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This think piece highlights the need to protect the education system so that it may also in turn protect. These two perspectives, education a vehicle for reducing the incidence of HIV/AIDS and education itself as being threatened by the disease, are the focus of much of the literature on education and HIV/AIDS. In the past, the education sector itself has focused on its role in prevention; however, it needs to focus more on protecting itself so that it can continue to work on educating others. The authors use the conclusion to highlight a sense of urgency and call the reader to action.
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. …
This document provides an over view of international attention attaining Education for All. Education is the key to decrease in poverty and increase in health. With a focus on the girl child, there are long term implications as their increased health directory impacts on their children's increased health. These result in a depressed demand for education. Girls are a particular risk due to gender bias in the home and in the school that favours boys. Case Studies: Bangladesh: Groundbreaking work in rural education, development of relevant curricula, flexible hours and cost effectiveness. …
Cohen argues for a more complex understanding of the epidemic than the current thoughts. He believes that mainstreaming requires: A more complex understanding; A capacity for improved design of programmes and projects through new process which are social inclusive; Participatory systems for programme implementation. Cohen begins by cautioning against allowing mainstreaming to become substitute for "forgetting" encouraging us to look at the lessons learned when policy mainstreamed gender. …
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 document provides comprehensive in-depth examination of the many facts involved in improving the lot of youth. In particular, the focus should be more integrated and include both reproductive health and economic improvements.
This paper outlines the key priorities for DFIDCA in HIV/AIDS in education. It follows the general assumption that education in an AIDS infected world is not similar to education in an AIDS free world (Kelly 2000).
This report is based on findings from a study that was undertaken by the Africa OR/TA II Project and the Zimbabwe National Family Planning Council (ZNFPC) to assist the ZNFPC obtain information that would enable it to develop the most appropriate and cost-effective approach to managing RTIs in its clinics. The study used a number of methods to collect and synthesise information to facilitate this goal beginning with a baseline survey that led to a variety of activities being undertaken to strengthen the ZNFPC clinic-based services. …
The contents of this book are drawn from contributions to the Global Conference on School Health and HIV/AIDS Prevention. Its objectives are to strengthen the awareness of teachers and education personnel on the importance of developing school health and HIV/AIDS prevention curricula, to show the specific roles of schools in promoting health, especially in relation to HIV prevention and HIV related discrimination and to develop school health especially AIDS issues.
