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

3.3.3 Interventions at <strong>the</strong> institutional level
Although all secondary school heads received copies <strong>of</strong> <strong>the</strong> two circulars, it was noted
that none <strong>of</strong> <strong>the</strong> primary schools had copies <strong>of</strong> <strong>the</strong>m. The implementation <strong>of</strong> <strong>the</strong> institutional
level interventions stipulated in <strong>the</strong> circulars involved:
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� integrating HIV/AIDS into <strong>the</strong> school curriculum, following <strong>the</strong> attendance <strong>of</strong> carrier
subject teachers at <strong>the</strong> HIV/AIDS and life skills education seminars;
� establishing HIV/AIDS days (Siku za UKIMWI Shuleni). In collaboration with school
committees and boards, schools identified two days per term to be dedicated to
HIV/AIDS-related activities. These included debates, discussions, drama, choir, art or
games, poems, cultural dances etc. Guests from <strong>the</strong> health sector were also invited to
give talks. Teachers interviewed felt that this intervention worked more successfully at
secondary than at primary level. One possible reason for this difference is that
secondary heads know what is required <strong>of</strong> <strong>the</strong>m at first hand, as <strong>the</strong>y receive <strong>the</strong>ir own
copies <strong>of</strong> <strong>the</strong> circulars. Primary head teachers can only implement what <strong>the</strong>y are
directed to by <strong>the</strong> <strong>of</strong>fice <strong>of</strong> <strong>the</strong> District Education Officer; directives may be coloured
by <strong>the</strong> interpretation <strong>of</strong> someone else. According to some respondents <strong>the</strong> o<strong>the</strong>r reason
is that secondary schools are semi-autonomous authorities and can thus choose to
invite NGOs and CBOs to participate <strong>the</strong>mselves. Primary schools have to depend on
prescriptions from <strong>the</strong> <strong>of</strong>fice <strong>of</strong> <strong>the</strong> District Education Officer;
� establishing in-school peer education interventions. Two peer educators were chosen
from each class (classes V to VII in primary schools, forms I to VI in secondary
schools). Carrier subject teachers, guidance and counselling teachers, NGOs and
CBOs (including UMATI, TAHEA and SPW) <strong>the</strong>n trained those selected;
� establishing STI, including HIV/AIDS counselling and guidance interventions. The
heads <strong>of</strong> schools, in collaboration with district authorities, were involved in <strong>the</strong>
identification <strong>of</strong> teachers to be trained in counselling and guidance. Training was
coordinated by <strong>the</strong> education department, in collaboration with NGOs and CBOs
(UMATI, TAHEA, SPW and AMREF).
3.4 Policy and practices supported by o<strong>the</strong>r education sector
actors
The MoEC collaborates with a number <strong>of</strong> education sector and HIV/AIDS
stakeholders. The partners include TACAIDS, <strong>the</strong> President’s Office for Regional
Administration and Local Government (PORALG), <strong>the</strong> NACP <strong>of</strong> <strong>the</strong> MoH, <strong>the</strong> World Bank,
UNESCO, UNAIDS, <strong>the</strong> United Nations Development Programme (UNDP), <strong>the</strong> United
Nations Children’s Fund, CSSC, <strong>the</strong> Red Cross, <strong>the</strong> Agha Khan Foundation, BAKWATA,
TAPA, TTU and <strong>the</strong> TSC. A number <strong>of</strong> local NGOs also work at <strong>the</strong> regional and district
levels.
TACAIDS supports all MoEC initiatives for <strong>the</strong> development <strong>of</strong> an HIV/AIDS
education sector policy, principally through <strong>the</strong> 2001 national policy and <strong>the</strong> 2003-2007
national multi-sectoral strategic framework. NACP works with <strong>the</strong> MoEC to prepare