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

The policy should also cater for <strong>the</strong> interests <strong>of</strong> pupils and students, as well as trainees
at teacher training colleges.
The main aim should be <strong>the</strong> creation <strong>of</strong> an environment that is conducive to <strong>the</strong>
formulation <strong>of</strong> appropriate interventions, and which will in turn be effective in preventing and
controlling HIV/AIDS and STI infections, protecting and supporting vulnerable groups, and
mitigating <strong>the</strong> social and economic <strong>impact</strong> <strong>of</strong> HIV/AIDS. The policy would also prescribe <strong>the</strong>
budgeting process, methods <strong>of</strong> raising funds, <strong>the</strong> mobilization <strong>of</strong> materials and human
resources, and <strong>the</strong> identification <strong>of</strong> priority areas for HIV/AIDS prevention and control
activities.
The development <strong>of</strong> such a policy would have to be participatory and interactive in
nature, involving TACAIDS, <strong>the</strong> MoEC and its affiliated institutions, PORALG, <strong>the</strong> Ministry
<strong>of</strong> Labour, Youth Development and Sports, <strong>the</strong> MoH, NGOs, CBOs, FBOs and any o<strong>the</strong>r
MoEC stakeholders.
5.2 Leadership
Education sector leaders have <strong>the</strong> crucial responsibility <strong>of</strong> implementing HIV/AIDS
activities, but <strong>the</strong>re is little evidence <strong>of</strong> committed and sustained leadership on HIV/AIDS
issues. Besides <strong>the</strong> problem <strong>of</strong> not perceiving <strong>the</strong> epidemic as an educational issue, <strong>the</strong>
education sector has inadequate resources in terms <strong>of</strong> manpower, finance, equipment and
supplies. For example, peer educators at MoEC headquarters and in schools have no IEC
materials to use with clients. Leaders also lack <strong>the</strong> legal framework and means to effectively
implement activities. Fur<strong>the</strong>rmore <strong>the</strong> education sector suffers from a general lack <strong>of</strong>
supervision, monitoring and evaluation. Consequently under prevailing conditions HIV/AIDS
programmes cannot be efficiently designed, implemented or revised.
5.2.1 Recommendations
Some education sector leaders are poorly informed about <strong>the</strong> framework for a multisectoral
response to <strong>the</strong> HIV/AIDS epidemic and <strong>the</strong> importance <strong>of</strong> AIDS education
interventions in <strong>the</strong>ir respective areas. This must be urgently remedied: education sector
leaders must receive adequate training.
In order to implement activities effectively, education sector leaders must also have
access to instructional support materials, both at Ministry headquarters and in schools. It is
<strong>the</strong>refore advised that <strong>the</strong> MoEC ensures that peer educators are adequately equipped with
IEC materials.
It was found that <strong>the</strong> responsibilities <strong>of</strong> MoEC peer educators are not reflected in job
descriptions or taken into account when considering staff for promotion. As a result, <strong>the</strong>
assignment is not taken seriously. It is advised that <strong>the</strong> MoEC gives token incentives and
possibly awards peer educators with additional assignments in recognition <strong>of</strong> <strong>the</strong> extra work
that <strong>the</strong>y carry out.
The training and replacement <strong>of</strong> education sector staff has not responded to <strong>the</strong> <strong>impact</strong>
<strong>of</strong> HIV/AIDS on <strong>the</strong> sector. If nothing is done about this, <strong>the</strong> sector risks facing a damaging
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