experiences with HIV and AIDS mainstreaming. It is important

S i x g u i d i n g p r i n c i p l e s
A recent review of mainstreaming experiences (UNAIDS, World Bank and UNDP 2005a) highlights six
principles that have emerged from international experiences with HIV and AIDS mainstreaming. It is important
to keep these six principles in mind as you move ahead on the opportunities and entry points you have
identifi ed.T h e s t e p s
i n m o r e d e t a i l
Step One
Identify (i) the current partners of the sector and
(ii) any potential future partners by area. Possible
areas include:
within government – different spheres/levels and
other ministries/sectors;
parastatals/quasi-government organizations;
traditional leaders;
development partners;
networks;
boards;
associations (professional and voluntary);
associations or networks of people living with HIV
(these may also include networks of HIV-positive
teachers);
unions;
private sector (commerce and industry), including
condom providers;
training institutions;
research institutions;
NGOs and civil society structures;
the informal sector.
Step Two
Identify for both current and potential partners
(i) their current and (ii) their potential future areas of
involvement in the education sector – both those that
are HIV- and AIDS-related and those that are not.
Consider, for example, which organizations are, or
can be, involved in:
policy-making;
advocacy;
planning;
coordination;
implementation;
capacity-building;
technical input;
resource provision;
monitoring and evaluation;
research;
communication and media;
sports and culture;
religious activities;
community development.
For those partners that can provide resources, it is
useful to list them by:
geographical area of interest;
programmatic priorities;
type of resources they can provide.
Step Three
From the list, identify those partners whose involvement
is key to the success of the sector’s HIV and AIDS
response, and what their specifi c roles should be.
These should become the prioritised partners with
whom to pursue collaborative relationships.
Step Four
Finally, for the prioritised partners, decide how to
recruit those who are not as yet involved, indicating
who should lead the recruitment approach and the
time frame for this to take place. You may fi nd Tool 6
on entry points for mainstreaming useful in identifying
strategies for recruitment.
Step Five
Formalising a relationship with a partner or stakeholder
can guard against confusion around roles and
responsibilities and can facilitate implementation.
In addition, there could be specifi c agreements for
certain types of activities, such as:
A memorandum of understanding, which, though
not a legally binding agreement, is an ‘in spirit’
agreement to work together. Such agreements
can include commitments to provide certain services
or implement certain activities.
Technical assistance partnerships, which are
agreements to support processes and services
in areas where high levels of skill are needed to
establish programmes and operational systems.
Service partnership agreements, which offer ongoing
service provision on the part of an agency
on a contract basis for the sector. The agency may
be a non-profi t or for-profi t organization.
Consultancy services, such as monitoring and evaluation
services or project management services,
which are usually on a fee-for-service arrangement
and are often undertaken on a one-off basis.