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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: Supportive and enabling environments: Questions for discussion  (Read 111638 times)
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« Reply #30 on: May 28, 2009, 02:04:46 pm »

Contribution received from Sierra Leone

Is corruption affecting the progress being made in the domain of HIV and AIDS in your country?
As HIV&AIDS Focal Point in Sierra Leone, I cannot ascertain that corruption is affecting the progress of being made in the domain of HIV and AIDS in your country especially in my Ministry. What I can testify to is the change in administration(politically and at times administratively) lack of funds and the co-operation of partners the implementation of HIV &AIDS in schools. 

Have management tools been adapted in order to monitor teacher absences, replacements, transfers and training?
Specifically, the Ministry developed an M&E Tool for the supervision of teaching of the Life Skills Education in schools. However, we have not commence the implementation of this tool in schools due to lack of funds. The Ministry usually depends on UNFPA and UNICEF for they cannot fund 100%. But it is not easy since last year.

However, these are some important areas that need attention from UNESCO for us. Training for all focal points is very necessary for the development of M&E tools for teacher absences, replacement, transfers and training, so that all the focal points will have harmonized tools.
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« Reply #31 on: May 29, 2009, 11:06:00 am »

Contribution received via e-mail from Kenya

In Kenya, HIV /AIDS issues are under NAtional AIDS Control council which is under the office of the president, disbursment of funds is through proposals, issues dealing with the teachers are funded through the Ministry of Education and by and large tothe Semi Autonomous Government Agencies.
 
There has not been very co-ordinated activities  at the district school level which has resulted to duplication of resources with one teacher being trained many times while others remain untrained.
 
Management and monintoring of teacher absence, replacement and transfer is an uphilltask for the Teacher Service commission which is the government's agency that employs teachers.  There is no mechanism that ensures that teachers are replaced as as soon as the need arises.
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« Reply #32 on: May 29, 2009, 11:08:02 am »

Response from Jean Pierre Delmas DAMEGO-COTONFRANC, Central African Republic

Of course there is a legal document to protect teachers and people living with HIV / AIDS, but it is not implemented for lack of monitoring, for example: access to health care etc ..., why we are entrain to fight us for NGOs to compel our government that it be implemented.
 
Central African Republic, three quarters of teachers are affected by HIV / AIDS, they are not controlled or detected prior to deployment or transfer because of that we will fight to establish a strategy with the Ministry of the education for our country before the deployment and redeployment of teachers in the capital or in the interior, they are detected. The challenge is to encourage teachers to get tested to know their HIV status prior to deployment or transfer.
 
Not in Central African Republic, there is not a workplace policy on HIV / AIDS, and there is also not functioning legal and binding, but as I said earlier, there are laws to protect in the Central teachers and those affected by HIV / AIDS, but they are not applied, as an NGO we hope to have a more credible one day these laws are implemented. The most effective mechanism we have put in place are the awareness, training and support for teachers affected by our NGO in collaboration with local NGOs in partnership with international organizations.
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« Reply #33 on: May 29, 2009, 11:10:08 am »

Question 2: Scaling up ARVS
 
There is the need for proper education and appropriate measures to guide the process.
 
Dr. T. L. Adepoju
Obafemi Awolowo University,
Nigeria
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Francelino da Silva Correia
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« Reply #34 on: May 29, 2009, 12:07:28 pm »

for supporting there are :
i have sugestion to UNAIDS;
1. you must receive all teachers to involved at HIV AIDS.because the all teacher have good responsability, high caracter, high Moral at the field.
2. you must give encouraged to the all teachers, and to send them the locations . how to monitor the activities towards the HIV AIDS. so my feeling and sensations they are good performance and High responsability at the field.
Francelino da Silva C. (TL)
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« Reply #35 on: May 29, 2009, 02:42:45 pm »

A contribution received via email from Africa Makakane:

Provision of ARVs should be decentralised to all public institutions like schools.That is, in areas where such institutions are located, health workers should be attached so that they
 can accord teachers around with  ARVs  to reduce high rate of absentism owing to medical related problems.
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« Reply #36 on: June 02, 2009, 10:48:55 am »

Final contribution from Swaziland

Supportive and enabling environments for teachers affected by HIV and AIDS

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

Teacher deployment policies and transfer practices have been affected by the HIV epidemic in that a lot of teachers die due HIV and AIDS related sicknesses but the policies have not been modified in response towards such. This is mainly because there are no proper data bases and records for the mortality rates of teachers which is a great challenge in the deployment and transfer of teachers. However it is true that policies have not been modified.

• 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?

An Education Sector HIV and AIDS Final Draft Policy has just been developed, awaiting the process of approval and it address isues of protecting teachers as employees.

• 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?

This is being developed though it is still at its initial stages. What is included in the data collection is; the total number of schools and total number of employed teachers (both on permanent and temporal basis).

The ministry of Education and Training cannot estimate the proportion of teachers leaving the education system due to HIV and AIDS because the cause of death is not necessarily followed up.

• 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?

Paid sick-leave regulations have been there but are not necessarily adapted to the needs of HIV-positive teachers. Teachers are reluctant to go on sick-leave for various reasons, which include their ignorance about it and the fact that there are no relief teachers, so when they are gone their work is stalled.

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

There are a lot of services offered for HIV testing, treatment, and counseling in place which cater for everyone. There are Voluntary Counseling and Testing centers which are in most places of the country, then for referral patients are sent to hospitals where ART is offered.
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