By Donald Bundy, Anthi Patrikios, Changu Mannathoko, Andy Tembon, Stella Manda, Bachir Sarr, Lesley Drake
This assessment was once undertaken via the Networks of Ministry of schooling HIV&AIDS point of interest from international locations in sub-Saharan Africa partaking within the speed up Initiative, including stakeholder and accomplice representatives. The schooling quarter has develop into more and more well-known as taking part in a key exterior position in prevention and in decreasing stigma, and an immense inner position in offering entry to care, remedy and aid for lecturers and employees, a bunch that during many nations represents greater than 60% of the general public quarter group. In 2002, the Joint United international locations Programme on HIV&AIDS (UNAIDS) Inter-Agency job crew (IATT) on schooling tested the speed up Initiative operating staff to aid nations in sub-Saharan Africa as they speed up their schooling area responses to HIV&AIDS throughout the institution of courses with powerful neighborhood possession, able to gaining access to appropriate investment and implementation in any respect degrees of the schooling zone. The Networks of Ministry of schooling HIV&AIDS Focal issues, verified in the course of the Initiative less than the auspices of the Africa Union local monetary groups, have swiftly taken possession of the speed up Initiative. This evaluation explores the studies of schooling sectors throughout sub-Saharan Africa as they speed up their reaction to HIV&AIDS in the speed up Initiative. It demonstrates that management by way of Ministries of schooling has been the most important in mobilizing actions, and that complete participation of all stakeholders is required for powerful implementation. considering 2002: 37 international locations have participated; four Networks were confirmed; 1,350 schooling employees participants and seventy six improvement companions have participated in one hundred twenty education days; seventy five% of partaking nations are actually getting access to cash via their nationwide AIDS Committees; seventy six% have an HIV&AIDS schooling area technique and plan; ninety one% teach lecturers to guard themselves; all international locations are actually enforcing HIV prevention schooling; seventy four% are education academics within the lifestyles abilities process; and seventy one% offer unfastened schooling for orphans and weak young children.
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Additional info for Accelerating the Education Sector Response to HIV: Five Years of Experience from Sub-saharan Africa (Education and Hiv Aids)
These examples from The Gambia and Mauritania demonstrate that developing a strong relationship with the NAC and gaining its formal support for education sector activities ensures sustainability. Furthermore, in these two cases of good practice, it shows how advocacy can result in the education sector having a priority role to play in the multisectoral response. org for more details. the NAC to support a national workshop. In most countries, these small beginnings led to substantial increases in interaction and funding.
The results of this survey provide an opportunity to compare how the situation has changed at the regional levels, as well as specific examples of how countries have taken their plans forward since their participation in Accelerate activities. org for further details. The countries included in the survey are Benin, Botswana, Burkina Faso, Burundi, Cameroon, Central African Republic (CAR), Chad, Côte d’Ivoire, Democratic Republic of Congo (DRC), Eritrea, Ethiopia, Gabon, Ghana, GuineaBissau, Kenya, Liberia, Madagascar, Malawi, Mali, Mauritania, Mozambique, Niger, Nigeria, the Republic of Congo, Republic of Guinea, Rwanda, São Tomé & Príncipe, Senegal, Sierra Leone, The Gambia, Togo, Uganda, Tanzania (mainland and Zanzibar), and Zambia.
As a result, it has become increasingly recognized that the education sector has a key “external” role in prevention and in reducing stigma, and an important “internal” role in providing access to care, treatment, and support for teachers and staff, a group that in many countries represents more than 60 percent of the public sector workforce. But these roles were only beginning to be understood when in 2002, at the request of countries affected by HIV/AIDS in Sub-Saharan Africa, the UNAIDS Inter-Agency Task Team (IATT) on Education (a network of UNAIDS cosponsors, bilateral donors, and civil society organizations supporting coordinated and comprehensive education sector responses to HIV/AIDS) established the Accelerate Initiative Working Group to “accelerate the education sector response to HIV/AIDS in Sub-Saharan Africa” (see box 1).
Accelerating the Education Sector Response to HIV: Five Years of Experience from Sub-saharan Africa (Education and Hiv Aids) by Donald Bundy, Anthi Patrikios, Changu Mannathoko, Andy Tembon, Stella Manda, Bachir Sarr, Lesley Drake