Rationale for the SOFIE Project

1. The SOFIE Project(Strengthening open and flexible learning to increase educational access for young people in high HIV prevalence areas of Malawi and Lesotho)www.ioe.ac.uk/sofie

2. Rationale for the SOFIE Project • One of the broader forces structuring young people's vulnerability to HIV is access to schooling. • Keeping young people in school has been linked to lower risk of HIV infection. • In the context of poverty young people affected by HIV frequently have reduced access to traditional schooling. • More appropriate, open and flexible models of schooling and support need to be developed to protect the right to schooling in high HIV prevalence areas.

3. Project partners • Institute of Education, University of London (IoE) Pat Pridmore and Chris Yates • South African Institute for Distance Education (SAIDE)Tessa Welch and Ephraim Mhlanga • Institute of Education, National University of Lesotho Thabiso Nyabanyaba • Centre for Educational Research and Training (CERT), University of Malawi:Catherine Moleni • Harvard University, School of Education Matthew Jukes

4. Central Research Question • To what extent can barriers to education access and achievement presented by HIV and AIDS be overcome using more open, and flexible models of learning and support as a complement to conventional schooling?

5. Subsidiary Research Questions • What ODFL initiatives, structures and networks are in place to deliver education to young people in high HIV prevalence areas? • What factors influence access to conventional schooling for children affected by HIV and AIDS? • To what extent can access be increased through strengthening and expanding more open and flexible learning and support to complement conventional schooling?

6. Methodology • Step 1 Situational analysis – a series of background desk studies - to address RQ 1. Step 2 Case studies in Malawi and Lesotho to identify barriers to education at the household level and school level in four contrasting communities severely affected by HIV/AIDS - to Address RQ 2. Step 3 Interventions through schools to expand and strengthen open and flexible learning and support and thereby reduce drop out and increase attainment - evaluated using an experimental design – to address RQ 3.

7. Family/household level factors influencing access to schooling • Shocks from malnutrition and infection. • Constantly changing household organisation and child migration. • Increased poverty and demand for child labour. • Family skepticism and intra-household discrimination against orphans. • Trauma, stress, child abuse and unplanned pregnancy. • Loss of social cohesion.

8. School level factors • Lack of support for the special educational needs of HIV-affected children. • Gender based violence, stigma and discrimination. • Reduced supply and quality of education.

9. Key strategies for educational interventions • More open and flexible delivery of the national curriculum together with strengthening of support systems and structures. • Identification and monitoring of vulnerable children by school managers and teachers and provision of pastoral care and counselling. • Improving the quality of the educational provision. • Strengthening community cohesion and participation to support the special educational needs of vulnerable children. • Promotion of children’s rights and strengthening of child protection legislation.

10. Key factors for success: Open and flexibledelivery of curriculum + strong school-community links • The community schools in Burkina Faso, Zambia and Malawi • The Escuela Nueva self-study learner guides piloted in Zambia and Uganda, • TheSchools as Centres for Care and Support Project in South Africa.

11. More open and flexible curriculum • Interactive Radio Instruction (IRI) programme, called ‘Tikwere’ (Let’s climb), broadcast nationally on the Malawi Broadcasting Corporation. • A complementary basic education (CBE) Programme in Malawi delivered by unemployed secondary school leavers to 9 -17 year olds. • The Mindset Cabanga and Mindset Learn Programmes in South Africa which deliver the curriculum to grades 10 - 12 using digital learning materials delivered through satellite communication to schools. • The Namibian College of Open Learning’s (NAMCOL) Open Learning Approach providing secondary education and their E-Learning Pilot Project providing Grade 10 and 12 learners in Mathematics and Science. • ‘Second chance’ secondary education delivered through the Malawi College of Distance Education (MCDC) and the Lesotho Distance Teaching Centre (LDTC). • Literacy programmes for herd boys and child domestic workers delivered through theLesotho Association for Non-Formal Education (LANFE)

12. Strengthening school –community links • The Circles of Support initiative developed by the Soul City Institute in South Africa. • The establishment of ‘mothers groups’ in primary schools and a few secondary schools in Malawi.

13. A more appropriate model of schooling

14. Preconditions for new models of schooling to take root • Greater flexibility. • Increased resourcefulness and openness to change. • Tolerance for diverse solutions and models. • Willingness to loosen up bureaucratic constraints and procedures. • Co-operation and collaboration with several partners. • Meaningful decentralization based upon school autonomy and effective participation of local stakeholders. • Free primary education and essential schooling costs covered.

15. Welcome to the SOFIE website • www.ioe.ac.uk/sofie