How ready are we to address the relationship between HIV/AIDS

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 IATTs 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
English
5 language simultaneously translated questionnaire
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
Survey Returned Survey Returned
Armenia Barbados Benin Bolivia Brazil Burkina Faso Burundi Cambodia Chad China Colombia Congo Cote d'Ivoire Egypt Equatorial Guinea Estonia Ethiopia Gabon Ghana Guyana Israel Jamaica Latvia Madagascar Malawi Mali Malta Mozambique Nicaragua Nigeria Papua New Guinea Peru Rwanda Sierra Leone Sudan Surinam Swaziland Trinidad and Tobago Turkey Uganda Ukraine United Kingdom Tanzania Vietnam Zambia Zimbabwe Total 46
Survey currently with Ministry Survey currently with Ministry
Eritrea Guinea Paraguay Total 3
Follow up in progress Follow up in progress Follow up in progress
Angola Argentina Bahrain Belarus Belize Botswana Brunei Darussalam Cameroon Canada Central African Republic Chile Costa Rica Cyprus DRC Djibouti Dominican Republic El Salvador France Gambia Guatemala Guinea-Bissau Honduras India Iran Kenya Kuwait Malaysia Mauritania Mexico Myanmar Nepal Niger Panama Republic of Moldova Russian Federation Senegal Serbia South Africa Thailand Togo UAE Uruguay Total 42
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)