the epidemic along the prevention to care continuum. While
curriculum development is important, it is crucial that teachers have the
skills to educate children on sexuality, reproductive health, HIV/AIDS and
life skills. In addition, teachers need to be equipped with the skills to
cope with the impact of the epidemic on their work with children and their
daily lives. The teacher training programme is being implemented in close
collaboration with the different Ministries of Education and achieved the
following in each of its five main components:
iii. Needs Assessment and Policy Development
Needs assessments were conducted in Mozambique, Zambia and Zimbabwe
resulting in country-specific project documents for each country. A National
HIV/AIDS Policy for Teacher Colleges that is sensitive to the needs of
students, lectures and other college staff was developed through a
consultative process and launched by both the governments of Zambia and
Zimbabwe.
The project has also developed a set of instruments that allows to monitor
and to evaluate progress with regards to HIV and AIDS programmes in
teacher’s colleges. The first set of data was collected from all colleges in
Zimbabwe and is currently being analysed.
iv. Risk Reduction
The project supports college initiatives to adopt more positive behaviours
that reduces HIV/AIDS related risk, in particular through the promotion of
Voluntary Counselling and Testing (VCT). VCT is an HIV prevention strategy
that gives an opportunity to confidentially explore one’s HIV risks and to
learn ones HIV status. UNESCO entered into a partnership with Population
Services International (PSI) to conduct a comprehensive programme of
providing VCT services in 10 Teacher’s Colleges in Zimbabwe. The
comprehensive package provided by the joint UNESCO/PSI team would include
interpersonal communication sessions (IPC), outreach by the New Start VCT
network and technical inputs from New Life post-test support network.
The main objective of the joint initiative was to pilot and document the
introduction of Voluntary Counselling and Testing in a teacher training
college setting. The three specific objectives were: to introduce the VCT
concept to the teacher training college community; to introduce sustainable
follow-up on activities after testing in the form of Post-Test Support
Groups; and to support the creation of a sustainable referral system at the
college level.
There are several reports on this initiative, including a concise M&E
report.
v. Coping Skills
The project supported the development of the Coping Skills Manual and its
introduction in colleges. The manual is addressed at lecturers and student
teachers and aims at empowering teachers on how to deal with their own HIV
status and cope with the effects of HIV/AIDS in the classroom. The manual is
currently being used in all the Teacher’s Colleges in Zimbabwe and it is
envisaged to discuss and assess its strengths and weaknesses after one year
vi. Teaching Skills Capacity Building
The project assists in strengthening the capacity to teach HIV/AIDS and Life
Skills among student teachers and lecturers. In this respect and in
collaboration with different partners, the project:
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Introduced “Edutainment”, or the empowerment of student teachers to be
able to work in a pedagogical manner in the classroom using the tools of
music, drama and movement. This initiative is documented by a final
report, a new project proposal and a 30 minute video presenting the dance
and the making of it;
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Supports Zimpath, an HIV/AIDS project of the Flemish Office for
Development Cooperation and Technical Assistance (VVOB) in Zimbabwe,
through the supply of didactic material; and
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Supports the Ministry of Education of Zambia in the Development and
piloting of a generic training programme on HIV/AIDS and Life Skills
related teaching methods and skills in Colleges of Education.
vii. Care and Support
The project supports the colleges in setting up post-test support groups (PTSG)
and referral systems in order to provide some minimum care and support
inside and outside the colleges in Zimbabwe. A five-day workshop attended by
several members of the college community was held in August 2004 and focused
on basic counselling skills and techniques, HIV/AIDS counselling, project
management, treatment literacy, care and support to the infected and
affected, bereavement and coping skills. A second one-week workshop held in
July 2005 focused on PTSG.
viii. Teachers in World with AIDS Magazine
The first edition of a college magazine entitled ‘Teachers in a World with
AIDS’ was produced by UNESCO Harare in 2004. The objectives of this magazine
are to:
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Provide information in an attractive and user friendly manner to colleges
as a means of eliminating stigma and discrimination.
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Document and share experiences on matters of concern to the college
community.
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Facilitate networking among colleges.
The first edition focuses on VCT and aims to
stimulate discussion on risk behaviour. The edition is a follow up to the
Voluntary Counselling and Testing initiative introduced to 10 of Zimbabwe’s
Teachers’ Colleges between March and July 2004. 6 500 copies of this edition
have been distributed to all colleges in Zimbabwe. The second edition
focuses on “life after testing” and is currently being distributed to the
colleges.
ix. Sub-regional Colloquium on ‘‘Teaching in a World with AIDS” Harare,
29th November- 1st December 2004
The colloquium was jointly organized by Harare Cluster office, the section
of Teacher Training at UNESCO Headquarters and the Association for the
Development of Education in Africa (ADEA) Secretariat. The major objectives
of the colloquium were as follows:
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To
introduce and discuss the global initiative “Towards an AIDS-free
Generation” and the need for a coordinated national response.
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To
discuss with key Ministry Officials and other stakeholders the main issues
relating to the new role and management of teachers and related education
policies in the face of HIV/AIDS.
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To
discuss with Ministry officials on the factors that impede their
Ministries from tackling the issues affecting teachers.
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To
identify and share best practices on the main issues.
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To
agree on what constitutes a comprehensive response towards teachers and
HIV/AIDS.
56 delegates mainly from Botswana, Malawi,
Mozambique, Zambia and Zimbabwe participated in this meeting. Delegates were
from Ministries of Education, Teacher’s Unions, National AIDS Councils, UN
agencies, International NGO’s, a group of Zimbabwean teachers that are
openly living with HIV and resource people from different parts of Africa
and Europe.
The deliberations and outcomes of the meeting are captured in two reports:
an 8-pages synthesis report and a 67-pages full report.
x. The District Education Management Information System (DEMIS)
The DEMIS (District Education Management Information Systems) project was
introduced in response to the management challenges paused by HIV/AIDS. The
DEMIS is designed to facilitate the processing and analysis of data at a
local level to guide immediate management response at the school and
district level. The DEMIS captures statistics on learners, educators, school
based support staff and school governing bodies. The statistics provide data
on enrolment; absenteeism; pregnancy rates and those leaving the school
systems and detailing reasons for this; increase in orphan numbers; loss of
contact time and change in the number of educators. All this data is
collected on a monthly basis, disaggregated by grade and by gender thus
allowing the local level manager to gain complete, detailed and time
referenced information for every school they manage.
The DEMIS Project Zimbabwe is a joint initiative between UNESCO, Ministry of
Education Sport and Culture, UNAIDS and the National Aids Council. The pilot
project runs in 105 schools in seven districts in Zimbabwe: Bikita, Buhera,
Bulililma, Gokwe North, Mangwe, Rushinga and UMP. These seven districts are
part of the UNAIDS ‘District Response Initiative (DRI)’, an initiative that
aims to promote a comprehensive and multi-sectoral approach to dealing with
the pandemic in some of poorest districts in the country. On a monthly basis
the school collects data on a one page summary sheet that they submit to the
district office. One copy is retained at the school to supplement school
based record keeping and management.
The DEMIS project started in October 2002 and has been characterised by an
approach that involves many stakeholders from the education sector such as
planners, statisticians, Heads of Schools and teachers as well as the
involvement of the National AIDS Council. Both national, provincial and
district participation was ensured in the DEMIS process. Over the past two
years, a series of workshops, training sessions and field monitoring visits
have resulted in the following:
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The
development and distribution of DEMIS data collection instruments.
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Training workshops on data collection and capturing held in all seven
participating districts.
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DEMIS mainstreamed into the District Response Initiative of the National
AIDS Council.
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DEMIS software for data analysis developed.
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Data
collection process monitored through field trips to the districts.
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Term
1 and 2 data collected, collated, analysed and presented during the
sub-regional colloquium on “Teaching in a World with AIDS”
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DEMIS processes and 2004 DEMIS data analysed and ready for presentation.
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Outline on the way forward prepared.
In Mozambique the project also supports the
development of HIV/AIDS-sensitive educational data. The item was on the
agenda during the “Accelerating the Education Sector Response to HIV/AIDS”
meeting in Maputo, in February 2004. The objective of this World Bank
meeting was to strengthen the implementation of the education sector
strategic response to HIV/AIDS at the national and provincial levels. The
UNESCO Maputo office is currently finalizing a detailed work plan with the
Ministry of Education that will lead to the adaptation of the existing EMIS
through the introduction of HIV/AIDS-sensitive educational data.
xi. Development of a Manual on Psycho-social Support for Teachers in
Malawi.
Psychosocial support is an ongoing process of meeting physical, emotional,
social, mental and spiritual needs of children, all of which are essential
elements of meaningful and positive human development. The situation of
children affected by AIDS is especially acute in the countries of the
Southern African region. With the scenario that up to 35% of all children
might be orphans in the region by 2010, failure to support children to
overcome the traumatic impact of AIDS will have very negative impacts on
society, jeopardizing years of investment in national development. It has
become increasingly important to deal with the impact of AIDS on the
psychological health of children who have experienced the trauma of caring
for and losing their parents and it is felt that the education system has an
important role in the large-scale response that is required to address the
various psychosocial needs of affected children.
A contract was signed between the UNESCO Harare Cluster Office and the
Malawi National Commission for UNESCO for the development of the above
manual by end of January 2006. Top |
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SHORTCUT LINKS |
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EDUCAIDS - The Global Initiative on HIV/AIDS and Education |
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UNESCO’s
Strategy for HIV/AIDS Prevention Education |
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HIV Prevalence Rates Fall
in Zimbabwe |
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UNESCO/Japanese Funds-in- Trust Project on Development of Leadership Skills
in the Management of HIV and AIDS in Secondary Schools in Botswana |
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UNESCO/Japanese Funds-in-Trust Project on Training of Trainers in
HIV/AIDS for Africa |
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Strengthening Pre-service HIV/AIDS Teacher Training Programmes in
High-prevalence Countries |
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The UNESCO/Belgium Funds-in-Trust Project on HIV/AIDS and Education in
Southern African Region |
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ZAMBIA Takes Lead in Stakeholder Consultation on Global Initiative on
HIV/AIDS |
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Profile of Institutions Involved in Fighting HIV/AIDS in Malawi |
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Job
Opportunity at the Harare Cluster Office |
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Forthcoming Conferences on
HIV/AIDS |
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UNESCO’s
Strategy for HIV/AIDS Prevention Education |
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As the convening agency for education in
the UNAIDS programme, UNESCO has a special role to play in the area of
prevention education. The UNESCO strategy for HIV/AIDS HIV/AIDS
Prevention Education essentially defines and describes UNESCO’s
contribution to the global response to HIV/AIDS in its particular
areas of competence. UNESCO’s strategy is to place special emphasis on
prevention with and for education.
By HIV/AIDS prevention education,
UNESCO means offering learning opportunities for all to develop the
knowledge, skills, competencies, values and attitudes that will limit
the transmission and impact of the pandemic, including through access
to care and counseling and education for treatment. UNESCO also means,
through improved prevention and planning, to limit the impact of
HIV/AIDS on the education sector, thereby preserving the core
functions of the education systems.
The need for prevention education flows from the types of ignorance
closely associated with the HIV/AIDS epidemic and prevention education
is essential in making people aware that they are risk- why and how
prevalence can be reduced. As long as no vaccine exists and treatments
are unaffordable, education is the most effective strategy. So far,
prevention through education is not only the most economical response,
it is the most patent and potent response
The backbone of the strategy is the role of education in the broadest
sense in reducing the spread of HIV/AIDS and its impact on education
systems. It focuses on the following five core tasks:
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advocacy, expansion of knowledge and
enhancement of capacity;
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customizing the message and finding
the right messenger;
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reducing risk and vulnerability;
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ensuring rights and care for the
infected and affected; and
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coping with the institutional impact.
1. Advocacy, expansion of knowledge
and enhancement of capacity
The critical factor for a renewed and effective strategy for
prevention education is the massive, consistent and unrelenting
advocacy and support of political authorities at the highest national
level. Advocacy must, however, be based on knowledge and on the
capacity to implement what is advocated. Hence, UNESCO will continue
to:
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engage in high-level advocacy for
prevention education with governments, particularly ministries, and
with agencies and non-governmental organizations;
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increase knowledge about the processes
of prevention education and the impact of HIV/AIDS on education
systems through research, collection and dissemination of
information, and statistics, and its clearinghouses on HIV/AIDS and
education; and
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build capacity of ministries,
education and training personnel, health personnel, communication
and information specialists, cultural agents and civil society
organizations to carry out advocacy and prevention education, as
well as to monitor the effects of HIV/AIDS on education.
2. Customizing the message and
finding the right messenger.
UNESCO, working with its partners, will:
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foster the development of knowledge,
attitudes and skills in health education and other school subjects,
based on proven pedagogical methods;
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support and improve peer education
through formal and non-formal education
and by participatory and experiential learning;
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stress prevention education programmes
for all types and all levels of education, including for teachers
and in universities and adult education;
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assess, develop and communicate
prevention messages and methods for target groups not reached by
formal education, in particular adults;
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promote use of arts and creativity in
the fight against HIV/AIDS, as part of non formal and informal
education;
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support communication and information
networks, notably youth NGOs and those working on gender issues, for
HIV/AIDS prevention education;
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continue to refine the ways in which
prevention messages are developed and delivered to ensure they are
appropriate for the given cultural context and for specific groups;
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foster involvement of people living
with HIV/AIDS in prevention education;
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develop access to scientific
information on HIV/AIDS provided by basic research; and
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continue to operate and improve its
clearinghouse on curriculum-oriented issues.
3. Reducing risk and vulnerability.
UNESCO will:
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promote prevention education as part
of the provision of quality education for all;
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promote the development of
environments, in and outside of school, that reduce vulnerability,
and ensure that laws and regulations are developed to this end;
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support programmes for schools that
are healthy, child- and adolescent friendly and protective,
particularly for girls, including the teaching of human rights,
gender equality, democracy and citizenship; ensure that gender
issues are explicitly addressed in education;
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assist authorities in developing
workplace policies and codes of practice that reduce vulnerability
and protect the rights of children on issues ranging from behaviour
towards the infected, to the care for orphans, sexual harassment, or
rights and responsibilities of all school personnel and rights of
school children with HIV/AIDS; and
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work with appropriate partners to
develop non-formal and peer education programmes for adolescents and
young adults out of school, in particular for girls and women.
4. Ensuring rights and care for the
infected and affected.
UNESCO will:
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support education programmes that
ensure that all know the facts about HIV/AIDS so that fear and
discrimination do not reduce the availability of care;
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promote and build up counselling and
care for those infected and affected;
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promote measures to ensure the right
to education for orphans, affected children and young people so that
they enter and stay in education;
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support education and training in
counselling and care of education and health personnel;
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share information on good practices,
notably those involving people living with
HIV/AIDS; and
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increase attention to linking
prevention education to treatment and care.
5. Coping with the institutional
impact
UNESCO will:
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develop and disseminate tools to
research, monitor and evaluate progress in coping with the impact of
HIV/AIDS on education, and help countries to do the same;
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analyze the impacts and implications
of HIV/AIDS on the organization of education, both formal and
non-formal, and review different modes of financing;
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develop materials and courses and
provide training for planners, administrators and managers of key
institutions, such as schools, universities and ministries;
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continue to operate and improve its
clearinghouse on the impact of HIV/AIDS on education;
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train planners and managers to assess
and address the impact of HIV/AIDS on education systems and other
vital social institutions;
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ensure integration of HIV/AIDS
national planning into EFA planning and programming and other
development mechanisms that affect education.
The strategy covers regional strategies
adopted in Sub-Saharan Africa, Asia and the Pacific, Latin America and
the Caribbean, Europe and the Arab States region. The current strategy
is projected onto the period 2004-2008, but will be updated and
revised as required. Top |
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UNESCO/Japanese Funds-in-Trust Project on Training of Trainers in
HIV/AIDS for Africa |
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The overall purpose of this project is
to establish under the leadership of Harare Cluster Office, a plan of
action, which aims to promote, coordinate and support individual and
collective efforts of member states to mitigating the impact of
HIV/AIDS in Africa through Education and Training. Principally the
project seeks to address the issue of HIV/AIDS and the needs of
Francophone and Lusophone countries.
This project also takes into consideration the support already
provided by the Japanese Funds in Trust project for the Southern
African Development Community (SADC) countries for an initiative
related to training on HIV/AIDS, which focuses entirely on Anglophone
countries in the region.
The value added of the proposed project
therefore is in its focus largely on the role of UNESCO to continue to
undertake training for trainers for Francophone and Lusophone
countries on HIV/AIDS, enabling them to provide guidance and
counselling to youth and thus preventing the spread of HIV infection
across Africa.
Furthermore the project seeks to establish a collective response and
capitalises on the investments already made by UNESCO.
Synergies and
collaboration with the SADC initiative managed by the UNESCO
International Institute for Educational planning will be established
in order to draw on the outcomes of a number of objectives which can
be usefully incorporated within this project and learning applied and
transferred elsewhere. Cooperation linkages will also be established
with the UNESCO Division for Basic education, UNESCO Division for the
promotion of Education Quality and UNESCO Field offices in Africa.
The main objective of the project is:
Expected outcomes include the following:
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Assessment of core competencies of the
trainers already trained in a number of key areas and follow up on
the number of training’s undertaken at country level.
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Identification of areas of training
needs in all sectors ( Education, Health, Youth etc) and at all
level of personnel, both governmental and non governmental.
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Training workshops for trainers in
each participating country in order to strengthen the existing
nucleus of national teams for the purposes of acquiring new
knowledge, developing teaching skills in attitudinal work, basic
skills in adult learning methods especially experiential learning,
sexuality and safer sex, death and dying, planning for the epidemic
and management and provision of education and treatment services.
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Increased number and quality of
HIV/AIDS trainers with reinforced knowledge and skills to prepare,
organise, conduct manage and evaluate national and regional training
programmes and courses.
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Review of training materials and
initiatives undertaken nationally to establish what works and
lessons learned.
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The creation of a database of trainers
and related areas of expertise and competency in the field of
HIV/AIDS.
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Development of an interagency
collaboration with relevant Ministries (National AIDS Control
Programmes) and UN agencies such as UNAIDS, WHO and UNICEF for the
purposes of co-ordinating all actions.
Some of the main activities of the
project are:
a) Reinforce training and professional
development of Francophone and Lusophone trainers in HIV/AIDS through:
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Consolidating and enriching the
knowledge and skills already acquired by trainers so as to enhance
their capabilities to organise and undertake national training
courses for HIV/AIDS planning, education and prevention and
treatment, based on assessments of the level and competency of
trainers and assuring responsiveness to localised and regional
training needs.
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Strengthening the existing pool of
trainers in the participating countries by further provision of
intensive and specific training in HIV/AIDS.
b) Support the further development and
dissemination of suitable training materials for use in national
HIV/AIDS training programmes through:
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Collating and reviewing training
initiatives within Francophone and Lusophone, lessons learned and
identifying best practices.
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Conceptualise, design, develop and
evaluate training materials and resources.
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Development of an electronic network
and web site to facilitate cooperation between countries and
assuring transfer of the above know how more widely.
Linkages and partnerships:
The proposed project will build upon an existing regional and national
initiatives transferring know how and experience. At the international
level, cooperation will be sought from UNAIDS, WHO, UNFPA, UNICEF
among others for the successful implementation of the project assuring
synergy with other actions being currently implemented.
A the country
level, UNESCO will ensure that appropriate mechanisms are set up to
enable a network to be established as part of any steering committees
involving the relevant agencies e.g. education health, information,
media, industry as well as NGO's working in the same field.
Budget
The project has received a grant of USD 200,000.96. for implementation
of the project activities, recruitment of a project coordinator and
monitoring and evaluation of the project.
An amount of US$15,400 will
be used for missions to observe, evaluate and assess agreed actions
undertaken within the participating countries and the overall project. Top |
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ZAMBIA Takes Lead in Stakeholder Consultation on Global Initiative on
HIV/AIDS |
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As part of the preparations for the
implementation of the Global Initiative on HIV/AIDS and Education, the
Zambia Ministry of Education in collaboration with Harare Cluster Office and
the Zambia National Commission for UNESCO from 13 – 14 December held a
National Stake holder’s Consultative Meeting on HIV/AIDS and Education (EDUCAIDS)
in Zambia’s capital, Lusaka.
Countries in the Harare Cluster involved in the
implementation of EDUCAIDS are Zambia and Zimbabwe.
Following UNESCO Harare’s identification of the need to consult the key
stakeholders in HIV/AIDS in Education in Zambia, the Zambia National
Commission organized the workshop to take stock of initiatives being
implemented by the United Nations System, national institutions and other
key stakeholders on HIV/AIDS in Zambia through formal and non-formal
Education.
The meeting was also held to identify activities to be
implemented in 2006- 2007, in Zambia as part of the UNESCO’s Global
Initiative on HIV/AIDS and Education (EDUCAIDS) and to develop a framework
for co-operation between UNESCO and all the key stakeholders in providing
comprehensive response to HIV/AIDS through formal and non-formal education
and strategies that maximize synergies of prevention and access to care.
The meeting was opened by the Minister of Education in Zambia, Hon. Brian
Chituwo who acknowledged HIV/AIDS to be an issue of national concern and
hence required variant interventions.
The Minister bemoaned duplication in
the provision of services and HIV/AIDS and Education Programmes in the
communities as opposed to complimenting each other. Hon. Chituwo pointed out
that the United Nations would appreciate the formation of a common
framework, and evaluation system as a way of ensuring consistency in the
provision of services programmes in the HIV/AIDS and Education (EDUCAIDS) to
avoid duplication.
Zambia has established the National Aids Council to
coordinate the efforts of all issues on HIV/AIDS.
The first phase of the consultative meeting consisted of presentation of
reports on various organizational initiatives on HIV/AIDS and Education.
These included the Anti-Aids Teachers’ Association of Zambia (AATZ),
Ministry of Education (MOE), Copper belt Health Education Programme (CHEP),
UNAIDS, Ministry of Sport, Youth and Child Development, Non-Government
Organisation Coordinating Committee (NGOCC) and the Nkrumah College of
Education.
The second phase of the meeting involved the identification of key
components in areas of co-operation and, the development of a framework of
cooperation.
The meeting noted that there was political will from Government to support
HIV/AIDS initiatives and participants agreed to implement decisions that had
been made during the meeting.
The meeting brought out a shared vision of
HIV/AIDS Education in the formal and non-formal education sectors.
UNESO as the lead agency in the UN System on HIV/AIDS in Education is
prepared to support programmes working on this Initiative. Given the
devastating impact of the HIV/AIDS pandemic, the implementation of framework
needs to be treated as a matter of urgency. Top |
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Profile of Institutions Involved in Fighting HIV/AIDS in Malawi |
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Malwai Ministry of Health and Population
Email: health@malawi.gov.mw
Implementation of national strategic framework and national policies
including: National Health Plan and Policy which incorporate HIV prevention
and mitigation; Strategy for Comprehensive Management of HIV/AIDS and
National policy on HIV/AIDS
National AIDS Commission of Malawi
Email: okalua@aidsmalawi.org /
mwaleb@aidsmalawi.org.mw;
Website:
www.aidsmalawi.org
Actionaid – Malawi
Email: amsfa@sdnp.org.mw
Website: www.actionaid.org
Family Health International (FHI)
Email: mkaseje@fhi.org.mw
Website: www.fhi.org
Malawi AIDS Counselling & Resource
Organisation (MACRO)
Email: macro@malawi.net
Malawi Network of AIDS Service
Organisations (MANASO)
Email: manaso@malawi.net
Website: www.sanaso.org.zw
Malawi Network of People Living with
HIV/AIDS
Email: manet@malawi.net /
manetplus@manetplus.net /
director@manetplus.net
Website: www.sanaso.org.zw
National Association of People with
HIV/AIDS in Malawi (NAPHAM)
Email: napham@malawi.net
Partners in Hope - ABC Community Clinic
Email: perry.jansen@sim.org
Website: www.partnersinhope.info
Policy Project Office
Email: saldridge@rti.org /
ritac@eomw.net /
policymw@eomw.net
Website: www.policyproject.com
Population Services International (PSI)
Email: chavasse@malawi.net /
jjustino@psi.org
Website: www.psi.org
Southern African AIDS Training Programme
(SAT)
Email: sat.malawi@satregional.org
/ ngwenge@satregional.org
Website: www.satregional.org
Salima HIV-AIDS Support Organization (SASO)
Tel: +265 262 821
Umoyo Network
Email: umoyo@malawi.net
Website: www.umoyonetwork.org
UN Theme Group on HIV/AIDS
Email: fundira@unfpa.org
Website: www.unfpa.org
UNAIDS
Email: emorah@unaids.unvh.mw
Website: www.unaids.org
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UNAIDS leads, strengthens and supports
an expanded response aimed at preventing transmission of HIV,
providing care and support, reducing the vulnerability of
individuals and communities to HIV/AIDS. Top
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Job
Opportunity at the Harare Cluster Office |
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Thanks to a Grant received from the Government
of the United Kingdom of Great Britain and Northern Ireland acting through
the Department for International Development (DFID) to support a programme
on “Strengthening the Zimbabwe HIV and AIDS Response”, UNESCO Harare Cluster
Office is pleased to advertise a Programme specialist post in HIV/AIDS at a
P3 level under an ALD (activities of Limited Duration) contract for a
duration of 2 years staring from 15 February 2006.
Title of the Post: Programme Manager for HIV/AIDS in Higher and
Tertiary Education.
Duty Station: UNESCO Harare Cluster Office, Zimbabwe.
Duration of appointment and Level: 2 Years at P3 level on ALD
(Activities of Limited Duration) Contract.
Purpose of the Post:
To strengthen UNESCO’s capacity in supporting HIV/AIDS programmes for Higher
and Tertiary Education as part of the Joint United Nations Proposal for Fast
Track Funding for a Strengthened HIV/AIDS Response in Zimbabwe.
Major duties and responsibilities:
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Provide technical support to the
Ministry of Higher and Tertiary Education (MHTE), UN Agencies, NGOs
and other partners at all levels in the development, planning,
implementation, monitoring and evaluation of HIV/AIDS programmes for
Higher and Tertiary Education.
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Assess the priority technical
requirements and provide technical support to the MHTE HIV/AIDS
programmes and assist in the development, management, implementation
and monitoring of the programmes. Organize and participate in the
evaluation and periodic technical reviews of the HIV/AIDS programmes
for Higher and Tertiary Education.
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Develop and implement strategies for
scaling up the coordination of HIV/AIDS programmes for Higher and
Tertiary Education of MHTE, UN Agencies and other key partners.
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Develop the capacities of coordinating
structures, in particular the National AIDS Council (NAC) and MHTE
and to ensure linkages between these structures and those for
HIV/AIDS in general.
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Represent UNESCO in key
HIV/AIDS-related activities, including the HIV/AIDS Thematic Group,
HIV/AIDS Technical Working Group, GFATM Country Coordinating
Mechanism and ensure consistent feedback to other UNESCO sectors on
the outcomes and outputs of these mechanisms and processes.
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Maintain consistent contacts and
partnerships with bilateral donors, UN Agencies, and other
development partners on HIV/AIDS-related matters.
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Support the collection (including
through operational research) of lessons learnt and best practices
that enhance effectiveness of HIV/AIDS programmes for Higher and
Tertiary Education. Disseminate them to stakeholders, and advocate,
mobilise and convene partners for large scale response to the
challenge of HIV/AIDS.
Qualifications and competencies:
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Advanced University Degree in
Education, Social Science or related field.
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Five years of progressively
responsible professional working experience at national and
international levels in programme planning, management, monitoring
and evaluation, in a related field.
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Current knowledge of the latest
development in the field of HIV/AIDS.
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Leadership and team working skills and
ability to establish solid working relations in an international and
multicultural environment, both within and outside UNESCO.
Conditions of employment:
Conditions currently applicable within UNESCO
for a P3 post
How to apply:
Applications should be sent before 31st January 2005 by e-mail to
Harare@unesco.org with copies to
f.manenji@unesco.org and
s.taongai@unesco.org or by courier
service to:
Director and Representative,
UNESCO Harare Cluster office
8, Kenilworth Road
Newlands
Harare
Zimbabwe
Tel: 263-4-776 775-9/776114-5
Applications should cover at least the following issues:
Short-listed candidates shall be interviewed
on 15 February 2006.
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