K e y g u i d i n g

K e y g u i d i n g
p r i n c i p l e s
The following key principles guide the work of the IATT
member agencies as they move the agenda forward
on HIV and AIDS mainstreaming in education.
Mainstreaming
Mainstreaming HIV prevention and HIV & AIDS impact
mitigation activities within education sector plans
should be a priority in all countries. Mainstreaming
ensures that addressing HIV and AIDS is not an addon
or separate activity but rather an integral part of
education sector policies, strategies and actions.
Education sector stakeholders, in collaboration with
other key stakeholders such as the health sector and
the national AIDS programme, should take the lead
on all HIV and AIDS activities in the education sector,
including projects and programmes implemented by
external partners.
Country context
Any response to HIV and AIDS needs to take the
character and state of the epidemic into account.8
The epidemic is a moving target; social, economic,
cultural and political factors determine the speed at
which it spreads and its impact. New areas of attention
emerge and require constant adaptation of strategies
and interventions. The IATT on Education believes
that these contextual factors must guide the strategic
response to the AIDS epidemic in each country, so
as to address differences between regions and
districts, between rural and urban areas, and between
population groups (such as those that are vulnerable
or displaced).
Alignment and harmonisation
The IATT on Education strongly emphasises that
country and education plans, as well as strategies
for responding to HIV and AIDS and for eradicating
poverty, must constitute the basis for all HIV and AIDS
interventions in education. IATT member agencies all
support and promote the universally accepted ‘Three
Ones’ principle – one agreed HIV and AIDS framework;
one national AIDS coordinating authority; and one
country-level monitoring and evaluation system.9
Harmonisation with other development cooperation
partners to implement common arrangements, simplify
procedures and reduce transaction costs is thus an
important priority. The IATT on Education believes it is
critical that all support is aligned with national sector
plans and that fi nancial support is provided as part of
harmonised funding mechanisms.
Comprehensive approach
The IATT on Education agrees to commit to a
comprehensive approach to HIV and AIDS in
education that promotes and protects human rights.
This approach requires attention to prevention, care
and support (including access to treatment), impact
mitigation, workplace issues and management of the
response. Commitment to longer-term interventions
is essential, as is the involvement of people living
with HIV. Promoting a better understanding of factors
that put people at risk of HIV (such as unsafe sexual
practices and substance abuse), of factors that drive
stigma and discrimination, of gender and equity issues,
of SRHR, of school community linkages, and of the
special education needs of children affected by HIV
and AIDS, are all part of a comprehensive approach.
Funding and support mechanisms
The preferred funding and support mechanism for
development cooperation agencies is coordinated
sector programme support. This provides an
excellent opportunity for ensuring that HIV and AIDS
are mainstreamed and addressed throughout the
education system. At the international level, the EFA
Fast Track Initiative (FTI)10 provides an example of
an opportunity for ensuring that HIV and AIDS are
integrated into policies and practice in education. In
addition, other education projects and programmes,
including direct HIV and AIDS interventions, have a
crucial and complementary role to play in ensuring the
effective implementation of education plans.
I mplementation
In terms of implementation, IATT member
agencies have given priority to the following target
groups and activities:
Target groups
In areas highly affected by AIDS, the epidemic
is increasing the scale of existing systemic and
management problems in education. While education
systems have always had problems of supply,
demand, quality and output, HIV and AIDS magnify
these problems and increase their scale.11 All levels
of the education system have to respond to the
changing needs of learners, educators and education
personnel, including management.
Access to education for all children, particularly the
poorest and most marginalised, is essential to ensure
that schools play an effective role in HIV prevention and
9
HIV & AIDS impact mitigation. The IATT on Education
strives to ensure that particular efforts are undertaken
to assist the increasing number of children affected
by HIV and AIDS, including orphaned and vulnerable
children, and children who are at risk (including those
from food-insecure households and those in confl ict
situations). Priority is also given to ensuring that elderly
people – who are increasingly becoming caregivers for
their grandchildren and extended family – are given
due attention.
Special attention also needs to be given to the
increasing feminisation of the epidemic in certain
regions and to how poverty potentially puts young
women at higher risk of HIV infection. It is therefore
essential to support gender-responsive strategies, as
well as gender-targeted interventions – addressing
both women and men and girls and boys, and giving
prominent attention to SRHR.
Priorities
In partnership with parents and communities, schools
and other learning environments have an important
role to play in reducing the risks and vulnerabilities
associated with HIV and AIDS. In reaching this goal,
the IATT on Education commits itself to the following
priority actions:
Promoting policies and practices that favour effective
learning and school attendance (for example,
through fl exible and participatory deli very), gender
equity, safe and protective learning environments,
access to youth-friendly health and support services,
and an environment free of stigma and discrimination.
Ensuring that educators and other education personnel
are well prepared and supported to address
HIV and AIDS through in-service and pre-service
training, through the implementation nationally endorsed
workplace policies for the education sector,
12 and through access to health and support
services.
Ensuring HIV and AIDS are given adequate attention
as part of the school curriculum at all levels and
that holistic health promotion programmes following
FRESH (Focusing Resources on Effective School
Health) guidelines13 in schools address the range of
behaviours that put young people at risk of HIV infection
(e.g. unsafe sex practices, substance abuse
and violence).
Promoting peer education, life skills education and
livelihood support for children and young people
both in school and outside of school, and among
teachers and educators.
Providing accurate and good quality teaching
and learning materials on life skills, gender and
HIV & AIDS for use by learners and educators.
Fostering research that enhances the evidence base
and feeds into policy decisions and practice at the
country level.