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New York, New York, United Nations, Department of Economic and Social Affairs, .  p.This Toolkit is meant for national youth organizations and/or representatives working with youth. It can be used as a tool to: Assess your country's progress in reaching the WPAY goals; Prioritize your organization's work, based on your findings; Initiate actions at the national level. This Toolkit should be used as a starting point for determining what your government, and civil society, has done to better the lives of young people, since 1995. In addition to providing methods for evaluating this progress, the Toolkit also contains concrete tools to further your youth work. As such, we hope that you will find it both informative and useful, and a good resource for your organization. (excerpt)
Joint ILO / UNESCO Caribbean Sub-Regional Workshop: Improving Responses to HIV / AIDS in Education Sector Workplaces. Report. September 28-30, 2005, Hilton Kingston Hotel, Jamaica.
Geneva, Switzerland, International Labour Organization [ILO], 2006.  p.The workshop was organized under the auspices of an ILO-initiated programme during 2004-2005 to enhance a sectoral approach to HIV/AIDS education sector workplaces, as a complement to the ILO?s Code of Practice on HIV/AIDS in the world of work, adopted in 2001. A number of research papers and assessments prepared by international organizations in recent years have highlighted the vulnerability of education sector workers, foremost teachers, who are considered to be highly susceptible to HIV and AIDS infection in developing countries. The high prevalence, disability and mortality rates among these personnel in turn deprive affected countries of some of their most educated and skilled human resources. Moreover, teachers are often not trained or supported to deal with the HIV/AIDS crisis within schools, and the disease has also affected the management capacity of education systems to respond to mounting crises. In 2005, UNESCO joined forces with the ILO to spearhead the development of an HIV and AIDSworkplace strategy for the Caribbean which has as its objective the development of a model workplace policy and related resource materials for use by education staff and stakeholders at national and institutional levels of a nation?s education system. (excerpt)
Joint ILO / UNESCO Southern African Subregional Workshop, 30 November - 2 December 2005, Maputo, Mozambique. Improving responses to HIV / AIDS in education sector workplaces. Report.
Geneva, Switzerland, ILO, 2006. 63 p.The workshop was organized under the auspices of an ILO programme initiated in 2004, developing a sectoral approach to HIV/AIDS education sector workplaces, as a complement to the ILO's code of practice HIV/AIDS and the world of work, adopted in 2001. A number of research papers and assessments prepared by international organizations in recent years have highlighted the impact of HIV and AIDS on the education sector workforce in developing countries, especially in sub-Saharan Africa. High prevalence results in morbidity and mortality rates which deprive affected countries of some of their most educated and skilled human resources. In addition, teachers are often not trained or supported to deal with HIV in schools, and the disease has also affected the management capacity of education systems. In 2005, UNESCO joined the ILO in a collaborative project, aimed at the development of an HIV and AIDS workplace policy and related resource materials for use by education staff and stakeholders at national and institutional levels in southern African countries. The workshop in Maputo brought together representatives of government (ministries of labour and education), employer organizations and teacher/educator unions from seven countries to participate in this process, along with representatives of regional and international organizations (see Appendix 1 for list of participants). (excerpt)
Paris, France, UNESCO, 2006 Mar. 37 p. (Good Policy and Practice in HIV and AIDS and Education Booklet No. 3; ED-2006/WS/4; cld 26006)UNESCO recognizes the significant impact of HIV and AIDS on international development, and in particular on progress towards achieving Education For All (EFA). As the UN agency with a mandate in education and a co-sponsor of the Joint United Nations Programme on HIV and AIDS (UNAIDS), UNESCO takes a comprehensive approach to HIV and AIDS. It recognizes that education can play a critical role in preventing future HIV infections and that one of its primary roles is to help learners and educators in formal and non-formal education systems to avoid infection. It also recognizes its responsibility to address and respond to the impact of the epidemic on formal and non-formal education systems, and the need to expand efforts to address issues related to care, treatment and support of those infected and affected by HIV. UNESCO's global strategy for responding to HIV and AIDS is guided by four key principles, and focuses on five core tasks. The guiding principles that are the foundation of UNESCO's response to HIV and AIDS are: Work towards expanding educational opportunities and the quality of education for all; A multi-pronged approach that addresses both risk (individual awareness and behaviour) and vulnerability (contextual factors); Promotion and protection of human rights, promotion of gender equality, and elimination of violence (notably violence against women), stigma and discrimination; An approach to prevention based on providing information that is scientifically sound, culturally appropriate, and effectively communicated, and helping learners and educators to develop the skills they need to prevent HIV infection and to tackle HIV and AIDS-related discrimination. (excerpt)
Paris, France, UNESCO, 2006 May. 24 p. (Good Policy and Practice in HIV and AIDS and Education Booklet No. 1; ED-2006/WS/2; cld 26002)HIV and AIDS affect the demand for, supply and quality of education. In some countries, the epidemic is reducing demand for education, as children become sick or are taken out of school and as fewer households are financially able to support their children?s education. However, it is difficult to generalize about the impact of HIV and AIDS on educational demand and important not to make assumptions about declining enrolments. Lack of accurate data on this question is a problem. For example, in Botswana absenteeism rates are relatively low in primary schools and there is some evidence to show that orphans have better attendance records than non-orphans. In Malawi and Uganda, where absenteeism is high among all primary school age students, there is less difference in school attendance between orphans and non-orphans than expected . (excerpt)
United Nations Educational, Scientific and Cultural Organization. Address on the occasion of the Information Meeting with Permanent Delegates on HIV and AIDS, UNESCO, 9 May 2006.
[Unpublished] 2006. 5 p. (DG/2006/067)It is a pleasure to welcome you here for an update on UNESCO?s role, aims and programme regarding HIV and AIDS. The last time we held an information session was almost exactly one year ago, when Dr Peter Piot, the Executive Director of UNAIDS, was with us. I am particularly pleased that Ms Cristina Owen-Jones, UNESCO Goodwill Ambassador for HIV and AIDS Prevention Education, has joined with us today for this meeting. I greatly appreciate her work on UNESCO?s behalf and the valuable advice and support she provides in this area. I would like to begin by saying that the past year has been an extremely busy time, with significantly increased global efforts against the terrible AIDS epidemic. And this is very welcome since we have absolutely no time to waste. AIDS is recognized as one of the most serious threats to global stability and progress. Adult HIV prevalence has reached 40% in parts of Southern Africa, and the virus is spreading rapidly in West and Central Africa, Eastern Europe, China, India, Latin America and the Caribbean. The impact of AIDS is also amplified because the disease mainly strikes adults, particularly young adults, who drive economic growth and raise the next generation of society. Close to 40 million people are estimated to be living with HIV, with women accounting for over half of HIV-positive persons in sub-Saharan Africa. Globally, AIDS is responsible for the deaths of more than 20 million children, women and men, 3 million in the last year alone. (excerpt)
Expanding the field of inquiry: a cross-country study of higher education institutions' responses to HIV and AIDS.
Paris, France, UNESCO, 2006 Mar. 73 p. (ED-2006/WS/25; CLD 27584)This report compares, analyses, and summarises findings from twelve case studies commissioned by the United Nations Education, Scientific, and Cultural Organization (UNESCO) in higher education institutions in Brazil, Burkina Faso, China, Democratic Republic of the Congo (DRC), Dominican Republic, Haiti, Jamaica, Lebanon, Lesotho, Suriname, Thailand, and Viet Nam. It aims to deepen the understanding of the impact of HIV and AIDS on tertiary institutions and the institutional response to the epidemic in different social and cultural contexts, at varying stages of the epidemic, and in different regions of the world. The overall objective is to identify relevant and appropriate actions that higher education institutions worldwide can take to prevent the further spread of HIV, to manage the impact of HIV and AIDS on the higher education sector, and to mitigate the effects of HIV and AIDS on individuals, campuses, and communities. Specific focus includes: Institutional HIV and AIDS policies and plans; Leadership on HIV and AIDS; Education related to HIV and AIDS (including pre- and in-service training, formal and nonformal education); HIV and AIDS research; Partnerships and networks; HIV and AIDS programmes and services; and Community outreach. (excerpt)
The evaluation of UNESCO Brazil's contribution to the Brazilian AIDS Programme: final report. [Evaluación del aporte de UNESCO Brasil al programa brasileño de lucha contra el SIDA: informe final]
Brasilia, Brazil, UNESCO, 2005 Jul.  p. (BR/2005/PI/H/19)This report focuses on the evaluation of the AIDS II programme, as implemented by the UNESCO office in Brazil. The AIDS epidemic has been addressed with particular vigour in Brazil, which is widely recognised as a country that has developed a distinctive and successful model of policy coordination and implementation with regard to HIV/AIDS. In addition to substantial national investment, Brazil has enjoyed co-financing from international sources especially the World Bank. In the course of three programmes - AIDS I (1994-1998), AIDS II (1998-2003) and AIDS III (2003-2007) - the World Bank committed some $365 million, matching a Brazilian Treasury contribution of $325 million. AIDS II with a total resource of $300 million is the largest of these programmes. Since the mid-1990s the UNESCO office in Brazil has grown in terms of funds managed - from some $4.5 million to $108.0 million in 2004, and in staff and activities. The overwhelming proportion of budgetary growth has come from 'extra-budgetary' resources. These are mainly Technical Cooperation agreements with the Brazilian government and with international bodies such as the World Bank. UNESCO was the 'implementing agency' along with UNODC for the AIDS II programme since its launch in 1998. In 2002, the Executive Board of UNESCO accepted a recommendation in an earlier evaluation of UNESCO programmes in Brazil2 that the AIDS II activities of UNESCO be evaluated. This evaluation was subsequently commissioned by the Brasilia office of UNESCO. (excerpt)
[Unpublished] 2004. Presented on the occasion of the 23rd CCO Joint Meeting, “HIV / AIDS Prevention among Young People: Focusing on Education”. 3 p. (DG/2004/025)First of all, I should like to recall that in the Declaration of Commitment issued by the United Nations General Assembly Special Session on HIV/AIDS (UNGASS) of July 2001, many time-bound targets were made, notably to reduce HIV prevalence rates among young men and women aged 15 to 24 in the most affected countries by 25 per cent by 2005. In the world at large, there are about 14,000 new infections each day. About 6,000 of them are in the age-group 15-24 years – the young, especially girls and young women, are at risk. A large fraction of those infected are on this continent and in this region. Consequently, we have to recognize that we are falling behind, especially in regard to the 2005 target. Africa, in particular Southern Africa, is the region most affected by the HIV/AIDS epidemic. Thus, it is very important that we are meeting in Livingstone, Zambia. The six countries represented here, all drawn from southern Africa, are among the hardest hit. In addition, you are the leaders of these countries from the sectors most directly involved – health, education and finance. It is not enough for HIV/AIDS to be discussed solely in terms of health and treatment; prevention must also be addressed, in which case education is a crucial dimension. Furthermore, it is not enough simply to call for additional finance; the power and influence of the finance ministry must also engaged in the fight against HIV/AIDS. (excerpt)
[Unpublished] 2004. Presented at the opening of the conference “Africa's Cultural Responses to HIV/AIDS: Women and their Struggles”, held on the occasion of the celebration of International Women's Day. 3 p. (DG/2004/26)It gives me great pleasure to welcome you today to UNESCO on the occasion of International Women’s Day. The date of 8 March has gained recognition throughout the world as a day of mobilization and reflection, and a crucial date in the campaign for women’s rights and equality for all people. This year, the United Nations has decided to dedicate this day to the theme “Women, girls, HIV and AIDS” to reflect the theme selected by UNAIDS for the 2004-2005 world campaign against HIV/AIDS. This theme is, sadly, all too appropriate. I have just returned from a tour of southern Africa where I visited Lesotho, Swaziland, Botswana and Zambia. In all those countries, the fight against HIV/AIDS was at the heart of the debate. Indeed, southern Africa is the most severely affected subregion in sub-Saharan Africa and I was able to see for myself the terrible impact of this pandemic on the people and in particular on women and girls. Signs of its devastating consequences for the subregion are everywhere, in particular in the education system and in the course of daily life, where even the most basic services are no longer guaranteed. In Livingstone, Zambia, two meetings on HIV/AIDS were held successively during my visit. The first brought together ministers of health, education and finance of the six countries of the subregion and UNAIDS agency heads. As you are aware, UNAIDS is a joint programme run by the nine United Nations agencies involved in the fight against AIDS, including UNESCO, UNICEF, UNFPA and the World Bank. (excerpt)
Paris, France, UNESCO, International Institute for Educational Planning, 2004. 40 p. (IIEPApr. 2004/UHIVSD/R4)The HIV/AIDS epidemic is unprecedented in human history. It has been with us for 20 years — and the worst is yet to come: many millions more will be infected, many millions more will die, many millions more will be orphaned. Not only individuals are at risk — the social fabric of whole societies is threatened. The disease is likely to be a scourge throughout our lifetime. Its spread has not been curbed — on the contrary, the epidemic is expanding to new regions and spreading in some areas even more rapidly than it did in the earlier years. Unlike other epidemics, it primarily affects young adults, particularly women. It thrives on and amplifies poverty and exclusion. It strikes hardest where lack of education, illness, malnutrition, violence, armed conflicts and discrimination are already well entrenched. Yet, although it strikes the poor and disadvantaged, it also heavily affects the skilled, the trained and the educated — i.e. the groups most vital for development. Children are at risk on an unparalleled scale. Millions are already infected — in some countries more than a third of 15-year-olds will die of AIDS-related illnesses in coming years. Millions more are becoming orphans of one or both parents — more than 30 million in less than 10 years. Many youth will grow up deprived, desocialized and disconnected. Children are losing teachers at school and parents who can support them at home. In some areas classes and even whole schools are closing, resulting in a poorer education, while at the same time the economically developed world moves into the knowledge society. (excerpt)
Oslo, Norway, Centre for Health and Social Development, 2004 Apr.  p.UNESCO decided to commission an external evaluation of its response to the HIV/AIDS epidemic in 2002. The purpose was to analyse results, assess performance, and develop recommendations for future activities. It was to be a participatory exercise, which should contribute to capacity building in evaluation. The evaluation builds on data from Thailand and Vietnam in Southeast Asia; Mozambique, Angola and Namibia in Southern Africa; Ghana and Senegal in West Africa; Jamaica and Brazil in Latin America and the Caribbean; and Lebanon in the Middle East. Kenya was visited as part of a thematic study on gender issues. The organisational topics of strategy formulation, budgeting, monitoring and evaluation, decentralisation and coordination were analysed based on the field visits and on interviews at UNESCO Headquarters in Paris. The evaluation team conducted some 300 interviews with UNESCO staff, government representatives in the above mentioned countries, UN partner agencies, civil society and stakeholder groups concerned with UNESCO’s HIV/AIDS activities. The evaluation perused documents in UNESCO and outside, and was also able to draw conclusions from observing activities being implemented. (excerpt)
New York, New York, UNFPA, 2002. 86 p.This document gives an overview of the issues debated at the Eighth Roundtable on Communication for Development. This biannual event represents an opportunity for UN agencies, other international organisations, donors and senior communication practitioners from different regions and backgrounds to share information and experience, coordinate efforts and add to the growing knowledge base within Communication for Development. As the “voice” of the meeting, this report will be shared with donors, policy-makers, academics and practitioners in the hope that the lessons and experience from this forum can benefit the broader development community. (excerpt)