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

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

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Schooloriented activities 30 � Recruits and trains volunteers to teach a specially designed adolescent sexual and reproductive health module covering sensitive topics such as teenage relationships, HIV/AIDS and oong>theong>r STIs, teenage pregnancy and family planning. � Places emphasis throughout ong>theong> teaching sessions on ong>theong> development ong>ofong> life skills, employing non-formal education techniques such as debates, role-plays and audiovisual ong>aidsong> to stimulate discussion and active participation. � Runs one resource room or youth development centre per school. These centres are stocked with IEC materials from oong>theong>r NGOs that work with young people. � Facilitates a wide range ong>ofong> sports and artistic clubs during out-ong>ofong>-school hours to keep students active and to furong>theong>r develop ong>theong>ir skills. � Coordinates and organizes four-day intensive youth festivals that ong>ofong>fer students a rare chance to compete with oong>theong>r schools in arts, sports and leading public campaigns against HIV/AIDS. � Participates in ong>theong> training ong>ofong> peer educators at secondary level. � Participates in HIV/AIDS days in secondary schools. Iringa Development ong>ofong> Youth, Disabled and Children Care (IDYDC) Description � A local NGO founded in 1991 with ong>theong> aim ong>ofong> supporting children in need. � Registered as an Iringa-based NGO in 1994. Schooloriented activities � Provides practical assistance to orphans and children from poor families, by distributing school uniforms (shorts and shirt or skirt and blouse) and basic educational supplies. In both 2002 and 2003 1,000 uniforms were distributed to needy school children, most ong>ofong> whom were orphans. � Sets up and equips football and netball teams and drama groups in schools and ong>theong> surrounding communities, with ong>theong> objective ong>ofong> using games as an entry point for disseminating information about HIV/AIDS and oong>theong>r STIs. To date 80 25-person football squads have been formed in Iringa Urban District. One peer educator has been trained for each team. � Designs and disseminates STI including HIV/AIDS and life skills educational materials aimed at pupils and students aged 6-17 years. � Encourages school dropouts to return to ong>theong> classroom through a drop-in or open door programme, in association with Mpango wa Elimu ya Msingi kwa Walioikosa. Those returning also receive STI and life skills education. Tanzania Home Economics Association (TAHEA) Description � Established in 1980 with ong>theong> objective ong>ofong> improving ong>theong> quality ong>ofong> community life, particularly for women. � TAHEA now has branches in all ong>ofong> ong>theong> regions ong>ofong> mainland Tanzania. Schooloriented activities Oong>theong>r activities � Provides training for teachers in peer education techniques. In 2003 12 primary and 12 secondary school teachers were trained as peer education trainers (three per school). They went on to train 50 peer educators overall. � Provides in-school psychosocial support to orphans. � Mitigates ong>theong> ong>impactong> ong>ofong> HIV/AIDS by assisting orphans in school. In Iringa Urban District TAHEA has assisted orphans at 15 primary schools. It has reached 2,250 orphans in ong>theong> region as a whole. Assistance may include paying fees and providing uniforms, school bags and exercise books. � Provides psychological training to guardians ong>ofong> orphans, including schoolteachers.

Uzazi na Malezi Bora Tanzania (UMATI) Description � Established in 1957 with ong>theong> core aim ong>ofong> providing family planning services. � UMATI headquarters are in Dar es Salaam. It has zonal ong>ofong>fices across Tanzania, including one in Iringa municipality. Schooloriented activities Oong>theong>r activities � Trains secondary school teachers in counselling and guidance techniques and ong>theong> rights ong>ofong> ong>theong> child. � Trains peer educators at primary schools. � Develops, produces and disseminates IEC materials (leaflets and flyers) on adolescent reproductive and sexual health and HIV/AIDS for schools. � Encourages schoolteachers, students and pupils to check ong>theong>ir HIV status by visiting ong>theong> UMATI VCT centre in Iringa municipality. � Participates in school AIDS days at primary and secondary level when invited. � Runs a VCT centre in Iringa municipality. Services are free for young people including those still at school and cost 1,000 Tanzanian shillings (TZS) for adults. African Medical Research Foundation (AMREF) Description � An independent, non-prong>ofong>it NGO founded in 1957 with ong>theong> aim ong>ofong> improving healthcare for ong>theong> underserved throughout Africa, through service delivery, training and research. � AMREF headquarters are in Nairobi, Kenya. It has country ong>ofong>fices in four African countries, including Tanzania. � AMREF’s national headquarters are located in Dar es Salaam. There is a regional branch in Iringa municipality. Schooloriented activities Oong>theong>r activities � Trains secondary school teachers in counselling and guidance techniques and in ong>theong> rights ong>ofong> ong>theong> child. � Trains peer educators at primary level. � Develops, produces and disseminates IEC materials (leaflets and flyers) on adolescent reproductive and sexual health and HIV/AIDS for schools. � Encourages school teachers, students and pupils to check ong>theong>ir HIV status by visiting ong>theong> ANGAZA VCT Centre owned by AMREF. � Participates in school AIDS days at primary and secondary schools when invited. � Runs a VCT centre in Iringa municipality. Services are free for young people, including those still at school and cost TZS1,000 for adults. 3.5 Problems in implementing interventions The implementation ong>ofong> ong>theong> HIV/AIDS interventions stipulated by ong>theong> 1993 and 2000 circulars has not been without its problems. The same complaints recurred throughout ong>theong> interviews and discussions that took place at all levels and can be grouped into several broad ong>theong>mes. 3.5.1 Financial and resource constraints Financial constraints ong>impactong> on all components and all levels ong>ofong> ong>theong> AIDS education programme. For example, it was felt that ong>theong>re were inadequate resources for ong>theong> training and 31

Uzazi na Malezi Bora Tanzania (UMATI)<br />

Descripti<strong>on</strong> � Established <strong>in</strong> 1957 with <str<strong>on</strong>g>the</str<strong>on</strong>g> core aim <str<strong>on</strong>g>of</str<strong>on</strong>g> provid<strong>in</strong>g family plann<strong>in</strong>g services.<br />

� UMATI headquarters are <strong>in</strong> Dar es Salaam. It has z<strong>on</strong>al <str<strong>on</strong>g>of</str<strong>on</strong>g>fices across Tanzania,<br />

<strong>in</strong>clud<strong>in</strong>g <strong>on</strong>e <strong>in</strong> Ir<strong>in</strong>ga municipality.<br />

Schooloriented<br />

activities<br />

O<str<strong>on</strong>g>the</str<strong>on</strong>g>r<br />

activities<br />

� Tra<strong>in</strong>s sec<strong>on</strong>dary school teachers <strong>in</strong> counsell<strong>in</strong>g and guidance techniques and <str<strong>on</strong>g>the</str<strong>on</strong>g><br />

rights <str<strong>on</strong>g>of</str<strong>on</strong>g> <str<strong>on</strong>g>the</str<strong>on</strong>g> child.<br />

� Tra<strong>in</strong>s peer educators at primary schools.<br />

� Develops, produces and dissem<strong>in</strong>ates IEC materials (leaflets and flyers) <strong>on</strong><br />

adolescent reproductive and sexual health and HIV/AIDS for schools.<br />

� Encourages schoolteachers, students and pupils to check <str<strong>on</strong>g>the</str<strong>on</strong>g>ir HIV status by visit<strong>in</strong>g<br />

<str<strong>on</strong>g>the</str<strong>on</strong>g> UMATI VCT centre <strong>in</strong> Ir<strong>in</strong>ga municipality.<br />

� Participates <strong>in</strong> school AIDS days at primary and sec<strong>on</strong>dary level when <strong>in</strong>vited.<br />

� Runs a VCT centre <strong>in</strong> Ir<strong>in</strong>ga municipality. Services are free for young people<br />

<strong>in</strong>clud<strong>in</strong>g those still at school and cost 1,000 Tanzanian shill<strong>in</strong>gs (TZS) for adults.<br />

African Medical Research Foundati<strong>on</strong> (AMREF)<br />

Descripti<strong>on</strong> � An <strong>in</strong>dependent, n<strong>on</strong>-pr<str<strong>on</strong>g>of</str<strong>on</strong>g>it NGO founded <strong>in</strong> 1957 with <str<strong>on</strong>g>the</str<strong>on</strong>g> aim <str<strong>on</strong>g>of</str<strong>on</strong>g> improv<strong>in</strong>g<br />

healthcare for <str<strong>on</strong>g>the</str<strong>on</strong>g> underserved throughout Africa, through service delivery, tra<strong>in</strong><strong>in</strong>g<br />

and research.<br />

� AMREF headquarters are <strong>in</strong> Nairobi, Kenya. It has country <str<strong>on</strong>g>of</str<strong>on</strong>g>fices <strong>in</strong> four African<br />

countries, <strong>in</strong>clud<strong>in</strong>g Tanzania.<br />

� AMREF’s nati<strong>on</strong>al headquarters are located <strong>in</strong> Dar es Salaam. There is a regi<strong>on</strong>al<br />

branch <strong>in</strong> Ir<strong>in</strong>ga municipality.<br />

Schooloriented<br />

activities<br />

O<str<strong>on</strong>g>the</str<strong>on</strong>g>r<br />

activities<br />

� Tra<strong>in</strong>s sec<strong>on</strong>dary school teachers <strong>in</strong> counsell<strong>in</strong>g and guidance techniques and <strong>in</strong> <str<strong>on</strong>g>the</str<strong>on</strong>g><br />

rights <str<strong>on</strong>g>of</str<strong>on</strong>g> <str<strong>on</strong>g>the</str<strong>on</strong>g> child.<br />

� Tra<strong>in</strong>s peer educators at primary level.<br />

� Develops, produces and dissem<strong>in</strong>ates IEC materials (leaflets and flyers) <strong>on</strong><br />

adolescent reproductive and sexual health and HIV/AIDS for schools.<br />

� Encourages school teachers, students and pupils to check <str<strong>on</strong>g>the</str<strong>on</strong>g>ir HIV status by visit<strong>in</strong>g<br />

<str<strong>on</strong>g>the</str<strong>on</strong>g> ANGAZA VCT Centre owned by AMREF.<br />

� Participates <strong>in</strong> school AIDS days at primary and sec<strong>on</strong>dary schools when <strong>in</strong>vited.<br />

� Runs a VCT centre <strong>in</strong> Ir<strong>in</strong>ga municipality. Services are free for young people,<br />

<strong>in</strong>clud<strong>in</strong>g those still at school and cost TZS1,000 for adults.<br />

3.5 Problems <strong>in</strong> implement<strong>in</strong>g <strong>in</strong>terventi<strong>on</strong>s<br />

The implementati<strong>on</strong> <str<strong>on</strong>g>of</str<strong>on</strong>g> <str<strong>on</strong>g>the</str<strong>on</strong>g> HIV/AIDS <strong>in</strong>terventi<strong>on</strong>s stipulated by <str<strong>on</strong>g>the</str<strong>on</strong>g> 1993 and 2000<br />

circulars has not been without its problems. The same compla<strong>in</strong>ts recurred throughout <str<strong>on</strong>g>the</str<strong>on</strong>g><br />

<strong>in</strong>terviews and discussi<strong>on</strong>s that took place at all levels and can be grouped <strong>in</strong>to several broad<br />

<str<strong>on</strong>g>the</str<strong>on</strong>g>mes.<br />

3.5.1 F<strong>in</strong>ancial and resource c<strong>on</strong>stra<strong>in</strong>ts<br />

F<strong>in</strong>ancial c<strong>on</strong>stra<strong>in</strong>ts <str<strong>on</strong>g>impact</str<strong>on</strong>g> <strong>on</strong> all comp<strong>on</strong>ents and all levels <str<strong>on</strong>g>of</str<strong>on</strong>g> <str<strong>on</strong>g>the</str<strong>on</strong>g> AIDS educati<strong>on</strong><br />

programme. For example, it was felt that <str<strong>on</strong>g>the</str<strong>on</strong>g>re were <strong>in</strong>adequate resources for <str<strong>on</strong>g>the</str<strong>on</strong>g> tra<strong>in</strong><strong>in</strong>g and<br />

31

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