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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: Teacher training to create a safe environment: Questions for discussion  (Read 52397 times)
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« on: May 07, 2009, 12:20:02 pm »

• What is the role for teachers in ensuring that schools are safe places, free from abuse, violence, exploitation, HIV transmission through accidents, HIV-related stigma and discrimination, and homophobia? In what ways can teachers use their power or status to help or hinder HIV prevention? 

How are teachers trained to create a safe environment for HIV education that fosters respect, trust, confidentiality, gender equality, openness and comfort in discussing sensitive issues? Are separate interventions required for girls and boys?

• How can harmful practices including gender-based violence and abuse, sexual interactions between teachers and learners, and harassment be prevented? Are codes of conduct in place to prevent and to address reported cases of abuse? Consider also the role of ministries of education, head teachers, teachers’ commissions, teachers’ unions and parent-teacher associations in this area.

• What preparation and support are teachers being provided to deal with HIV-positive children or children affected by AIDS? What role are teachers playing in identifying vulnerable children and supporting linkages between schools and health and other social services?

• To what extent are teachers providing counselling and psychosocial support for HIV-affected children? Has any training been provided to support them in this role? Is this sustainable or do other mechanisms need to be put in place? 
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Barbara
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« Reply #1 on: May 18, 2009, 12:12:12 pm »

Dear forum participants,

It is my pleasure to open this forum. I hope you will be able to log on easily and to share your contributions with us.

An interesting discussion held during a recent workshop in Ghana on Educational planning and management revolved around the question of teacher-student relations in school and at university, and on sexually transmitted grades. The participants from Sierra Leone identified this as one of the major issues that need to be addressed to tackle the problem of HIV in the education sector. In fact, the phenomenon is apparently common enough that it is said of girls who do not pass their exams that they have no “bottom brain”.  Are you finding this to be an issue in your country? If yes, why is that so?

Barbara
IIEP-UNESCO
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Might Abreh
teachers


Posts: 9


« Reply #2 on: May 18, 2009, 02:29:31 pm »

In Ghana the the pre-service teacher training component has well packed information on ICT education. The content analysis of topics and issues treated in the course at the teacher education colleges reflects good routes to success. The students have role play and practical sessions on adapting tools that ameriorate the impact of HIV AIDS in our schools and the community. Ghana government sensed the urgency and constituted the Ghana AIDS commission mandated to structure focus and create awareness in increasing the compaign to combat HIV AIDS.

The activities of the research communities that work with the Ghana AIDS Commission and the depth of reasearches as well as the NGO participation in various compaign against AIDS. Teachers are equipped tohrough public debates and essays on the cry against AIDS at in-service and tertiary levels. Interventions at the university of education and the counselling and giudance centres in some public universities as well research units private keep strengthening their understanding on the subject and reveal their findings by means of symposia and seminars that teacher trainees benefit.

With the advent of the education system in Ghana to provide teachers with the basic qualification as diploma much has been achieved and Ghanaians thus look with scorn over AIDS. The communities that teachers serve, through the education acquired beginning teachers impact their knowledge on the communities who in turn co-operate with this beginning teachers.

The case of Ghana like any other HIV liable country has good code of ethics for teachers and the 2008 education act of the Republic Ghana is a good footing to punish any licensedteacher who conduct himself/herself badly in this respect.

Might
IOE-UCC
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Mark_Omolade
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« Reply #3 on: May 18, 2009, 02:45:07 pm »

In Nigeria,Teacher traning to create awareness still need more attention from the government because most teachers with the epidemic don't have the courage to come out in the public due to stigma & discrimination. Now,we need to start the work on advocating stigma & discrimination solidly. Mark Omolade
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Might Abreh
teachers


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« Reply #4 on: May 18, 2009, 03:34:47 pm »

Mark,

What strategy would be used to do the teacher sensitization? I am well aware that there a different states in Nigeria. I am interested about how that will be done; whther a research group as a faculty sensitization exercise.
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Mark_Omolade
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« Reply #5 on: May 18, 2009, 05:40:28 pm »

Might, Thank you. Yes we have 36 states in Nigeria. When l came back from Ghana l set up a network of friends from 3 different universities in 3 states to set up a counselling unit that will focus on stigma & discrimination. Among these people are university Professor. All they need to do is to counsel the teachers with the epidemics. mark
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Might Abreh
teachers


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« Reply #6 on: May 18, 2009, 06:53:36 pm »

Tomorrow Nick and other colleagues will contribute and I guess their interest will also be in the subject under discussion in the helping create safe environments for teachers and students. Tomorrow is another day to contribute to the subject I hope all a good day on todays discussion and hope all wil reflect on today's subject to participate in tommorrows.

Mark thanks for good work initiated by you and your team I think we later have to establish contact and forge some collaborations in the sub-region. 

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Nal-PREUSKER
teachers


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« Reply #7 on: May 18, 2009, 07:00:57 pm »

• What is the role for teachers in ensuring that schools are safe places, free from abuse, violence, exploitation, HIV transmission through accidents, HIV-related stigma and discrimination, and homophobia? In what ways can teachers use their power or status to help or hinder HIV prevention? 

How are teachers trained to create a safe environment for HIV education that fosters respect, trust, confidentiality, gender equality, openness and comfort in discussing sensitive issues? Are separate interventions required for girls and boys?

• How can harmful practices including gender-based violence and abuse, sexual interactions between teachers and learners, and harassment be prevented? Are codes of conduct in place to prevent and to address reported cases of abuse? Consider also the role of ministries of education, head teachers, teachers’ commissions, teachers’ unions and parent-teacher associations in this area.

• What preparation and support are teachers being provided to deal with HIV-positive children or children affected by AIDS? What role are teachers playing in identifying vulnerable children and supporting linkages between schools and health and other social services?

• To what extent are teachers providing counselling and psychosocial support for HIV-affected children? Has any training been provided to support them in this role? Is this sustainable or do other mechanisms need to be put in place? 
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Shelina Walli
teachers


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« Reply #8 on: May 19, 2009, 09:53:07 am »

In Tanzania, like many other countries, teacher receive barely any training on how to deal with, teach about, or counsel on issues around HIV/AIDS.

In a recent research conducted at primary school teacher training colleges, it was noted that scientific information on HIV/AIDS is provided to teachers who take the science option. This only includes the causes and effects of HIV/AIDS.   Teachers who take civics and religious studies learn about effects of HIV/AIDS  on human development.  This leaves teachers with limited information and unprepared to translate their knowledge into useful information for their pupils.

Not to mention the effects of this limited knowledge on the teachers themselves!
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Arrey Emmanuel Enow
teachers


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« Reply #9 on: May 19, 2009, 11:11:30 am »

Dear Babara,
The issue of sexually-transmitted marks is a very said situation. I will like to share this small experience with you then you can see why it happens. When i was in the primary school, We had a certain group of "BIG" girls in the class who the teacher used to send to clean his house every time we had manual labour in school. This girls will not even attend some classes but were always the top in class. Not till the end that one of them were pregnant and it was discovered that it was the teacher.
I will also like to give you a second experience in the University. This was not far from now. it was in 2000. Where a teacher wanted to go to bed with my friend and she refused. For that reason, she repeated his course and i could only validate it during the re-seat exams. this was because she stood firm and said no. All this torments went on silently because when you voice it out, you risk staying for the rest of your life in the university. No body was there to defend her/my right so that was one of the reasons i got involved in the HIV/AIDS issues.
 
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Mark_Omolade
teachers


Posts: 14


« Reply #10 on: May 19, 2009, 11:21:50 am »

Walli,
Thanks for your contribution,l want to believe that if you can build up a network on sensitisation in all your states in Tanzania,you'll make a way.Let the network cut accross the science,Art and commercial teachers by desiminating information basically electronic.Achievement will be recorded. Teacher traning to create a safe environment should be a core subject in the curriculum.
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Might Abreh
teachers


Posts: 9


« Reply #11 on: May 19, 2009, 12:21:23 pm »

The Guidance and Counselling Unit of the University of Cape Coast have initiated programmes aimed at the helping students and faculty and other university staff realise issues and information on HIV-AIDS free of charge. One programme conducted by the university for students is to assign all students to academic counsellors at the departmental levels and to hall counsellors at the hall of residences level. This has given students the urge to come up with issues for deliberation with their lecturers/counsellors. At other times counsellors give talks and seminars that offers opportunity to students to benefit from  social life including prevention of Aids.

According to the interview conducted this morning on the role of the Womens' Caucus of the University of Cape Coast in curbing high incidences in the University with the president of the association. The area of focus of the Womens' Caucus is advocacy on reproductive health education and gender parity. With teachers, students and other educational future life at stake the University of Cape Coast has established the Sexual Haraasment Policy. The Sexual Harassment Policy in the university is steered by the Sexual Harassment Committee of which the interviewee serves as a member. The committee conduct researches and investigations into the causes of sexual harassments and based on the findings make recommendations to schools faculties, schools, centres, Institutes and departments which are carried out as such university wide.

However, the university has setup a new requirement for underegraduates to enable them graduate, that is Gender Mainstreaming hosted by the Faculty of Social Sciences' Institute for Development Studies. The course has HIV AIDS well discussed in it. HIV AIDS as a programme is also pursued.
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Might Abreh
teachers


Posts: 9


« Reply #12 on: May 19, 2009, 12:35:30 pm »

Arrey,

The issues of abuse as I have indicated in my earlier submission today can be curbed if there is a structured sexual Harassment Policy at higher levels of education. In that case students are informed and become well aware that there system will shield from the personal attack of any individual lecturer or teacher. The District Education Oversight Committee does among other things sits on cases of this nature at the basic school level in Ghana.

Can we make our students safe at school by making them aware that the system will cover and protect by making and enacting policies that protects the students. In my yesterday's submission i did state that the Education Act of Ghana condemns and subject any abuse case to the jury for appropriate punishment. With your first hand information I hope you better understand the situations and I know new emerging trends must be occuring in your context. In case you need our assistance as well we shall be ready to assist.
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Mark_Omolade
teachers


Posts: 14


« Reply #13 on: May 19, 2009, 07:38:24 pm »

Might, Good thing like that is also going on in one of the university that l have network with by giving counselling to the female students on the issue of dressing mode on campus to avoid harassment from the lecturers. Most girls in the higher institutions in Nigeria dress in a way to seduce these Male Lecturers for marks,with the counselling unit on ground this will be addressed. Mark
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« Reply #14 on: May 20, 2009, 02:56:01 pm »

A contribution sent via email from Francelino Da Silva Correia, President of TLETA (The Timor Leste Exact Teacher Association):

1.   For every school must be establishing the center of check up HIV and AIDS for students and teachers, this method my be to ensure safety of places freedom from abuse etc.
-   The ways for teacher to use their power is the Department of Health and Department of Education must be jointly and corporate to the teacher Association/ teacher unions to promote, controlling, evaluate towards activities of students regulation, and the law who involved in HIV and AIDS Training, to prevent the epidemic HIV and AIDS, it is possible for the teacher can use their power to hinder HIV prevention.
2.   After the teacher trained about HIV and \aids training, they must be implementing in every area where they work to create the center of counseling, evaluating, general check up towards the students or teacher who involved at the region or the area.
-   The general check up must be organized by the Department  OF health (Medical Check up) by doctor or physician, this case as a role to safe the environments for HIV and AIDS Education.
-    No separate and intervention required for girl and boys and other hands if Urgent and danger yes must be separate.
3.   According my opinion No harmful if the practicing including gender-based violence and abuse, and if harmful during in the practicing or harassment sexual interactions between teachers and learners , we have code and conduct in our country to solving, based on in our role of culture, religious law, Government law, however but before solving use the legal code of conduct, we have cultural action to negotiate and implement before and solving cases of abuse including the role of Ministry of Education, head teacher, teacher commission, Teacher Association, teacher Union and parents teacher Association considered also.
4.   The teacher must prepare the mental of counseling, high moral, high physiological, and also medicine for fascination place of quarantine (corporate with the Ministry of Health to provide the Condition.
-   Blood checking, playing with doctor or physician it is one role to identifying vulnerable of children.
-   Jointly program via Communication, promotion, Information inter active as a linkages between school, health and social service.
5.   For give the mental of treatment, power of confidence to lose of negative thinking from the children who transmitted the HIV.
-   Yes we need any training in this role to support them
-   Sustainable and do not need any other mechanism put in the place, because some times against of the cultural original for every villages or country.
-   If yes only for in progress for the future if this role not yet solving the problems. 
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