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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)
Geneva, Switzerland, Joint United Nations Programme on HIV / AIDS [UNAIDS], 2002 Jun.  p. (UNAIDS Best Practice Collection; UNAIDS Case Study; UNAIDS/02.36E; PN-ACP-803)South Africa has begun to explore how best to involve people living with HIV/AIDS (PLWHA) in workplace responses to the HIV/AIDS epidemic. A pilot programme, the GIPA Workplace Model, has been developed over the past four years with the support of the United Nations Development Programme (UNDP) and the World Health Organization (WHO). Its aim was to place trained fieldworkers, living openly with HIV/AIDS, in selected partner organizations in different sectors so that they could set up, review or enrich workplace policies and programmes. For partner organizations, the GIPA Workplace Model has added value by: adding credibility to its HIV/AIDS programmes by giving a face to HIV and personalizing it; creating a supportive environment for people living with HIV/AIDS (PLWHA) and others to speak about HIV/AIDS and issues related to it. (excerpt)
Geneva, Switzerland, ILO, 2001. vi, 32 p.The objective of this code is to provide a set of guidelines to address the HIV/AIDS epidemic in the world of work and within the framework of the promotion of decent work. The guidelines cover the following key areas of action: (a) prevention of HIV/AIDS; (b) management and mitigation of the impact of HIV/AIDS on the world of work; (c) care and support of workers infected and affected by HIV/AIDS; (d) elimination of stigma and discrimination on the basis of real or perceived HIV status. This code should be used to: (a) develop concrete responses at enterprise, community, regional, sectoral, national and international levels; (b) promote processes of dialogue, consultations, negotiations and all forms of cooperation between governments, employers and workers and their representatives, occupational health personnel, specialists in HIV/AIDS issues, and all relevant stakeholders (which may include community-based and non-governmental organizations (NGOs)); (c) give effect to its contents in consultation with the social partners: in national laws, policies and programmes of action; in workplace/enterprise agreements; and in workplace policies and plans of action. (excerpt)