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The goal of this policy is to ensure that an increased number of OVC are able to access, remain in, and complete general education of good quality. The objective of this policy is to ensure that all OVC of school-going age attend school and are not deterred from full participation through lack of financial means, material or psychosocial need, stigma, discrimination or any other constraints, and to ensure that out-of school OVC are brought back into school or provided with appropriate alternative educational opportunities.
We present multi-method case studies of two Zimbabwean primary schools – one rural and one small-town. The rural school scored higher than the small-town school on measures of child well-being and school attendance by HIV-affected children. The small-town school had superior facilities, more teachers with higher morale, more specialist HIV/AIDS activities, and an explicit religious ethos. The relatively impoverished rural school was located in a more cohesive community with a more critically conscious, dynamic and networking headmaster. …
The aim of this study, undertaken at the request of the Kenyan Ministry of Education, Science and Technology (MoEST), was to describe and analyse the impact of HIV and AIDS on the education sector in Kenya, and provide a situational analysis of the implementation of the Kenyan Education Sector Policy on HIV and AIDS (2004). It aimed to provide empirical evidence on how HIV and AIDS have affected the education sector in Kenya, and to identify gaps in research and programme interventions. …
The study focuses on four key barriers to education, which are most prominent for children affected by HIV and AIDS, namely: HIV/AIDS-related illness of learners; Grief and trauma associated with illness and death of family/household members; Increased domestic responsibility (and exploitation through child labour) for children affected by AIDS; HIV- and AIDS-related stigma and discrimination.
The article seeks to sensitize the development community, particularly outside the education sector, about the issues surrounding education as a vehicle for promoting sustainable development in an AIDS environment in Africa. By illustrating how the epidemic impacts education sector staff as well as parents and students at all levels, the article intends to suggest how national authorities, NGOs and donor agencies can work out strategies to enhance the role of education in promoting sustainable development in Africa. …
Strengthening the rights of the child is a priority area for SADC-EU cooperation. The HIV/AIDS epidemic in the SADC countries places many of these rights in jeopardy, among them the right to education.
Zambia is currently experiencing one of the worst HIV/AIDS epidemics in the world, one result being that between one-third and one-quarter of the children aged below 15 have lost one or both parents. The high rate of orphanhood and the demographic, economic and social effects of HIV/AIDS work synergistically to affect education in various ways. Demand is reduced. Supply and the resource base are jeopardised. A large section of the potential clientele for schooling is forced into activities that are not compatible with regular school attendance. …
In 2007, an estimated 145 million children 0 to 17 years old were orphaned, having lost one or both parents (UNICEF 2008). Many millions of other children can be described as vulnerable, due to the effects of illness and poverty. There are many reasons for this situation, including conflict, disease, and accidents. However, in recent times, a new and significant cause of the increase in orphans and vulnerable children has been the impact of the HIV pandemic. …
This study assessed the policies, strategic plans and structures that have been put in place inZimbabwe to address the HIV/AIDS epidemic in the education sector. It also examined the comprehensiveness of projects and programmes currently being implemented by the government in collaboration with partner organisations and NGOs. The findings show that the epidemic has had a very adverse impact on the education sector. …
The purpose of this research was to improve our understanding about the current impact of HIV/AIDS on primary education in four Eastern and Southern African countries, Kenya, Mozambique, Tanzania and Uganda through collecting empirical data. At both the national and local levels, we examined the impact on the teaching force in different districts; the socio-economic situation of orphans in each country; and, assessed the potential for routine monitoring using different sources. …
Namibia has been independent for more than ten years, and the nature of the struggle facing our country has changed. The fight is no longer for freedom from political domination, but against HIV/AIDS.HIV/AIDS is a continuing, critical public health issue. It is now the leading cause of death in Namibia, Africa and the fourth common cause of death worldwide. The HIV/AIDS crisis continues to expand in numbers and extent, without immediate medical solutions in view. HIV/AIDS is not only a health issue, it has socio-economic implications too. …
Internationally, the first case of AIDS was diagnosed more than twenty years ago. In spite of extensive research, the origin of HIV has not been discovered. The spread of HIV in Jamaica is mainly through sexual contact between men and women. Additionally, about one-third of all babies born to HIV infected women are infected during pregnancy, at birth or through breast feeding unless anti-retroviral medication is given to prevent HIV transmission from mother to child.Persons infected with HIV do not immediately develop AIDS or AIDS symptoms. …
