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This document uses the ED-SIDA model to measure the impact of HIV/AIDS on the teaching population. The model captures the dynamicsof teacher population in terms of recruitment, retirement, leaving before retirement, HIV infection and death using difference equations based yearly time steps. The paper presents the economic implications of HIV/AIDS for the Zambian ministry of Education and the donors working on BESSIP.
This is a proposal clarifying the terms of reference and methodologies used in a study of the impacts of HIV/AIDS on the education sector. The paper looks at understanding the impacts of HIV/AIDS on society and issues of relevance to human resource development in south Africa; internal, or side supply-side, impact and external, or demand-side, impact.
This presentation was shown at an Ad Hoc Expert Group Meeting on Reforms in Higher Education and the Use of Inforation Technology in Africa. It includes the statistics of how the virus is distributed in the continent, the implications, challenges and discusses possible solutions to combat AIDS in the way of Information Technology in Higher Education.
This compilation is a list of publications that deal with managerial issues in education in dealing with the impact of HIV/AIDS on Education.
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.
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.
Outlines lessons learned form managing education given realities of HIV epidemic. The list highlights that constraints are often the inverse of what has been successful. What worked well: Committed informed and aggressive leadership; Shared information; Mobilization of resources- e.g. dedicated and flexible budget lines; Strengthening partnerships to include government officials, community and faith-based groups, donors, and research institutions. …
Argues the importance of having better and regular information at school and district level. Proposes a mechanism for this to be achieved: "Have school circuit and district level officials capture local indicators monthly through the completion of a short questionnaire with mostly numeric answers to be filled out by headmasters from data they already collect. This monthly information would provide a more timely way of addressing pressing issues and responding with action. …
In this UNDP issue paper, Cohen highlights a concern that despite recognizing that HIV is underlying development progress of the last decade, current policy and programmes are still created without factoring in the HIV epidemic. He believes that part of the problem is that development problem-solving is still inherently focused on prediction - documenting the fact that progress will be eroded with HIV. …
This is a summary from a power point presentation. The author stresses the need for real change within the education systems of developing countries and focuses on management responses to the following issues: labour, employment and gender, orphans, transition rates and geographic variation. The conclusion acknowledges the difficulty in such drastic changes but believes that effective management can have far reaching implications in mitigating effects of the HIV pandemic.
This document looks at how HIV/AIDS is conceptualized as having the potential to affect education through ten different mechanisms i.e. …
