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Effects of HIV/AIDS on Teacher Education

Explore the effects of HIV/AIDS on teacher education in developing countries, including the impact on demand, supply, and quality of education. Learn about the projected population structures, teacher death rates, and challenges faced in training and retaining teachers in the face of this epidemic.

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Effects of HIV/AIDS on Teacher Education

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  1. Effects of HIV/AIDS on Teacher Education Teacher Education in Developing CountriesDwaine Lee Nov. 26, 2003

  2. Adults and children living with HIV/AIDS in 2002 Eastern Europe & Central Asia 1.2 million Western Europe 570 000 North America 980 000 East Asia & Pacific 1.2 million North Africa & Middle East 550 000 South & South-East Asia 6 million Caribbean 440 000 Sub-Saharan Africa 26.5 million Latin America 1.5 million Australia & New Zealand 15 000 AIDS is responsible for 1 in 5 deaths in Africa = #1 cause of death UNAIDS, 2002 SSA = 10% of world’s population; 70% of AIDS deaths UNAIDS/WHO, 2002 1/3 of those living with HIV/AIDS are aged 15-24 Kelly, 2000

  3. Leadingcauses of death in Africa, 2000 22.6 25.0 In 1998, 200,000 Africans died due to conflict & war compared to 2.2 million to AIDS (Hunter & Williamson, 2000) 20.0 15.0 % of Total 10.1 9.1 10.0 6.7 5.5 4.3 3.6 3.1 2.9 2.3 5.0 0.0 HIV/AIDS Malaria Perinatal conditions Tuber culosis Cerebro vascular disease Measles Lower respiratory infections Diarrhoeal disease Ischaemic Heart disease Maternal conditions Source: The World Health Report 2001, WHO

  4. Highest rates in 20-39 age group: most productive members of society (including teachers) • Low rate in 5-14 age group indicates “window of hope”

  5. Worldwide Issue • Beyond sub-Saharan Africa, more recent epidemics continue to grow— • China, • Indonesia, • Papua New Guinea, • Viet Nam, • several Central Asian Republics, • the Baltic States, and • North Africa • India is “the biggest concern in Asia” with some districts reporting rates of 5% (Piot in NY Times, 2003).

  6. The Impact of HIV/AIDS • Demand: by affecting the number & characteristics of the school-age population • Supply: through the death & absenteeism of teachers • Quality: through interrupted schooling & inadequate teacher training

  7. Malaney, 2000, p. 5)

  8. Effect on Demand

  9. Projected population structure with and without the AIDS epidemic, Botswana, 2020 80 Projected population structure in 2020 75 Males Females 70 65 Deficits due to AIDS 60 55 50 Age in years 45 40 35 30 25 20 15 10 5 0 140 120 100 80 60 40 20 0 0 20 40 60 80 100 120 140 Population (thousands) Source: US Census Bureau, World Population Profile 2000

  10. “International evidence indicates that orphans tend to have lower enrollment rates than children with both parents alive and their disadvantage can be substantial…” (Abt Associates, 2002, p. xiv).

  11. Despite the affects of HIV/AIDS, most countries will have more children in school in 2015 than today. source: US Bureau of Census

  12. Effect on Supply

  13. Supply • The Zambian Ministry of Education reported that 2.2% of all teachers died in 1996. • This was already more than the number of teachers produced by colleges that year, but it has been estimated that teacher death rates might triple by 2005 (LoveLife, 2000).

  14. Supply • The World Bank projected that 14,460 Tanzanian teachers would die by 2010, costing US$21 million in replacement training (Save the Children UK, 2001a).

  15. Supply • Projections for South Africa suggest that whereas teacher education production capacity is now 5,000 annually, at least 30,000 new teachers will be required to be trained each year by the end of the decade (Crouch 2001b).

  16. Supply • Teachers are also being lost to other sectors of government and to the private sector to replace personnel lost to AIDS (Swaziland Ministry of Education, 1999). • Educator productivity is reported to be down and absenteeism up because of AIDS-related sickness, care for family members, and attendance at funerals.

  17. Dzingai Mutumbuka, World Bank

  18. Cost of HIV/AIDS to the Ministry of Education Dzingai Mutumbuka, World Bank

  19. Is EFA Attainable? Example: Sub-Saharan African Even more dramatically increased rate of expansion millions 1990: NER = 54% 44 million school age children in school 100 2000: NER = 57% 56 million school age children in school 75 Dramatically different rate of expansion of access 2010: If NER stays at 57% 67 million school age children in school, requiring growth of 11 million 50 2010: If NER increases to75% 88 million school age children in school, requiring growth of 32 million 25 2015: To achieve NER of 100% 129 million school age children in school, requiring growth of 73 million 0 1990 2000 2010 2015 2020 Source: UNESCO data

  20. Questions to Consider for Teacher Education • Can enough teachers be recruited and trained? • How can we keep teachers from leaving their posts for other sectors/opportunities? • Will there be adequate numbers of supervisors, managers, planners, TTC staff? • Is there adequate (any?) coverage for absent teachers? • Is there a need for innovative supply models: distance education, non-formal approaches (BRAC, Escuela Nueva) • What HIV/AIDS-related inputs need to be included in the teacher training curriculum?

  21. The EndThank You

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