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Educator development and support

UNITED NATIONS EDUCATIONAL, SCIENTIFIC AND CULTURAL ORGANIZATION (UNESCO)
March 2008

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Limited attention has been given to helping educators to deal with the new challenges posed by the epidemic. Even less attention has been given to protecting educators from HIV infection and to providing care, treatment and support for educators infected with or affected by HIV and AIDS. There are also very few programmes addressing the needs of other education sector personnel, such as planners, managers and support staff. This booklet looks at educator development and support; educator conduct; and prevention, care, treatment and support of infected and affected eduators

HIV & AIDS and supportive learning environments

UNITED NATIONS EDUCATIONAL, SCIENTIFIC AND CULTURAL ORGANIZATION (UNESCO)
2008

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This booklet addresses the following issues for learners: - Rights and access to education - Protection - Knowledge, attitudes and skills - Care and support Schools and other educational settings play an important role in educating young people about HIV and AIDS, developing the skills they need to protect themselves from HIV infection, tackling fear, stigma and discrimination and promoting care and support of those who are infected with and affected by HIV and AIDS

HIV and AIDS treatment education : a critical component of efforts to ensure universal access to prevention, treatment and care

UNAIDS INTER AGENCY TASK TEAM (IATT) ON EDUCATION
June 2006

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The expansion of access to ART is significantly improving the lives of people living with HIV and the wellbeing of communities affected by the epidemic. However, stigmatization and discrimination and poor adherence threaten to weaken the full potential of drug treatment and medical care. This paper looks at the contribution that treatment education can make to maximise the impact of greater ART accessibility and improved care provision. It takes a wide-ranging approach to education, which should include treatment literacy, advocacy and community mobilisation. It takes the view that treatment preparedness can only be achieved through the full involvement of people living with HIV/AIDS. An effective strategy will also rely on inter-sectoral collaboration between governments, the education sector, civil society and development organizations. It argues that the success of interventions will depend on their gender-responsiveness, and in their ability to adopt participatory and interactive methods, targeting different groups and settings in a culturally sensitive manner

Good policy and practice in HIV and AIDS and education : booklet 1. Overview

UNITED NATIONS EDUCATIONAL, SCIENTIFIC AND CULTURAL ORGANIZATION (UNESCO)
2006

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This booklet is the first in a series of publications that addresses the role of education in tackling the spread of HIV, and looks in particular at UNESCO's work in this area. It provides an overview of how HIV and AIDS affect the demand for, supply and quality of education, and what policy and programming responses have been developed and need to be developed. The booklet is intended for policy makers, donors and NGOs but will also be useful to educational institutions and teachers working on HIV and AIDS

Impact of AIDS on early childhood care and education

HEYMANN, Joey
June 2003

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This policy briefing sets out the background of the HIV pandemic and notes thats its impact has transformed childhood. Findings from a study in Botswana assessing the impact show results in areas of childcare, caring for sick children and parental time with children. Policy recommendations are made concerning the implications for the quality, quantity and nature of early childhood care and education services needed, and also for the supports that are necessary to enable parents and extended family members to care for children who are affected and infected by HIV

Early childhood care and education in E-9 countries : status and outlook.

UNITED NATIONS EDUCATIONAL, SCIENTIFIC AND CULTURAL ORGANISATION (UNESCO)
2003

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This report was prepared for the Fifth E-9 Ministerial meeting in Cairo in 2003. The E-9 countries of this report are: Bangladesh, Brazil, China, Egypt, India, Indonesia, Mexico, Nigeria and Pakistan. International support for early childhood development and education is based on research findings that the development of the brain occurs primarily in the early years of life. Resources dedicated to this subject area bring multiple benefits to society and the community as well as to the child and his or her family. With respect to improving comprehensive early childhood care and education for the most vulnerable and disadvantaged children, it is this very target group who benefit more than children from favourable family backgrounds. Childcare needs feature highly in the development and education of a child, and are affected by factors such as poor health and low literacy rates in the mothers. Each of the countries have developed mechanisms for tackling early childhood development, and a high priority amonst each of these mechanims is to focus on equity (p.47), with children from disadvantaged backgrounds being primary target groups

Education for all and children who are excluded

BERNARD, Anne
2001

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This thematic study was produced in preparation for the World Education Forum on education for all held in Dakar in Senegal in 2000. The final product was published in 2001 following the Forum. Millions of children are excluded from education through poverty, disability, ethnic difference and gender issues. Two thirds of the 130 million million primary school age children not in school are girls. This report discusses education at all levels from early childhood development through to primary school and secondary school with respect to the most vulnerable groups: girls, children in war, indigenous children, children with disabilities and children with HIV/AIDS. It looks at lessons from good practice and debates the way forward for a more inclusive approach. It is aimed at policy makers and programme makers

Early childhood care and development

MYERS, Robert
2001

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This report was prepared as a contribution to the Year 2000 Assessment Education for All. It is an assessment of global and national changes that have occurred in basic education since the World Conference on Education for All in Jomtien, Thailand in 1990. The Jomtien declaration stated the 'Learning begins at birth', and one of the targets was expansion of early childhood care and development activities, including family and community interventions especially for poor, disadvantaged and disabled children. The report examines how far these targets have been met, focusing on countries in the South. The conclusion is that each country has its own challenges according to the social and cultural context, but general areas to focus on would be: training and supervision, evaluation and monitoring, and involving and supporting parents and families. In particular one of the findings was that there was a lack of attention to particular populations: low-income, rural, indigenous, girls, HIV/AIDS, children aged 0-3, pregnant and lactating mothers, working mothers and fathers

Deafness : a guide for parents, teachers and community workers

UNITED NATIONS EDUCATIONAL, SCIENTIFIC AND CULTURAL ORGANIZATION (UNESCO)
2000

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This guide provides basic information on the identification of deafness, importance of sign language and the need of education for deaf children. The guide accompanies the video 'Deafness'. This material is most appropriate for the African context

Media and HIV/AIDS in East and Southern Africa : a resource book

BOAFO, ST Kwame
ARNALDO, Carlos A
Eds
2000

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This publication intends to generate interest, awareness, knowledge and understanding among media practitioners of the prevalence of HIV/AIDS in African countries and its immense social, demographic and economic impact. It also aims to stimulate efforts to integrate preventive information on HIV/AIDS into the mass media in African countries

A cultural approach to HIV/AIDS prevention and care : Malawi's experience. Country report

KONDOWE, Emmanuel B Z
MULERA, David
1999

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This study assesses institutions with the following objectives: to identify institutions working on HIV/AIDS prevention and care; to look at activities these institutions are doing; and to determine whether or not the activities take into account cultural issues related to HIV/AIDS prevention and care. The study defines culture as "a people's way of life" - how people think and their beliefs. It examined the activities of around 20 national and regional NGOs

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