How ready are we to address the relationship between HIV/AIDS & the quality of education?

1. How ready are we to address the relationship between HIV/AIDS & the quality of education? Chris Desmond HEARD, University of KwaZulu-Natal MTT Winter School Durban, August 2004

2. What does it mean to be ready?Is it the same everywhere?

3. Global Readiness Survey • Proposal developed at IATT’s request, based on the SADC framework for collecting education sector readiness reports and MTT sector assessment framework • Initial concept to capture and calibrate data on the education sector readiness of the 100 countries most at risk, and report/analyze this • Objectives: • Capture up-to-date qualitative & quantitative data on vulnerability, readiness and action/response capacity • Benchmark countries on the basis of low, medium and high prevalence • Analyze vulnerability/need to guide development agency support and activity

4. 5 language simultaneously translated questionnaire English Ministry of Education HIV/AIDS structures Enabling environment for an effective response HIV/AIDS mainstreaming Human resources adaptation to the impacts Workplace HIV/AIDS programmes HIV/AIDS and the curriculum Responses aimed at the infected and affected Partnership development in response to HIV/AIDS Research Russian Spanish French & Portuguese

5. Coverage • Captures 11 data sub-sets: • Education System and Statistical Indicators • MoE HIV/AIDS Structures • Enabling Environment • HIV/AIDS mainstreaming • Human Resources • Workplace HIV/AIDS programs • HIV/AIDS and the Curriculum • Infected and Affected • Partnerships • Research • Self-Assessment and Prioritization

6. High, Low and Medium Prevalence

7. Countries selected for Global Readiness Survey

8. GRR Status Surveys submitted and with Ministry 10/August/04

9. GRR Status Surveys submitted, with Ministry and follow up in progress 10/August/04

10. GRR Status 10/August/04

11. Global Readiness Survey: Preliminary Results (as at 10/08) Armenia, Barbados, Benin, Bolivia, Brazil, Cambodia, Chad, China, Colombia, Congo, Cote D'Ivoire, Egypt, England, Equatorial Guinea, Gabon, Ghana, Guyana, Israel, Jamaica, Latvia, Madagascar, Malawi, Mali, Malta, Mozambique, Nicaragua, Nigeria, Papua New Guinea, Peru, Rwanda, Scotland, Sudan, Surinam, Swaziland, Trinidad and Tobago, Turkey, Uganda, Tanzania, Vietnam, Zambia & Zimbabwe

12. MoE HIV/AIDS Structures

13. At the national level, do you have a dedicated committee or management unit that is responsible for co-ordinating the response to the HIV/AIDS epidemic? Are there staff at the national Ministry level who only deal with HIV/AIDS issues?

14. Enabling Environment

15. You have heard your Education Minister speak publicly about the impact of HIV/AIDS on the education sector

16. The ministry of education has a specific HIV/AIDS policy The ministry of education has a workplace policy relating to HIV/AIDS

17. HIV/AIDS Mainstreaming

18. Is there an education sector HIV/AIDS strategic plan?

19. Human Resources

20. Guidelines for teachers on dealing with HIV/AIDS in schools have been developed

21. Workplace HIV/AIDS Programs

22. Does the Ministry/Department have an HIV/AIDS awareness programme for all its employees - at the National Level Have guidelines for implementing universal precautions been developed for use by all staff?

23. Do voluntary counselling and testing facilities exist in your country?

24. HIV/AIDS and Curriculum

25. Is there a life skills programme established in your education system at the primary level?

26. Infected and Affected

27. Is there currently a school feeding scheme in place?

28. Partnerships

29. Has an effort been made to identify possible partners for the fight against HIV/AIDS within the education sector?

30. Research

31. Has any research been commissioned to inform the education sector response to HIV/AIDS?

32. Self Assessment and Prioritization

33. How would you rate your ministry on a scale of 1 to 5, where 1 = low and 5 = high, in each of the following areas?

34. Priorities for Funding Priorities for Technical Assistance

35. How ready are we to address the relationship between HIV/AIDS & the quality of education?

36. Preliminary Observations • Level of structural response, dedicated staff provision, support/advocacy by education ministers, sectoral and workplace policy development, awareness programs and research is generally linked to prevalence levels (i.e. higher in medium/high prevalence situations); • Conversely, disturbingly low levels of public commitment from education ministers in low prevalence environments; • Strategic plans are in place in most MoEs in medium and high prevalence environments;

37. Preliminary Observations • Limited progress evident on development of teacher guidelines in all 3 categories; • Equally, attention to universal precautions lagging in all categories, but said to be in progress; • Almost all responding MoEs claimed to have VCT facilities available; • Life skills programs were also in place in most cases; • School feeding (nutrition) programs were said to be in place in all categories but least in evidence in low prevalence environments;

38. Preliminary Observations • The majority said they had or were attempting to identify partners; • However, in terms of funding priorities, the same respondents gave partnerships one of the lowest priority; • Self-ratings were higher in high prevalence settings; lowest overall rating was for responses aimed at the infected and affected

39. Preliminary Observations • Funding priorities ranked curriculum, research and Ministry of Education structures highest which confirms growing understanding of HIV/AIDS as a systemic issue; • TA priorities mirror these funding priorities but interestingly elevates research to first place; • Curriculum also ranked highly. • These early responses confirm that the GRR can benchmark preparedness, guide further research and link development agency interventions to priority needs.

40. Survey Team • Peter Badcock-Walters – Project Director • Chris Desmond (HSRC) • Dan Wilson(EduAction) • Wendy Heard(EduAction) • Nuria Chat (IEEP UNESCO)