Transcript No Slide Title

Mitigating HIV/AIDS
Impact on Education
Systems:
A Multi-Sectoral Approach
Peter Badcock-Walters
MTT 2004 Winter School
Sica’s Conference Centre, Durban
10 August 2004
Funded and Supported by USAID
Education and the MultiSectoral Context
• Education is central to the socio-economic and
cultural life of any community and nation;
• Education exists in a multi-sectoral context and is
linked to health, social welfare, job creation and
economic growth at every level;
• The education sector is part of the social cluster
of ministries and should have development
partners inside and outside government;
• While any education sector response to HIV/
AIDS requires a clear education focus, it also
requires the mobilization of multi-sectoral
partnerships to succeed.
Defining the Multi-Sectoral
Approach
• Many international development agency are
promoting a multi-sectoral approach to HIV/AIDS
impact but few agree on what it means;
• The broad concept is that every social sector
ministry of government should plan, budget and
action their HIV/AIDS response collaboratively;
• For this purpose, we may define the multisectoral approach as: The reinforcement of
sectoral HIV/AIDS mitigation planning and
implementation through collaborative planning,
budgeting and action with other social sector
ministries and development partners.
Multi-Sector Components
• The ‘Social Cluster’:
– Ministry of Education
– Ministry of Health
– Ministry of Social Welfare & Development
• Ministries of:
– Local Government
– Agriculture & Land Affairs
– Home/Internal Affairs
– Finance
• Department of Census & Statistics:
– Provision of demographic/other data
– Provision of poverty/dependency analyses
• GIS/Spatial Analysis Service Providers
Illustrative Examples
• OVC (Orphans & Vulnerable Children) provide an
example of an HIV/AIDS-related multi-sectoral
issue of concern to education, social welfare,
health, local government, security etc;
• HIV/AIDS increases the scale of orphaning and
vulnerability and will increase the demands on
these and other sectors;
• No one sector is or can be entirely responsible for
OVC: This implies the need for a functional multisectoral collaboration to deal with the explosion
in the number of OVC;
• These sectors must work together to share data
and resources in order to respond effectively.
Illustrative Examples
• ARV treatment and roll-out is another example of
a multi-sectoral issue of concern to education and
health – and also to the economy;
• Education cannot independently provide ARVs to
educators and other sector personnel without
government considering the implications for the
entire civil service;
• This implies the need for shared impact and
vulnerability analysis and decision making at the
highest levels of government;
• Any outcome will affect health and every other
sector of government as well as the national
budget process.
Obstacles to Development
• In practice, while government ministries often
commit themselves to multi-sectoral activity,
they lack a framework within which to
operationalize this commitment;
• This may relate to issues of power, control of
resources and reluctance to release sectoral data;
• Collaboration and shared planning often appears
easier to achieve at local and district level than at
national level;
• In spite of widespread government commitment
to multi-sectoral collaboration and its
development logic, few countries have either
policy or regulations in place to facilitate this.
A Model for Collaboration
• What may be required is a model that does not
disadvantage any one ministry and benefits all
those which participate;
• Geographic Information Systems (GIS)
technology may provide the vehicle for such a
model;
• GIS and linked spatial analysis is the most
effective way to visually link layers of sectoral
data and provide a shared planning platform;
• These data can also be benchmarked and provide
the visual basis for monitoring change over time;
• GIS also provides the most efficient way to merge
data sets for analysis; some examples………
Prevalence rates
Ante Natal Clinics
Schools
HIV Prev. as %
Education in a MultiSectoral Context
Settlement Patterns
Security
Road Infrastructure
Schools
Access to Water
Health Facilities
Composite Layers of Data
Access to Health Facilities
Improving Access to Health
Facilities via Schools
Improving Access to Health
Facilities via Schools
Defining, Identifying &
Geolocating OVC
• OVC is an example of a multi-sectoral issue
which requires a partnership approach more
than ever in the HIV/AIDS era;
• The distribution of OVC can be correlated with
patterns of poverty and socio-economic
deprivation;
• In order to support OVC response, data must be
merged from different sources, including:
1. Ministry/Department of Education
2. Ministry/Department of Health
3. Ministry/Department of Social Development
4. Census/Statistical Services
Absolute Measures:
Households in Poverty
Source: 1996 Census
Relative Poverty:
Socio-Economic Deprivation
Source: 1996 Census
Dependency Ratios
Source: 1996 Census
State Health Service Provision
Source: EduAction
State Social Service Delivery
Source: EduAction
Access to Magistrates Courts (IDs)
Identify & Geolocate
Organisations Working with/
Supporting OVC
•
In addition, the role of NGO, CBO and FBO
partners must be recognized, as suppliers of
services, information and local support;
•
It becomes critical to identify the operational
location and range of these partners in relation
to demand and one another;
•
Rational planning of these support networks can
eliminate overlaps and identify areas of need to
inform partner response and donor support;
•
Spatial analysis can enhance their effectiveness
and provide the basis for effective multi-sectoral
partnerships with social sector ministries……
Distribution of All NGO OVC
Services
Distribution of Feeding
Schemes
Feeding Schemes
Summary Comments
• GIS and spatial analysis can provide a nonthreatening platform and model for multi-sectoral
collaboration and planning;
• It can also enhance the data and planning
capacities of individual sectors;
• Education, as the largest of the social sector
ministries, should take the lead and develop a
geographically-referenced, detailed database of
all schools and institutions;
• This resource can become the basis for the
overlay of other sectoral data and provide a
shared planning and management platform;
• This resource can be located in all sectors
simultaneously and shared as required.
Country Team Exercises
• Divide into 5 groups and ensure that there is not
more than one person from any country in each;
• In 30 minutes, do the following:
– Identify & briefly describe at least 3 obstacles to
multi-sectoral HIV/AIDS country response;
– Identify & list potential sector partners for
education
– Identify & briefly describe at least 3 ways that you
might overcome these obstacles;
– Pick one of these strategies and describe how you
would use this to advocate for a multi-sectoral
approach to HIV/AIDS response;
– 1 group will be selected to present on each of these
issues for 5 minutes, with plenary participation.
Mitigating HIV/AIDS Impact on
Education Systems:
A Multi-Sectoral Approach
MTT 2004 Winter School
Sica’s Conference Centre, Durban