1 How to - Education Executive summary The importance of Education in the social and economic development of individuals, communities and society as a whole cannot be underscored. Development entails the expansion of choices which requires knowledge. An educated individual has the ability to make informed choices which enables them an opportunity to control and direct their development. Education is transformational. It is a powerful driver for development and one of the strongest instruments for reducing poverty, improving health, gender, peace and stability. 1 Education is a cornerstone for development and a prerequisite for any society that chooses to embrace development. As a child focused organization, World Vision Zambia recognizes the significance of Education in a child’s life and has adopted Education as one of its sectors in the attainment of the Child Well Being Outcomes. The WVZ Education strategy aims to compliment the Zambian Government’s efforts in ensuring that children have equal access to quality Education. WVZ will not only look at increasing access to Education as it has done in the past but will further look into addressing some of the critical social, cultural, economic and environmental factors that keep children away from attending school and being retained in school. Education is a basic human right which WVZ will continue to promote to ensure that every child has an equal opportunity to get an education and therefore be able to make a meaningful contribution to their society. The WVZ strategy therefore places special emphasis on the education of girls, Learners with Special Educational Needs (LSEN), orphans and vulnerable children. The strategy considers ways in which these often disadvantaged children can acquire an education. The quality of Education provided in the schools continues to be a challenge and places children at a disadvantage in that children are still not able to attain expected functional levels of reading by age 11. Only one third of the students in grade 5 attain the minimum level in English and Math. 2 In an effort address issues of quality the WVZ strategy will focus on strengthening the voices of the communities such as the PTA’s and children’s clubs so that they are able to lobby Government for the provision of quality Education. WVZ will further explore opportunities for ICT as a creative and innovative way for children to learn. For Education programming in WVZ operational areas to be effective and achieve tangible/practical results it MUST be holistic in design and implementation. This requires integration, collaboration, and joint planning with other sectors, stakeholders and Government line ministries. Goal WV contributes to improving child learning outcomes through effective, proven programming and equitable access as measured by an increase in the percentage of children who can read by age 11 and improved well-being as expressed by the children themselves. Objectives Increased proportion of children who complete primary education in a registered learning environment. Improved functional levels of reading for children Adolescents are ready for economic opportunity Child Well-Being Outcomes to which this contributes This strategic guidance impacts all of the child well-being outcomes indirectly, but those that it impacts most directly include: • Children read, write, and use numeracy skills 1 www.worldbbank.org/Education 2 www.netherlandsembassy.org/en/development-cooperation/education.html
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1
How to - Education
Executive summary The importance of Education in the social and economic development of individuals, communities and society as a
whole cannot be underscored. Development entails the expansion of choices which requires knowledge. An
educated individual has the ability to make informed choices which enables them an opportunity to control and
direct their development. Education is transformational. It is a powerful driver for development and one of the
strongest instruments for reducing poverty, improving health, gender, peace and stability. 1Education is a
cornerstone for development and a prerequisite for any society that chooses to embrace development.
As a child focused organization, World Vision Zambia recognizes the significance of Education in a child’s life and has
adopted Education as one of its sectors in the attainment of the Child Well Being Outcomes. The WVZ Education
strategy aims to compliment the Zambian Government’s efforts in ensuring that children have equal access to
quality Education. WVZ will not only look at increasing access to Education as it has done in the past but will further
look into addressing some of the critical social, cultural, economic and environmental factors that keep children
away from attending school and being retained in school. Education is a basic human right which WVZ will continue
to promote to ensure that every child has an equal opportunity to get an education and therefore be able to make a
meaningful contribution to their society. The WVZ strategy therefore places special emphasis on the education of
girls, Learners with Special Educational Needs (LSEN), orphans and vulnerable children. The strategy considers ways
in which these often disadvantaged children can acquire an education. The quality of Education provided in the
schools continues to be a challenge and places children at a disadvantage in that children are still not able to attain
expected functional levels of reading by age 11. Only one third of the students in grade 5 attain the minimum level in
English and Math.2 In an effort address issues of quality the WVZ strategy will focus on strengthening the voices of
the communities such as the PTA’s and children’s clubs so that they are able to lobby Government for the provision
of quality Education. WVZ will further explore opportunities for ICT as a creative and innovative way for children to
learn.
For Education programming in WVZ operational areas to be effective and achieve tangible/practical results it MUST
be holistic in design and implementation. This requires integration, collaboration, and joint planning with other
sectors, stakeholders and Government line ministries.
Goal WV contributes to improving child learning outcomes through effective, proven programming and equitable access
as measured by an increase in the percentage of children who can read by age 11 and improved well-being as
expressed by the children themselves.
Objectives Increased proportion of children who complete primary education in a registered learning environment.
Improved functional levels of reading for children
Adolescents are ready for economic opportunity
Child Well-Being Outcomes to which this contributes This strategic guidance impacts all of the child well-being outcomes indirectly, but those that it impacts most directly
• Children make good judgments, protect themselves, manage emotions and communicate ideas • Adolescents ready for economic opportunity • Children access and complete a basic education • Children enjoy positive relationships with peers, family, and community members • Children value and care for others and their environment
National context The Zambian Government has made significant strides in the Education sector in the past decade due to an increase
in funding for the sector. Prior to this, funding was low due to the overall economic stagnation which resulted in a
drop in national revenue. Access to Education was a major challenge which the Government responded to by
developing and implementing various strategies such as the Basic Education Sub-sector Investment Plan (1999-2002)
and the Ministry of Education Strategic Plan (2003 – 2007) and more recently the Fifth National Development Plan.
Despite significant increase in access to education and skills that was achieved during the Fifth National
Development Plan (FNDP) period 2005 - 2010, which was a result of marked increase in construction and
rehabilitation of infrastructure especially at basic school level and significant recruitment of teachers, the sector
experienced some challenges in the quality of education and skills development provided3. This resulted in low levels
of learning achievement and mismatch between skills delivered and the requirements of the labour markets. Other
major challenges included the confinement of Early Childhood Care, Development and Education (ECCDE) to pre-
schooling instead of offering a more comprehensive developmental support and learning experience, and the limited
access to tertiary education due to the overall infrastructure deficit and low staffing levels4.
The major areas that continue to challenge the Education sector are access to education, the quality of education
and equal access to education especially for the more vulnerable groups such as Learners with Special Educational
Needs (LSEN). The enrollment in primary education in Zambia has doubled from 1.6 million learners in 2002 to 3.2
million in 20095. In spite the strides made in access investments have not been simultaneous with the exponential
growth in enrollment which has in turn had an effect on the quality of education. Weak Education management,
high pupil to teacher ratio, high pupil to book ratios and poor teacher retention are some of the factors that affect
the quality of education.
Inequalities in Education continue to persist for the more vulnerable groups such as girls, Learners with Special
Educational Needs (LSEN), orphans and children from disadvantaged homes. Deliberate efforts have been made to
increase girl’s participation in school through sensitization campaigns and policies yet disparities continue especially
at the higher levels of schooling. In spite the increase in the enrollment rates retention, progression and completion
rates continue. The gender imbalances are likely to worsen considering that there has been a decline in the number
of females receiving bursaries in basic school from 45173 in 2007 to 11 566 in 2008. That of males on the other hand
more than doubled from 41,836 in 2007 to 103,489 in 2008. Disparities are similar but more glaring at higher levels.6
The number of Learners with Special Educational Needs accessing education continues to be low. This can be
attributed to learning environments that are not conducive for these children. Inaccessible learning infrastructure,
non availability of teaching and learning materials, non availability of qualified LSEN teachers and assistive devices
are some of the barriers to their Education. Inequalities can also be seen in education access for children in the rural
areas. These children continue to be disadvantaged in comparison to their peers in the urban and peri urban areas.
Government & other stakeholders’ focus Government emphasis for the period of the SNDP (2011-2016), is increased focus on quality improvement. Attention
will continue to be placed on teacher supply (recruitment, deployment and retention); provision of teaching and
learning materials and infrastructure development. Additional focus will be placed on school level processes such as
3 Sixth national Development Plan 2011 -2016, GRZ.
4 Sixth National Development Plan, 2011 -2016,GRZ.
5 Education Fact Sheet, USAID,2012
6 Zambia Human Development Report, 2011
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school governance, teacher supervision, quality assurance, teacher continuous professional development and
pedagogical support so as to actively pursue an improvement in quality of educational delivery. Furthermore, the
sector will seek to address the efficiency and effectiveness of education and skills development delivery through
curriculum development, improved management and governance of institutions, community involvement, civil
society and private sector engagement. The ultimate goal as outlined in the Sixth national Development Plan (2011-
2016) is to increase equitable access to quality education and skills training to enhance human capacity for
sustainable national development. The sector will achieve this by:
Expanding access to high school and tertiary education
Improving the quality of education through curriculum review, development and delivery at all levels
Increasing teacher availability especially in rural areas through interventions like rural hardship allowances,
loan schemes, provision of solar power and construction of staff houses etc
The sector will also review or repeal key education acts (e.g. of 1966, 1996) to make them comprehensive and more
responsive to current needs in the sector, work with relevant stakeholders to speed up the implementation of the
National Decentralization Policy, continue to implement the teachers’ rural retention scheme through interventions
like rural hardship allowances, loan schemes, provision of solar power and construction of staff houses7.
Other stakeholders including the private sector, bilateral agencies and NGOs make contributions in line with
government focus.
Gap analysis Despite efforts to improve education delivery, gaps still exist in various forms and at various levels. Issues of access,
quality and equity are still major concerns. World Vision Zambia’s overall aim for education is to provide access to
education, create a healthy learning environment and compliment the efforts of Government in education provision.
World Vision works with the Ministry of Education to address factors related to low access to education and initiate
interventions to deal with the constraints.
For the period, FY13 – FY15 World Vision Zambia has aligned its education sector strategy more closely with the
Government of Zambia’s National Strategy in the Sixth National Development Plan which aims to “increase equitable
access to quality education and skills training to enhance human capacity for sustainable national development”.
This will be done in an effort to compliment the work of the Ministry of Education. World Vision Zambia will take a
more proactive role in working with the Ministry of Education at all levels.
Access: Although World Vision Zambia has contributed to improving access to education through the building of
infrastructure it will further work with various stakeholders to address some of the key issues that keep children
away and from staying in school. To date WV has constructed/rehabilitated more than 40 schools and sponsored
more than 10,000 children. In spite of these efforts there are a number of factors that keep children from going to
school and remaining in school. The various socio economic and cultural factors that keep children from accessing
education even when it is available will need to be addressed through advocacy efforts and partnerships with
various stakeholders to ensure that an increased number of children are not only accessing an education but
successfully remaining in the school system.
Equity: The need for equity cannot be over emphasized. World Vision Zambia as a child focused organization seeks
to help all children especially the most vulnerable, forgotten and invisible children in society. It is therefore critical to
ensure that children with disabilities or Learners with Special Educational Needs (LSEN) are given an opportunity to
access education. World Vision Zambia will step up efforts through the various ADPs to ensure that parents and the
communities are sensitized to the importance of LSEN accessing an education.
7 Sixth National Development Plan, 2011-2016
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Girls’ education will continue to be encouraged so that an increasing number of girls are retained in the school
system and are able to successfully complete their studies. Advocacy will be essential so that communities make
every effort to ensure that the environment is conducive for girls to learn.
Quality: Quality education is essential for children to obtain functional levels of literacy, numeracy and essential
skills. World Vision Zambia will work with communities to ensure that they are empowered to advocate that the
government provides quality education which includes:
The provision of trained teachers and mounting training for volunteer teachers
Provision of teaching/learning materials
Building the management skills of PTA members to support the teachers
Empowering and linking school authorities through microfinance and other income generating activities to
raise funds to sustainably support schools
World Vision will also endeavor to pursue partnerships at with various stakeholders at different levels in an
effort to promote quality education in schools where World Vision Zambia is operational.
Best practices / Models A key enabler to the success of the education strategy will require the involvement of the local community. ADPs will
need to engage with the community and listen and learn from local stakeholders and support them in action plans
aimed at improving reading mathematics and life skills learning outcomes. The ability to engage the community and
foster community ownership from the outset will provide a more sustainable impact beyond the intervention period.
Models/best practices to be used are:
1. Citizen Voice Action PTAs Empower the PTA’s so that they are able to lobby the District Education Boards to provide quality education through:
Upgrading of community schools to Government schools
The provision of trained teachers and the training of volunteer teachers
Provision of teaching/learning materials
Provision of school infrastructure Work with the PTA’s to mobilize community volunteers to:
Support the classroom teacher
Manage school/village libraries
Facilitate and support extracurricular activities that include reading
Engaging parents in supporting improved reading outcomes through guided activities that can be carried out in the home
2. Capacity building:
Strengthening the management skills of the school PTAs
Strengthening the capacity of the school Head Teachers
Training of local community volunteer teachers 3. Partnerships
Establish linkages and partnerships with organizations that promote Education programmes e.g. Room to Read, Save the Children and CAMFED
Establish linkages and partnerships with local, national or international partners, including government in order to achieve learning outcomes.
4. Early Childhood Care Development and Education 5. Basic Education Improvement Plans for primary education 6. Positive Youth Development
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Targets World Vision Zambia’s Education Strategy covers children from the ages of 6 to 18 years of age, focusing especially on those in educationally deprived areas with high levels of functional illiteracy. In the ADPs where World Vision Zambia works more than 30 % or more of the children at about 11 years of age remain functionally illiterate.
Matrix DADDs DO’S ASSURES DON’T DO’S
Improve children’s core skills and abilities across the child development cycle
Equitable Access to Learning: monitor access to learning by school catchment area
Life Skills Education: support essential life skills education
Literacy and Numeracy Education: support literacy/numeracy education
Youth Entrepreneurship: facilitate youth-led, ICT-assisted local development innovations
Parent Sensitization: Facilitate education-related community conversations
Strengthen School Management Committees and Parent Teacher Associations planning processes
Ensure an abundance of locally relevant resource material
• Enable lobbying for trained teacher’s
• Support teacher improvement
plans
• ICT for Education
Partnerships with NGOs that have a proven track record in literacy/numeracy programming with evidence- based best practices.
Partnerships between School
Management Committees and
PTAs
Establish or run education institutions
Manage scholarship programmes
Education investments with no measurable impact on child learning outcomes
Provide donor assistance that by-passes SMC/ PTA planning processes
Provide education assistance only
to registered children, to the
exclusion of other children of
similar status in the active
programme area
Key stakeholders for Collaborations
• Collaborations GRZ Line Ministries including: Ministry of Education/District Education Boards, Ministry of science , technology and early childhood education
• Donors and academic institutions that specialize in child protection/and or education and balance practical experience with research
• UN Agencies e.g. UNICEF and other NGOs • Local service providers including social workers, health facility staff, CBO/FBO volunteers
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Cross-cutting themes Crosscutting Theme
Do’s Assures Don’t Do’s
Advocacy
Provide awareness in communities on harmful cultural practices that hinder girl child education
Training in Advocacy, Gender, CVA, Disability and Protection for Education Sector Staff
Community empowerment to develop Community based Child Protection systems
Integration of child protection and participation in education programming
Empowerment of community members to demand quality service provision in education
Empowerment of Community based education groups to monitor policy implementation and quality of service delivery
Systems development for Protection of children from school and community based violence directed at children.
Development of Child participation structures to foster child participation in decision making processes at school level , district and national levels
Collaborations with education based CSO groups
Policy feedback to government on impact of selected educational policies on communities Advocacy to address various issues in Education from disability, gender inequalities, poor education service delivery, children’s rights and child protection.
CVA to lobby Government to address policy issues that affect Education.
CVA to address issues centered around educators and factors that affect their service delivery.
Advocacy to address the various social and cultural factors that affect children’s ability to participate in school.
Advocacy to promote the inclusion of most disadvantaged children in schools
Capacity building for community based structures and community members to assure accountability in service delivery
Capacity building of children to enable their participation in addressing issues of abuse in schools.
Formation of school councils where children can discuss issues of education policy implantation in schools and protection
Enhanced Capacity of communities to address issues of abuse in schools and adverse cultural practice in communities
PTAS and School Management Boards are empowered with advocacy skills
Don’t interfere in school management when dealing with predatory teachers who abuse children.
Don’t directly bring law enforcement agencies to schools and communities to make arrests.
To take the place of government in service provision
Address people as backward and illiterate
Do not carry out any advocacy but rather empower PTAs and communities with the necessary skills to lobby Government
Christian
Commitment
Integration of WV’s Christian identity in all education related interventions
Provide opportunity for all children to explore, experience, and demonstrate God’s love in their lives and relationships as they are being educated for life
Continue to encourage Government in its effort to offers free education at primary
Engage the education boards and parent-teachers associations to promote prayers in schools and Christian counselors to provide value-based Christian counsel on child
Discriminate disabled children who are more vulnerable in that their access to education is limited by causes such as stigma and social segregation
Support adherence to
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Crosscutting Theme
Do’s Assures Don’t Do’s
level as a way of supporting the most vulnerable children access basic education which is fundamental in their journey to be educated for life
Enhance community participation in promoting education related advocacy and child protection to expected levels so as to afford children access to education which is in line with God’s will to enable them to feel loved, cared for and protected
Strengthen community based education groups such as PTA which helps to monitor the education activities in partnership with education staff at community level so as to provide a safe haven for children to fulfill God’s purpose for their lives.
education
Lobby for disability-friendly education infrastructure that is accessible to vulnerable children such as the disabled
Community engagement to provide education support in the event of deaths of household heads leading to increase in the care and support burden
Encourage parents who make effort to teach children beyond normal school hours and help with their school work; as scriptures encourages parents to train up children in the way they should go so as to grow thereby
Advocacy efforts aimed enforcement of alcohol policies at that will provide a platform for engaging teachers who are prone to chronic drunkenness and are less productive in class which has had a negative impact on community efforts to promote good education
Provision of spiritual and psychosocial counseling to girl children who are molested or fondled by fellow pupils or teachers which causes them to stay away from school
myths that girls should only wait for marriages but a boy deserves to be in school as this is a major detriment to promoting girl child education
Subject children to work overload from both parents and teachers causing them to have little time to play or concentrate on school work thus hindering their enjoyment of fundamental and God given rights and privileges
Subject children in rural schools to limited participation in the use of modern technology due to purported to low literacy; as all children are equal before God and He values them the same way
Compromise on girl children being forced into early marriages thereby hindering their education progress
HEA
Mainstreaming Disaster Risk Reduction in all education projects
Conduct an assessment to determine whether Child Friendly Spaces (CFS) are
Education in Emergencies link to broader education team and education
Provide education assistance only to registered children, to the exclusion of other
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Crosscutting Theme
Do’s Assures Don’t Do’s
needed, safe and contextually appropriate, meeting international humanitarian standards
Ensure a coordinated, inter-agency and multi-sectoral approach to CFS and provide integrated support and services as part of the CFS program.
IN EMERGENCY
Link educational interventions to curricula on life skills, health, nutrition and psychosocial activities.
strategy. children of similar status in the active program area
Limit CFS to just recreational activities, unless other interventions have been assessed and found inappropriate.
Gender
Work with Schools, PTAs, community members and leaders including those with disabilities to eradicate stigma and discrimination
Promote equal and equitable access for children with disabilities to all educational institutions
Strengthen volunteer capacity to meet specific needs of children and young people with disabilities
Children with disabilities have the opportunity to
Participate equally and inclusively in Education programmes.
Raise awareness of harmful traditional practices, exclusionary practices and Gender Based Violence (GBV) in the schools
Promote equitable participation of boys and girls in schools
Promote adult literacy for women for better participation in education activities for their children
Strengthen capacity of PTA in managing and dealing with initiation ceremonies for boys and girls
Strengthen, monitor re-entry policy for improvement of girl child education completion rate
Mainstream disability issues in all education programmes, facilities, services, and communications, by addressing barriers that prevent persons with disabilities from fully participating
Promote Rights of Persons with Disabilities in schools
Education programmes address equal enrolment and completion rates, safe environments, gender-sensitive curricula and the promotion of vocational opportunities for boys and girls that do not reinforce gender stereotypes.
Engage with local and international stakeholders in advocating for improved status and relations of, girls and boys
Engage with Zambia Traditional Counseling counsel in advocating for inclusion of GBV perspectives in their curriculum
Education programmes should not support and promote medical or social models of disability which presume that medical and charity interventions are the only way to support children and young persons with disabilities.
Schools should not use language or images in communication which undermine the rights and dignity of persons with disabilities.
Approve or implement Education programmes that do not include a gender analysis
Disability
Work with Schools, PTAs, community members and leaders including those with disabilities to eradicate stigma and discrimination.
Promote equal and equitable access for
Mainstream disability issues in all education programmes, facilities, services, and communications, by
Education programmes should not support and promote medical or social models of
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Crosscutting Theme
Do’s Assures Don’t Do’s
children with disabilities to all educational institutions.
Strengthen volunteer capacity to meet specific needs of children and young people with disabilities
Children with disabilities have the opportunity to participate equally and inclusively in Education programmes.
addressing barriers that prevent persons with disabilities from fully participating
Promote Rights of Persons with Disabilities in schools
disability which presume that medical and charity interventions are the only way to support children and young persons with disabilities.
Schools should not use language or images in communication which undermine the rights and dignity of persons with disabilities.
Environment
Raising awareness of the environment,
natural resource management and
conservation in schools.
Activities that promote environmentally friendly or natural resource management and conservation
Any activities that promote environmental degradation i.e. deforestation
Conflict Management
Promote activities that focus on empowering children as peace builders in their schools and the larger community.
Activities that promote unity
Any activities that promote disharmony in the schools and larger community.
Child
participation
and
Protection
Raise awareness to prevent exploitation, abuse, neglect and other forms of violence against children in the schools and communities
Protect children in abusive situations by either helping them get out of harmful situations and accessing legal and protective services, or by reducing the risk to children living in dangerous situations
Strengthen and promote children’s rights clubs in schools.
All possible steps are taken to assess and minimize risks to children when participating in school activities
Education programmes that strengthen the capacity of teachers to recognize and respond to signs of abuse, exploitation or neglect
Early childhood development and life skills programmes include strong child protection components
Schools are increasingly inclusive of most vulnerable children
Children and youth safely and meaningfully
Creation of parallel child protection structures to those which could be addressed by existing government or non-governmental partners
Support long-term institutional care for children deprived of parental care
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Crosscutting Theme
Do’s Assures Don’t Do’s
participate in decisions which affect their lives.
Quality protective, education services are accessible to respond to the needs of the most vulnerable
GIK
Plan with GIK to mobilize textbooks and other educational materials that enhance children’s literacy and numeracy skills.
Creatively use GIK resources as Prizes to promote competition amongst the children in debating, essay writing and other academic learning techniques.
Work to support the MOE concept of mobile library in schools
Source text books and materials that promote vocational skills.
Text books that meet standards of the Ministry of Education
Shoes, clothing, toys and educational games among others will be used to encourage pupil attendance in committee schools and lower grades.
Educational toys to be provided to learning and recreational centers.
Don’t use text books that have not been approved by the Ministry of Education
Integration with WVZ sectors Sector Do’s Assures Don’t Do’s
Food security & Economic
Development
Sensitization on the growing of nutritious crops in schools.
Encourage farming activities e.g. gardening and planting of fruit trees around the school
Promote PTA savings groups among teachers
Promote Youth Entrepreneurship programs in schools
Tailor made economic empowerment programmes targeting adolescents including school leavers.
Promote Home Economics and Creative Arts in the schools
Promote the use of ICT in schools
Facilitate access to wage- and self-employment, especially for youth (15-24 years).
Sensitization on the growing of nutritious crops in schools.
Encourage farming activities e.g. gardening and planting of fruit trees around the school
Promote PTA savings groups
Promote Youth Entrepreneurship programs in schools
Tailor made economic empowerment
Promotion of production units to facilitate children’ s learning of some life skills in agriculture
Promote production activities which create dependence on WV for inputs
Promote any activity which hinges on child labor
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programmes targeting adolescents including school leavers.
Promote Home Economics and Creative Arts in the schools
Promote the use of ICT in schools
Health & Nutrition
Provide health education to prevent communicable diseases e.g. malaria, diarrhea, ring worms etc
Collaborate with School Health and Nutrition program to prevent worm infestation and de-worming treatment
Promotion of good personal hygiene practices among school children
Prevention of Communicable diseases such as malaria, diarrhoea, ring worms through health education
Deworming and schistosomiasis prevention and treatment through GIK to school health services
Peer Education in reproductive health
Allow the provision of any drugs in schools which have not been approved by relevant authorities.
HIV/AIDS
Equip children 5-18 with information on HIV transmission
Provide life skills training for self esteem, decision making and resistance to peer pressure
Work with parents and caregivers to promote HIV testing and adherence to ARVs
Strengthen and promote Anti -AIDS clubs in schools
Promote HIV/AIDS awareness among pupils during school cultural and social events
Safe environment for children with HIV/AIDS.
Engender and strengthen linkages and partnership with DEO’s in WVZ operation areas to enhance HIV prevention interventions in schools.
Collaborate and jointly train PTA’s and teachers in expanded HIV prevention to enable schools within ADPs initiate and/ strengthen HIV prevention activities among school going children
Train boys and girls in HIV prevention using the expanded HIV prevention and Adventure Unlimited curricula to equip children with comprehensive HIV prevention knowledge and skills to be assertive and protect themselves
Equip boys and girls as peer educators to enable them influence behavior and training other children in and out
VCT for pupils and teaching staff
Link pupils and teachers to reproductive health
Train ADP Education Focal Point Persons in HIV prevention to equip them with comprehensive knowledge and skills to provide technical support to school HIV and AIDS programme.
Orient schools managements in the HIV prevention programme for buy in, and support.
Teachers and PTA members who are HIV focal point persons have interest in the welfare and protection of children.
Stigma and discrimination against HIV positive children and teachers is stopped in schools.
Continued material and technical support to school HIV prevention activities.
Effective monitoring
HIV activities without support of PTA and school management.
Distribution of condoms in schools.
Activities that promote stigma and discrimination among children and teachers.
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of school
Establish/ strengthen Anti-AIDS clubs in schools within ADPs
Facilitate and support HIV prevention drama groups in schools within ADPs
Pilot HIV/AIDS video shows in selected 5 schools implementing Opportunity Education for equipping children in school with skills in HIV prevention
Review HIV and AIDS materials used by teachers in schools in view of identifying gaps and mainstreaming key issues in the WVZ HIV and AIDS resource materials for contextualization
Facilitate HIV and AIDS sensitization and awareness campaigns through sporting and other cultural events in schools
Facilitate identification and support of a teacher and PTA member to be HIV and AIDS
Train ADP Education Focal Point Persons in HIV prevention to equip them with comprehensive knowledge and skills to provide technical support to school HIV and AIDS programme. Focal Point Persons at each school in the ADP
and supervision of school HIV activities.
WASH
Construction of VIP latrines in Schools
WASH in schools
provision of safe water sources
Training of Hygiene Resource Persons
Access to water and sanitation facilities to reduce risk to infection and for girls retention in school
Partner to assure that children have safe and equitable access to sufficient clean water, with emphasis on quality at point of use
Assure that improved access to water and sanitation facilities and hygiene promotion is inclusive of registered children
Provide infrastructure prior to community to supporting ongoing operations and maintenance costs
Provision of a water/ facility without signing MOU
Formation of School WASH clubs where there is no trained Hygiene Resource Person
Drilling another borehole because the one existing is not functional
Provision of sanitary facilities at a school without meeting standards