UNESCO HIV and AIDS Education Clearinghouse forum UNESCO HIV and AIDS Education Clearinghouse forum
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: Supportive and enabling environments: Questions for discussion  (Read 111664 times)
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« on: May 07, 2009, 12:25:17 pm »

• Have teacher deployment policies and transfer practices been affected by or modified in response to the HIV epidemic? What are the challenges?

• Is there a workplace policy on HIV and AIDS? Is it accompanied by functioning (and legally binding) mechanisms to protect teachers as employees? Are all aspects effectively implemented?

• Have management tools been adapted in order to monitor teacher absences, replacements, transfers and training? What kind of information is collected? Is the Ministry of Education able to estimate the proportion of teachers leaving the education system due to HIV and AIDS?

• Are sick-leave regulations adapted to the needs of HIV-positive teachers in your country or the countries in which you work? Are teachers reluctant to go on sick leave? If so, why? Are relief teachers available in case of absence? What are the problems associated with existing teacher replacement options and how can these be addressed?

• What measures are in place to ensure that teachers have easy access to HIV testing, treatment and counselling in a confidential manner? What referral and support structures are in place and how effective are they?
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Barbara
teachers


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« Reply #1 on: May 18, 2009, 12:08:22 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.

Research IIEP recently conducted in Lesotho showed that although sick leave regulations entitle teachers to take up to six months of paid leave with a medical certificate, teachers are reluctant to do so. In practice, teachers opt for short-term sick leave that is extended for months. The sick teacher will come back for a week or two so that his/her absence cannot be considered as continuous. As a result, schools cannot apply for substitute teachers and classrooms are sometimes left unattended. Do you find this is also a problem in your country? In your opinion, what is preventing teachers from going on long-term leave?

Barbara
IIEP-UNESCO
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Eileen Nkwanga
teachers


Posts: 4


« Reply #2 on: May 18, 2009, 12:22:58 pm »

Current research in Zambia indicates that, although overall appointment and deployment practices have remained almost unaltered since Independence there have been four significant developments in response to the HIV/AIDS crisis among education sector staff:

1.  Literature has been developed and disseminated (somewhat unevenly) on knowledge, prevention and workplace practices.  This includes a very readable HIV/AIDS Guidelines for Educators (2003) and a somewhat prescriptive booklet on HIV and AIDS Workplace Policy for the Education Sector for Management and Mitigation of HIV and AIDS (2006). Each Provincial and District Office, High School and either Basic School or Zone is developing its own strategy. As a result of the policy an HIV/AIDS focal point person has been appointed in each education institution and office.

2.  Provision is made for teachers who are sick and need specialised treatment to transfer to a district where there is a hospital with facilities to treat complications. The sick benefits are determined by the terms and conditions of service for public sector workers.

3.  Partnerships developed between MoE HQ, Teachers' Unions, private sector providers and teacher support groups have sensitised teachers to the need for VCT and have provided this.  One teacher who has received ART for 9 years is living positively and has started a teacher support group.  Initially, HIV+ teachers would attend private clinics and be reimbursed through the MoE.  For the past 4 years free ARVs have been available through central government.  Records indicate that about 4,000 teachers have been tested.  A most successful innovation has been the introduction of Teacher Health Days where teachers and their families can come to be tested for hypertension, diabetes, intestinal parasites and HIV.  The response is reported to have been overwhelming.

4.  On the monitoring and evaluation front.  There has been a significant improvement in the collection, inputting, recording and public dissemination of education data over the past 6/7 years.  The EMIS is up to date and indicates teacher attrition statistics incorporating cause of death.  This includes conditions that are often opportunistic infections associated with HIV+ status. (Death certificates report the proximate cause of death.  Reporting HIV status breaches confidentiality laws.)
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Eileen Nkwanga
teachers


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« Reply #3 on: May 18, 2009, 12:32:04 pm »

Correction to my earlier post.  In Zambia, about 4500 teachers accessed VCT by 2006. The number reported is now in the region of 40,000 - 45,000.
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G_Dart
teachers


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« Reply #4 on: May 18, 2009, 03:53:27 pm »

I suspect that the contrast between Lesotho and Zambia might highlight the difference between a country that has ready access to ARV's and one that does not (though my information on Lesotho might be out of date in which case I apologise!). My experience from Botswana is that the ready availability of ARV's makes a massive difference. Once they are available and people feel free to access them then issues of teachers having to be off sick long term are much diminished, along with the needs for Ministries of Education to provide temporary(often long term) cover. This highlights the urgency of making ARV's available.
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Gareth Dart
Barbara
teachers


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« Reply #5 on: May 18, 2009, 04:49:58 pm »

Recent research in Lesotho revealed that although treatment is free of charge, teachers are still reluctant to go on long-term sick leave due to fear of losing their job. Also, some problems with the delivery of ARVs were highlighted. While from 2003 to 2005, teachers had free ARVs provided through the Ministry of Education via private doctors, this changed in 2006 when all ARVs were delivered through government clinics. Several problems have been identified with this arrangement, namely the lack of confidentiality in government clinics, overcrowding, lack of counselling and, in some areas, irregular stock of medication. In fact there have been reports of teachers going into withdrawal when the system was changed due to confidentiality issues. Is this something that is experienced in other countries?
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Mark_Omolade
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« Reply #6 on: May 18, 2009, 10:09:03 pm »

Barbara,Thank you l like to inform you that Teachers with the epidemic in the rural areas in Nigeria do not have access to the ARV treatment because of the distance to the city due to the fact that most people do not want to go to the rural area for administering the drugs.But with the network on ground,focus will be on rural areas,to administer the ARV treatments.Mark Omolade
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« Reply #7 on: May 19, 2009, 10:51:20 am »

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

Conclusions:
For one way to cut or finishinh the Chain epidemic of HIV and AIDS there are:
 
1. For Every Government or Inter-Governmental must have high Decision of law for free sexual (nacional-International) as humanity
2.Government Nacional must have law for students during to go to the sexualy if its as necesity for their life as human life.
3. Do not against to the religius of law for every persons as a Humanity or humane
4. The students and teachers as a future for their state, they have opportunities to cut and stopping the Chain Epidemic HIV and AIDS . trough their action life for every days.
5. Teacher as a fundamentals educational si that the man and the women, who have power and make decision at any government or state please to hear or receive also the teacher's sugestions, about how to finishing or cut the chain epidemic HIV-AIDS
6. Government must establesh structure of financial for the students or teacher to against the necesity of the young sex some time they do not money they go look some money trough the young sexul.
7. Government must support teachers and students to training and practice how to prevent the HIV and AIDS. and must to go to general cekup for every students and teachers.
 
This thus my opinion my be my english very limited for to understand very sorry.
 
Thank you for your attention  and high policy at our cooperation.
 
Best regards
 
Francelino da Silva Correia.

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TSHEKO, G.N. (DR.)
teachers


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« Reply #8 on: May 19, 2009, 01:32:05 pm »

Access to HIV counselling, testing and treatment in Botswana, though with challenges here and ther, is open to many Batswana across the country. There are voluntary counselling centres and Routine Counselling in public health facilities. Teachers like all other Batswana are free to access any of these facilities. With treatment, Botswana has been leading in provision of free treatment to all those needing treatment, teachers included. In other words, the environment is not segmented by cadre and teachers enjoy the same benefits with all other Batswana.
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Mark_Omolade
teachers


Posts: 14


« Reply #9 on: May 20, 2009, 10:47:09 am »

'Indecent Dressing Among Female Students in Higher Institutions'. What strategy is best to cube this anomaly in the school environment to avoid been harassed sexually? Topic for discussion. Mark
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Might Abreh
teachers


Posts: 9


« Reply #10 on: May 20, 2009, 01:08:27 pm »

Mark,

Every human institution has set of rules that it does cherish so much (popular referred to as the NORMS of those institutions). Offer of admission to a university programme remains an offer. As long that stays the offer of admission can go along with dress ethics with kind of dressing that are required of all studenst in our universities (could be put on the university website with the appropriate link indicated on the admission letter or otherwise a special magazine detailing acceptable dress code).

I do agree that dresses of our university and polytechnic students are very embarrassing and policy directions can help curb the problems and their associated impact. Instead of starting from nowhere is it possible we start from somewhere with this suggestion as a guide.

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Might Abreh
teachers


Posts: 9


« Reply #11 on: May 20, 2009, 01:48:32 pm »

Barbara and other administrators

At the just ended participation on forum on OER use we met with wonderful people who contributed immersely and that led to network and collaborative researches that we working on now.

How do we contact registered members on the forum and work at the emerging issues after this forum. Currently the profile page does not open.

Thanks.
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lynne
VCT


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« Reply #12 on: May 20, 2009, 01:59:10 pm »

Hello Might

We have as you say set up the forum so that members details remain confidential. If you and others think it is useful we can change that so you have access to each others details. Otherwise if you want to contact someone in particular we can send the details, if that person agrees.
Lynne
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« Reply #13 on: May 20, 2009, 02:57:56 pm »

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

1.   In my country yes every teacher have high interest in this issues, but and not yet 100% to modified in response to the HIV and AIDS epidemic. Why
-   Because ;
-   Lack of the equipment for individual to teach
-   Lack of the Material of Teaching in information.
-   Lack of the transportation
-   Lack of the financial supports
-   Lack of The Theoretical about introduction to HIV and AIDS
-   Lack of the Library of the HIV and AIDS
-   Lack of the specialist or expert to entrance in HIV and AIDS
-   Lack of Computerization to entering data internet for HIV and AIDS. Etc.
2.   Yes … many agency have done circle in this country (area) entrance in HIV and AIDS but not sustainable.
-   yes it is accompanied the legal from government mechanism to protect general people, but teacher not yet.
-   All aspect no effectively implemented, but my be 40 % only from the aspects have done implemented.
3.   I say that for people my be, but specific for teacher not yet in specially HIV and AIDS.
-   And then for the general administration at Department of Education already set up and implemented.
-   The kinds of information collected from every teacher, individual check up, before and after involved as a employment at the Department of Education as a teacher, and other the mechanism not yet establish or implement.
-   In my country my be not yet for the future in the ministry of Education able to estimate the proportion of teacher leaving the EDUCATION system to HIV and AIDS, or are they do already we do not now exactly, because it is the policies of the Department of Education. 
4.   Recently now no, because our teacher good health and all teacher healthy, my be for the future if transmission to the HIV and AIDS to leave the regulation adapted I do not know exact.
-   are relief teacher available  in case of abuse ( yes)
-   If we meet the problems associated with existing teacher replacement option, it is to promote and promotion the teacher skills or knowledge, experiences at Department of Education.
-   And how can be addressed: /
-    Must To contact the Associations of teacher (Natural Sciences) or teacher Unions and inform to the Department of Education it is   be good the addressed.
5.   Interviews, General Medical Check up of health there are: blood testing, saliva testing, urine testing etc.  it is the exact data and easy access to HIV and AIDS testing.
-   Confidentially referral of report, managerial support for structures there are structure of Finance, structure of legal binding, structure of leaderships(capacity of building) structure of Equipments).
-   In able to effective, we must provide inter connected between internal or external region, communication between teacher, students, community of society, Government related to each Department  relevant in HIV and AIDS and also at every action how to do effective towards every section and Equipment list above.
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Mark_Omolade
teachers


Posts: 14


« Reply #14 on: May 22, 2009, 07:54:28 am »

Might,Thank you. I will suggest to UNAIDS and UNESCO to make a concrete policy for government to guide the education sectors the type of dressing codes which would be  conducive  for learning environment that will not warrant sexual harassment between teachers and students.
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