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

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38 � exploring <strong>the</strong> use <strong>of</strong> wider forums to share HIV/AIDS issues, ra<strong>the</strong>r than being limited to traditional avenues such as seminars and conferences; � encouraging MoEC <strong>of</strong>ficials to make maximum use <strong>of</strong> <strong>the</strong> mass media and to make periodic press statements that stipulate HIV/AIDS interventions in <strong>the</strong> sector.
5.1 Policy 5. CONCLUSIONS AND RECOMMENDATIONS The Ministry has been active in prevention, control and <strong>impact</strong> mitigation ever since <strong>the</strong> inception <strong>of</strong> <strong>the</strong> national programme against HIV/AIDS in 1985. Interventions are delivered through <strong>the</strong> national HIV/AIDS policy <strong>of</strong> 2001, which prescribes and empowers <strong>the</strong> MoEC to work closely with TACAIDS to deliver appropriate in-school interventions. A fur<strong>the</strong>r mandate to develop a sectoral strategic framework and directives on HIV/AIDS for schools and workplaces has been given to <strong>the</strong> education sector through <strong>the</strong> national multisectoral strategic framework on HIV/AIDS. The Ministry’s concerted efforts were expressed through <strong>the</strong> issuing <strong>of</strong> Education Circular No. 3 <strong>of</strong> 1993, which established <strong>the</strong> school HIV/AIDS education programme. The programme was later expanded to cover all education sector staff, through Circular No. 3 issued in 2000. Many different methods have been used to deliver HIV/AIDS information to sector staff, including issuing guidelines and directives, and conducting seminars. However despite all <strong>of</strong> <strong>the</strong>se measures, <strong>the</strong> interventions have been nei<strong>the</strong>r sufficient nor effective in addressing <strong>the</strong> problems resulting from <strong>the</strong> AIDS epidemic. The authors attribute this principally to <strong>the</strong> absence <strong>of</strong> a dedicated education sector policy upon which a strategic framework could be formulated. The mechanisms for <strong>the</strong> collaboration and exchange <strong>of</strong> information, <strong>the</strong> coordination <strong>of</strong> activities and accountability at sectoral level, which would have been outlined in such a policy, cannot be constructed on <strong>the</strong> basis <strong>of</strong> guidelines alone. Consequently, <strong>the</strong>re is insufficient co-operation and even competition <strong>of</strong> priorities between NGOs, CBOs and <strong>the</strong> education sector. 5.1.1 Recommendations Policy formulation should precede enactment <strong>of</strong> law and <strong>the</strong> subsequent preparation <strong>of</strong> circulars, regulations, guidelines and directives. It is impossible to realize effective and sustainable mainstream AIDS activities within <strong>the</strong> education sector without first creating a dedicated sectoral policy. The Ministry should <strong>the</strong>refore formulate a formal sector-specific policy on HIV/AIDS, which should form part <strong>of</strong> <strong>the</strong> current education and training policy, ra<strong>the</strong>r than being a separate and independent programme. Mainstreaming HIV/AIDS means including it in all key policy and strategy documents. The section <strong>of</strong> <strong>the</strong> policy dealing with HIV/AIDS would provide <strong>the</strong> framework, direction and general principles for prevention, care and support <strong>of</strong> those infected and affected by <strong>the</strong> disease, including Ministry staff and those in affiliated institutions, and in mitigation <strong>of</strong> <strong>the</strong> <strong>impact</strong> <strong>of</strong> HIV/AIDS. Issues that would need to be addressed include: � <strong>the</strong> creation <strong>of</strong> a code <strong>of</strong> conduct for teachers, dealing explicitly with HIV/AIDS; � <strong>the</strong> processing <strong>of</strong> pensions and death gratuities; � <strong>the</strong> management <strong>of</strong> infected and affected teachers, for example meeting transfer or reduced workload requests. 39
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 and 38: Table 3.2 The evolution of<
Page 39 and 40: overall implementation, coordinatio
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: � failure to use existing radio p
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

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