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UNESCO HIV and Health Education Clearinghouse

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  1. When caring is not enough: The limits of teachers’ support for South African primary school-girls in the context of sexual violence

    Between 2011 and 2012, 40.1% of all sexual offences in South Africa involved children under 18. Important scholarship has demonstrated how large-scale social and economic inequalities structure African girls’ risk to and experience of sexual violence leading to a condemnation of violent masculinities and the social processes that produce it. Under conditions of chronic poverty and unstable living conditions, girls’ vulnerability to sexual violence is increased. …

  2. The role of the education sector in providing care and support for orphans and vulnerable children in Lesotho and Swaziland

    The propose of the study was to probe in greater depth, and within the more systematic frame of a research methodology, the dynamics of two current initiatives aiming to provide support to vulnerable children in both Lesotho and Swaziland. Each of the four interventions had within their programme designs a main emphasis on enabling school enrolment and sustaining school attendance. At the same time, the interventions looked to support the more comprehensive needs of vulnerable children and, by doing so, to enhance their overall life situation. …

  3. Supporting HIV-positive learners in inclusive classes in South Africa: Is it the responsibility of teachers

    The adoption of White Paper 6 of 2001 in South Africa on the implementation of inclusive education has become an important milestone to ensure the accommodation of the full range of learner needs in ordinary schools. This paper deals with the rights and needs of HIV-positive learners and their first line of support, namely ordinary teachers, who form the backbone of support within the inclusive classroom. At the moment, learners living with HIV miss out frequently on help and support because specialist out-of-school HIV and AIDS services are not geared towards their needs. …

  4. The roles of educators in mitigating the impact of the HIV/AIDS pandemic on the education system in South Africa. Full report

    The purpose of the study summarised in this document was to determine the roles of educators in mitigating the impact of the HIV/AIDS pandemic, and to ascertain the skills and knowledge required by them to play such roles effectively. Recognising that educators have a crucial role to play in all education subsectors, the study investigated the current and possible future roles of educators in schools and further education and training (FET) colleges as well as those of educators working in the higher education (HE) subsector.

  5. Teachers for rural schools: experiences in Lesotho, Malawi, Mozambique, Tanzania and Uganda

    Much is going well with the effort to provide universal primary education in Sub-Saharan Africa. Gross enrollment rates have increased from 78 percent in 1998/99 to 91 percent in 2002/03; sizable investments have greatly improved school infrastructure and access; and large numbers of new teachers have been recruited. But educating the children in remote rural areas continues to be a challenge. Schools in hard-to-reach locations find it difficult to attract and retain teachers. …

  6. Teachers living with AIDS: underplaying the role of emotions in the implementation of HIV/AIDS policy in Zimbabwean primary schools

    This study explores how HIV-positive teachers within a specific social context understand, interpret and act on HIV and Life Skills policy.The aim of the author was to illuminate the experiences of teachers living with AIDS and how their experiences affect the ways in which they understand and act on government policy. Three distinct themes emerged from the analysis: a) conflict between teacher as role model and ideal citizen, and teacher as an HIV-positive person; b) HIV illness and its impact on the body of the teachers; c) teachers as emotional actors. …

  7. Courage and hope: stories from teachers living with HIV in sub-Saharan Africa

    It is estimated that there are currently around 122,000 teachers in sub- Saharan Africa who are living with HIV, the vast majority of whom have not sought testing and do not know their HIV status. Stigma remains the greatest challenge and the major barrier to accessing and providing assistance to these teachers. The personal experiences from the 12 teachers presented in this book offer first-hand accounts of the difficult, and sometimes debilitating, challenges faced by teachers living with HIV. …

  8. Teacher shocks and student learning: evidence from Zambia

    A large literature examines the link between shocks to households and the educational attainment of children.We use new data to estimate the impact of shocks to teachers on student learning in Mathematics and English. Using absenteeism in the 30 days preceding the survey as a measure of these shocks we find large impacts: A 5-percent increase in the teacher's absence rate reduces learning by 4 to 8 percent of average gains over the year. …

  9. Recruiting, retaining and retraining secondary school teachers and principals in Sub-Saharan Africa

    Recruiting, retaining and retraining secondary school teachers and principals in Sub-Saharan Africa is based on country studies in Ethiopia, Ghana, Guinea, Madagascar, Tanzania and Uganda and an extensive literature review. In many parts of Africa, the demand for secondary teachers substantially exceeds the supply due to factors such as secondary teacher attrition, bottlenecks in the teacher preparation system, and perceived unattractive conditions of service. Few countries have strong policies, strategies, and programs for recruiting able secondary leavers to secondary teaching. …

  10. The Sound of silence: difficulties in communicating on HIV/AIDS in schools

    This booklet reports the results of a survey conducted in India and Kenya that focused on HIV/AIDS education. The study areas were chosen because they have state sponsored HIV/AIDS curriculum. Over 3,000 parents, teachers and students were surveyed for the report, making this work of interest to teachers, policy makers, parents and community leaders. The report contains seven sections. The beginning consists of an introduction with rationale for the survey, methodology and an executive summary. …

  11. Teacher absences in an HIV and AIDS context: evidence from nine schools in Kavango and Caprivi (Namibia)

    With the high prevalence of HIV and AIDS in Namibia, teacher absenteeism is becoming a pressing issue for the country's education system, particularly in the areas most affected by the epidemic. This study examines how some schools in the hardest hit areas are managing the problem. Due to the complexity of the issue, the research was conducted using qualitative methodology, requiring in-depth observations and interviews. …

  12. Analysing the response of a teacher training institution to HIV and AIDS: a case study from Zambia

    This study sought to examine the extent to which a teacher training institution in Zambia was able to address the problem of HIV and AIDS. The report contributes to existing knowledge in the field by using a qualitative in-depth case study approach of a single teacher training college located in a high prevalence province of Zambia. It offers insight into the response through an examination of current policy and practice at both the ministerial and institutional level. …

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