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The HIV and AIDS Pandemic: A Comprehensive Educational Approach to Prevention, Care and Support at School Level. A Case for Eastern and Southern Africa UNESCO Paris 20 th July 2006. HIV Prevalence in 13 Eastern and Southern African Countries (2003 estimates) .

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The HIV and AIDS Pandemic:A Comprehensive Educational Approach to Prevention, Care and Support at School Level

A Case for Eastern and Southern Africa

UNESCO Paris 20th July 2006


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HIV Prevalence in 13 Eastern and Southern African Countries (2003 estimates)

Eastern and Southern Africa epitomise the epicentre of the HIV & AIDS pandemic


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Orphan hood: a Growing Phenomenon in Sub-Saharan Africa


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Double Orphanhood; Double Jeopardy


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Adolescent Girls & Young Women Vulnerability to HIV


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Other Dimensions of the Humanitarian Crisis In Eastern and Southern Africa

  • Multiple Threats to the Region: HIV and AIDS, deepening poverty, drought, food insecurity and political instability in some countries.

  • The situation requires a comprehensive approach that places schools at the centre of the response to the multiple threats


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Why a Comprehensive Approach to Prevention, Care & Support in Schools?

  • HIV & AIDS is weakening education systems in most countries of Eastern and Southern Africa (ESA)

  • Challenges around provision of adequate services (water, sanitation, nutrition, health etc.) toschools & communities

  • Urgency to enhance the capacity of schools to provide adequate preventive education, care and support for those affected by HIV & AIDS

  • The Increasing need to empower children, especially girls, in relevant life skills through good quality education.

  • The need to strengthen the quality of education, including learning through play, sports, arts and cultural activities, contributing to prevention of infection by HIV

  • Inadequate parental & community involvement in prevention, care and support in and around the school


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A Communiqué from ESA Ministers of Education– September 2005

  • As a result of a Regional Meeting of Ministers of Education from 13 ESA Countries a Communiqué was Issued (Angola, Botswana, Lesotho, Namibia, Mozambique, South Africa, Tanzania, Malawi, Uganda, Swaziland, Madagascar, Zimbabwe, Zambia)

  • The Communiqué: Essential Services for Children: Care and Support in Schools included:-

    • Taking the necessary measures to strengthen education systems,

    • Making schools, and alternative learning centres, viable centres of learning & the primary channel for delivery of essential services.

  • Create Child-friendly schools as centres of care and support to prevent further HIV infections and accelerate protection for affected children.


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Establish Schools as Centres for Prevention, Care and support

  • Refocus community attention on schools as child-friendly centres of learning.

  • Include delivery of services such as health, water, sanitation care and support in schools in collaboration with other sectors.

  • Creating a disaggregated Register of girls, boys, teachers and key community partners, noting orphans and vulnerable children in particular (at school and national levels).

  • Resilience-building programmes for orphans and vulnerable children, including psychosocial support; home-based care visits;

  • Ensuring food security, through the establishment of school food gardens and institutionalising school lunch


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Country Level Initiatives

  • The Care and Support Initiative was first demonstrated in South Africa (KwaZulu-Natal) now in Malawi, Mozambique Swaziland & Zambia

  • The Implementing National Coordination Units are multi-sectoral

  • At community level, schools are arranged onto clusters while school boards arranged into


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ComprehensiveIntervention Mechanisms (1)

Through partnerships, Strengthen:

  • Child-friendly schools with a strong protection dimension. Safety and security in and around schools for girls & boys

  • Gender sensitive curriculum development and psycho-social support

  • Inter-sectoral/inter-ministerial linkages for the provision of school-based health & life skills education

  • Non-Formal education for out-of-school youth with a focus on literacy of adolescents and women

  • Measures to address stigma, gender discrimination and abuse at school level (ensuring child participation & girls empowerment)


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ComprehensiveIntervention Mechanisms (2)

Through partnerships, Strengthen:

  • National and school leadership advocate early childhood education

  • Transition from primary to post primary education

  • Strategy on emergency preparedness at school level

  • Social protection mechanism (school feeding, cash transfers, public works, etc.)

  • Capacity Development at school, community & local government levels


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Partnerships and Resource Mobilisation

  • Partnerships that work at improving the way schools are resourced to ensure that schools retain their status as centres for learning and essential service points.

  • Governmentsseek technical and financial assistance from development partners, foundations, donors and the private sector to enhance capacity

  • Strengthen regional partnerships for mutual learning and peer review, research and documentation of good practice.

  • Global and regional partnerships promoted and strengthened in order to facilitate continuous advocacy and networking for support of national & regional programs.

  • Advocate for a Paradigm shift to promote schools as both centres of learning and delivery of essential services for children


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This Bold Initiative Requires Technical and Financial Support to be Scaled-up Within Countries and Across the Region

Thank you…


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Paramente Phamotse (Mr.)Chief Education Officer – Primary(National EFA Coordinator – Lesotho)Ministry of Education and Training

P. O. Box 47Maseru, LesothoTel: (+266) 22 324369Fax: (+266) 22 310562phamotsep@education.gov.ls

www.education.gov.ls


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