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SCHOOL HEALTH AND NUTRITION (SHN) PROGRAMME IN ZAMBIA “Integrating HIV/AIDS in SHN” PRESENTED at CIES workshop on 24 th March 2005 BY JOSIAS E. ZULU CO-ORDINATOR,CHANGES PROGRAMME-EP,ZAMBIA. Background. HIV/AIDS prevention and mitigation activities as a component of SHN programme in Zambia

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Background

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  1. SCHOOL HEALTH AND NUTRITION (SHN) PROGRAMME IN ZAMBIA“Integrating HIV/AIDS in SHN” PRESENTED at CIES workshop on 24th March 2005 BYJOSIAS E. ZULUCO-ORDINATOR,CHANGES PROGRAMME-EP,ZAMBIA

  2. Background • HIV/AIDS prevention and mitigation activities as a component of SHN programme in Zambia • Population of 10,000,000. 16.5% of adults are infected with the virus • 600,000 orphans, estimated about 2 million orphans by 2010 • Zambia’s window of hope: 6-25 year olds, yet highest rate of infection in the age group • Girls are five times more likely to be infected boys (girls are more vulnerable) • 2,000 teacher die every year in Zambia

  3. Consequences • Demand, Supply and quality of education is affected

  4. Integrating HIV/AIDS as a cross-cutting issue. Integrated at all levels of SHN Conceptual framework: • Trainings • Community mobilization and advocacy • Community-based interventions • School-based interventions • Impact and outreach

  5. The SHN/HIV/AIDS activities. • Trainings: Pupils, Teachers and Communities • Information dissemination: Community theatre groups, Health talks and group discussions • Life skills education: Pupils and teachers • Support HIV/AIDS School and community-based interventions: Anti AIDS clubs, CBOs through trainings and sub grants • Community mobilization to support HIV/AIDS prevention as a cross cutting activity • Established Counselling, Testing and Care (CTC) support groups for teachers to fight stigma and discrimination in schools • Establishment of HIV/AIDS resource centers

  6. Counseling Testing and Care (CTC) Support groups. • Teachers motivated to know their HIV/AIDS status through organized motivation talks • Tested Teachers form support groups • HIV positive teachers actively involved in HIV/AIDS activities • Eligible teachers access Antiretroviral drugs • Linked to other service providers

  7. Mobilising Institutions for School based HIV/AIDS activities • Member of HIV/AIDS Task Force (National, Province and District) • Linkages with local CTC centres and local Health centres / hospitals • Production and distribution of IEC materials • All Health promoting schools are encouraged to run School-based HIV/AIDS activities (example: anti-AIDS clubs)

  8. MOBILISING COMMUNITIES FOR SCHOOL HEALTH AND NUTRITION (SHN/AIDS) • Use of Participatory Learning for Action (PLA) and Theatre for Community Action (TCA) • Public meetings • Training of communities and teachers: SHN concept, PLA and TCA • Sub grants to Community Based Organisations (CBOs) groups supporting SHN and HIV/AIDS activities • IEC materials production and distribution

  9. USE OF LOCAL AND NATIONAL MEDIA • Focus on facts about HIV/AIDS, prevention strategies, impact of HIV/AIDS pandemic and services available to mitigate the impact • Parents, pupils and teachers are involved in the discussions • Strategy: • Production and distribution of audio tapes • Print Media; National News papers, News letters, flip charts, Brochures, Calendars • Local and National Radio and TV programmes

  10. IMPACT • Number of teachers who have declared their HIV positive status and participating in HIV/AIDS prevention strategies has increased from one to nineteen since April 2004 • School-based Anti AIDS clubs more involved in peer education and Life skills training • Pupils, Teachers, Health workers and Communities work together in the fight against the HIV/AIDS Pandemic

  11. CHALLENGES • Increased # of orphans due to HIV/AIDS: Require more than information and psychosocial counselling • Myths and misconceptions: Traditional healers can cure AIDS, Child defilement as remedy to HIV/AIDS related illnesses • Continued deaths of trained teachers and teacher redeployments

  12. LESSONS LEARNT • Integrating HIV/AIDS activities in existing programmes is cost effective and appreciated by recipients • Involving HIV positive persons, as “professional peers” in promoting Counselling Testing and Care (CTC) is effective • Pupils, Teachers, Health workers, and Communities can work together as a valuable resource in the fight against HIV/AIDS

  13. Double orphan

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