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

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� School guidance and counselling committees This is a 10 to 12 member sub-committee <strong>of</strong> <strong>the</strong> school committee or board, which supports, supervises and monitors <strong>the</strong> in-school implementation <strong>of</strong> <strong>the</strong> HIV/AIDS education programme. The committee is also responsible for coordinating <strong>the</strong> involvement <strong>of</strong> <strong>the</strong> surrounding community. � School counselling and guidance services This component utilizes <strong>the</strong> services <strong>of</strong> teachers, known as guardians, who are trained in guidance and counselling techniques. Pupils and students can seek advice and assistance on a wide range <strong>of</strong> issues, including adolescent reproductive health, HIV/AIDS and o<strong>the</strong>r STIs, sexual abuse and <strong>the</strong> rights <strong>of</strong> <strong>the</strong> child. � MoEC headquarters peer education Introduced in February 2003, this is <strong>the</strong> newest component <strong>of</strong> <strong>the</strong> HIV/AIDS education programme. It utilizes <strong>the</strong> services <strong>of</strong> 65 trained peer educators, selected by popular vote from all departments at MoEC headquarters and all affiliated institutions. The prospective educators receive one-week’s training, covering areas <strong>of</strong> sexual behaviour, HIV/AIDS education, peer education and <strong>the</strong> responsibilities <strong>of</strong> peer educators in <strong>the</strong> workplace. The peer educators were <strong>the</strong>n given <strong>the</strong> task <strong>of</strong> educating fellow workers on HIV/AIDS and providing a role model for fellow workers. The majority (80 per cent) came from MoEC headquarters, with <strong>the</strong> rest from various affiliated institutions (Tanzania Library Services, <strong>the</strong> TTU, <strong>the</strong> Institute <strong>of</strong> Adult Education, Bagamoyo School <strong>of</strong> Arts, <strong>the</strong> Films Censorship Board, Baraza la Kiswahili Tanzania, <strong>the</strong> TSC and <strong>the</strong> Tanzania Institute <strong>of</strong> Education). 3.2.3 Fur<strong>the</strong>r guidelines for HIV/AIDS-related interventions In October 2002 a document was produced and distributed stipulating fur<strong>the</strong>r guidelines for <strong>the</strong> implementation <strong>of</strong> HIV/AIDS, o<strong>the</strong>r STIs and life skills education in schools and teacher training colleges. The guidelines were distributed to all actors in <strong>the</strong> education sector, with <strong>the</strong> hope that <strong>the</strong>y would reduce <strong>the</strong> extent <strong>of</strong> transmission <strong>of</strong> HIV/AIDS amongst <strong>the</strong> public in general and in educational institutions in particular. The document noted that <strong>the</strong> health <strong>of</strong> young people has become a subject <strong>of</strong> increasing importance in Tanzania, partly because <strong>of</strong> a greater understanding <strong>of</strong> <strong>the</strong> importance <strong>of</strong> this age group to public health and partly due to <strong>the</strong> changing conditions surrounding sexual and reproductive health issues. 3.3 Implementation <strong>of</strong> HIV/AIDS interventions in <strong>the</strong> education sector Effective implementation <strong>of</strong> HIV/AIDS interventions at all levels <strong>of</strong> <strong>the</strong> education sector requires <strong>the</strong> full involvement <strong>of</strong> all schools, departments, partners and affiliated institutions. 3.3.1 Interventions at <strong>the</strong> central level In addition to <strong>the</strong> specific tasks <strong>of</strong> streng<strong>the</strong>ning <strong>the</strong> HIV/AIDS management structure and introducing peer education schemes for ministry staff, <strong>the</strong> MoEC is responsible for <strong>the</strong> 26
overall implementation, coordination, monitoring and evaluation <strong>of</strong> <strong>the</strong> six components <strong>of</strong> <strong>the</strong> AIDS education programme. All national and local NGOs and CBOs wishing to implement school-based activities must also be registered with, and cleared by, <strong>the</strong> MoEC. 3.3.2 Interventions at <strong>the</strong> district level At <strong>the</strong> district level <strong>the</strong> education sector implements MoEC circulars, directives and guidelines pertaining to <strong>the</strong> interventions. It also collaborates with NGOs, CBOs, FBOs and o<strong>the</strong>r sectors on HIV/AIDS school-based activities. This study established that <strong>the</strong> Iringa Regional Education Officer and Iringa Urban District Education Officer did receive copies <strong>of</strong> <strong>the</strong> 1993 and 2000 circulars, which represent <strong>the</strong> cornerstones <strong>of</strong> <strong>the</strong> AIDS education programme. The subsequent implementation <strong>of</strong> <strong>the</strong> stipulated interventions involved: � arranging training seminars and workshops for teachers, in collaboration with zonal and district school inspectors. The sessions mostly concentrated on school HIV/AIDS and life skills education. Carrier subject teachers at primary and secondary schools received fur<strong>the</strong>r training on how to teach <strong>the</strong> new parts <strong>of</strong> <strong>the</strong> syllabus. Only one primary and two secondary teachers were trained per school. O<strong>the</strong>r public sector bodies and NGOs were also invited to make technical presentations on issues relating to health, community development and social welfare. The local NGOs invited were Uzazi na Malezi Bora Tanzania (UMATI) and <strong>the</strong> African Medical Research Foundation (AMREF); � establishing inter-sectoral collaborations, mainly with <strong>the</strong> health sector, to run HIV/AIDS interventions in schools. For example, doctors, nurses and health <strong>of</strong>ficers were invited to schools to make technical presentations; � identifying NGOs and CBOs to participate in <strong>the</strong> prevention <strong>of</strong> HIV/AIDS and <strong>impact</strong> mitigation in <strong>the</strong> education sector. The normal arrangement in Iringa Urban District is for CBOs and NGOs to submit <strong>the</strong>ir proposed school-based work plans and budgets to <strong>the</strong> district authorities, following clearance from MoEC headquarters. The authorities analyse <strong>the</strong> proposal, advising changes as necessary and <strong>the</strong>n select <strong>the</strong> school to participate in, and benefit from, <strong>the</strong> proposed scheme. Of <strong>the</strong> 26 national and local NGOs working in <strong>the</strong> district, six NGOs – Iringa AIDS NGO Network (INGONET), Students Partnership Worldwide (SPW), Iringa Development <strong>of</strong> Youth, Disabled and Children Care (IDYDC), Tanzania Home Economics Association (TAHEA), UMATI and AMREF – are actively working in district schools. The details <strong>of</strong> <strong>the</strong>ir activities are summarized in Table 3.3; � conducting HIV/AIDS sensitization seminars. These seminars involved two to four secondary school teachers and all headmasters or headmistresses. Unfortunately, not all primary school head teachers could attend. 27
Page 1: MoEC Government of
Page 5: FOREWORD THE COLLABORATIVE ACTION R
Page 8 and 9: References 43 Appendices 45 1 A lis
Page 11: LIST OF TABLES 2.1 The global situa
Page 14 and 15: The education sector is one <strong
Page 17 and 18: 1.1 Introduction 1. BACKGROUND The
Page 19 and 20: parliamentarians are supportive in
Page 21 and 22: HIV/AIDS, tuberculosis, long-term f
Page 23 and 24: 1.6.2 Study samples Structured and
Page 25 and 26: 2.1 The global picture 2. MAGNITUDE
Page 27 and 28: cases in Mbeya Region (see Figure 2
Page 29 and 30: Figure 2.1 Cumulative AIDS cases in
Page 31 and 32: 2.3 The HIV/AIDS situation in <stro
Page 33 and 34: 3. EVOLUTION OF THE HIV/AID INTERVE
Page 35 and 36: Table 3.1 Education sector HIV/AIDS
Page 37: Table 3.2 The evolution of<
Page 41 and 42: HIV/AIDS IEC materials for schools
Page 43 and 44: Uzazi na Malezi Bora Tanzania (UMAT
Page 45 and 46: Furthermore, <stro
Page 47 and 48: 4. LEADERSHIP AND ADVOCACY 4.1 Inte
Page 49 and 50: � failure to use existing radio p
Page 51 and 52: 5.1 Policy 5. CONCLUSIONS AND RECOM
Page 53 and 54: shortage of key pe
Page 55 and 56: REFERENCES Amani, H.K.R. 2003. HIV/
Page 57: APPENDIX 1 A LIST OF PEOPLE INTERVI
Page 61: APPENDIX 3 TANZANIA RESEARCH AND RE

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

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