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

� Leaders keep HIV/AIDS in <strong>the</strong> education sector on <strong>the</strong> political agenda by consistently
explaining issues and arguing for action.
� Workshops and seminars serve to communicate education sector needs and explain <strong>the</strong>
associated issues to school heads and teachers.
4.2 External advocacy for policy development and
implementation <strong>of</strong> interventions
External advocacy, directed at NGOs, school pupils and <strong>the</strong> wider community, is <strong>the</strong>
responsibility <strong>of</strong> senior <strong>of</strong>ficials, including <strong>the</strong> Communications Officer, Permanent Secretary
and Minister. Officials communicate with <strong>the</strong> general public through <strong>the</strong> mass media, as well
as by preparing speeches, cabinet papers, memos and press releases. Care is taken to ensure
that <strong>the</strong>se remain in line with <strong>the</strong> strategies agreed upon by <strong>the</strong> AMC and BEDC.
In addition to <strong>the</strong> practices described in <strong>the</strong> last chapter, <strong>the</strong> following practices have
been established or enhanced at all levels to facilitate external advocacy:
� Leaders explain issues and promote activities related to HIV/AIDS during external
meetings, workshops, festivals, seminars, and graduation ceremonies.
� The MoEC solicits funds for HIV/AIDS interventions from development partners.
� District level <strong>of</strong>ficials appeal for funding <strong>of</strong> in-school HIV/AIDS activities in
presentations to full council meetings.
� NGOs, mandated by <strong>the</strong> MoEC, advocate pupils and students to adopt safe sex practices,
including promoting <strong>the</strong> routine use <strong>of</strong> condoms.
4.3 Visible gaps in leadership and advocacy
Despite <strong>the</strong> commitment <strong>of</strong> education sector leaders at all levels to <strong>the</strong> prevention and
control <strong>of</strong> HIV/AIDS and <strong>impact</strong> mitigation, a number <strong>of</strong> leadership and advocacy gaps were
identified:
36
� insufficient interest in <strong>the</strong> <strong>impact</strong> <strong>of</strong> HIV/AIDS from some leaders in <strong>the</strong> education
sector;
� mistrust <strong>of</strong> HIV/AIDS prevention and control interventions in <strong>the</strong> education sector,
particularly <strong>of</strong> <strong>the</strong> policy <strong>of</strong> promoting <strong>the</strong> use <strong>of</strong> condoms;
� a lack <strong>of</strong> initiatives among education sector leaders to advocate for prevention and
control <strong>of</strong> HIV/AIDS and <strong>impact</strong> mitigation;
� inadequate numbers <strong>of</strong> leaders at all levels with HIV/AIDS skills and knowledge;
� inadequate financial resources to tackle prevention and control <strong>of</strong> HIV/AIDS and
<strong>impact</strong> mitigation in <strong>the</strong> education sector;