Zimbabwe Ministry of Primary and Secondary Education Life Skills & Sexuality Education Strategy 2012-2015

GOVERNMENT OF ZIMBABWE
Ministry of Educaton, Sport, Arts and Culture

Life Skills, Sexuality, HIV and AIDS
Educaton Strategic Plan
2012 - 2015
GOVERNMENT OF ZIMBABWE
Ministry of Educaton, Sport, Arts and Culture
Life Skills, Sexuality,
HIV and AIDS Educaton
Strategic Plan
2012 - 2015
MoESAC Life Skills, Sexuality, HIV and AIDS Educaton Strategic Plan 2012 - 2015
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Table of Contents
Acronyms..............................................................................................................ii
Deniton of Terms...............................................................................................iv
Acknowledgements.............................................................................................vii
Foreword ...........................................................................................................viii
Executve Summary.............................................................................................xii
1 INTRODUCTION.................................................................................................1
1.1 Background...................................................................................................1
2 DEVELOPMENT OF THE LIFE SKILLS, SEXUALITY, HIV AND AIDS
EDUCATION STRATEGIC PLAN ........................................................................3
Methodology................................................................................................3
3 SITUATION ANALYSIS .........................................................................................5
3.1 Enabling Legal and Policy Frameworks for Implementng
HIV and AIDS Programmes in Educaton.......................................................5
3.2 HIV, ASRH and GBV among Young People in Zimbabwe...............................6
3.3 The Role of the Educaton Sector in the Natonal HIV and AIDS Response ..8
3.4 Access to Basic and Secondary Educaton ....................................................9
3.5 Teaching services..........................................................................................9
3.6 Enabling Environment for an Eectve Response to HIV and AIDS.............10
4 CHALLENGES AND GAPS IN THE EDUCATION SECTORS RESPONSE TO
SEXUAL REPRODUCTIVE HEALTH, HIV AND AIDS...........................................12
5 MoESAC LIFE SKILLS, SEXUALITY, HIV AND AIDS EDUCATION
STRATEGIC FRAMEWORK .............................................................................14
5.1 Vision..........................................................................................................14
5.2 Mission Statement......................................................................................14
5.3 Guiding Principles.......................................................................................14
5.4 Thematc areas of the MoESAC Life Skills, Sexuality,
HIV and AIDS Educaton Strategy................................................................15
6 ANNEXES.........................................................................................................22
1. Framework Objectves, Actvites and Timelines ...........................................23
2. Outreach Report ............................................................................................32
7 REFERENCES ....................................................................................................44
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Acronyms
AIDS Acquired Immunodeciency Syndrome
ASRH Adolescent, Sexual and Reproductve Health
AMTO Assisted Medical Treatment Orders
BEAM Basic Educaton Assistance Module
CARMMA Call for Accelerated Reducton of Maternal Mortality in Africa
CEDAW Conventon on the Eliminaton of all forms of Discriminaton
Against Women
CFS Child Friendly Schools
CRC Conventon on the Rights of the Child
EMIS Educaton Management Informaton Systems
HIV Human Immunodeciency Virus
HTC HIV Testng and Counselling
ICPD Internatonal Conference on Populaton and Development
IEC Informaton, Educaton and Communicaton
ILO Internatonal Labour Organisaton
MDG Millennium Development Goals
MIMS Multple Indicator Monitoring Survey
MoESAC Ministry of Educaton, Sport, Arts, and Culture
MoHCW Ministry of Health and Child Welfare
MoHTE Ministry of Higher and Tertary Educaton
MoLSS Ministry of Labour and Social Services
MYDIE Ministry of Youth Development, Indigenizaton and
Empowerment
MTR Mid Term Review
NAC Natonal AIDS Council
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NER Net Enrolment Rato
OVC Orphans and Vulnerable Children
PITC Provider Initated Testng and Counselling
PLWHIV People Living with HIV
PMTCT Preventon of mother to child transmission
PPA Priority Preventon Areas
PTA Parents and Teachers Associaton
SACMEQ Southern and Eastern Africa Consortum for Monitoring
Educatonal Quality
SADC Southern African Development Community
SDC School Development Commitees
SBCC Social and Behaviour Change Communicaton
SRH Sexual Reproductve Health
UNGASS United Natons General Assembly Special Session
UNESCO United Natons Educatonal, Scientc and Cultural
Organisaton
UNFPA United Natons Populaton Fund
UNICEF United Natons Childrens Fund
WHO World Health Organisaton
ZDHS Zimbabwe Demographic and Health Survey
ZNASP Zimbabwe Natonal HIV and AIDS Strategic Plan
ZNFPC Zimbabwe Natonal Family Planning Council
YPNSRHHA Young Peoples Network on Sexual and Reproductve Health
and HIV and AIDS
ZYC Zimbabwe Youth Council
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Deniton of Terms
Adolescence is dened by the World Health Organisaton (WHO) as the period
between the ages of 10 19 years.
Youth The United Natons, for statstcal purposes, denes youth, as those
persons between the ages of 15 and 24 years, without prejudice to other
denitons by Member States.
Young People dened as the period between the ages 10 24 years.
For the purposes of this strategy, the terms adolescents, youth and young
people are used interchangeably.
Abstnence (in this context) refers to the practce of voluntarily refraining from
any form of sexual actvity. People choose abstnence to prevent pregnancy, prevent
sexually transmited infectons, including HIV, to wait untl they are ready for a
sexual relatonship and to focus on school, career, or extracurricular actvites.
Abstnence is 100% eectve in preventng pregnancy and sexual transmited
infectons.
Gender refers to socially and culturally constructed and ascribed male and female
roles and responsibilites.
Gender Based Violence A violaton of human rights and a form of discriminaton.
It is dened as violence that is directed against a person on the basis of gender that
results in, or is likely to result in, physical, sexual or mental harm or suering to the
individual, including threats of such acts, coercion or arbitrary deprivaton of liberty,
whether occurring in public or in private life.
HIV Epidemic an epidemic is an unusual increase in the number of new cases of a
disease in a human populaton. The populaton may be all the inhabitants of a given
geographic area, the populaton of a school or similar insttuton, or everyone of a
certain age or sex, such as children or women of a region. An epidemic may be
restricted to one locale (an outbreak), be more general (an epidemic) or be global
(a pandemic). An HIV epidemic is dened by the HIV prevalence in the general
populaton, which is the percentage of the populaton living with HIV. An epidemic
is either generalized (HIV prevalence is 1% or more in the general populaton),
concentrated (HIV prevalence is below 1% in the general populaton but exceeds
5% in specic at-risk populatons like injectng drug users or sex workers) or low
level (HIV prevalence is not recorded at a signicant level in any group).
HIV Incidence is the number of new cases arising in a given period in a specied
populaton. UNAIDS normally refers to incidence as the number of adults aged
15-49 years or children (aged 0 14 years) who have become infected during the
past year. Knowing the current incidence of HIV in a populaton provides
informaton on how fast the virus is spreading.
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HIV Prevalence refers to the proporton of people who are living with HIV in a
given populaton at a partcular point in tme, and is expressed as a percentage of
the populaton. It is a useful measure for understanding the total burden of disease
and for planning care and treatment needs.
Human Rights These are rights inherent to all human beings, whatever our
natonality, place of residence, sex, natonal or ethnic origin, color, religion,
language, or any other status.
Life Skills Educaton skills-based educaton focuses on the development of
abilites for adaptve and positve behaviour that enables individuals to deal
eectvely with the demands and challenges of everyday life (WHO, 1993).
The acquisiton of life skills can greatly aect a persons overall physical, emotonal,
social and spiritual health, which in turn, is linked to his or her ability to maximise
upon life opportunites. The success of skills-based educaton is ted to three
factors: 1) the recogniton of the developmental stages that youth pass through
and the skills they need as they progress to adulthood, 2) a partcipatory and
interactve method of pedagogy and 3) the use of culturally relevant and gender-
sensitve learning actvites.
Sexual and Reproductve Health is a state of complete physical, mental and social
well-being of an individual in all maters relatng to the reproductve system and its
processes and functons but not merely the absence of disease or inrmity. It also
includes sexual health, the purpose of which is the enhancement of life and
personal relatons and not merely counselling and care related to reproducton and
sexually transmited diseases (ICPD Program of Acton).
Sexual Reproductve Health and Rights Human rights that pertain to a persons
sexuality or their reproductve Health.
Sexuality is the total expression of who we are as human beings. It encompasses
ones whole psychological development, that is, values, mental attudes, physical
appearances, beliefs, emotons, likes and dislikes, ones spiritual self and all the
ways in which one has been socialized (ZNFPC, 1995).
Sexuality Educaton dened as an age-appropriate, culturally relevant approach
to teaching about sex and relatonships by providing scientcally accurate, realistc
and non-judgemental informaton. Sexuality educaton provides opportunites to
explore ones own values and attudes and to build decision-making,
communicaton and risk reducton skills about many other aspects of sexuality.
[1]
[1]
UNESCO.Internatonal Technical Guidance on Sexuality Educaton. Paris: UNESCO, 2010
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Stgma derived from the Greek meaning a mark or a stain. Stgma can be
described as a dynamic process of devaluaton that signicantly discredits an
individual in the eyes of others. Within partcular cultures or setngs, certain
atributes are seized upon and dened by others as discreditable or unworthy.
When stgma is acted upon, the result is discriminaton that may take the form of
actons or omissions.
Discriminaton refers to any form of arbitrary distncton, exclusion, or restricton
aectng a person, usually but not only by virtue of an inherent personal
characteristc or perceived belonging to a partcular group in the case of AIDS,
a persons conrmed or suspected HIV-positve status, irrespectve of whether or
not there is any justcaton for these measures.
Self-ecacy A persons belief about his or her ability and capacity to accomplish a
task or to deal with the challenges of life.
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Acknowledgements
The Ministry of Educaton, Sport, Arts and Culture (MoESAC) would like to
acknowledge the contributon of all its sta members from Head Oce, Provincial
to District Oces for initatng this strategic plan and providing support throughout
its development.
The MoESAC sincerely recognizes the vital technical and nancial assistance from
the Natonal AIDS Council, UNFPA, UNESCO and UNICEF. The contributon of other
Government Ministries namely, Ministry of Public Service, Ministry of Youth
Development, Indigenizaton and Empowerment, Ministry of Health and Child
Welfare and Ministry of Labour and Social Services was invaluable.
Special menton goes to Dr Joconiah Chirenda (Consultant) for his technical
guidance.
The MoESAC would like to extend its grattude to all the Non-Governmental
Organisatons, individuals, young people in and out of school, parents and teachers
who contributed immensely to the content of this strategic plan.
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Foreword
The Government of Zimbabwe is commited to Educaton For All (EFA) and
achieving the Millenium Development Goals (MDGs), partcularly MDG 2: Achieve
Universal Primary Educaton and MDG 6: Combat HIV and AIDS, malaria and other
diseases. The Life Skills, Sexuality, HIV and AIDS Educaton Strategic Plan
demonstrates the educaton sectors commitment to the natonal mult-sectoral
response to HIV and AIDS and seeks to address the above mentoned internatonal
development goals.
Zimbabwe is one of the countries most aected by HIV and AIDS within the
Southern African Development Community (SADC) region, with an HIV prevalence
of 15.2%
1
. The HIV prevalence among children and young people (aged 0-14 years)
is 2.9%
2
. About 1,1million Zimbabweans are estmated to be living with HIV.
Six per cent of young people aged 15-24 are HIV-positve
3
. Unplanned teen
pregnancy, a sign of unprotected sex, and gender based violence compound young
peoples vulnerability to HIV infecton.
Schools play an important role in HIV preventon, care, treatment and support as
nearly a quarter of the Zimbabwean populaton, approximately 3.3 million
children
4
, is currently in either primary or secondary school. A further one million
secondary school-aged young people are not in the educaton system. Teachers,
who consttute more than 60% of the civil service, have been adversely aected by
the HIV epidemic. Therefore, addressing the eects of the HIV epidemic on
learners, teachers and other MoESAC personnel is an essental component of
upholding childrens right to educaton.
Zimbabwe, in response to the growing HIV crisis, in 1992 was the rst country in
the region to provide compulsory teaching of HIV and AIDS and Life Skills from
Grade 4 to Form 6. However, despite much progress, there is need for coordinated
and focussed provision of this informaton and services to learners, teachers and
MoESAC personnel. Dwindling resources and changing dynamics of the HIV
epidemic require strategic interventons for the provision of HIV and AIDS and
Sexual and Reproductve Health educaton and services within the school
environment.
1
Zimbabwe Demographic and Health Survey 2010-2011
2
Ministry of Health and Child Welfare. Natonal HIV AND AIDS Estmates, 2010
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4
MoESAC. Oral presentaton 1st Life Skills, Sexuality, HIV and AIDDS Educaton Stakeholders meetng; Bulawayo Rainbow Hotel; April 2011
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The development of the Life Skills, Sexuality, HIV and AIDS Educaton Strategic Plan
is therefore long overdue. This strategic plan aims to ensure that the educaton
sector supports all learners, teachers and sta with access to informaton and skills
related to HIV preventon, care, treatment, and support. It further aims to ensure
that learners and sta living with HIV are supported to realise their personal, social
and educatonal potental.
This strategic document was developed through a process of extensive consultaton
with stakeholders from Government ministries and parastatals, the United Natons,
civil society, young people, teachers, parents and community leaders. It is in this
spirit of collaboraton and partnership that we are all called upon to contribute to
the educaton sectors eorts to prevent the further spread of HIV and to protect
learners, non-teaching sta and teachers from the impact of AIDS. It is in a world
free of AIDS that our children will fully grow and develop.
Mrs Constance Chigwamba
Permanent Secretary: Ministry of Educaton, Sport, Arts and Culture
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Executve Summary
Zimbabwe had an estmated 1.1 million people living with HIV in 2010, representng
the third largest HIV burden in Southern Africa, afer South Africa and
Mozambique
5
. The estmated adult prevalence was 15.2%, a 3% decline from the
2005/6 ZDHS
6
. Although there has been a concomitant decline in HIV prevalence
among young people (15-24 years) from 2007 to 2010 (3.8 % to 3.3 % among
males and from 7.6% to 6.7% among females) and among children 0-14 years
(from 3.3 % to 2.9 %), the number of new HIV infectons remains unacceptably high
7
.
Educaton plays a central role in the lives of all children and young people, the
majority of whom spend most of their childhood tme in school and other
educatonal setngs. In Zimbabwe, a quarter of the populaton, about 3.3 million
people, are learners in primary and secondary schools. An essental component of
upholding childrens right to educaton is addressing the eects of the HIV epidemic
on both learners and teachers. Despite the loss of experienced teachers due to
HIV and AIDS, which has negatvely aected the educaton sector, teachers
consttute 60% of civil servants.
Given the pivotal role educaton plays in the lives of children and young people in
Zimbabwe, it was therefore essental that a Life Skills, Sexuality, HIV and AIDS
Educaton Strategic Plan for the MoESAC be formulated.
The overall goal for this strategic document is to contribute to the achievement of
related natonal and global development priorites through implementng
programmes on HIV preventon, care, support and treatment within the school
environment.
The specic objectves are:
To ensure that the educaton sector supports all learners with access to
correct informaton and skills related to SRH, HIV preventon, care, treatment
and support by end of 2015
To ensure that learners living with HIV are supported to realise their personal,
social and educatonal potental by end of 2015
To promote HIV workplace policies and actvites that will support teachers
and other educaton personnel in HIV preventon, treatment, care and
support by end of 2015
5
UNGASS, Zimbabwe Country Report on HIV AND AIDS. A follow up to the declaraton of commitment on HIV AND AIDS.
6
7
Ibid
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The development of the MoESAC strategic plan is a culminaton of key consultatve
processes involving representatves from government ministries (Ministry of Health
and Child Welfare, Ministry of Youth Development, Indigenisaton and
Empowerment, Ministry of Labour and Social Services), parastatals (Natonal AIDS
Council and the Zimbabwe Natonal Family Planning Council), United Natons
partners (UNESCO, UNFPA, UNICEF, UNAIDS) and civil society organisatons working
with young people. The purpose of the consultatve processes was to review the
evidence on best practces for HIV and AIDS Life Skills educaton and discuss what
should be incorporated into the MoESAC Life Skills, Sexuality and HIV and AIDS
Educaton Strategic Plan. Afer extensive deliberatons, the MoESAC further
consulted parents, community leaders (traditonal, politcal and religious), young
people in and out of school, and teachers on the appropriateness of the content
within the draf strategic plan. A natonal-level consensus building meetng was
conducted to harmonise ndings from the community consultatons.
The consultatve meetngs acknowledged the tremendous eorts by the MoESAC
towards mitgatng the eects of HIV and AIDS within the educaton sector. Notable
was the fact that Zimbabwe was the rst country in sub-Sahara Africa to introduce
teaching of HIV and AIDS Life Skills as early as 1992, with training on HIV and AIDS
compulsory at all teacher training colleges since 2000. It was further acknowledged
that MoESAC works closely with the Young Peoples Network on SRH and HIV and
AIDS (YPNSRHHA) to ensure implementaton of well-integrated, youth friendly SRH,
HIV and AIDS programmes.
Despite all these eorts, the MoESAC stll faces major challenges, namely:
Policy gaps that hinder young peoples access to preventon, treatment, care
and support services, linked to the school environment
Limited space for Sexuality Educaton in the already packed curriculum
High level of teachers knowledge on HIV and AIDS not commensurate with
learners low knowledge linked to lack of prioritsaton of the subject
Weak workplace specic policies on HIV and AIDS and educaton programmes
An out-of-date HIV educaton and life skills curriculum
Outdated teaching and learning materials
An absence of a functonal HIV and AIDS Management Unit (Secretariat)
Weak HIV and AIDS coordinatng mechanisms at all levels of the educaton
sector
Human resource challenges (more than one quarter of teaching posts are
vacant i.e. not lled by a qualied teacher, and a substantal number of
qualied teachers with no training on the Life Skills, Sexuality, HIV and AIDS
Educaton subject).
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The MoESAC Life Skills, Sexuality, HIV and AIDS Educaton Strategic Plan
The vision of the MoESAC Life Skills, Sexuality, HIV and AIDS Educaton Strategic
Plan is to contribute towards achieving zero new infectons, zero discriminaton and
zero AIDS related deaths. In implementng the strategy, the MoESAC will adhere to
a number of principles, the main one being equitable access to quality educaton
irrespectve of HIV status, gender, locaton, economic conditon, language and other
factors that may cause inequalites.
Thematc areas for the Strategic Plan follow those described in the Zimbabwe
Natonal AIDS Strategic Plan (ZNASP) II, namely:
Preventon - the main focus will be provision of educaton and life skills on
SRH, HIV and AIDS in schools, and implementaton of HIV and AIDS workplace
programmes for teachers and other educaton personnel. The main outcome
measures will include levels of comprehensive HIV knowledge, HIV testng and
counselling among young people, teachers and support sta, proporton of
young men (15 years and older) circumcised, abstnence, delayed sexual
debut, reduced number of sexual partners and increased uptake of preventve
services.
Treatment, Care and Support - the main focus will be to strengthen capacity
of the educaton sector to support learners, teachers and other educaton
personnel living with HIV to access and adhere to treatment. This will
contribute to the natonal outcome of increasing the percentage of PLHIV stll
alive at 12 months afer the initaton of ART.
Human Rights, Gender Equality, Culture and Enabling Environment - the
main focus will be to ensure adopton and implementaton of a protectve
legal framework in a culturally sensitve manner, for the promoton of an
enabling environment for HIV preventon, treatment, care and support in the
educaton sector by 2015.
Management, Coordinaton, Monitoring and Evaluaton - the main focus will
be strengthening the HIV and AIDS Secretariat as well as the Research,
Monitoring and Evaluaton Unit within MoESAC. The main outcome measure
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will be an ecient and eectve EMIS, natonal-level and coordinated
sub-natonal Guidance and Counselling structures, research and relevant
documentaton of the Life Skills, Sexuality, HIV and AIDS Educaton
Strategic Plan.
1
Introducton
1.1 Background
Sub-Saharan Africa, with 11 % of the worlds populaton, remains the region most
heavily aected by HIV worldwide, accountng for over two thirds (67 %) of all
people living with HIV and for nearly three quarters (72 %) of AIDS-related deaths
8
.
In Zimbabwe, there is an estmated 1.1 million people living with HIV, representng
the third largest HIV burden in Southern Africa, afer South Africa and
Mozambique
9
. The Zimbabwean HIV epidemic is geographically homogenous with
similar HIV prevalence levels across provinces, rural and urban zones (17.6 % in
rural vs. 18.9 % in urban areas). However, adult HIV prevalence has declined from
27.2 % (1998) to 15.2 % in 2010
10
.
Similarly, there has been a decline in HIV prevalence among young people
15-24 years over the past four years from 2007 through 2010 (3.8 % to 3.3 %
among males and from 7.6 % to 6.7 % among females) and among children
0-14 years (from 3.3 % to 2.9 %)
11
. This decline provides a window of opportunity
to reach zero new infectons by 2015. A lower HIV prevalence among young people
indicates a reducton in the proporton of new HIV infectons.
Educaton plays a central role in the lives of all children and young people, the
majority of whom spend much of their childhood tme in school and other
educatonal setngs, especially in Zimbabwe where 64 % of the populaton is below
the age of 25 years and 36 % is in the 10-24 year age group. There are 3.3 million
people, representng approximately a quarter of the populaton, who are learners in
primary and secondary school. Over the past ve years, the primary school net
enrolment rato (NER) declined signicantly from 97 percent in 2006 to 80 percent
in 2008, although it increased to 91 percent in 2009. Primary school non-
atendance was mainly due to nancial constraints, in the context of contnuous
socio-economic hardships
12
. The Ministry of Educaton, Sport, Arts and Culture
(MoESAC) works with both youth in and out of school through formal and non-
formal educatonal setngs.
The mission of the MoESAC is To promote and facilitate the provision of high
quality, inclusive and relevant Early Childhood Development (ECD), Primary and
Secondary Educaton, Lifelong and Contnuing Educaton, Sport, Arts and Culture.
8
UNAIDS. Global HIV AND AIDS Report, 2011
9
MoHCW, Natonal Estmates on HIV and AIDS, 2010
10
11
MoHCW, Natonal Estmates on HIV and AIDS, 2010
12
Zimbabwe Natonal Statstcal Agency (ZimStat), Multple Indicator Monitoring Survey (MIMS), 2009
1
2
Introducton
The signicance of this mission statement is that the government upholds its
obligaton as primary duty bearer to full the right to educaton of all the children
of Zimbabwe
13
. An essental component of upholding childrens right to educaton
is addressing the eects of the HIV epidemic on both learners and teachers.
Although the extent is unknown, HIV has most likely contributed to a loss of
experienced teachers through morbidity and mortality.
Given the negatve impact HIV has in the lives of children and young people in
Zimbabwe, it was critcal for the MoESAC to formulate and develop an HIV and AIDS
Life Skills Strategic Plan and ensure coordinated implementaton of preventon,
treatment, care and support programmes.
The Life Skills, Sexuality, HIV and AIDS Educaton Strategic Plan aims to ensure that
MoESAC implements programmes that will contribute to the achievement of
relevant natonal development priorites, such as those artculated in the Zimbabwe
Natonal HIV and AIDS Strategic Plan II and the Natonal Adolescent Sexual and
Reproductve Health (ASRH) Strategy.
Specic objectves include:
To ensure that the educaton
sector supports all learners
with access to correct
informaton and skills related
to SRH, HIV preventon, care,
treatment and support by end
of 2015
To ensure that learners living
with HIV are supported to
realise their personal, social
and educatonal potental by
end of 2015
To promote HIV workplace
policies and actvites that will
support teachers and other
educaton personnel in HIV
preventon, treatment, care
and support by end of 2015.
13
Ministry of educaton, sport, arts and culture (MoESAC) Strategic Plan, 2011-2015
1
3
Development of the Life Skills, Sexuality,
HIV and AIDS Educaton Strategic Plan
Methodology
The development of this strategic plan was informed by consultatons with key
strategic partners. These consultatons included a four day natonal meetng with
Government ministries, including the Ministry of Health and Child Welfare
(MoHCW), Ministry of Youth Development, Indigenisaton and Empowerment
(MYDIE), Ministry of Labour and Social Services (MoLSS), the Natonal AIDS Council
(NAC), the Zimbabwe Natonal Family Planning Council (ZNFPC), Zimbabwe Youth
Council, United Natons agencies (UNESCO, UNFPA, UNICEF, UNAIDS), civil society
organisatons and young people. Presentatons made were on:
a. The mandate of the MoESAC to help guide the formulaton of the strategic
plan
b. Regional and global evidence on eectve interventons for HIV and AIDS
educaton and life skills
c. Current HIV and AIDS
programmes being
implemented by MoESAC
d. Recommended and available
interventons from NAC,
MoHCW and ZNFPC
e. Government policy documents
on HIV and AIDS in the
workplace from MoLSS and the
Ministry of Public Service
f. The available youth
programmes from MYDIE
g. ASRH, HIV and AIDS
programmes for young people
being implemented through
civil society organisatons
Groups worked on a situaton
analysis of MoESAC capacity to
implement HIV and AIDS Life Skills
services within the educaton sector,
problem identcaton on eectve
implementaton of HIV and AIDS
2
4
Development of the
Life Skills, Sexuality, HIV
and AIDS Educaton
Strategic Plan
programmes and formulaton of goals and objectves. The output from this
workshop was complemented with a literature review of the Natonal HIV and AIDS
Strategic Plans (I and II), natonal policy and strategic documents related to ASRH
and natonal and regional reports on HIV and educaton.
Led by senior natonal and provincial MoESAC ocials, consultatons were made
with key community leaders (traditonal, politcal and religious), parents, young
people in and out of school, and teachers to obtain their views on the proposed
strategic plan. Comments and input from the eld consultatons were discussed
at a natonal consensus building workshop and incorporated to produce the nal
MoESAC Life Skills, Sexuality, HIV and AIDS Educaton Strategic Plan.
2
5
Situaton Analysis
3.1 Enabling Legal and Policy Frameworks for Implementng HIV
and AIDS Programmes in Educaton
The development of this Strategic Plan was guided by natonal legal and policy
frameworks and a number of internatonal and regional legal and policy statements
to which the Government of Zimbabwe is a signatory.
Internatonal Frameworks and Documents
United Natons Conventon on the Rights of Children (CRC), 1990
UNAIDS Business Case on Young People, 2010
Internatonal Conference on Populaton and Development (ICPD), 1994
Conventon on the Eliminaton of all forms of Discriminaton Against Women
(CEDAW), 1981
United Natons Conventon on the Rights and Welfare of Children, (CRWC)
Millennium Development Goals 1, 2, 4, 5 and 6, 2000
United Natons General Assembly Special Session on HIV and AIDS (UNGASS)
Zimbabwe has rated the ILO conventons which include:
o Discriminaton (employment and occupaton) Conventon, 1958 (No 111)
o Employment Injury Benets Conventon, 1994 (No 121)
o Collectve Bargaining Conventon, 1981 (No 158)
o Occupatonal Safety and Health Conventon, 1981 (No155)
o Occupatonal Health Services Conventon, 1985 (No 161)
These ILO conventons have been taken into account the ILO Code on HIV and AIDS
and the World of Work.
Regional Frameworks and Documents
Sexual and Reproductve Health Strategy for the SADC Region: 2006 2015
Maputo Plan of Acton on Reproductve Health and Rights, 2004
AU Campaign on Accelerated Reducton of maternal mortality in Africa
(CARMMA): 2009
SADC Protocol on health
Maseru Declaraton on HIV and AIDS and TB
African Charter on the Rights of Children
African Youth Charter, 2009
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Situaton Analysis
Natonal Frameworks and Documents
Statutory Instrument 202 of 1998, Labour Relatons (HIV and AIDS)
Regulatons covers the preventon and management of HIV and AIDS in the
workplace
Statutory Instrument 68 of 1990, Natonal Social Security (Accident Preventon
and Workers Compensaton Scheme) Notce, includes HIV and AIDS
Terminaton of Pregnancy Act, 1977
Sexual Oences Act 2003
Domestc Violence Act, 2006
Childrens Protecton and Adopton Act
Natonal Gender Policy and Strategy
Zimbabwe Natonal HIV and AIDS Strategic Plan (ZNASP II) 2011-2015
Natonal Health Strategy: 2009 2013
Educatonal Policy, with respect to teenage pregnancy and life skills
programmes
Natonal Youth Policy
Natonal ASRH Strategy: 2010 2015
Natonal Acton Plan for Orphans and Vulnerable Children I and II
3.2 HIV, ASRH and GBV Among Young People In Zimbabwe
Despite the natonal decline in HIV prevalence, new infectons in young people
remain of critcal concern. Only 47 % of young men and 52 % of young women
aged 15 24 years in Zimbabwe have comprehensive knowledge of HIV
14
. About
half of HIV positve young people in the country believe they have no or small risk
of acquiring HIV
15
. Reported condom use at last sexual intercourse among young
people 15 19 years was lower among young women (40 %) compared to young
men of the same age (64.5 %)
16
.
Although young females are more likely to be infected than their male
counterparts, the past 5 years has seen a decline in HIV prevalence among young
women, where the prevalence among young men aged 15 -24 has increased.
However, despite this trend young women remain much more aected by HIV than
their male counterparts. At ages 15 to19 years, the HIV prevalence of males and
females is comparable at 3.8 % and 4.2 % respectvely. However, by age 29 the gap
in HIV prevalence has widened to 15.8 % for men and 20.1 % in women
17
(Figure 1).
14
15
Natonal Behaviour Change Survey, 2010
16
17
Ibid
3
7
A Know Your Epidemic/Modes of Transmission study found that gender inequity,
poor personalisaton of HIV risk and lack of knowledge of HIV status contribute to
young womens risk to HIV. Further, gender norms related to masculinity encourage
men to have multple sexual partners and older men to have sexual relatons with
much younger women, putng women at greater risk
18
.
In Zimbabwe the age of sexual debut (average 19 years for both men and women)
remains a protectve factor to build upon. There has been a slight decline in the
percentage of young people age 15-19 who have had sex by age 15, from 5 % in
2005/6 to 4 % in 2010/11, in both men and women. However, more young women
between 18-19 years, in 2010/11 ZDHS reported having sexual intercourse before
age 18 years, 39 %, compared to the 18 % in 2005/6 ZDHS
19
.
The median age of sexual debut has shown an increase over tme, suggestng that
young people are responding positvely to behaviour change campaigns. In
additon, secondary and post-secondary educaton for girls has proven to be a
protectve factor against HIV
20
. Programmes aimed at keeping young women in
school for longer periods are important to reduce HIV transmission in Zimbabwe.
Although the age at sexual debut remains relatvely high, by age 20 two thirds of all
females will have begun having sexual intercourse. During the past ve year period
(2006 2011) the age specic fertlity rate (ASFR) for the age group 15 to 19 years
increased from 99 per 1000 girls to 115 per 1000 girls. This increase was driven by a
sharp increase in teenage pregnancies among rural girls whose ASFR increased from
18
Fraser, N et al (2010) Zimbabwe: Analysis of HIV epidemic, Response and Modes of Transmission Report
19
20
Ibid
21
Ibid
Situaton Analysis
3
Figure 1: HIV prevalence by age disaggregated by sex in Zimbabwe
(ZDHS 2010/11)
Source: 2010/11 ZDHS, Table 14.3
15-19 20-24 25-29
35
30
25
20
15
10
5
0
Female (2005/6) Female (2010/11)
15-19 20-24 25-29
35
30
25
20
15
10
5
0
Male (2005/6) Male (2010/11)
8
Situaton Analysis
120 per 1000 girls in 2005/6 to 144 per 1000 girls, according to the 2010/11 ZDHS
21
.
The experience of violence is a signicant problem for young women in Zimbabwe.
Thirty-six per cent of women experienced physical violence at some tme in their
lives, and 15.5 % of women 1519 years have experienced sexual violence.
There is a growing recogniton of the immediate need to strengthen the educaton
sectors response to providing services to young people living with HIV. More
children who were infected at birth are growing up and reaching adolescence and
adulthood. In 2009, 17 % of acute primary care atendees in 2 paediatric clinics in
Harare were HIV positve. It is estmated that 75 % of adolescents vertcally
infected with HIV are currently undiagnosed
22
. In a study of 6 schools in Harare,
2.7 % of 4,386 children (6-12 years) were diagnosed as HIV-positve
23
.
Estmates suggest that a quarter of all children in Zimbabwe, around 1.6 million,
have lost one or both parents due to HIV
24
. Studies show that orphans are: less
likely to have birth registraton; less likely to have access to social services; and
more likely to require social services, such as health, psychological support and
nutritonal assistance, as well as protecton from exploitaton and abuse. Girls who
are orphaned are partcularly vulnerable to earlier sexual debut and HIV
25
.
3.3 The role of the educaton sector in the natonal HIV and AIDS
response
The educaton sector has a central role to play in the mult-sectoral response to
HIV and AIDS - in reducing stgma, in promotng preventon and in providing access
to care, treatment and support for learners as well as teachers and MoESAC
personnel. The later two groups represent more than 60% of the public sector
workforce in Zimbabwe. A key argument for such actvites is that school-age
children have the lowest HIV prevalence of any age group and with proper
educaton they can acquire knowledge, skills and values to help protect them
from HIV.
The Natonal HIV and AIDS Policy for Zimbabwe (1999) provides a number of
guiding principles that contain educatonal actvites. Guiding Principle 27
underlines the importance of children and young peoples right to informaton on
the means to protect themselves from early sex, unwanted pregnancies and
HIV/STIs. In additon, within the natonal policy document, schools are included in
the strategies for Guiding Principle 40 which includes organisatons and insttutons,
such as churches, schools and families, to adopt eectve communicaton skills in
order to enable people to discuss and understand HIV and AIDS issues within the
context of respect for family values, social development and sexuality. Life skills and
HIV and AIDS issues are to be integrated into all educatonal and training curricula
and appropriate guidelines developed and applied. Further, strategies for Guiding
Principle 40 are to:
22
Ferrand et al. Causes of Acute Hospitalizaton in Adolescence: Burden and Spectrum of HIV-Related Morbidity in a Country with an Early onset and
severe HIV epidemic: A prospectve Survey, PLOS Medicine, 2012.
23
Ferrand et al. Burden of HIV Infecton Among Primary School Children and Feasibility of Primary School-linked HIV Counselling and Testng in Harare,
Zimbabwe, UNICEF, 2011
24
Extrapolated from ZDHS, 2005/6
25
Gregon S et al. HIV infecton and reproductve health in teenage women orphaned and made vulnerable by AIDS in Zimbabwe, AIDS Care 17:7, 785-794
3
9
Encourage and support parents and extended family members to take an
actve role in educatng their children about sexuality, HIV and AIDS
Encourage parents and other adults to provide positve role models for the
young people
Develop programmes to strengthen parents ability to communicate with
their children about sexuality, HIV and AIDS and develop their life skills
Encourage and strengthen the role of the family as the basic building
structure of society and a protecton against HIV and AIDS
The country's 14 Teachers' and 11 Technical Training Colleges have each either a
full-tme coordinator or a team of trained lecturers to teach the life skills-based
HIV and AIDS Educaton Programme in schools which all trainee teachers are
required to take as part of their training.
There is general understanding that the educaton sector in Zimbabwe is well-
placed to prevent the spread of HIV through educaton and to protect the core
functons of the educaton system from the worst eects of the epidemic. However,
it is also clear that the response within the educaton sector requires strengthening.
For instance, in a country where an estmated 105,740 children are living with HIV
26
,
school teachers are nding themselves increasingly in the frontline of the epidemic
and yet have not received sucient educaton on HIV treatment in order to carry
out their supportve role in paediatric and adolescent care and support.
3.4 Access to Basic and Secondary Educaton
Zimbabwes net enrolment rates (NER) have uctuated during the past ten years.
NER peaked at 98.5 % in 2002, experienced a gradual decline to 80 % in 2008,
before increasing to 91 % in 2009. There are no major dierences between urban
and rural areas, although there is almost 100 % gender parity in primary schools,
girls comprise only 35 % of the pupils in upper secondary
27
. In 2012, the Basic
Educaton and Assistance Module (BEAM) supported approximately 335,000
primary school children and 60,000 secondary school children, who otherwise
could not aord school fees, to atend school
28
. However, an estmated additonal
672,567 children stll require assistance.
3.5 Teaching Services
According to the Zimbabwean Medium Term Plan for economic recovery 2010-
2015, the major challenges aectng the educaton sector include: underfunding,
inadequate learning and teaching materials, skills ight due to poor remuneraton
and working conditons, deterioratng educatonal infrastructure and equipment,
26
Ministry of Health and Child Welfare, Zimbabwe Natonal HIV Estmates 2009
27
A Situatonal Analysis on the Status of Womens and Childrens Rights in Zimbabwe, 2005-2010. UNICEF
28
MoLSS
Situaton Analysis
3
10
Situaton Analysis
prohibitve distances especially in newly resetled areas, high cost of educaton, for
orphans and vulnerable children and the high HIV prevalence. These factors most
likely contributed to a decline in teacher training enrolment (see gure 3), poor
grade 7 and ordinary level results and weak educaton management informaton
systems (EMIS) over the past 10 years.
3.6 Enabling Environment for an eectve response to HIV and AIDS
Current interventons are anchored on the 1993 policy circular for teaching HIV and
AIDS and a syllabus on HIV and AIDS issued in 1998/1999. The School-based AIDS
Educaton programme targets all students from Grade 4 to A Level and includes
books for teachers and pupils. It is a compulsory oering in the school curriculum
with a specic tme allocaton on school tme-tables. Teacher training is two-
pronged: in-service for teachers already in schools and pre-service for teacher
trainees in colleges of educaton. In-service training uses a cascade model
designed to go through natonal, provincial, district and school levels. It is organised
around a training manual but becomes textbook-specic at school level. To support
and strengthen this linear cascade of training from the natonal to the school level,
a master schools concept is being implemented. Within this concept, in each
district a cluster of ve schools within a reasonable radius are idented and
designated master schools. These schools are targeted for concentrated training
so that they serve as diusion points for accepted methods and ideas on AIDS
educaton. They become demonstraton schools for all teachers in the district.
Pre-service training is conducted in all teacher training colleges and incorporates
technical aspects of HIV and AIDS, gender based violence, and partcipatory
teaching methods. In additon, each provincial oce has an Educaton Ocer (EO)
responsible for HIV and AIDS, Life Skills as well as Guidance and Counseling
29
.
3
2007 2008 2009
20,000
20,000
0
10,163
7,705
6,391
4,845
9,710
8,722
Female Male
Figure 2: Decline in Teachers College Enrolment, 2007-2009
Source: MoEASC Strategic Plan, 2011
29
Ministry of Health and Child Welfare Natonal Adolescent Sexual and Reproductve Health Strategy 2010-2015
11
MoESAC has established Child Friendly Schools (CFCs) which encourage children
to report cases of abuse to school health ocers, thereby reducing further abuse.
Schools have also developed peer educaton programmes (Holiday Camps and
AIDS Acton Clubs) which allow young people to assume leadership roles while
supportng their peers.
The establishment of school-community linkages, in the form of School
Development Commitees (SDCs) provides an important link between schools,
parents and communites. These bodies oer a signicant potental to support
the expansion of SRH, HIV
preventon, care, support and
treatment programmes.
MoESACs partnership with the
Young Peoples Network on SRH,
HIV and AIDS (YPNSRHHA)
provides a mechanism for open
dialogue and exchange between
youth groups, youth serving
organisatons and relevant
partners in the natonal response.
Young people receive training,
resource materials and other
support from YPNSRHHA that are
further utlized within the schools.
This linkage, if strengthened and
brought to scale, oers to reach a
larger populaton of in and out of
school young people with SRH and
HIV educaton and life skills.
Situaton Analysis
3
12
Challenges and Gaps in the Educaton
Sectors Response to SRH, HIV and AIDS
Although the HIV and AIDS and life skills curriculum is mandatory, results of a 2010
study by the Southern and Eastern Africa Consortum for Monitoring Educatonal
Quality (SACMEQ) idented gaps related to knowledge transfer from teachers to
learners
30
. The study concluded that only 4% of grade six students in Zimbabwe
had desirable HIV and AIDS related knowledge levels against 93% of teachers.
Given the rapidly changing HIV environment, the current HIV and AIDS life skills
curriculum, training and learning materials need revision. Introducton of new
concepts, such as ASRH, PMTCT, HTC/PITC, ART and male circumcision is required.
Existng topics, such as stgma, should be strengthened.
Guidance and counseling classes are
tmetabled but ofen not delivered
due to competng concerns, such as
providing increased class tme to
core subjects.
School psychological services exist
at provincial level, but young people
lack awareness of the services or if
they are aware, are uncertain of
how to access them. Teachers are
also not aware of the full range of
services oered.
A major challenge with young
people out of school is identfying
mechanisms for reaching them.
Youth Friendly Centres have been
used to reach out of school youth
with the overall coordinaton of
ZNFPC, but these are relatvely
expensive to maintain, have
suered from high sta turnover
and lack of resource materials.
MoHCW also provide youth friendly
SRH and HIV services at selected
facilites.
30
Southern and Eastern Africa Consortum for Monitoring Educatonal Quality (SACMEQ) 2010. How Eectve are HIV and AIDS Preventon Educaton
Programmes?
4
13
Statutory Instrument 202 of 1998 compels every employer to create space and
tme for employees to partcipate in HIV-related educaton and access to services.
However, in reality, exposure to HIV informaton and services is limited.
Furthermore, there are limited interventons promotng access to HIV and AIDS
services for MoESAC employees.
Work related marital separaton is common within the Government civil service
in Zimbabwe and especially within the educaton sector. However, maintaining
family units is critcal in preventng multple partnerships and further HIV
transmission. Rules and regulatons within the MoESAC therefore require review
in light of the impact and implicatons of HIV and AIDS. For instance, placement
regulatons need review so as to address family separaton concerns in the
deployment of married teachers.
It is critcal to explore the levels of coordinaton between the MoESAC and the
Ministry of Higher and Tertary Educaton to establish and strengthen HIV and
AIDS knowledge transfer mechanisms.
A structure to coordinate implementaton of the HIV and AIDS, ASRH and OVC
programmes, the HIV and AIDS and Life Skills Secretariat was created but fell
dormant due to lack of resources. There are plans to revitalise the Secretariat
with human and material resources so that they take on the responsibility to
implement, monitor and evaluate the Life Skills, Sexuality, HIV and AIDS
Educaton programme.
Challenges and Gaps
in the Educaton
Sectors Response to
SRH, HIV and AIDS
4
14
MoESAC Life Skills, Sexuality, HIV and
AIDS Educaton Strategic Framework
5.1 Vision
MoESAC is commited to contributng to achieving the natonal goals of zero new
HIV infectons, zero discriminaton, and zero AIDS-related deaths, as well as positve
sexual and reproductve health outcomes for young people by 2015.
5.2 Mission Statement
MoESACs vision will be achieved by:
Ensuring that the educaton sector supports all children with access to correct
informaton and skills related to SRH, HIV preventon, care, treatment and
support
Ensuring that children living with HIV are supported to realise their personal,
social and educatonal potental
Promotng HIV workplace policies and actvites that will support teachers and
support sta in HIV preventon, treatment, care and support.
5.3 Guiding Principles
In implementng the strategy, MoESAC will adhere to natonal policies guiding
educaton and human resources as well as the following principles:
Equitable access to quality educaton irrespectve of HIV status, gender,
locaton, economic conditon, language or any other factors that may cause
inequites.
Evidence-based, partcipatory and mult-sectoral planning and policy making,
ensuring meaningful and actve partcipaton of all stakeholders at all levels.
Programmes shall be child-centred and involve the wider school community
of parents, service providers and community members.
Every learner, teacher and MoESAC sta has individual rights, opportunites
and responsibilites and will be protected from all forms of discriminaton -
including discriminaton based on actual, known or perceived HIV status.
Workers will not be obliged to disclose their HIV status nor that of their fellow
workers. Access to personal informaton relatng to a workers HIV status shall
be bound by the rules of condentality. The HIV status of employees shall not
be disclosed without the informed and writen consent of the employee.
The HIV status of learners shall not be disclosed without the informed and
writen consent of the learner and the learners guardian or parent.
5
15
Programmes shall be delivered in a caring school environment, with schools
developed as centres for integrated service delivery which build upon existng
services.
Adherence to the Three Ones principle: one natonal mult-sectoral HIV and
AIDS strategic plan (the ZNASP 2011-2015), one coordinatng authority (the
Natonal AIDS Council) and one natonal monitoring and evaluaton system
(to which the Educaton Management Informaton System will contribute).
5.4 Thematc Areas of the MoESAC Life Skills, Sexuality, HIV and
AIDS Educaton Strategy
The MoESAC Life Skills, Sexuality, HIV and AIDS Educaton Strategy is guided by the
four main thematc areas of the ZNASP II:
1) Preventon,
2) Treatment, Care and Support,
3) Enabling Environment, and
4) Management, Coordinaton, Monitoring and Evaluaton.
5.4.1 Preventon
MoESAC will contribute to the following ZNASP II and other natonal impact level
results:
The estmated annual HIV incidence is reduced from 0.85 (2009) to 0.43 by
2015
The percentage of HIV infected infants born to HIV positve mothers is
reduced from 30 % (2009) to less than 5 % by 2015
The percentage of young women and men aged 15-24 who are HIV infected is
reduced from 7.45 % (2009) to 3.75 %, and 3.54 % (2009) to 1.77 %,
respectvely by 2015
The reducton of Maternal Mortality Rato by two thirds from 960 to 143 per
100,000 live births by 2015
Strategic Objectves
1. Increase quality and coverage of Life Skills, Sexuality, HIV and AIDS Educaton
programmes among in and out of school young people by 2015
2. Strengthen HIV and AIDS workplace programmes in MoESAC in line with
Public Service Commission (PSC) provisions by 2015
MoESAC will contribute to the following expected outcomes:
Percentage of young people 15-24 with comprehensive knowledge on HIV and
AIDS is increased from 51 % for women and 47% for men in 2010 to 80 % by
2015
Percentage of young people 15-24 who have gone for HIV testng and
counselling and received their results is increased from 45.2% for women and
23.7% for men in 2010 to 80 % by 2015
MoESAC Life Skills,
Sexuality, HIV and
AIDS Educaton
Strategic Framework
5
16
MoESAC Life Skills,
Sexuality, HIV and
AIDS Educaton
Strategic Framework
Percentage of males aged 15-29 who are circumcised is increased from 10 %
(2006) to 60 % by 2015
Percentage of young people 15-19 and 20-24 who have had sexual intercourse
with more than one partner in the last 12 months is reduced by 30 % by 2015
Age-specic fertlity rate for young women 15-19 is reduced from 115 to 50 by
2015
Reduced knowledge gap between learners and teachers from 4:93% to
80:100%
Strategies
Conduct rapid assessment of MoESAC policies and programmes and their
impact on employees and learners in the context of life skills, sexuality, HIV
and AIDS educaton
Review and revise primary and secondary school life skills, sexuality, HIV and
AIDS educaton curriculum, teaching and learning materials that will
contribute to:
- Abstnence
- Delayed sexual debut
- Increased HIV testng and counselling
- Increased knowledge and self-ecacy on
condom use among learners
- Reduced age-disparate and multple and
concurrent sexual partners
- Increased uptake of voluntary medical male
circumcision services
- Increased knowledge and uptake of safe
motherhood services, including PMTCT among
young pregnant women of school going age
- Increased demand for and supply of
post-exposure prophylaxis
- Early treatment of STIs
o The revised curriculum will be delivered utlising partcipatory
methodologies that encourage young peoples partcipaton
through free and frank dialogue between learners and teachers,
including the radio lesson programmes, lms, social media and
other partcipatory tools (for example Stepping Stones, Aunte
Stella, STEPS methodology).
Support a range of in and out of school extra-curricular actvites that address
SRH and HIV preventon issues, such as the AIDS Acton clubs, Girls/Boys
Empowerment Movement (GEM/BEM) and Youth Educaton through Sport
and Arts.
o Create more learning opportunites on SRH, HIV and AIDS for out
of school young people in collaboraton with NAC, MoHCW, MYDIE,
ZYC, ZNFPC, civil society and other partners
5
17
Support demand creaton for utlisaton of SRH and HIV preventon services
o Maintain and establish youth friendly services natonally to
provide opportunites for young people to gain further access to
Life Skills, Sexuality, HIV and AIDS educaton and services
o Increased use of HIV preventon services, including HTC and
condoms among MoESAC personnel
Facilitate linkages and collaboratve actvites with HIV preventon service
providers, such as extra-curricular, post-test counselling support services for
HIV negatve and HIV positve young people and children.
5.4.2 Care, Treatment and Support
MoESAC will contribute to the following natonal level impact results:
HIV and AIDS related mortality reduced by 38% from 71,299 (2010) for adults
and 13,393 for children (2009) to 44,205 for adults and 8,304 for children by
2015
Strategic Objectve(s)
Increased access to treatment, care and
support for educaton personnel, children and
young people in and out of school and
children living with HIV and enhancing social
protecton for children aected by HIV by 2015
MoESAC will contribute to the following expected
outcomes:
To increase the percentage of children known
to be alive and on treatment 12 and 24
months afer initaton of antretroviral
therapy by 64% in 2009 to 80% by 2015
To increase the percentage of children with
advanced HIV infecton receiving antretroviral
therapy from 37% in 2010 to 80% by 2015
PLHIV who are eligible and are receiving ART
increased from 59% for adults and 31.5% for
children in 2010 to 81% for adults and 63% for
children in 2013 and to 85% for adults and
85% for children by 2015
To ensure that the most vulnerable children
are able to secure their basic rights through
the provision of quality social protecton and child protecton services.
Strategies
Provide in service and pre-service training to teachers on opportunistc
infectons and ant-retroviral therapy and lobby MoHCW to avail ARVs to
pupils and teachers at local health insttutons
MoESAC Life Skills,
Sexuality, HIV and
AIDS Educaton
Strategic Framework
5
18
Establish linkages between school and communites on administraton of
medicaton
Provide social safety nets to orphans and vulnerable children to access
educaton, remain in school longer and access health services in collaboraton
with MoLSS
Produce Child Friendly Schools (CFS) handbook and training manual and
provide training to all personnel in CFS and sensitse communites and other
stakeholders on CFS programme
Social and behaviour change communicaton aimed to encourage uptake of
HTC, treatment, care and support services
5.4.3 Human Rights, Gender Equality, Culture and Enabling Environment
Goal
To ensure adopton and implementaton of a protectve legal framework in a
culturally sensitve manner, for the promoton of an enabling environment for HIV
preventon, treatment, care and support for MoESAC personnel and in and out of
school young people by 2015.
5
MoESAC Life Skills,
Sexuality, HIV and
AIDS Educaton
Strategic Framework
19
MoESAC will contribute to the following natonal level impacts:
Non-stgmatzaton and non-discriminaton of people living with HIV
Reducton of ever experienced gender-based violence amongst women from
27% in 2010 to 18% by 2015
Strategic Objectves
Strengthen MoESAC capacity to reduce stgma and discriminaton within
schools and work environment
Advocate for review of natonal laws, policies and strategies that relate to
eliminaton of gender-based violence, workplace discriminaton and equal
educatonal opportunites for both girls and boys.
MoESAC will contribute to the following expected outcomes:
Percentage of men and women aged 15-19 and 20-24 who express acceptng
attudes towards PLHIV is increased from 31.5 % (women 15-19) and 40.6 %
(women 20-24), and from 29.2 % (men 15-19) and 38.9 % (men 20-24) in 2010
to 100 % by 2015
Percentage of women 15-19 who report having ever experienced sexual
violence reduced from 18 % in 2010 to zero by 2015
Strategies
i) Strengthen the capacity of MoESAC to develop and implement human
rights-based, gender and culturally sensitve policies that facilitate HIV
preventon, treatment, care and support.
ii) Strengthen the reportng and counselling structures for young people and
MoESAC personnel to report cases of abuse.
iii) Identfy and promote progressive cultural values and norms that facilitate
sexual reproductve health especially as it relates to HIV preventon,
treatment, care and support.
Key Actvites
Involve parents and students in developing age-appropriate actvites on SRH,
HIV preventon, care, support and treatment
Develop and implement a MoESAC specic communicaton plan to challenge
and address HIV related stgma and discriminaton, including adaptng toolkits
on stgma and discriminaton reducton from Natonal AIDS Council, for both
adolescents and adults living with HIV
Review and revise MoESAC specic policies and regulatons that block
eectve responses to SRH, HIV and AIDS among learners and teachers
Revise and implement policies that promote reducton of HIV transmission
at the workplace
Establish workplace support groups for people living with HIV
MoESAC Life Skills,
Sexuality, HIV and
AIDS Educaton
Strategic Framework
5
20
5.4.4. Management, Coordinaton, Monitoring and Evaluaton
Goal
To measure the eectveness of MoESAC Life Skills, Sexuality, HIV and AIDS
Educaton programme through coordinated, monitoring and evaluaton actvites by
2015.
Strategic Objectves
To provide eectve coordinaton mechanisms and management of the
MoESAC Life Skills, Sexuality, HIV and AIDS Educaton Strategic Plan at all
levels by 2015
Strategies
Develop and strengthen the monitoring and evaluaton framework for the Life
Skills, Sexuality, HIV and AIDS Educaton Strategy
Mobilise a sustainable resource base for the implementaton of Life Skills,
Sexuality, HIV and AIDS Educaton actvites in the educaton sector by 2015
Establish and strengthen the Life Skills, Sexuality, HIV and AIDS Educaton
Secretariat within the MoESAC by 2015
Coordinate implementaton of the MoESAC Life Skills, Sexuality, HIV and AIDS
Educaton Programme
5
MoESAC Life Skills,
Sexuality, HIV and
AIDS Educaton
Strategic Framework
21
Key Actvites
Recruit adequate sta for the Life Skills, Sexuality, HIV and AIDS Educaton
Secretariat and the Research, Monitoring and Evaluaton Unit
Procure appropriate equipment for the Life Skills, Sexuality, HIV and AIDS
Educaton Secretariat and the Research, Monitoring and Evaluaton Unit
Regularly carry out formatve and operatonal research on Life Skills, Sexuality,
HIV and AIDS Educaton and other related issues aectng the educaton
sector
Strengthen support, supervision and mentoring of formal and non-formal
teachers providing Life Skills, Sexuality, HIV and AIDS Educaton
o Incorporate Life Skills, Sexuality, HIV and AIDS Educaton indicators
in the support and supervisory check list
Hold regular planning and review meetngs on Life Skills, Sexuality, HIV and
AIDS Educaton at all levels of the educaton sector, including young people
and children among other stakeholders
Conduct mid-term and end of term evaluatons of the MoESAC Life Skills,
Sexuality, HIV and AIDS Educaton Strategy
Include more Life Skills, Sexuality, HIV and AIDS Educaton questons in public
examinatons
Conduct pre- and in-service training of teachers on Life Skills, Sexuality,
HIV and AIDS Educaton monitoring and evaluaton programme
Develop resource mobilizaton strategies to fund the implementaton of
educaton sector responses to HIV and AIDS.
MoESAC Life Skills,
Sexuality, HIV and
AIDS Educaton
Strategic Framework
5
Annexes
6
23
1:
Objectv
es,
Actvite
s and
Timelin
es
A
N
N
E
X

1
:
F
r
a
m
e
w
o
r
k

O
b
j
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t
Ministry Of Educaton, Sport, Arts And Culture Life Skills,
Sexuality, HIV and AIDS Strategic Plan
Community Stakeholder Consultaton Report
21 July to 5 August 2011
33
1:
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R
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p
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r
t 1. Introducton
The Ministry of Educaton, Sport, Arts and Culture is developing a sector specic HIV and AIDS and Adolescent
Sexual and Reproductve Health strategic plan. During the inital consultaton process with United Natons
partners, Non-Governmental Organisatons working with youth and other Government Ministries, in April 2011,
it was agreed that consultaton with the community leaders, youths in school, teachers and youth out of school
was critcal. The key questons that prompted the community consultatons were:
i. Whether to allow the Ministry of Educaton, Sport, Arts and Culture to teach and demonstrate the use of
condoms in schools?
ii. Consult parents and community leaders on what other interventons can be implemented through the
school system?
iii. Consult teachers and youths on what HIV and AIDS Life Skills and Adolescent and Sexual Reproductve
Health teaching is currently available?
2. Methodology
A data collecton tool was developed and translated into Shona and Ndebele. Teams of enumerators were
trained on how to conduct focus group discussions before the eld actvites. Six provinces, Mashonaland
Central, Manicaland, Harare, Bulawayo, Matabeleland North and Masvingo, were conveniently selected to
accommodate the diversity of the Zimbabwean populaton. From 21st of July to the 5th of August, the MoESAC
consulted with parents, teachers and the youths on critcal issues regarding the content of the HIV and AIDS
and Adolescent Sexual and Reproductve Health. Enumerators made copious notes and complemented with
audio voice recorders. All teams presented summary ndings at the end of the eld work. Data from the audio
voice recorders was transcribed into word, analysed and used to triangulate provincial reports. The ndings
from the qualitatve consultaton with 6 provinces, 18 districts, 18 primary and 42 secondary schools are
summarized in this report. The districts and schools visited are presented in table 1 below.
3. Results
Demographic Characteristcs of the Study Partcipants and Other General Findings
We interviewed a total of 2328 partcipants, (28.5%) parents, (25.8%) teachers, (25.5%) in school and (20.2%)
out of school youth. There were more males (50.2%) than females (49.8%). District Educaton Ocers took
lead in mobilizing the study partcipants but distance between schools for the rural provinces was signicant.
On average, teams spent one day per school. The major challenge was mobilizaton of the out of school youth
as evidenced by low numbers of out of school youth who partcipated in the focus group discussions in all
provinces. Majority of parents, 90%, had either children or grand children in school.
The commonly reported health problems were, in order of most common to least common, HIV and AIDS,
Tuberculosis (TB), Sexually Transmited Infectons (STIs), Diarrheoa, cough and u. Other health related
problems reported were poverty, hunger, economic hardships and child headed families. Teachers reported
that the major health problems were STIs, HIV and AIDS, poor sanitaton, poor nutriton, skin diseases and chest
pains. Other health related problems reported by teachers were absence of a clinic, high prevalence of gold
panning, high prevalence of orphans and vulnerable children (OVCs) and child headed families. Both parents
and teachers idented HIV and AIDS and teenage pregnancies as major problems in Zimbabwe.
All parents reported that they were not involved in HIV and AIDS and Life Skills Educaton in schools and they
did not know what their children were being taught on life skills. However, mechanism for involvement of
parents with teaching of in school youths on HIV and AIDS Life Skills are available through the school
development commitees and parents and teachers associatons.
34
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Name of
Province
District
Name
# of parents
(110)
Male Female Male Female Male Female Male Female
5
5
9
3
22
6
1
3
10
2
4
4
10
42
5
5
7
17
3
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6
15
5
6
5
6
22
54
1
6
5
12
3
7
11
21
6
7
6
2
21
54
# of youth in
school (113)
# of out of school
youths (77)
# of teachers
(110)
Schools Visited
Bulawayo
Mashonaland
Central
Masvingo
Province
Bulawayo
Central
District Total
Khami
District Total
Imbizo
District Total
Guruve
District Total
Mt Darwin
District Total
Shamva
District Total
Bikita
District Total
Chiredzi
District Total
Chivi
District Total
5
4
2
7
18
12
9
10
31
8
6
5
19
68
5
5
3
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5
4
4
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7
4
4
15
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7
B
4
4
3
10
21
56
5
6
10
4
25
7
6
5
18
6
5
7
18
61
5
5
5
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5
5
5
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5
5
5
5
20
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5
6
5
16
4
7
5
16
4
4
5
5
18
50
6
6
0
6
18
6
8
5
19
6
6
3
15
52
5
5
5
15
5
5
5
15
5
5
5
5
20
50
5
2
2
9
6
4
5
15
6
4
5
5
20
44
7
7
4
3
21
4
6
2
12
3
7
4
14
47
5
3
5
13
5
5
6
16
5
6
3
4
18
47
5
2
5
12
3
1
8
12
5
3
6
4
18
42
3
2
5
3
13
1
4
4
9
3
0
5
8
30
5
5
5
15
5
5
4
14
4
4
5
6
18
47
3
4
6
13
3
4
4
11
5
5
4
7
21
45
8
5
5
3
21
3
4
1
8
8
3
5
16
45
5
7
5
17
5
5
7
17
5
7
5
5
22
56
4
6
4
16
6
7
5
18
11
4
5
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27
61
Tennyson Hlabangana High
Founders High
Milton High
Greeneld Primary
St Bernards High
Pumula High
Babambeni Primary
Marananatha High
Senzangakhona Primary
Nketa High
Chifamba Primary
Mushoshoma Sec
Kondo Sec
Darwin Primary
Mtondwe Sec
Mukumbura Sec
Madziva Rural Sec
Chindunduma High
Jit Secondary school
Wadzanai Primary
Pamushana High
Gwindingwi High
Vushe Primary
Shingai Primary
Hlanganani High
Terry Goss High
Madamombe High
Madyangove Prim
Chibi High
Nyaningwe College
Provincial Total
Provincial Total
Provincial Total
4
6
5
9
24
4
7
9
20
6
10
5
21
65
5
3
5
13
5
5
3
13
5
3
5
5
18
44
4
4
7
15
5
3
5
13
5
5
5
5
20
48
35
Name of
Province
District
Name
# of parents
(110)
Male Female Male Female Male Female Male Female
5
5
3
13
5
5
5
15
5
6
11
7
28
56
7
5
3
15
3
4
4
11
12
7
7
7
21
47
6
4
5
3
18
8
3
4
15
5
9
4
18
51
304
# of youth in
school (113)
# of out of school
youths (77)
# of teachers
(110)
Schools Visited
Manicaland
Province
Harare
Province
Matabeleland
North
Province
Mutasa
District Total
Chipinge
District Total
Mutare
District Total
North/
Central
Glen View/
Mufakose
Chitungwiza
Hwange
District Totals
Binga
District Totals
Nkayi
District Totals
8
5
4
17
5
2
7
14
8
5
3
6
22
53
4
7
7
18
14
6
8
28
7
4
29
4
37
83
3
5
3
5
16
6
8
6
20
5
9
5
19
55
359
5
6
6
17
6
6
7
19
6
3
4
5
18
54
6
5
5
16
5
6
3
14
6
4
8
5
17
47
5
5
5
5
20
5
6
5
16
5
5
5
15
51
313
5
5
6
16
5
5
7
17
4
8
5
5
22
55
5
5
5
15
5
5
4
14
9
3
10
6
19
48
5
5
5
5
20
5
5
5
15
6
5
5
16
51
280
1
5
5
11
5
2
4
11
2
8
4
5
19
31
4
2
7
13
3
8
6
17
1
0
0
9
9
39
4
5
0
6
15
3
5
4
12
5
4
3
12
39
245
0
4
3
7
5
5
10
20
2
4
1
5
12
39
0
6
3
9
5
1
3
9
1
0
0
5
5
23
2
5
5
3
15
6
3
6
15
4
5
3
12
42
226
4
5
5
14
5
6
3
14
4
4
5
6
19
47
6
5
6
17
5
6
3
14
4
4
6
5
15
46
6
5
5
6
22
5
5
4
14
5
5
5
15
51
306
St Columbus High School
Pawa High School
Hartzel l Primary
Rimai Primary School
Checheche High School
Gaza High School
Dangamvura
Baring
Chitakatra
Chanyauhwera
Mt Pleasant High
Hatcli High
Hatcli 1 Primary
Gwinyiro Primary
Mufakose 2 High
Glen view 1 High
Tangenhamo Primary
Seke 1 High
Seke 2 High
Zengeza 2 High
Gurambira Primary
St Mary's Primary
Neshaya Secondary
Chilisa Secondary
Tinde Primary
Pashu Secondary
Sianynzundu Secondary
Nkayi Primary
Hadane Secondary
Sivomo Secondary
Provincial Totals
Provincial Totals (414)
Provincial Totals
GRAND TOTAL
District Totals ( 113)
District Totals (181)
District Totals (120)
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295
36
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R
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p
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r
t4. Summary of Findings on Thematc Areas
4.a) Knowledge of HIV and AIDS and Life Skills amongst the Youth groups on HIV and AIDS Transmission
and Common Sources of Informaton
Questons on knowledge of HIV and AIDS and life skills were mainly focused on two groups youth in school and
out of school youth. All youth groups had adequate basic knowledge on denitons of HIV and AIDS, the
transmission and preventon methods, treatment and care. The main transmission methods mentoned were
sexual intercourse, mother to child transmission, blood transfusion and sharing of sharp objects. The youth in
Manicaland were reported to have limited knowledge on Life Skills. Common preventve methods mentoned
by the youth were abstnence, be faithful to one faithful partner, safe male circumcision and consistent and
correct condom use.
All youth groups reported that they were and knew people in relatonships. Majority of the youth knew
someone living with HIV and AIDS. The common source for this informaton was disclosure, heard parents
discussing, signs and symptoms, accompanying friends to hospital to collect medicaton. Common sources of
HIV and AIDS Life Skills informaton were the church, both electronic and print media, community health
workers, AIDS Clubs, counsellors, school, workshops, social soccer games, new start centres including
Matabeleland AIDS Council, Youth friendly centres, hospitals and parents.
Majority of youths reported that parents were too busy to discuss HIV and AIDS and sexuality issues with their
children. Those who had discussed with their parents reported that this was afer workshops or afer negatve
incidents in community or if something comes up on television. The parents normally give lectures on HIV and
AIDS rather than discuss with their children. Access to HIV and AIDS services, mainly HIV Testng and
counselling, safe male circumcision and informaton, by the youths is from clinics, hospitals and new start
centres.
All youth reported that they were in sexual relatonships and the common actvites in youth relatonships were
kissing, hugging, sexual intercourse, buying each other presents, chatng on social networks, body contact,
singing each other love songs and saying poems and going to watch movies.
4.b) What teaching on HIV and AIDS and life skills is available in schools
Teaching of HIV and AIDS and Life Skills in schools generally starts from Grade 4 through to Form 4. There is a
detailed guidance and counseling curriculum that was developed in 1992. Most school children reported that
they have one lesson on guidance and counseling per week and HIV and AIDS life skills is one of the subjects.
Within the guidance and counselling the teachers educate children on HIV and AIDS and how to cope with
puberty. The content of the HIV and AIDS Life Skills educaton is limited to basic informaton on HIV and AIDS
denitons, transmission and preventon. The components of HIV and AIDS and Life Skills that are supposed to
be taught in schools are abstnence, be faithful to one faithful partner, correct and consistent condom use,
delaying sexual debut, early treatment of STIs, free and frank discussion on HIV and AIDS and sexuality, get real
and know your status, and medical male circumcision. The majority of schools reported that only abstnence,
consistent and correct condom use and be faithful to one faithful partner were being taught. Other components
taught in schools were general health and hygiene, appropriate diet for the infected, boy-girl relatonships,
looking afer the infected. Most teachers prefer that all teachers teach on HIV and AIDS, but would need a
specialist resource person to take lead. The HIV and AIDS subject must be integrated and also be a stand alone
subject that is examinable. Most schools were working with AIDS Service Organisatons to provide informaton,
care and support. The youth in school reported that the guidance and counselling session was not taken
seriously by most teachers. These 35 minute lessons had become free tme for youth in school. Common HIV
and AIDS services are HIV testng and counselling, educaton through sports (preventon) and children on
treatment and care are given tme to access services.
37
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4.b.i) Challenges in Implementng HIV and AIDS and Life Skills Programmes within the School
Teachers were asked to report on the challenges aectng the implementaton of HIV and AIDS and Life Skills
programme within the school system. The major challenge was the teachers inadequate knowledge on HIV
and AIDS and congested tmetable to accommodate HIV and AIDS and Life Skills training. Another major
challenge was the inadequate informaton technology (IT) knowledge amongst teachers and access to
computers by teachers. This has resulted in school children having beter knowledge on HIV and AIDS than
their teachers a they can easily access the internet on their mobile phones and laptops. Other challenges
reported included:
Congested schools (double sessioning)
Inadequate teaching resources
o Human
o Material (books and nancial)
o Inadequate audio visual teaching aids
Outdated HIV and AIDS curriculum
Absence of e-learning materials
38
4.c) What are the views of partcipants on Condom teaching
Five out of the six provinces partcipants recommended that condom educaton be taught in schools. The educaton
must however be limited to informaton provision on condoms. There was unanimity regarding the provision of
condoms in schools. All partcipants were against condom distributon in schools mainly because the relatonship
between pupils and teachers were that of parents and children. Educaton on condom use must be age specic and
that teaching should start from Grade zero. Whilst the partcipants were unanimous in recommending that condom
use should be taught in schools, the subject created extensive debate. The consensus was that the educaton
system should give informaton on condoms in schools and refer sexually actve youth to health facilites for condom
demonstraton and distributon.
4.d) What are the Causes of HIV and AIDS and Teenage Pregnancies
Teachers and parents were asked on what were the commonest causes of the high prevalence of sexual intercourse
leading to HIV transmission and teenage pregnancies. The two commonly mentoned factors contributng to high
HIV prevalence and teenage pregnancies were the absentee parents who emigrate to greener pastures for work and
indiscipline among the youths mainly due to the Government policy that limit the extent to which youth can be
disciplined. Other factors contributng to high prevalence of sexual intercourse leading to high HIV transmission
among the youth were:
Age of majority act aectng control of children
Poverty and high unemployment with the related social pressures like the need for luxuries (cosmetcs)
that the parents cannot provide for and excess idle tme for the youth
o Gold panning actvites in some provinces. Girls were being entced by Gold panners and boys were
dropping out of school for Gold panning actvites
General community moral decay promotng inter-generatonal sex and concurrent sexual relatonships
Eects of media (internet, television and cell phones) that is facilitatng exposure of pornographic material to
children (pupils now have pornographic material on their mobile phones and laptops)
Drug and alcohol abuse
Child headed families from parents who have emigrated for greener pastures or who have passed on
Provocatve dressing by the youth
No communicaton between parents and teachers on who will teach on HIV and AIDS
Children stay with uncaring foster parents
Inadequate youth centres to keep the youth busy
4.e) How can schools assist to reduce the HIV and AIDS and Teenage Pregnancies
All the partcipants were asked what the school system could do to assist in reducing the HIV and AIDS
transmission among the youth. There was unanimity on the need to comprehensively educate the youth on
HIV and AIDS transmission, preventon, treatment and care startng from grade zero. The partcipants
proposed that educaton must take place at home, church and in school. All the partcipants reported that
informaton on condoms can be given to youth in school, BUT the school system cannot be used as a
distributon system. Invitaton of AIDS Service Organisatons (ASO) to come and provide HIV and AIDS services
within the school system including HIV testng and Counselling (HTC), safe male circumcision, and provision of
informaton)
Another strong recommendaton was to the Government to review the policy on Age of Majority Act and
disciplining of youth in school. An 18 year old child who is stll under parental guidance is considered an adult
and cannot be disciplined
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Other recommendatons included:
Put HIV and AIDS in the curriculum as an examinable subject, and mainstreamed in all other subjects.
The content must be age appropriate.
Promote virginity as a virtue in schools
Extra-curriculum actvites must include youth out of school
Empower girl child with their rights and life skills
Employ specialist counsellors in schools who can relate to youth in school beter than with teachers
Establish HIV and AIDS and Life Skills Educaton resource centres in youth centres and schools
Educate parents to build their capacity to educate children on HIV and AIDS and sexuality
(parents should move away from cultural taboos of not discussing sexuality and HIV and AIDS with
their children)
Parents should be role models
Parents should supervise childrens social network sites
The MoESAC should strengthen the enforcement of teachers dress code so it becomes easy to
discipline school children
Ban cell phones in school
Build capacity for teachers to eectvely teach sexuality and HIV and AIDS
Reduce childrens idle tme using sports and edutainment
Review regulatons on punishment and maternity leave (once a child is expelled due to pregnancy,
she should not come back to the formal educaton system)
Teach children about old values, Ubuntu, entombi /maintaining virginity and on how they can
control their sexual feelings
Ensure all OVCs have access to educatonal support
Reduce childrens idle tme using sports and edutainment
Creaton of jobs for the out of school youth
Facilitate that children go back to school afer drop outs
Strengthen (capacity building) the peer educaton training and actvites within the schools
Develop cartoons to teach children on HIV and AIDS
Encourage mobile phone service providers to send short text messages (sms) of HIV and AIDS
preventon strategies as part of their community service.
Revive youth centres and teach vocatonal subjects to youth out of school
4.f) What is the prevalence of Abuse in schools and at home?
Parents and teachers believed that school children were mainly abused at home and in communites. The
youth reported that both teachers and parents were perpetrators of abuse. The partcipants noted that
most abuse cases in the community go unreported making it dicult to assist the abused children. The
commonest forms of abuse reported were sexual, physical, verbal and emotonal. The main factors
contributng to the high prevalence of abuse were:
Parents migratng and leaving children alone
Child headed families
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Orphans and vulnerable children abused by the community
Teachers are also abused by children (when teachers try to discipline children, the teachers are assaulted
or verbally abused)
Majority of schools are teaching children on the dierent forms of abuse and what acton to take when abused.
The knowledge among the youth on how to prevent abuse was adequate. The reported preventon methods
mentoned were:
Do not accept undue favours
Do not allow to be touched on your private parts
Report all potental and actual abuse to parents, police and Child line
Do not sit on your uncles lap
Scream when you are in danger.
Encourage children, parents and teachers to speak out against abuse
Introduce suggeston boxes
Teachers must be free and approachable
Empower teachers on abuse and on child friendly skills
Have counsellors who are not sta
Teach children the dierence between abuse, rights and responsibilites
Have awareness campaigns for community
The church must be taught how to handle abuse cases
Establish ant-abuse messages in the school AIDS Acton clubs
Teachers must work with parents to address abuse among children
The government was encouraged to provide comprehensive care and support to OVCs
Government ocers were encouraged to provide adequate assistance when abuse cases are reported
to their oces.
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4.g) Workplace Programmes Available for Teachers, Support Sta and Learners
There are no organized systematc actvites for teachers workplace programmes. There are however, ad hoc
capacity building workshops for teachers. The HIV and AIDS services required by teachers were:
Preventve services
o Condom demonstraton and distributon
o HIV and AIDS Educaton through school based workshops and Volunteering to go and assist in clinics
o Social Behavior change communicaton training
o Use lms for teachers
Treatment, Care and support services for professional sta
o Bring ART services to the school
o Fight stgma
o Testng and counselling
o Need support groups
o Create a forum with parents for disclosure to enable teachers to manage children who are living
with HIV and AIDS
HIV and AIDS resource centre with experienced counsellors
Provide tme for HIV and AIDS services within the school
Ensure teachers meetngs have HIV and AIDS as one of the agenda items
4.h) Available Programmes for Orphans and Vulnerbale Children (OVCs)
Available programmes for Orphans and Vulnerable children (OVCs) are mainly the educaton support
mechanism through the Basic Educaton Assistance Module (BEAM), Capernum Trust and Joshua Mqabuko
Foundaton. The nutriton programme under the Catholic Relief Services for OVCs is stll ongoing in selected
districts and schools. The World Visions nutriton was terminated in 2009. All schools reported that there is
need for a comprehensive OVC programme to include nutritonal and material support.
5. Parental Involvement in School HIV and AIDS and Life Skills Training
All parents reported that they were not involved in school based educaton on HIV and AIDS and Life Skills
Training. Teachers and parents were of the opinion that it was critcal for the involvement of parents in
educatng children on HIV and AIDS. This would ensure the same messages taught in school would be re-
emphasized at home. The youth requested that parents should be more open with them and teach them on
HIV and AIDS and Life Skills and not shout at children. Parents mentoned that the Age of Majority Act and the
policy on disciplining (caning) children need to be re-visited by the Government as this has resulted in
indiscipline among the youth.
6. Comments and Suggestons from Partcipants
All partcipants had comments and suggestons for Government, Ministry of Educaton, Sports, Art and Culture
and to each of the dierent groups. The main comments and suggestons were:
i. The youth were so passionate about Government making HIV testng compulsory for all pregnant women
to prevent giving birth to children with HIV. Children living with HIV are stressed and live under dicult
circumstances. The youth even suggested to jail parents giving birth to HIV positve children.
42
ii. The youth suggested that the school system should not suppress relatonships, but teach older pupils on
how to handle relatonships
iii. The parents suggested that girls should be taught not to wear clothes that are tght and exposing,
especially during civic days.
iv. Parents also suggested that schools should teach children on the dangers of drug and alcohol abuse,
nudity, extra and pre-marital sex. These were noted as some of the common causes of sexual abuse and
sexual intercourse within the school system leading to high HIV transmission
v. Parents requested that the Government must enforce the dress code for teachers especially among the
young lady teachers who are wearing tght clothing and clothes that expose their bodies
vi. Parents said teachers must behave like parents
7. Recommendatons from Stakeholders Consulted
a. What the educaton system should do
Introduce HIV and AIDS preventon, treatment, care and support in schools from an early age.
HIV and AIDS educaton must be age specic
Introduce condom educaton in schools
Do not distribute condoms in schools
The school system must contnue to emphasize on upholding morality among school children
The church actvites in schools must be strengthened
b. What the Government should do
Revise the Age of Majority Act
Revise the policy of disciplining children through caning both at home and at school
Enforce the teachers dress code
Ban the use cell phones within the school by school children
Revive youth centres to occupy the youth out of school
Review the maternity leave policy for children who deliver whilst in school. They should not be allowed
back into the formal school system because of their sexuality
Provide a comprehensive package for orphans and vulnerable children to include nutriton and clothes
c. What parents and communites should do
Partcipate in the educaton of children on HIV and AIDS and Life Skills
Be open to their children and spend more tme with them
Avoid leaving children alone while parents work outside the country
Monitor the social network sites visited by their children
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8. Areas Requiring Revision in the Draf Strategic Document
i) Collaboraton with relevant sector Ministries to address issues of media programming that is negatvely
aectng adolescent behavior (Ministry of Informaton, Legal Aairs and Social services)
ii) Capacity building for teachers (educaton on HIV and AIDS and workplace programmes) so they can
eectvely provide the correct and accurate informaton on HIV and AIDS
iii) Monitoring and coordinaton actvites of guidance and counselling teaching in schools
iv) Enforce the dress code for teachers
v) Workplace programmes are a priority in the strategic plan
vi) The actvites involved in the engagement of the other government Ministries responsible for radio and
Television services, Legal Aairs and Labour and Social Welfare need to be highlighted
vii) Revision of HIV and AIDS Life Skills curriculum
viii) Facilitate provision of HIV and AIDS preventon, care and treatment services within the school
environment primarily for sta and children who can legally give consent
9. Way Forward
Costng of the strategic plan - Technical coordinaton team responsible
Disseminaton of the nal strategic plan - Technical coordinaton team responsible
Development of implementaton plan - MoESAC responsible
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References
7
1. UNAIDS Report on the Global AIDS Epidemic, 2010
2. MoHCW, Natonal Estmates on HIV and AIDS, 2010
3. Natonal AIDS Council; Zimbabwe HIV epidemic, policy and response synthesis: Know your Epidemic
4. Zimbabwe Natonal Statstcal Agency (ZimStat), Multple Indicator Monitoring Survey (MIMS), 2009
5. Ministry of Educaton, Sport, Arts and Culture (MoESAC) Strategic Plan, 2011-2015
6. Natonal AIDS Council; Zimbabwe HIV epidemic, policy and response synthesis: Know your Epidemic
7. Natonal Interim Behaviour Change Survey, UNFPA, 2010
8. MoHCW, ZDHS, 2005/6
9. Cowan F, Pascoe S, Langhaug L. The Regai Dzive Shiri Project: the results of a cluster randomised
trial of a mult-component HIV preventon interventon for young people in rural Zimbabwe.
In Preparaton. 2009
10. Ferrand et al. Causes of Acute Hospitalizaton in Adolescence: Burden and Spectrum of HIV-Related
Morbidity in a Country with an Early-Onset and Severe HIV Epidemic: A Prospectve Survey, PLOS
Medicine, February 2010
11. Ferrand et al. Burden of HIV Infecton Among Primary School Children and Feasibility of Primary
School-linked HIV Counselling and Testng in Harare, Zimbabwe, UNICEF, 2011
12. Extrapolated from ZDHS, 2005/6
13. A Situatonal Analysis on the Status of Womens and Childrens Rights in Zimbabwe, 2005-2010.
UNICEF
14. Southern and Eastern Africa Consortum for Monitoring Educatonal Quality (SACMEQ) 2010.
How Eectve are HIV-AIDS Preventon Educaton Programmes
15. UNGASS Report 2009
16. Ministry of Health and Child Welfare Natonal Adolescent Sexual and Reproductve Health Strategy
2010-2015
17. MoESAC HIV and AIDS Life Skills Educaton Primary School Syllabus Grade 4-7
18. SADC/UNESCO 2010, Review of the Educaton Sector Response to HIV and AIDS in Africa
19. Zimbabwe United Natons Development Assistance Framework, 20072011
20. Natonal AIDS Council, ZNASP II draf document; 2011-2015

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Zimbabwe Ministry of Primary and Secondary Education Life Skills & Sexuality Education Strategy 2012-2015