the impact of hiv/aids on the education sector in tanzania

� How did <strong>the</strong> national policy on HIV/AIDS evolve?
� How has <strong>the</strong> national policy been affected by HIV/AIDS?
� What kinds <strong>of</strong> HIV/AIDS interventions are implemented at <strong>the</strong> different levels <strong>of</strong> <strong>the</strong>
education sector?
� What problems have been encountered during <strong>the</strong> implementation <strong>of</strong> HIV/AIDS
interventions in <strong>the</strong> education sector?
� What are <strong>the</strong> perceptions <strong>of</strong> various education sector stakeholders regarding issues related
to HIV/AIDS policy, leadership and advocacy?
� What gaps still remain in HIV/AIDS interventions in <strong>the</strong> education sector?
� What internal advocacy mechanisms exist in <strong>the</strong> education sector for policy development
and <strong>the</strong> implementation <strong>of</strong> interventions?
� What external advocacy mechanisms exist in <strong>the</strong> education sector for policy development
and <strong>the</strong> implementation <strong>of</strong> interventions?
� What gaps exist in visible leadership and advocacy in <strong>the</strong> education sector in terms <strong>of</strong>
HIV/AIDS programme implementation?
� What steps need to be taken to create an ideal environment for policy development,
leadership and advocacy?
1.6 Selection <strong>of</strong> study area and samples
1.6.1 Study area
The areas selected for research were MoEC headquarters, <strong>the</strong> headquarters <strong>of</strong>
education sector stakeholders and one district in mainland Tanzania.
The choice <strong>of</strong> district was reached by considering three factors: <strong>the</strong> documented deaths
<strong>of</strong> teachers for <strong>the</strong> years 2001/2002 and <strong>the</strong> first half <strong>of</strong> 2002/2003 (Tanzania Teachers
Service Commission, 2003); <strong>the</strong> documented HIV/AIDS prevalence in Tanzania (Tanzania
Ministry <strong>of</strong> Health, 2002), and access issues relating to budgetary constraints.
Data from <strong>the</strong> Tanzania Teachers Service Commission (TSC) and Ministry <strong>of</strong> Health
(MoH) reports indicate that:
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� <strong>of</strong> <strong>the</strong> 1,096 deaths <strong>of</strong> teachers reported in 2001/2002 and 517 deaths reported in halfyear
2002/2003, more than half (57 per cent and 60 per cent respectively) were among
men. Among <strong>the</strong>se deaths, <strong>the</strong> regions with <strong>the</strong> highest rates were Mbeya (143) and
Iringa (135), accounting for 18.1 per cent <strong>of</strong> all teachers’ deaths;
� <strong>of</strong> <strong>the</strong> 1,096 deaths <strong>of</strong> teachers reported in 2001/2002, more than two-fifths (42 per
cent) would appear to have been HIV/AIDS related (i.e. causes <strong>of</strong> death included