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Paris, France, UNESCO, 2008.  p. (Advocacy Briefing Note; ED/UNP/HIV/2008/IATT-ABN4)Teachers play a key custodian role within the educational system. They serve as role models, mentors and guardians. They are also central to efforts to achieve the Education for All (EFA) and Millennium Development Goals (MGDs), as educational is seen both as a right and as a central pillar of efforts to eradicate poverty. Like all members of the population, however, teachers are susceptible to HIV. In countries with high HIV infection rates, most notable in sun-Saharan Africa, this susceptibly is increasingly noticeable. As more and more teachers die, an already weakened educational system is left with the dual challenge of increasing numbers of pupils and decreasing numbers of teachers. (excerpt)
Paris, France, UNESCO, 2008.  p. (Advocacy Briefing Note; ED/UNP/HIV/2008/IATT-ABN2)Education and HIV & AIDS are inextricably linked. On the one hand, the chances of achieving crucial education goals set by the international community are severely threatened by HIV and AIDS. On the other hand, global commitments to strategies, policies and programs that reduce the vulnerability of children and young people to HIV will not be met without the full contribution of the education sector. Preventing and mitigating the impact of the AIDS epidemic through the education sector is critical, yet all too often responsibility for education and HIV has fallen under different spheres of authority. HIV and AIDS is frequently an add-on to the existing education system, rather than an integral part of education planning. A comprehensive sector-wide approach which mainstreams HIV and AIDS into existing education sector programs - taking account of the underlying causes of vulnerability to HIV infection and the longer term consequences of AIDS - is a crucial step towards addressing the epidemic. In addition, early mainstreaming actions in low prevalence countries may help to stem the surge of AIDS epidemics and reduce the likelihood that concentrated epidemics become more generalized. (excerpt)
Workshop report: Appraising HIV / AIDS Prevention Curricular Materials and Teaching-Learning Resources, Geneva, Switzerland, 9-11 June 2003.
Geneva, Switzerland, UNESCO, International Bureau of Education, 2003 Jul 14. 11 p. (IBE/2003/RP/HV/01)The IBE organized this workshop as part of UNESCO's common effort to make existing curriculum documents and teaching-learning materials for HIV/AIDS education easily accessible, and to identify and disseminate good practices and lessons learned, with the aim of improving the overall success of education as principal means of combating the epidemic. Three objectives have been identified for this workshop: discuss and improve the set of appraisal criteria prepared by the IBE to assess curricular materials and teaching-learning resources for HIV/AIDS prevention in schools; apply the proposed appraisal criterial to analyze concrete curriculum materials and teaching learning resources brought by the participants and identify good practices and lessons learned; formulate follow-up actions and recommendations for future collaboration among participants for identification and promotion of promising approaches and good practice. Presentations of the participants the first day and discussions on important issues and challenges that the education sector faces in designing and implementing HIV/AIDS prevention in schools provided valuable information, but also crucial questions on how to continue the work. (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)
Population 2005. 2002 Nov; 4(4):11-12.With more than 40 million people worldwide now estimated to be infected with the HIV/AIDS virus, UN and World Bank officials say education plans to get 115 million boys and girls into primary school by 2015 needed to be intensified to blunt the spread of the epidemic. Meeting in Washington, members of the UNAIDS Interagency Task Team on Education released a new action plan titled "HIV/AIDS and Education: A Strategic Approach," which will help countries fight the spread of HIV infection by stepping up national efforts to achieve the goal of a quality primary school education to all children by 2015. The Inter Agency Task Team (IATT) said that with HIV/AIDS killing teachers faster than they could be trained, making orphans of students, and threatening to derail efforts by highly-infected countries to achieve education for all (EFA), a new global education strategy was needed to curb further infections. Research shows that a good basic education ranks among the most effective, and cost-effective means of preventing HIV. (excerpt)
UNESCO Nairobi cluster consultation: HIV / AIDS and the role of education service commissions, 16th to 18th June 2003, Kampala, Uganda. [Consultation de groupe du bureau nairobien de l'UNESCO : le VIH/SIDA et le rôle des commissions des services d'éducation, du 16 au 18 juin 2003, à Kampala, Ouganda]
Nairobi, Kenya, UNESCO, 2003. 46 p.The UNESCO Nairobi Office organised the second in a series of consultations on HIV/AIDS and education at the Nile Conference Centre in Kampala, Uganda, from 16th to 18th June 2003. This was convened upon recommendation of the first consultation on HIV/AIDS and education organised by UNESCO Nairobi that took place in Kigali, Rwanda, in March 2003. A key recommendation of the Kigali consultation was to bring together the heads of the education and teachers’ service commissions from the cluster countries, namely, Burundi, Kenya, Rwanda and Uganda, to review how the HIV/AIDS pandemic is affecting the quality of the teaching service. The Kampala consultation, therefore, convened heads of Education and Teachers’ Service Commissions, those responsible for human resources in education, finance departments, leaders of teachers’ unions and UNESCO representatives from the cluster. Also participating in the consultation were members of the Mobile Task Team on HIV and Education – the MTT. The purpose of the consultation was to enhance the understanding on how HIV/AIDS is influencing the education service and the provision of quality education and how those responsible for teacher management can sustain the quality of education provision in the face of HIV/AIDS. The consultation had three main objectives. The first was to increase awareness among educator management authorities about the principal challenges imposed by HIV/AIDS to the quality of the teaching service. The second was to enhance commitment among senior management of teaching services and ministries of education to respond appropriately to the impact of HIV/AIDS on the teaching service, on quality of education and on individual educators as employees. The third objective was to identify priority actions within the management of education service commissions and within education human resource management generally and to come up with action plans. (excerpt)