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  1. 1
    322030

    Taking stock: Health worker shortages and the response to AIDS.

    World Health Organization [WHO]. HIV / AIDS Programme

    Geneva, Switzerland, WHO, 2006. 15 p. (WHO/HIV/2006.05)

    In August 2006, the World Health Organization (WHO) launched a coordinated global effort to address a major and often overlooked barrier to preventing and treating HIV: the severe shortage of health workers, particularly in low- and middle-income countries. Called 'Treat, Train, Retain' (TTR), the plan is an important component of WHO's overall efforts to strengthen human resources for health and to promote comprehensive national strategies for human resource development across different disease programmes. It is also part of WHO's effort to promote universal access to HIV/AIDS services. TTR will strengthen and expand the health workforce by addressing both the causes and the effects of HIV and AIDS for health workers (Box). Meeting this global commitment will depend on strong and effective health-care systems that are capable of delivering services on a scale much larger than today's. (excerpt)
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  2. 2
    306843

    Education Sector Global HIV and AIDS Readiness Survey, 2004: policy implications for education and development. An integration of perspectives from ministries of education and civil society organizations.

    Badcock-Walters P; Boler T

    Paris, France, UNESCO, 2006. 64 p.

    This report documents the outcomes of the first international survey of education sector readiness to manage and mitigate the impact of HIV and AIDS. Ministries of education (MoEs) in 71 countries and civil society organizations in 18 countries were interviewed, in person and electronically, in separate research processes. Both surveys were conducted in 2004 on behalf of the UNAIDS Inter-Agency Task Team (IATT) on Education. The Global Readiness Survey (GRS) of 71 MoEs was conducted by the Mobile Task Team (MTT) on the Impact of HIV and AIDS on Education, and the Civil Society Survey (CSS) of 18 civil society country interactions was conducted by the Global Campaign for Education (GCE). It should be noted that the GRS research process involved the completion of the questionnaire by an internal committee of senior MoE officials convened for this purpose, independent of an external researcher. Thus the process generated what might be described as 'self-reported information' rather than data in a conventional sense; while this may have its limitations, it nevertheless provides an important insight into the internal perceptions and assumptions of the MoEs involved. (excerpt)
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