Paris: UNESCO, 2009. 29 p.
Authors: 
Mabala, Richard
Badcock-Walters, Peter
Anning, Vicky
Organizations: 
UNESCO
EduSector AIDS Response Trust
Research and Information Services of Namibia, RAISON
Youth Participatory Development Centre
Description: 
As part of a two-country study (with Namibia), TAMASHA was contracted by UNESCO to carry out research into the needs of children in school living with HIV and the extent to which their rights and needs were being fulfilled. This research was carried out by interviewing national policy-makers and officials, as well as district officials in Njombe District. Children living with HIV and others affected by AIDS were also interviewed, together with their parents, guardians and teachers, and organizations working with them in Dar-es-Salaam and Njombe District in Iringa Region. The research was designed to address the following questions: What barriers face HIV-positive learners in accessing education and staying at school? What challenges are faced by teachers and schools in supporting HIV-positive learners? How can HIV education programmes be adapted to suit the sexual and reproductive health needs of HIV-positive learners? How does the education sector need to adapt to meet the needs of HIV-positive learners? This report constitutes the qualitative country report for United Republic of Tanzania, which in turn forms part of ESART's consolidated summary report that: Describes the various educational and HIV-related needs of HIV-positive learners and young people; Provides examples of successful strategies and case studies; Gives emphasis to the voices of HIV-positive learners and young people; and Draws together conclusions and recommendations for the education sector, UNESCO, researchers and the region more generally.
Languages: 
Record created by: 
IIEP