global progress survey on education sector responses...
TRANSCRIPT
Global Progress Survey on
Education Sector Responses to
HIV & AIDS
Scott PulizziSection of HIV and Health Education
Division of Education for Peace and Sustainable Development
Education Sector
UNESCO
Commonwealth Secretariat Panel on World AIDS Day 2012
UNAIDS IATT on Education
The Interagency Task Team on Education (IATT) :
• Coordinated by UNESCO
• Made of bilateral agencies, multilateral agencies, and civil society members
• Promotes and supports good practices in the education sector related to HIV and AIDS
• Encourages alignment and harmonisation within and across agencies to support global and country action
Why An Education Sector HIV Response (1)
HIV education can help young people:
• Develop skills to make safer and healthier choices
• Delay sexual debut and reduce risk behaviour, including substance use
• Reduce the vulnerability of girls
• Promote understanding and tolerance, including towards people living with HIV and at-risk populations. © UNAIDS/P. Virot
Why An Education Sector HIV Response (2)
The impact of HIV on the education sector can be mitigated through:
• Education sector-wide plans as part of a national multi-sector strategy
• Workplace HIV policies
• Dedicated structures for HIV management
• Evidence-informed planning
• Evidence-informed programming
State of the Epidemic in Commonwealth Countries Surveyed
Prevalence Rates
Unchanged
Decrease
Increase
Number of new infections
Decrease
Increase
No data
Decrease Decrease
2011 Global Progress Survey (GPS)
• The 2011 Global Progress Survey is a survey of education sector responses to HIV
• Commissioned by IATT; conducted by ESART
• Involves 351 questions across 11 focus areas
• It is a follow up to the 2004 baseline Global Readiness Survey (GRS)
• 75% or 30 of the 2011 countries took part in the 2004 baseline survey
• Provide objective insight into what has happened to country education sector responses to HIV & AIDS since the 2004 baseline study
• Assess the progress of education sector engagement in national responses to HIV & AIDS
• Identify implementation bottlenecks and impediments
• Identify trends, lessons and good practices from the education sector
Purpose of the 2011 Global
Progress Survey (GPS)
Purpose of the 2011 Global
Progress Survey (GPS)
• Data was collected in 39 countries, including 17 Commonwealth countries.
• Survey instrument developed based on the 2004 GRS and tested in four countries
• Independent facilitators administered the survey instrument and guided the discussions
• Participants included individuals from MoEsand civil society
• These are self-reported data
Methodology
Commonwealth countries surveyed: Bangladesh, The Gambia, Ghana, Jamaica, Kenya, Lesotho, Malawi, Malaysia, Mauritius, Mozambique, Namibia, Nigeria, South Africa, Swaziland, Tanzania, Uganda, and Zambia
Methodology – Countries
Surveyed
The key findings will be presented across 6 themes:
1. Enabling Environment
2. Mainstreaming & Implementation
3. Human Resource Management
4. Teacher Training and Orientation
5. Curriculum Issues
6. Orphans and Vulnerable Children
Analysis
© UNAIDS/A. Gutman
• 63% of the 30 countries had an Education Sector HIV & AIDS Policy in 2011, and 17% were developing one – up from 33% in 2004
• Number of HIV workplace policies in place doubled to 43% in 2011, with another 7% in process
• The number of countries with dedicated response structures declined from 25 (83%) in 2004 to 19 (63% committees) and 18 (60% units) in 2011
Enabling Environment
• In 2011, 63% of 30 countries had an education sector HIV & AIDS strategic and implementation plans (60% in 2004)
• In 77% of 30 countries the HIV & AIDS response was mainstreamed in national management and planning processes
• 97% had EMIS units, up from 63% in 2004
• Only 45% had included HIV-sensitive indicators (27% in 2004)
• Only 37% had conducted an assessment of the impact of HIV on the education sector (30% in 2004)
Mainstreaming & Implementation
Human Resource Management
0%
20%
40%
60%
80%
100%
120%
Awareness & PreventionProgrammes
Access to VCT facilities Referral Systems Non-Discrimination Policy
2004
2011
Table: Professional Preparation Life Skills, HIV & AIDS & STIs
• Pre-service lagging behind in-service training
• Validated by SACMEQ III knowledge test that showed 99% of 6th grade teachers had required minimal level of knowledge about HIV & AIDS to preserve and promote their health, while more than 2/3 of their learners did not
Teacher Training and Orientation
• 60% have an orientation process for parents
• 77% ‘made efforts’ to ensure religious, community and/or traditional leaders support the HIV-prevention approach
• Almost all countries provide life skills to learners in post-secondary institutions
Curriculum Issues
Generic Life SkillsProvision
Lower Primary
Generic Life SkillsProvision
Upper Primary
Generic Life SkillsProvision
Lower Secondary
Generic Life SkillsProvision
Upper Secondary
2011 83% 80% 90% 80%
Generic Life Skills ProvisionPrimary
Generic Life Skills ProvisionSecondary
2004 77% 73%
• 73% of 30 countries had programmess to address the needs of orphaned and vulnerable children in the education
system, up from 33% in 2004
• 77% had a school feeding scheme in place, up from 67%
• 53% reported that teachers received training in caring for HIV-infected learners, up from 10% in 2004
Orphans and Vulnerable Children
© UNAIDS/A.Gutman
Overall, the general direction of indicators is positive
• There is an HIV policy framework in place for the sector and the workplace
• Life skills education is widespread and better implemented because of increased teacher training and community and parental support
• The number of EMIS has increased (but their effectiveness in HIV remains a challenge)
• Dedicated HIV management units and structures in the education sector are declining
Survey Conclusions
• Is this evidence of successful HIV mainstreaming?
• If not, how will progress be sustained considering the absence of dedicated management structures and the decrease in external funding for HIV?
• How can EMIS be improved to inform decision-making on the HIV response?
• Can in-service teacher training continue in the absence of outside funding and become more systematic? How will pre-service training become universal?
• How can teacher training be improved to increase the willingness of teachers to teach difficult subjects and ensure that learners gain knowledge and develop attitudes and skills?
Questions Raised by the Survey
The GPS Final Report Out on
21 December 2012 at:
unesco.org/AIDS
THANK YOU
www.unesco.org/aids IATT