Accelerating the Education Sector Response to HIV : Five Years of Experience from Sub-Saharan Africa
The work described in this review shows the commitment of education teams throughout Africa to contribute to the multisectoral response to HIV/AIDS. It is also a testament to the leadership shown by ministries of education, in helping the new gener...
| Main Authors: | , , , , , , |
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| Format: | Publication |
| Language: | English |
| Published: |
World Bank
2012
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| Subjects: | |
| Online Access: | http://www-wds.worldbank.org/external/default/main?menuPK=64187510&pagePK=64193027&piPK=64187937&theSitePK=523679&menuPK=64187510&searchMenuPK=64187283&siteName=WDS&entityID=000333038_20100218235531 http://hdl.handle.net/10986/2412 |
| Summary: | The work described in this review shows
the commitment of education teams throughout Africa to
contribute to the multisectoral response to HIV/AIDS. It is
also a testament to the leadership shown by ministries of
education, in helping the new generation of children and
youth grow up better able to challenge HIV, and in providing
care and support for the educators who often represent more
than half the public sector workforce. The work described in
this review does not suggest any single solution. Instead,
the approach is based on the recognition that Africa is a
diverse continent, and countries need to find their own
local approaches to the epidemic. The Regional Economic
Communities (RECs) of the African Union have been
instrumental in encouraging locally specific responses, and
recognizing that HIV knows no frontiers, in coordinating
responses among neighbors. The countries of East, Central,
and West Africa, working through the RECs, have created
sub-regional networks of ministry of education HIV/AIDS
focal points; these networks have been key to sharing
information and developing capacity, and so to accelerating
and strengthening responses at the national level. The
review shows how, over the last five years, the leadership
in ministries of education has been crucial in mobilizing
these activities, and also emphasizes that effective
implementation depends on the full participation of all
stakeholders. Education staff, educators, and learners all
have a role to play, as do parent-teacher associations,
teachers' unions and the many civil society
organizations, including faith-based organizations that are
so important in the non-formal sector. The review also
demonstrates the commitment of the development partners, and
their efforts to harmonize their contribution toward
strengthening the education agenda. |
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