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This paper uses a framework for quality education to show how education systems can and must change in their analysis and conduct in relation to HIV and AIDS. It summarises the 10 dimensions of the framework, considers how HIV and AIDS manifests itself in relation to these quality dimensions and summarises some practical applications of how education has responded and can respond to the pandemic from a quality perspective. A more detailed annex to the paper provides evidence on the manifestations of the pandemic on education systems, and how systems have responded in practical ways. Some general conclusions are drawn and a final section promotes some practical and strategic actions in support of quality education that reflects and responds to HIV and AIDS.
The paper was developed for the UNAIDS Inter-Agency Task Team (IATT) on Educa-tion. The IATT is convened by UNESCO and includes as members the UNAIDS Co-sponsoring agencies, bi-lateral agencies, private donors, and civil society. The IATT aims to accelerate and improve the education sector response to HIV and AIDS. It has as specific objectives to promote and support good practices in the education sector in relation to HIV and AIDS and to encourage alignment and harmonisation within and across agencies to support global and country-level actions. The IATT seeks to achieve these objectives by: strengthening the evidence base and disseminating findings to inform decision-making and strategy development, encouraging information and materials exchange, and working jointly to bridge the education and AIDS communities and ensure a stronger education sector response to HIV and AIDS.
Acknowledgements
This paper was written by Mary Joy Pigozzi, Director of UNESCO’s Division for the Promotion of Quality Education, and UNESCO’s HIV and AIDS Global Coordinator on behalf of the UNAIDS Inter-Agency Task Team (IATT) on Education.
The author wishes to thank, in particular, Kaori Adachi, Peter Aggleton, Eric Allemano, Delia Barcelona, Jean Bernard, Emanuel Blavo, Chris Castle, Alexandra Draxler, Jack Jones, Malika Ladjali, Christine Panchaud, and Sheldon Shaeffer for their feedback on earlier drafts of the paper, and the IATT for its financial support for the preparation of an evidence review by Justine Sass of existing data on HIV and AIDS and quality education that contributed to the paper.This paper presents a framework for quality education that demonstrates how education systems can and must change their operations in relation to HIV and AIDS. Effective learning is critical, in particular the relationship between the learner and the educator. But the inputs, processes, results and outcomes that surround and foster, or hamper, learning are key as well. These factors can be seen as affecting learning at two lev-els – at the level of the learner and at the level of the learning system. The paper divides each of these levels into five dimensions and demonstrates how each must consider the HIV and AIDS pandemic. At the level of the learner, the paper recommends that education systems promote quality education which:
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