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HIV and AIDS: Finding Effective Approaches in Post-Primary Education

Opening Session: Keynote Presentation. HIV and AIDS: Finding Effective Approaches in Post-Primary Education. Presenter: Michael J. Kelly. Addis Ababa Consensus.

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HIV and AIDS: Finding Effective Approaches in Post-Primary Education

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  1. Opening Session: Keynote Presentation HIV and AIDS: Finding Effective Approaches in Post-Primary Education Presenter: Michael J. Kelly

  2. Addis Ababa Consensus Each and every one of the leadership acts necessary to prevent HIV and AIDS and to help those living with HIV or AIDS, without exception, are things we want anyway for a better, more developed Africa (African Development Forum 2000)

  3. Importance of PPET • Caters for large and highly vulnerable population • Success with the young is success against HIV

  4. Education works • Education protects against HIV infection • Education develops values, attitudes, skills and knowledge necessary for dealing positively with HIV • Education helps in freeing from the poverty and gender inequality environment in which HIV flourishes

  5. HIV Prevalence (%) by Level of Education: Rural Uganda, 1990-2001

  6. What is Important • Education and training as such • Advisable to incorporate HIV-specific education in sexual and reproductive health programme • Embody HIV and AIDS issues within PPET, especially at tertiary level • Do not focus too narrowly on HIV and AIDS – there are other social problems that face a society (substance abuse, environmental degradation, corruption)

  7. Build on the Four Pillars of Learning • Learning to know: communicate comprehensive and accurate information about the disease • Learning to do: foster the acquisition of psycho-social, health, nutrition and other skills that improve ability to protect oneself against infection • Learning to live together: promote a compassionate, caring, rights-based, non-judgmental approach to every person • Learning to be: support the development of life-affirming attitudes, skills and value systems that help learners make healthy life choices, resist negative pressures, minimize harmful behaviours

  8. More education and training • PPET does not benefit those who cannot access it • Increase provision for secondary, technical, vocational education • Use potential of distance education (interactive radio) • Make it easier to move back and forwards between formal and non-formal provision

  9. More education and training for girls • Increasing and improving educational opportunities for girls may be the most important single contribution that education ministries can make to overcoming HIV and AIDS • Vigorously open up PPET opportunities for girls

  10. Better education and training • Without real and worthwhile learning no meaningful development will occur • Responding to the challenges of HIV and AIDS in PPET is an investment in educational quality • Healthier teachers and learners; improved teaching methodologies; less gender-based violence; greater focus on teaching and learning

  11. Attend to needs of teachers • Prepare them for new classroom responsibilities: HIV, AIDS, life-skills, orphans and distressed children, supporting one another • Establish workplace policies and procedures (confidentiality, outlawing of stigma and gender-based violence, ensuring HIV safety in institutions, absenteeism procedures, etc.) • Provide for treatment and care • Respond to special needs of female teachers

  12. Expand partnerships • PPET covers many institutions • Involves many partners – government ministries, civil society bodies, private sector, cooperating partners • Partnership in design, offering, evaluating, accrediting, financing programmes • Coordinating authority or regulatory framework to ensure that education/training is good and incorporates HIV and AIDS

  13. Provide leadership • Success in overcoming HIV and AIDS demands an exceptional personal, moral, political and social commitment • The first pre-requisite for a successful response to HIV/AIDS is dynamic, sustained, publicly manifested, resource-backed and action-backed leadership • Be aware of the HIV problem and issues • Show vision – imagine what could be • Be prepared to take risks • Show concern – be caringly involved with the task and those executing it

  14. Develop an HIV-sensitive EMIS • HIV response needs to be based on good information • Develop indicators for monitoring and evaluating HIV and AIDS programmes in PPET institutions • Calls for HIV-sensitive EMIS • Use the information to guide policy and programming responses

  15. TO LIVETOGETHER TO DO TO BE TO KNOW Thank you The Four Pillars of Learning

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