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E-forum on Treatment, Care and Support for HIV and AIDS in Higher Education Institutions. This forum is held at the request of the United Nations Inter-Agency Task Team on Education Working Group on Higher Education (WGHE). It aims to share experiences and good practices on the management of HIV and AIDS within higher education institutions, particularly universities as centres of treatment, care and support.

The forum will be open from 4 to 15 October 2010.

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Author Topic: Pre- and in-service training: Questions for discussion  (Read 56693 times)
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« Reply #30 on: May 27, 2009, 10:30:02 am »

Contribution from CIL SIDA (Togo) in response to the question who is best suited to teach HIV education in schools.

HIV education in schools should be taught by teachers or somebody from an organisation trained for this. As I mentioned previously, our organisation CILSIDA started this in a school in Togo using one our members who had been well trained and received the necessary skills for this. Often when health professionals intervene for teaching HIV education the message is not communicated well.
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Francelino da Silva Correia
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« Reply #31 on: May 28, 2009, 03:03:10 am »

In my Idea:
The Education developments partners must taking high interest, in progress the strategic and Method to solving the problem on issues related to HIV amd AIDS; Start from : Planning, Implementing,  Controling together UN AIDS till to Rvaluations of Programme in rural /place . must give more full attention, seriously to implement in National Olanning of Programme for every Country.

Therea are : To support really Practising, Theory, Financial aid and also Including at establesh the Curiculum the operational of Chain and Prevantions of HIV and AIDS towards the pupils ,students, young, adults etc.
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« Reply #32 on: May 28, 2009, 09:54:23 am »

Response to questions for Tuesday, 27th May, 2009
 
Role of Joint UN Teams on HIV and AIDS
 
In Nigeria, several training programmes on HIV and AIDs have been organised for teachers at the Federal, State and Local Government levels by the joint team of UN. Also, the Committees on HIV and AIDs at the three tiers of government have been supported by Joint UN Teams in respect of  teachers training in the Country.
 
On Education Development Partners and HIV and AIDS Issues
 
Also in Nigeria, educational development partners have been severally involved in issues relating to HIV and AIDS programmes. For instance, The HIV and AIDS Co-ordinating Units of the Federal and State Ministries of Education and their parastatals have the primary responsibility for the implementation of this policy. The management of HIV and AIDS in the sector is a complex issue requiring multi-sectoral interventions. Interagency collaboration and the forging of partnerships are paramount to the prograss and success of interventions.
 
In the process of implementing the policies on HIV and AIDS in Nigeria, development partners are involved. You may wish to know that membership of the highest committee on HIV and AIDS in Nigeria ( HIV and AIDS National Policy Technical Working Committee) included development partners as ENHANSE, USAID,UNESCO, ActionAid, SMARTWork and UNICEF apart from other bodies in Nigeria. The team is responsible for
(i) developing sector policy document and its subsequent review on a regular basis,
(ii) providing information and other requisites for the smooth implementation of the policies on HIV and AIDS'
(iii) planning, implementing and overall monitoring of the policies and their implementation
(iv) advocating and information sharing on the policy, and
(v) producing and disseminating of the policy.
 
This is to show that development partners are usually involved in issues on HIV and AIDS in Nigeria.
 
Dr. T. L. Adepoju
Obafemi Awolowo University,
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Arrey Emmanuel Enow
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« Reply #33 on: May 28, 2009, 02:06:29 pm »

Have management tools been adapted in order to monitor teacher absences, replacements, transfers and training?
In Cameroon, this had been adapted and a teacher absence, transfer, training and replacement are easily noticed. What is bad in it is that in the case where a teacher is transfered, some refuse to go especially in rural areas. some may even take half a year or the whole year before they go to their new school.
- A teacher can be absent for a long time if an only if he/she negociate well with the head teacher.
- some teachers even travel abroad but their salaries are still passing.
- Teachers go on training but when they leave, they are not replaced most at times, another teacher will take his/her subjects and add to his/hers.
In all these, the puplis suffer.
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Francelino da Silva Correia
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« Reply #34 on: May 29, 2009, 02:22:06 am »

I want to give my idea about the question from Mr Eman, about Recruiting Physcologist, why I say that in my Opinion say we must involved the Physcologic in training or investigation of HIV and AIDS because the  physcologist already have many experiences in the theory, practic how to meet every body who have problems, the physcologist have skills behavior at interview of the man of women who trasmited in HIV and AIDS, have a theory mentals etc.
So that the physcologist must involved together with the Medical or Biology departemen to addresing the HIV AIDS.
Thank MR. Eman
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Francelino da Silva Correia
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« Reply #35 on: May 29, 2009, 02:52:22 am »

According my Idea yes HIV and AIDS will be good to Taught a Standlone subject in every schools and
This subject must alocated specific time to the teacher who spend she/he the time to teach.

Using the interconected to monitor in order to avoid medical-related teacher absences.
thanks
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« Reply #36 on: May 29, 2009, 11:09:38 am »

Question 1: HIV and AIDS as Standalone Subject

The idea of teaching HIV and AIDS as standalone subject in schools is the best and ideal approach but the problem of experts in the area may be a setback considering the sensitive nature of the pandemic. Apart from this, unless the curriculum for the subject is design to guide the teachers who are to teach the subject it may be difficult. Again, if the subject is to be taught alone, it should be made compulsory for students in schools. The problem again is that of other pandemics, should we also teach them as standalone subjects? The idea of integrating HIV and AIDS into the curriculum of other subjects is not also bad.

Dr. T. L. Adepoju
Obafemi Awolowo University,
Nigeria
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« Reply #37 on: May 29, 2009, 02:42:02 pm »

A contribution received via email from Africa Makakane:

Yes,  HIV and AIDS  should be  a standalone subject in schools so that it can  receive the appropriate allocation of time, resources and personnel.

This pandemic is a serious menace to the world at large and up till today it is uncurable.Hence our powerful weapons in this regard i should believe  are  AWARENESS  and  Behavioural Change.In order to attain our goals we should dedicate more time,specialist people and appropriate funding for HIV  and AIDS Education.Ofcourse,this menace is all humankind menace hence everybody's business.But we need to give it an attention it deserves in the academic arena.In our schools it is taught as  component of various subjects such as  Life Skills.Some people are less interested in issues related to HIV and AIDS  hence do not treat it as a burning issue.Hence a need to let it be handled  by teachers who trained to handle, it should be accorded enough time, special resources required for teaching it.
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« Reply #38 on: June 02, 2009, 10:47:21 am »

Final contribution from Swaziland

Coverage and content of pre- and in- service training for teachers

• How are HIV and AIDS addressed in pre-service teacher training in your country or the countries in which you work? What opportunities are there for continuous professional development on HIV and AIDS for teachers and what is the content, process and duration of the training? Are both pre- and in-service training opportunities offered and what is the coverage?

Pre-service teacher training still has a huge challenge in the provision of HIV and AIDS teaching skills and HIV and AIDS issues are not incorporated into the teacher training curriculum. If at all the student teachers get information, it is adhoc. They usually invite people or speakers to conduct session on health issues including HIV once a year during orientation time.

• Are teachers trained and supported to encourage participatory, child-centred and age-appropriate learning which helps learners to personalize the information, and address the risk and protective factors related to HIV? Are teachers equipped with a broad repertoire of teaching methodologies and instructional skills?

The syllabus that is currently being taught in schools encourages participatory, child centred and age-appropriate learning but this is not necessarily related to HIV and AIDS issues. The in-service department of the University of Swaziland in collaboration with the Ministry of Education and Training equips teachers with a broader repertoire of teaching methodologies and instructional skills.

• In your experience, are teacher training strategies for HIV prevention different in low versus high prevalence settings? In what way(s) and why?

Swaziland being a relatively small country does not have vast differences in the prevalence settings so the teaching strategies for HIV prevention are not different.

• Which interventions produce demonstrable improvements in teacher effectiveness to teach about HIV and AIDS? Consider and comment on different approaches.

A participatory life skills education programme, including story telling, outside the formal classroom setup. This can happen when there is at least one full time guidance teacher in each school.

• There is considerable evidence that many teachers have difficulties addressing sex – the main mode of HIV transmission – when teaching about HIV. In your country or the country/ies in which you work, how does teacher training approach the building of teachers’ confidence to address these topics in the classroom setting? What other kinds of support may teachers need in order to deal effectively with this issue?

This is facilitated by inservice training by NGO’s such as SHAPE, FLAS and the department of guidance and counseling in the Ministry of Education and Training (MoET).
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« Reply #39 on: June 02, 2009, 11:04:11 am »

Received via email from Dr. Shabnam Ahmed, Pakistan

It was a rewarding experience of participating in this debate. Thank you for sending regular briefings about the comments made by the participants.it enhanced my own knowledge about the present issues and challenges regarding HIV/AIDS particularly in developing world.

I would like to contribute in the discussion. The biggest challenge in Pakistan regarding HIV/AIDS education particularly in schools and colleges is the cultural taboo to talk about such issues. Myself being a teacher educator at Aga Khan University, find it extremely difficult to even discuss the common mode of HIV infection at teachers training programmes. Teachers are not ready to discuss such issues in class rooms. There are more than 80,000 reported cases of HIV/AIDS in Pakistan. we do not know the exact figure yet as it remains unreported. The only HIV/AIDS dissemination is through vague messages on media(radio,T.V,newspaper) which is inaccessible to a large population in rural areas belonging to low socio economic background.



Dr. Shabnam Ahmed
Senior Instructor
Aga Khan University
Institute for Educational Development
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