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In this paper we argue that education policy on HIV and AIDS is policy about life. As such, the contexts and the realities of teachers and learners in the classroom need to be embedded in the policy. We make a case that HIV and AIDS policy needs to extend beyond the prevention mode to one that includes care and support in the policy context. Through the stories of three HIV positive teachers in Zimbabwean primary schools, we show the real people and the real bodies that inhabit the classrooms where policy seeks to find expression. …
This paper was presented at a consultation on supporting teachers living with HIV. The association 'Tanzania Positive Teachers' Initiatives' (TAPOTI) presents the challenges it will have to face, and gives recommendations to find solutions to each problem.
This report is a commissioned review of best practice as well as an exploratory study in two countries, Namibia and Tanzania, to understand how the education sector should support HIV-positive learners at school. The increase in the number of children and young people living with HIV poses new challenges to the education sector. The report identifies the specific challenges faced by the education system in responding to the needs of HIV-positive learners and develops a set of recommendations and guidelines about how best to support them.