The Education Sector Global HIV

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The Education SectorGlobal HIV AIDS Readiness
Survey 2004Policy Implications for Education
Development 2006Inter-Agency TaskTeam on
EducationResearch conducted by Peter
Badcock-Walters Tania Bolerwith Kate Carroll,
Christopher Desmond, Marelize Görgens, Wendy
Heard, Anne Jellema, Michael J Kelly, Rose Smart
and Daniel WilsonXVI World AIDS Conference,
Toronto 16 August 2006

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Description

• Background
• First international assessment of MoE and civil
  society capacity to manage mitigate HIV AIDS
  impact on education sector
• Two parallel surveys Global Readiness Survey of
  MoEs (GRS) and Civil Society Survey (CSS)
  undertaken in 2004, published 2005
• Policy Implications for Education Development
  Report published 2006
• Objectives
• Capture up-to-date qualitative quantitative
  data on vulnerability, readiness and
  action/response capacity
• Benchmark country readiness on the basis of low,
  medium and high HIV prevalence
• Analyze policy implications and develop
  recommendations to guide development, support
  and activity.

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GRS Sample and Methodology

• Sample
• Targeted 117 countries segmented by high (6),
  medium (2-6) low (-2) HIV-prevalence
• 71 countries participated (61 response)
• 83 of high, 65 of medium and 51 of low
  prevalence countries targeted, participated
• Methodology
• Electronic questionnaire in 5 languages, piloted
  in Namibia and Jamaica and revised accordingly
• 88 questions in 9 sections
• In-country facilitation/support from UNESCO,
  UNICEF and UNAIDS representatives
• Self-reported information from MoE teams of 3 to
  5
• Major internal advocacy dividends in MoEs
• Survey returns via email to MTT research team in
  South Africa, with signed hard copies to follow.
  

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Countries Selected for Global Readiness Survey
(GRS)
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Countries participating in Global Readiness
Survey (GRS)
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CSS Sample and Methodology

• Sample
• GCEs international network of national
  coalitions, unions and NGOs invited to
  participate
• 18 country networks accepted and participated
• Methodology
• In each country, civil society stakeholders met
  with national HIV AIDS coalitions, facilitated
  by in-country UNESCO, UNICEF or UNAIDS
  facilitators
• Workshops provided fora to review MoE response to
  HIV AIDS and identify areas for future advocacy
• In each country one civil society representative
  chosen to participate in GRS and introduce civil
  society perspectives to MoE
• CSS did not use GRS questionnaire but used
  opportunity to build partnerships and report
  back.

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Countries participating in CivilSociety Survey
(CSS)
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Results

• HIV AIDS Structures
• Enabling Environment
• Mainstreaming
• HR Workplace Issues
• Workplace Programmes
• Curriculum Issues
• Those Infected Affected
• Partnership Development
• Research

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HIV AIDS Management Structures

• Key Observations Implications
• Most MoEs had structures in place or in
  development
• Only 59 had dedicated budgets
• Few had strategic plans in implementation with
  limited decentralization or full-time staff
• Recommendations
• Develop functional models with identified roles,
  responsibilities and sustainable budgets
• Take comprehensive approach to Prevention
  Treatment, Care Support Workplace Issues and
  Management of Response
• Dedicate staff for full-time response
• Develop training programmes to professionalize
  skills
• Emphasis on coordination, monitoring and
  reporting.

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Enabling Environment

• Key Observations Implications
• 71 countries reported hearing their Education
  Minister speak publicly about HIV AIDS impact
• HIV AIDS on agendas of senior management
  meetings in 56 of MoEs but on 68 of equivalent
  country teacher union meetings
• Few education sector HIV AIDS policies in
  evidence
• Recommendations
• Identify sector champions
• Develop flexible, comprehensive education sector
  HIV AIDS policies
• Ensure inclusion of key guiding principles
• Hold public officials accountable for delivery
  and empower civil society to monitor this.

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MoEs with Sector-Specific HIV AIDS Policy in
Place
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Mainstreaming

• Key Observations Implications
• 79 high/medium prevalence countries had a
  strategic plan and most claimed to have an
  implementation plan
• Anecdotal evidence suggests limited strategic
  planning, decentralisation or implementation,
  poor impact monitoring and lack of HIV
  AIDS-sensitive indicators
• Recommendations
• Develop time-bound, realistic and comprehensive
  strategic plans to decentralize response
• Train managers at every level in use of
  evidence-based HIV AIDS-sensitive
  decision-support systems
• Disseminate impact assessments to widen
  understanding of key issues.

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HR and Workplace Issues

• Key Observations Implications
• Only 30 high and 21 medium prevalence countries
  had workplace/HR policy on HIV AIDS
• Few MoEs had data on teacher morbidity and
  mortality, absenteeism/attrition, limiting impact
  planning/response
• Only 21 of countries were monitoring the effects
  of HIV AIDS on HR
• Recommendations
• Establish and regularly review HIV AIDS
  workplace policy
• Improve quality and frequency of HIV AIDS
  impact monitoring on HR and develop reliable
  analyses
• Link payroll and operational systems data to
  integrate key HR information to provide early
  warning of crisis.

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MoEs with Non-Discrimination Policy for Personnel
Affected by HIV AIDS
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Workplace HIV AIDS Programmes

• Key Observations Implications
• 70 high and 47 medium prevalence country MoEs
  had awareness programmes for employees
• 89 high and 47 medium prevalence MoEs had
  prevention programmes but many non
  gender-sensitive
• Only 21 of MoEs in high prevalence countries had
  guidelines for teachers dealing with HIV AIDS
  and only 16 had guidelines for universal
  precautions available
• Recommendations
• Review prevention programmes ensuring quality,
  gender-sensitivity and comprehensive cover
• Develop guidelines and models of best practice
• Establish universal precautions for all sector
  staff
• Take VCT to scale.

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HIV AIDS and the Curriculum

• Key Observations Implications
• Life Skills in 85 high prevalence MoEs at
  primary level and in 75 at secondary level
• Levels of response compromised by lack of teacher
  training, materials, support and overburdened
  syllabi
• HIV AIDS materials available to tertiary
  students in only 50 countries
• Recommendations
• Facilitate improved access to curriculum and life
  skills materials
• Develop best practice guidelines for tertiary
  sector
• Emphasize participatory learning methods
• NGO partners should monitor prevention messages
  in basic education at tertiary level
  SRCs/students could assist in curriculum and
  message-monitoring.

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MoEs with HIV AIDS and Life Skills in
Pre-Service Teacher Training
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Responses aimed at the Infected and Affected

• Key Observations Implications
• 40 high and 13 medium prevalence country MoEs
  had programmes for OVC in the education system
• Few had policies assumption other ministries
  will do it
• Teachers trained to care for infected pupils in
  only 25 high prevalence country MoEs
• Recommendations
• Develop decentralized multi-sector/partner
  response
• Establish out-of-school-youth (OOSY) life skills
  development programmes
• Increase teacher training and counselling
  services for learners infected and affected
• Reinforce/coordinate partnerships between MoEs,
  NGOs, unions and civil society to increase
  capacity.

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Country MoEs with Programmes to Address OVC Needs
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Partnership Development

• Key Observations Implications
• Most MoEs had made efforts to identify partners
  and claimed to have moved to shared strategies
• Civil society seek role but note limited extent
  of partnerships and variable success of these
• Civil society organisation partnerships often
  problematic need mechanisms for coordination and
  collaboration
• Recommendations
• Establish MoUs to create model frameworks for
  partnership and agree roles and responsibilities
• Put relationships on professional, sustainable
  basis
• Develop comprehensive databases of education and
  HIV AIDS support organisations with details of
  location, programmes, capacity and activity reach.

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HIV AIDS Research Agenda

• Key Observations Implications
• Only 38 of all MoEs had a research agenda
  identifying gaps in knowledge about HIV AIDS
  impact/response
• Lack of reliable or HIV AIDS-sensitive
  education data and failure of routine data
  collection systems
• Recommendations
• Develop a prioritised HIV AIDS and education
  research agenda
• Establish national and regional databases of
  related research activities/outcomes and ensure
  access
• Mobilize recurrent donor funding for research and
  establishment of research and skills database.

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Countries where Research had been Commissioned to
Inform Response
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Outcomes and Recommendations

• The surveys and Policy Implications Report have
  assisted MoEs, civil society and development
  agencies to better understand and benchmark
  impact of HIV AIDS on education
• Assisted in identifying key problems and
  omissions in MoE responses
• Assisted in prioritizing key focal areas for
  action and guiding more comprehensive response
• Provided the basis for structured dialogue
  between MoEs and civil society in the future
• Country-level responses have informed development
  agency interventions and targeting
• July 2006 launch in South Africa initiated
  follow-up and review in several African countries
  
• Main recommendation is repeat survey to track and
  report progress since the 2004 benchmark, with
  civil society participation in every country, to
  cross-reference data and self-reported
  information
• Key message is that a lot has been done in the
  education sector, but there is much more yet to
  do.

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The Education SectorGlobal HIV
Readiness Survey 2004Policy
Implications for Education Development
2006Report available at www.unesco.org/aids/iatt
CD ROMs available at the door in 3 languages
more info at info-iatt_at_unesco.org
Inter-Agency TaskTeam on Education Research
Conducted byPeter Badcock-Walters Tania
BolerXVI World AIDS Conference, Toronto 16
August 2006