Questionnaire Based Study
These findings are based and extracted mainly from questionnaires sent and returned by most of the DEOs and School Inspectors. A total of 372 questionnaires were dispatched to all DEOs in the country, whereas the most defaulting DEOs were those from the following regions: Dar Es Salaam – all of its DEOs in the three Municipalities; Kigoma – all districts; Kilimanjaro and Arusha – 3 districts each; and Manyara – 3 districts. An equal number of questionnaires was also dispatched to all District School Inspectors in the country, although more compliant in responding to the questionnaires, the school inspectors in particularly Manyara region were less cooperative (only the Kiteto and Babati inspectors responded). As concerns questionnaires sent to the 7 Zonal School Inspectors, only 3 inspectors responded. Moreover, about 114 questionnaires were dispatched to 57 selected NGOs from 18 of the 25 regions in the country. However, a detailed overview of questionnaires that were returned, and wherefrom the findings herewith presented are based, is obtainable in the table below.
Table 1
Number of Questionnaires Received
| Received From | Type of Questionnaire | ||||
| Primary School Questionnaires | Secondary School Questionnaires | Teacher College Questionnaires | Total Questionnaires | ||
DEOs (N=124 DEOs) | 81 (65%) | 72 (58%) | 52 (42%) | 205 (55% of 372) | |
| District Inspectors (N=124 Inspectors) | 96 (77%) | 87 (70%) | 73 (59%) | 256 (69% of 372) | |
| NGOs (N=57 NGOs) | 41 (54%) | 30 (40%) | 0 | 71 (62% of 114) | |
| Zonal Inspectors (N= 7 Zonal Inspectors) | 3 (43%) | 3 (43%) | 3 (43%) | 9 (43% of 21) | |
| Total | 221 (71%) | 192 (62%) | 128 (50%) | 541 (62% of 879) | |
As concerns NGOs, 62% of the targeted NGOs (which were nearly 60), returned questionnaires with information regarding primary school and secondary schools questionnaires. Some of the additional information from NGOs used in this study comes from NGOs that were visited physically by the study team members. Altogether, around 71 NGOs returned the questionnaires. Only 72% of the NGOs actually responded and returned the questionnaires sent to them requesting information on primary schools (while 53% did so with regards to information on secondary schools).
Targeting in the Education Sector
Overall, the information extracted from questionnaires dispatched and returned by some of the School Inspectors revealed the following trends as regards targeting in HIV/AIDS related training:
· At least 7 % of the primary school pupils[1] have been formally reached by the HIV/AIDS interventions targeted at primary schools. This is not a satisfactory figure considering the vast numbers of primary school pupils available. Moreover, considering that these are in several millions, the population reached does not even reach the million marks!
· At the secondary school level, the figures are somewhat better. At least 30 % of secondary school students[2] are supposed to have been formally exposed to the HIV/AIDS interventions targeted at secondary school students.
· As of Teacher Colleges, statistics show that around 50% of Teacher College trainees[3] have been formally exposed to the HIV/AIDS education.
· As regards primary school teachers[4] reached by the interventions, present figures show that 12% of primary school teachers have been formally trained in HIV/AIDS education.
· A fifth of teachers[5] in secondary schools have had the opportunity to be taught in HIV/AIDS education.
· At the Teacher College level, a quarter of tutors[6] in Teacher Colleges have been educated in HIV/AIDS education.
Table 2
School Populations reached by HIV/AIDS education programmes
| Type of Population Targeted | Level of Education Institution | ||
| Primary Education level | Secondary Education level | Teacher Training College | |
Pupils, Students & Teacher Trainees | 7% | 30% | 50% |
| Teachers & Tutors | 12% | 20% | 25% |
It is obvious that there is much more work to be done, especially at the primary school levels where the proportions covered as dismal. Considering that this is the institution where all Tanzanian children are supposed to attend for seven years, this is a great opportunity yet to be capitalized upon. Hereunder, we shall look closer at the targeting and how it is detailed.
Targeting at the Primary School Level
National Data from the Ministry of Education’s publications (BEST[7]) shows that there were about 6’562’772 pupils enrolled in primary schools in the 2003 budget year (of whom 3’197’352 were female). Altogether there were 12’815 primary schools in the country as of 2003. The proportion of pupils in private secondary schools was placed at 31’003 in (of whom 14’910 were female). There were 166 private schools compared to 12’649 government owned ones.
Table 3
Number of Education Institutions in Tanzania
| Type of Institution | Government owned Institutions | Private Owned Institutions | Total | % Private Owned |
| | ||||
| Primary Schools | 12’649 | 166 | 12’815 | 1% |
| Secondary Schools | 649 | 434 | 1’083 | 40% |
| Teacher Colleges | 34 | 7 | 41 | 17% |
Source: Compiled from BEST 1999-2003, National Data. June 2003. MoEC. Pages 8, 13, 28, and 40.
The Gross Enrolment Ratio (GER) as of 2003 was placed at 105.3%, and the Net Enrollment Ratio (NER) at 88.5%. Both have improved remarkably from the previous year’s 98.6% and 80.7% respectively. Targeting in regards type of institutions at the primary school level appears to be focused mainly at government owned primary schools. Nearly 94% of the districts were targeting government owned schools, and only a quarter were also focusing at private owned primary schools. Nearly 48.7% of the pupils in primary schools are female. On Pre-Schools, there were 6’948 such school prevailing in the country[8]. But this study shows that less than half of the districts were engaged in HIV/AIDS education at government owned pre-schools, and only a fifth in private owned pre-schools. In other words, private owned pre-schools seem to be receiving less attention compared to public pre-schools. This is certainly lamentable to say the least.
As concerns targeting of children in the above mentioned institutions, nearly all districts (96%), targeted pupils in standards 5 to 7, while less than a half (44%), focused on pupils in standards 1 to 4. the second most commonly targeted group was teachers in primary schools, whereby 93% of the districts were doing so. On the other hand only 52% of the districts went for teachers in Pre-Schools. Therefore, not only were pre-schools not targeted effectively, but also their pupils and teachers were lagging behind as regards targeting in the current interventions.
Table 4
Students in Different Institutions
| Type of Institution | Student Population in Government Owned Institutions | Student Population in Private Owned Institutions | | | ||
| Male | Female | Male | Female | Total | % Female | |
| Pupils in Primary Schools | 3’365’420 | 3’197’552 | 16’093 | 14’910 | 6’593’975 | 49% |
| Students in Secondary Schools “O” Levels | 170’568 | 148’919 | 67’573 | 65’859 | 452’919 | 47% |
| Students in Secondary Schools “A” Levels | 17’010 | 8’944 | 7’439 | 3’850 | 37’243 | 34% |
| Trainees in Teacher Colleges | 13’884 | 13’816 | 370 | 420 | 27’790 | 51% |
| Total | 3’566’182 | 3’369’231 | 91’475 | 85’039 | 7’111’927 | 49% |
Source: Compiled from BEST 1999-2003, National Data. June 2003. MoEC. Pages 1, etc.
On the Teacher side, there are not less than 114’660 teachers at the primary school level (680 in private schools[9]), of whom 52’806 were female (or 287 female teachers in private schools). The situation of low enthusiasm in targeting private owned institutions and their staff seems to repeat itself in regards to school committees also. While 68% of the districts were targeting school committees in government owned institutions, only a quarter of the districts engaged similar efforts in private owned schools. Nevertheless, this might be incorrect information due to the fact that not all districts have private primary schools.
Table 5
Teachers in Different Institutions
| Type of Institution | Teacher Population in Government Owned Institutions | Teacher Population in Private Owned Institutions | | | ||
| Male | Female | Male | Female | Total | % Female | |
| Teachers in Primary Schools | 61’854 | 52’806 | 393 | 287 | 115’340 | 46% |
| Teachers in Secondary Schools “O” & “A” Levels | 6’507 | 3’389 | 5’192 | 1’311 | 16’399 | 29% |
| Tutors in Teacher Colleges | 649 | 250 | 62 | 7 | 968 | 27% |
| Total | 69’010 | 56’445 | 5’647 | 1’605 | 132’707 | 44% |
Source: Compiled from BEST 1999-2003, National Data. June 2003. MoEC. Pages 21, 46, 48, etc.
As concerns NGOs, their targeting seems to be focused at government owned primary schools (86% of the NGOs), in addition 24% also targeted private owned primary schools. There were also a few NGOs that went for government owned pre schools (21%), and fewer at private owned Pre-schools (12%). On targeting of pupils, the focus was stronger on upper primary school pupils (86%). However more than half of the NGOs also focused at the lower primary school pupils (53%), pre school pupils were in the sights of less than a quarter of the NGOs (20%). Primary school teachers were the choice targets of 77% of the NGOs, followed by pre-school teachers (21%). School Committees in both governments owned (53%), and privately owned primary schools (17%), were similarly being targeted by the NGOs.
Targeting at the Secondary School Level
At this level, the thrust of the focus is still mainly on government owned schools, with 86% of the districts stating they focus at such institutions. Data from the Ministry of Education’s publications[10], shows that there were about 1’083 secondary schools in the country, with not less than 319’487 students enrolled in the “O” Level part of the secondary schools (of whom 148’919 were female). The proportion of students in private secondary schools was 133’432[11] (65’859 being female). However, targeting of private owned secondary schools was somehow better than that at primary school level. At least 57% of the districts targeted private secondary schools. Nevertheless, this is still worrying especially when one realizes that there is more private owned secondary schools than government owned. The total enrollment of students at the “A” Level was stated at 25’954[12] of whom 8’944 were female. The proportion of students in private owned secondary schools was placed at 11’289 (with 3’850 being female). Almost 46.6% of the students in secondary schools, “O” Levels, were female, as compared to 35.3% at Form 5 and 33.5% in Form 6.
On targeting of students, 89% of the districts engaged students in “O” Levels, as compared to 54% of districts involving students at “A” Levels. Nearly eight percent of the districts, (78%), mentioned that they targeted teachers in secondary schools. (The number of teachers at the secondary school level is at 16’399, of whom 4’700 were female). Government secondary schools had 9’896 teachers[13] (3’389 females), and private secondary schools had a total of 6’503 teachers (1’311 females). At the school board level, 54% of the districts focused on school board members in government owned secondary schools, as compared to 36% of districts engaging such interventions at school boards in private owned secondary schools.
At the secondary school level, NGOs were primarily targeting both government owned secondary schools (77%) as well as privately owned secondary schools (70%). There was a stronger focus on “O” level students (80%), rather than at “A” levels students (60%). Teacher in secondary schools were in the sight of more than half (53%), of the NGOs. There was less focus on School Boards at both government (30%), and privately owned (17%), secondary schools.
Targeting Teacher Colleges
In all there are 27’700 teacher trainees in government owned TCs (of whom 13’816 were female)[14]. This compares to 790 teacher trainees in private TCs (420 being female). There are 899 Tutors in public Teacher Colleges (250 being women, compared to 69 Tutors in private TCs (7 being women). The proportion of female trainees in Teacher Colleges is 50.0%.
There are 41 Teacher Colleges in the country[15], of which those in 22 districts[16] are reported herein. Almost all of the districts, (91%), mentioned that they focused at Pre-Service Teacher trainees as compared to 68% on in-service trainees. Eighty six percent said that they also targeted Tutors. However, not all of the reporting districts focused at private owned Teacher Colleges, only 23% mentioned doing such. However, 82% of the districts said they were targeting government owned Teacher Colleges. On targeting of college boards, 68% of the reporting districts were targeting boards in government owned colleges, while 23% targeted boards in private owned colleges. Generally it seems there is a strong need for all districts to put more efforts at engaging more or equal proportions of private owned institutions to match government ones, as well as target more students equally in such institutions, at all levels.
Types of Interventions in Response to HIV/AIDS in the Education Sector
Type of interventions being engaged as part of the education sector’s response to HIV/AIDS at district levels were listed and presented to DEOs for mention on which of the interventions are being engaged and which were not. This part of the report involves establishing which of the listed standard interventions appeared to be the most common in the reporting districts as regards the current situation in connection to pupils and teachers at the primary school level; students and teachers at the secondary school level; and, teacher trainees and tutors at the Teacher College level. The findings are presented hereunder.
Common Interventions at the Primary School level
Interventions engaged by the education sector actors in response to trends as regards the impact of the HIV/AIDS scourge, were divided into two distinct categories, namely those interventions that are directed at pupils and those that were directed at teachers. Looking at the primary school level, it was observed in the questionnaires from DEOs that nearly 76 districts (96% of the respondents) reported from, were involved in health education and raising public awareness in primary schools among the pupils. The second most common intervention on the pupil’s side was counseling for the prevention of HIV/AIDS infections among pupils (79% of the districts). Third most widespread intervention was building confidence among school girls (68%), and fourth was mainstreaming MoEC’s HIV/AIDS education in the curriculum (65%) The least frequent intervention among the districts was procurement of drugs and supplies to primary schools.
Table 6
Most Common Interventions for Pupils at the Primary School Level
(Views from DEOs)
| Type of Intervention | Percentage of Districts practicing the Intervention |
| · Health education and raising public awareness in primary schools among the pupils | 96% |
| · Counseling for the prevention of HIV/AIDS infections among pupils | 79% |
| · Building confidence among school girls | 68% |
| · Mainstreaming MoEC’s HIV/AIDS education in the curriculum | 65% |
On the teacher’s side, health education and raising awareness was similarly the most popular intervention in 88.6 of the districts. Training in instructional skills for teachers was the second most regular intervention (77%), followed by counseling for prevention for teachers (75%). Materials distribution to Teachers as regards mitigation behavior was fourth (58%), and mainstreaming of the MoEC’s HIV/AIDS education in the curriculum was the fifth most familiar intervention, with 50% of the districts engaging in it.
Table 7
Most Common Interventions for Teachers at Primary School Level
(Views from DEOs)
| Type of Intervention | Percentage of Districts practicing the Intervention |
| · Health education and raising public awareness in primary schools among the teachers | 89% |
| · Training in Instructional Skills | 77% |
| · Counseling For prevention For Teachers | 75% |
| · Material distribution to Teachers | 58% |
| · Mainstreaming MoEC’s HIV/AIDS education in the curriculum | 50% |
Major activities that more than half of the NGOs were said to undertake at the primary school level as regards pupils, were: health education and raising public awareness in primary schools (78%); peer education (59%); building girl confidence among pupils (57%); life skills (57%); support to orphan pupils (52%); and, counseling for prevention for pupils and teachers (52%). It is obviously interesting to note that relatively fewer NGOs (35%) were engaged with mainstreaming of MoEC’s HIV/AIDS education in the curriculum.
Table 8
Most Common Interventions for Pupils at Primary School Level
(Views from selected NGOs)
| Type of Intervention | Percentage of NGOs practicing the Intervention |
| · Health education and raising public awareness in primary schools among pupils | 78% |
| · Peer education | 59% |
| · Building Girl Confidence among pupils; life skills | 57% |
| · Support to orphan pupils; and counseling for prevention for pupils | 52% |
| · Mainstreaming MoEC’s HIV/AIDS education in the curriculum | 35% |
As concerns teachers in primary schools, the most common activities by NGOs included: health education and raising public awareness in primary schools (64%); and, counseling for prevention for teachers (45%). community mitigation behavior change promotion and prevention at work place (40%); and training for instructional skills for teachers (40%) The least common intervention for NGOs was procurement of drugs and supplies to primary schools. Extremely few to none of the NGOs were involved in this activity towards teachers.
Table 9
Most Common Interventions for Teachers at Primary School Level
(Views from selected NGOs)
| Type of Intervention | Percentage of NGOs practicing the Intervention |
| · Health education and raising public awareness in primary schools | 64% |
| · Counseling For prevention For Teachers | 45% |
| · Community Mitigation Behavior Change Promotion and Prevention at Work Place | 40% |
| · Training in instructional skills | 40% |
Common Interventions at the Secondary School level
At this level the most common intervention for students was counseling for prevention among students. At least 74% of the DEOs stated this was happening in their districts. Second was the raising of public awareness among secondary school students (72%), followed by building confidence among school girls (65%). Support to orphan students was deemed as the fourth most frequent intervention, with 55% of the districts engaging this type of action. Peer education was the fifth familiar action in at least 47% of the districts. Training in instructional skills for students (47%) One of the least common action, which was engaged in only 11% of the districts, is promotion of women’s health for female teachers (which is not surprising seeing that it is targeted at teachers).
Table 10
Most Common Interventions for Students at Secondary School Level
| Type of Intervention | Percentage of Districts practicing the Intervention |
| · Counseling for prevention among students. | 74% |
| · Health education and raising of public awareness among secondary school students | 72% |
| · Building confidence among school girls | 65% |
| · Support to Orphan Pupils | 55% |
| · Peer education and Training in Instructional Skills | 47% |
On the Teacher side, awareness creation seemed to be the most common approach, with 64% of the districts involving this type of action. In second place was training teachers in instruction skills so that they may teach students and other teachers, at least half of the districts did so. On the whole it seems there is less cohesion among districts as regards the range of interventions aimed at teachers. Moreover, most of the districts were actually not effectively engaged in addressing the various selection of interventions listed in the questionnaire. In average not more than a third of the districts were engaging any of the listed interventions. The least common intervention for teachers among the 81 districts was the procurement of drugs and supplies.
Table 11
Most Common Interventions for Teachers at Secondary School Level
| Type of Intervention | Percentage of Districts practicing the Intervention |
| · Health education and raising public awareness in primary schools among the teachers | 64% |
| · Training in Instructional Skills | 50% |
On NGO managed interventions at students in the secondary school level, more than half of the NGOs were engaged in the following interventions: health education and raising public awareness in primary schools (73%); peer education (70%); counseling for prevention for pupils (63%); life skills (63%); information for counseling (56%); building girl confidence among students (56%); material distribution for pupils (53%); and, counseling to improve quality of life promoting beneficial traditional practices (53%).
Table 12
Most Common Interventions for Students at Secondary School Level
(Views from selected NGOs)
| Type of Intervention | Percentage of NGOs practicing the Intervention |
| · Health education and raising public awareness in primary schools among the students | 73% |
| · Peer education | 70% |
| · Counseling for prevention for Students; life skills | 63% |
| · Information for counseling, building girl confidence among students. | 56% |
| · Material distribution for students; counseling to improve quality of life promoting beneficial traditional practices | 53% |
On the teacher side, the most common intervention for most NGOs were: health education and raising public awareness in primary schools (50%); training in instructional skills for teachers and pupils (33%); material distribution to teachers (30%); community mitigation behavior change promotion (30%); information for counseling (30%); life skills (26%); Voluntary counseling and testing (23%); counseling to improve life promoting beneficial traditional practices (23%); The least common intervention was social support, bereavement support to teachers, medical treatment of opportunistic infections to teachers, and research in secondary schools.
Table 13
Most Common Interventions for Teachers at Secondary School Level
(Views from selected NGOs)
| Type of Intervention | Percentage of Districts practicing the Intervention |
| · Health education and raising public awareness in secondary schools | 50% |
| · Training in Instructional skills | 33% |
| · Material Distributions to Teachers; community mitigation behavior change promotion and prevention at workplace; information for counseling | 30% |
| · Life skills | 26% |
| · Voluntary Counseling and testing; counseling to improve life promoting beneficial practices | 23% |
Common Interventions at the Teacher College level
The information presented here was based on data from a total of 50 teacher college questionnaires from the following respondents: 22 districts from the DEO teacher college questionnaires (out of 52 reporting districts – representing about 42%) and 25 Districts from DSI teacher college’s questionnaires (out of 73 reporting districts – representing about 35.%). As concerns DEOs, the most common interventions on trainee part were counseling on prevention for trainees (72%); health education and raising public awareness (68%); STD care and management in teacher colleges (54%); building girl confidence among trainees (50%); material distributions for trainees (50%); mainstreaming of MoEC’s HIV/AIDS education curriculum (50%); voluntary counseling and testing (45%); Counseling to improve quality of life promoting beneficial traditional practices (45%). The least common interventions were procurement of drugs and supplies (13%) and advocacy and lobbying legal assistance to trainees (4%)
Table 14
Most Common Interventions for Teacher Trainees at Teacher College Level
| Type of Intervention | Percentage of Districts practicing the Intervention |
| · Counseling for prevention among trainees. | 72% |
| · Health education and raising of public awareness among trainees | 68% |
| · STD care and management in Teacher Colleges | 54% |
| · Building confidence among female trainees, material distribution, and mainstreaming of MoEC’s HIV/AIDS education in the curriculum | 50% |
| · Voluntary Counseling and testing and counseling for prevention of HIV/AIDS | 45% |
Concerning Teacher College Tutors, 63% the districts were into health education and awareness raising among the Tutors, while in second place was distribution of materials (54%); counseling on prevention for tutors (45%); information for counseling (45%); Voluntary counseling and testing (40%); and Mainstreaming of MoEC’s HIV/AIDS education curriculum (40%)
Table 15
Most Common Interventions for Teachers at Teacher College Level
| Type of Intervention | Percentage of Districts practicing the Intervention |
| · Health education and raising public awareness in primary schools among the tutors | 63% |
| · Material distribution | 54% |
| · Counseling for Prevention for tutors and Information for Counseling | 45% |
| · Voluntary Counseling and testing | 40% |
| · Mainstreaming of MoEC’s HIV/AIDS education in the curriculum | 40% |
Population reached in the Education sector
The primary school pupil population refered to in this report is based on information extracted from the 96 districts School Inspectors that returned their questionnaires. This specific information shows that the population of primary school pupils reached was only 7%[17], while in secondary schools it was 30%[18] of the secondary student population. At Teacher Colleges, the population reached by the interventions was only 50%[19] of the teacher trainees. This obviously proves that there is more work to be done at the primary and secondary school levels.
Population reached at the Primary School level
Attempts to outline the proportions of pupils, students, trainees, teachers and tutors reached by the interventions, at all levels, and proved to be difficult. Nevertheless, statistics attained through the questionnaires reveal that 28% of the districts reached more than 50,000 pupils in government owned primary schools.
Table 16
Approximate Number of Target Group Reached
Government Owned Institutions
| Proportion of Population Reached by the HIV/AIDS interventions | Percentage of Districts (Primary School Level) | Percentage of Districts (Secondary School Level) | Number of Teacher Colleges |
| 1 to 1’000 | 13% | 49% | 8 |
| 1’001 to 5’000 | 7% | 36% | 3 |
| 5’001 to 10’000 | 10% | 2% | 1 |
| 10’001 to 20’000 | 12% | 0% | 0 |
| 20’001 to 50’000 | 22% | 2% | 1 |
| 50’001 + | 28% | 0% | 0 |
A fifth of the districts were reaching between 20’000 and 50’000 pupils within government owned schools, while 13% of the districts were getting at between 10’000 and 20’000 pupils. In a way, this makes 61% of the districts falling in the categories above. Around 13% of the districts were reaching not more than 10’000 of the pupils in government owned primary schools. As concerns reach of pupils in private owned primary schools, only 20 of the 81 districts mentioned they were engaged in such efforts. Of these districts, 15 were reaching no more than 1’000 pupils in their districts. Only two of the 20 districts claimed reaching between 10’000 and 50’000 pupils in private owned primary schools.
Table 17
Approximate Number of Target Group Reached
Private Owned Institutions
| Proportion of Population Reached by the HIV/AIDS interventions | Percentage of Districts (Primary School Level) | Percentage of Districts (Secondary School Level) | Number of Teacher Colleges |
| 1 to 1’000 | 18% | 39% | 1 |
| 1’001 to 5’000 | 1% | 12% | 0 |
| 5’001 to 10’000 | 0% | 2% | 0 |
| 10’001 to 20’000 | 1% | 0% | 0 |
| 20’001 to 50’000 | 1% | 2% | 0 |
| 50’001 + | 0% | 0% | 1 |
On numbers of pupils reached at which levels or standards, around 16 districts claimed reaching between 10’000 and 50’000 pupils in standards 1 to 4, at the primary school level, while 18 districts stated reaching not more than 10’000 pupils at this level. About reaching pupils in standards 5 to 7, 27 districts reached less than 10’000 pupils at this level, as compared to 30 districts which stated reaching above this proportion. These statistics indicate that there are more districts that reach more pupils at the upper primary level than at the lower primary levels. More than 55% of the NGOs stated reaching above 501 pupils in government owned primary schools. Far less NGOs (7%), mentioned targeting more than 501 pupils in private owned primary schools. Although neither accurate figures nor estimates were easily availed, the information provided by the NGO sources shows that the targeting is concentrated towards upper primary school level pupils (85%), rather than lower primary school levels (52%).
Population reached at the Secondary School level
As concerns proportions of students reached in government owned secondary schools, it was observed that only one district stated reaching more than 10’000 students in state owned secondary schools. The rest of the districts mentioned reaching not more than 5’000 of students in government owned secondary schools in their districts. This is obviously true because, there are not many districts that have a large number of governments owned secondary schools in the country. On populations of students reached in privately owned secondary schools, the statistics extracted from the questionnaires filled by DEOs, showed a pattern that was similar to the one described above. Namely only two districts reached a student population in private secondary schools that was larger than 5’000. In actual fact, 38% of the districts reached not more than 1’000 students.
Table 18
Approximate Number of Target Group Reached
At Different Levels in Government Owned Institutions
| Proportion of Population Reached by the HIV/AIDS interventions | Percentage of Districts (Primary Schools – Standard 1 to 4) | Percentage of Districts (Secondary School - O-Levels) | Number of Teacher Colleges (Pre-Service Teachers) |
| 1 to 1’000 | 7% | 29% | 10 |
| 1’001 to 5’000 | 7% | 17% | 2 |
| 5’001 to 10’000 | 4% | 2% | 1 |
| 10’001 to 20’000 | 6% | 2% | 0 |
| 20’001 to 50’000 | 15% | 2% | 1 |
| 50’001 + | 6% | 0% | 0 |
More than two fifths of the NGOs reached in addition to 500 secondary school students in government owned schools. This is in line with about two fifths (47%), of the NGOs reached more than 500 students in secondary schools. 40% of the NGOs were targeting beyond 500 students in privately owned secondary schools. Overall the study shows that more NGOs (43%), reached above 500 students at the “O” Levels as compared to those reaching students at the “A” Levels (28%).
Population of students reached at “O” and “A” Levels in Secondary Schools
As concerns proportion of students reached at secondary schools, only, three districts stated reaching more than 5’000 students in the “O” Levels, while 46% of the districts reached no more than 5’000 students at the primary school level. On the other hand, 29% of the districts reached not more than 1’000 students at the “A” Levels. Again, this does not imply that a problem exists, because the number of districts with secondary schools that possess more than 1’000 “A” Level student’s altogether is really dismal.
Population reached at the Teacher Colleges
As of Teacher Colleges, out of the 22 districts that mentioned having them, most were reaching not more than 1’000 teacher trainees. Even though some 4 districts mentioned reaching more than 1’000 teacher trainees at the Pre-Service level, this is not possible, because there is not that many Teacher Colleges in any one district, and even if it does exist, most do not have more than a few hundred trainees. As of the In-Service teachers, most of the districts reached not more than 1’000 such teachers at colleges. On the other hand, the way this question was answered by most DEOs shows that some of those who answered might not have understood it well enough so as to provide a more steadfast answer. It is therefore advised that the information here be treated as indicative rather than fully representative of the situation.
Effectiveness of the Interventions
Criteria used for determining what was effective were left to be decided unilaterally by each of the district-based officers. This was done so in order to collect a range of variables that were deemed as appropriate in measuring what works best and what does not work equally so. It shall perceptibly be of interest to assemble these variables as presented hereunder. As for district education officers (DEOs), only 38% of the districts said they had undertaken evaluation on responses to HIV/AIDS in primary schools compared to 58% that said they did not do that. In secondary schools about 58% of the districts did not undertake any evaluation as compared to about 26% of those that said they had done so. 48% of the NGOs said that they had undertaken a review or evaluation of their interventions as concerns responses towards HIV/AIDS in primary schools while more than half (about 52% of the NGOs) said they did not. In addition, 60% of the NGOs had reviewed and evaluated their interventions at the secondary school level, as compared to 40% who said they had not.
Most effective interventions at the Primary School level
Health education and raising public awareness in primary schools was deemed as the most effective intervention by 90% of the districts. This was followed with Peer Education (with 62% of the districts selecting it), and at third place is mainstreaming of MoEC’s HIV/AIDS education in the curriculum (59%); counseling for prevention for pupil came fourth with 59% of the districts mentioning it. At fifth place was medical treatment of opportunistic infections to pupils (50%). The least mentioned intervention in terms of being effective was procurement of drugs and supplies to primary school pupils (18%).
Table 19
Most Effective Interventions directed at Pupils
in Response to HIV/AIDS at the Primary School Level
(Views from DEOs)
| Type of Intervention directed at Pupils | Percentage of Districts practicing the Intervention |
| · Health education and raising public awareness among pupils | 90% |
| · Peer education | 62% |
| · Mainstreaming of MoEC’s HIV/AIDS education in the curriculum | 59% |
| · Counseling for prevention for pupils | 59% |
| · Medical treatment of opportunistic infections to pupils | 50% |
On the Teacher’s side, most of the districts (85%), cited health education and raising public awareness among teachers as the most effective intervention. This was followed by training in instructional skills for teachers (69%); counseling for prevention with teachers (58%); material distributions for teachers (47%); peer education (47%); Life skills (44%); Mainstreaming of MoEC HIV/AIDS education in the curriculum (43%), community mitigation behavior change promotion prevention at work place (43%) and promoting women health to female teachers. Mentioned least as effective, was the procurement of drugs and supplies for primary school teachers (19%).
Table 20
Most Effective Interventions directed at Teachers
in Response to HIV/AIDS at the Primary School Level
(Views from DEOs)
| Type of Intervention directed at Teachers | Percentage of Districts practicing the Intervention |
| · Health education and raising awareness on HIV/AIDS among teachers | 85% |
| · Training in instructional skills for teachers | 69% |
| · Counseling for Prevention for teachers | 58% |
| · Materials distribution for teachers | 47% |
| · Peer education | 47% |
| · Life skills | 44% |
More than two thirds of NGOs (69%), identified health education and raising public awareness in primary schools as the most effective measure, in addressing HIV/AIDS at primary school level. Second in effectiveness was peer education (47%); support to orphan pupils (37%); life skills (33%); mainstreaming of MoEC’s HIV/AIDS education in the curriculum (31%); building girl confidence among pupils (30%); and counseling for prevention for pupils (28%). As concerns teachers, the NGOs thought health education and raising public awareness in primary schools (50%) was the most effective intervention, followed by mainstreaming of MoEC’s HIV/AIDS education in the curriculum (27%). Third in the list of most effective interventions was peer education (26%). Other effective interventions included counseling for prevention for teachers (22%); training in instructional skills for teachers (19%) and life skills (19%).
Most effective HIV/AIDS interventions at the Secondary School level
At the secondary school level, the most mentioned intervention regarded as most effective was health education and raising of awareness among students. Nearly 70% of the districts selected this as one of the most effective interventions.
Table 21
Most Effective Interventions directed at Students
in Response to HIV/AIDS at the Secondary School Level
(Views from DEOs)
| Type of Intervention directed at Students | Percentage of Districts practicing the Intervention |
| · Health education and raising public awareness among students | 70% |
| · Counseling for prevention for students | 59% |
| · Training in instructional skills for students | 49% |
| · Peer education | 49% |
| · Support to orphan students | 48% |
Second in terms of being mentioned as one of the most effective intervention, was counseling for prevention for students (59%). Other interventions that were declared as most effective included: training in instructional skills for pupils (49%); peer education (49%); and, support to orphan students (48%).
On interventions targeted at secondary school teachers, health education and raising public awareness among teachers was reckoned as most effective by 62% of the districts. This was followed by training in instructional skills for teachers (39%), information for counseling (38%); life skills (35%); community mitigation behavior change promotion prevention at work place (35%); counseling for prevention for teachers (35%), peer education (35%) and home based care to teachers (34%). Generally, it seems most of the districts were more divided on what was effective for teachers than they were in what’s more effective for students. Perhaps this is in a way indicating that what is deemed as effective in one district does not necessarily mean it is equally effective in another district.
Table 22
Most Effective Interventions directed at Teachers
in Response to HIV/AIDS at the Secondary School Level
(Views from DEOs)
| Type of Intervention directed at Teachers | Percentage of Districts practicing the Intervention |
| · Health education and raising awareness on HIV/AIDS among teachers | 62% |
| · Training in instructional skills for teachers | 39% |
| · Information for counseling | 38% |
| · Life Skills | 35% |
| · Community mitigation behavior change promotion | 35% |
| · Peer education | 35% |
As concerns NGOs, more than four fifths (84%), identified health education and raising public awareness in secondary schools as the most effective. Peer education was second most effective intervention according to 63% of the NGOs. The third most effective intervention was life skills (50%). Other effective interventions were: building girl confidence among students (40%); counseling to improve quality of life promoting beneficial traditional practices (40%); support to orphan pupils (40%) and information for counseling (37%). On the teacher side, health education and raising public awareness in secondary schools was again the most effective intervention towards teachers according to 53% of the NGOs. This was followed by peer education (30%); training in instructional skills for teachers (27%); life skills (27%); information for counseling (27%); mainstreaming of MoEC’s HIV/AIDS education in the curriculum (23%) and material distribution to teachers (27%).
Most effective HIV/AIDS interventions at the Teacher College level
Health education and raising public awareness among teacher trainees was chosen as the most effective intervention by close to a third of the responding districts. This was followed by other interventions such as: counseling for prevention for trainees (25%) training in instructional skills for trainees (22%); mainstreaming of MoEC’s HIV/AIDS education in the curriculum (22%); counseling to improve quality of life promoting beneficial traditional practices (20%). Other included building girl confidence among pupils, social support, and bereavement support to trainees. Also STD care and management in Teacher Colleges (8 districts); counseling for prevention to teacher trainees (8 districts); and, counseling to improve the quality of life by promoting beneficial traditional practices (8 districts).
Table 23
Most Effective Interventions directed at Students
in Response to HIV/AIDS at the Secondary School Level
(Views from School Inspectors)
| Type of Intervention directed at Students | Percentage of Districts practicing the Intervention |
| · Health education and raising public awareness among trainees | 33% |
| · Counseling for Prevention for Trainees | 25% |
| · Training in instructional skills for trainees | 22% |
| · Mainstreaming of MoEC’s HIV/AIDS education in the curriculum | 22% |
| · Counseling to improve quality of life promoting beneficial traditional practices | 20% |
As for tutors in Teacher Colleges, health education and raising of public awareness among tutors was considered as the most effective intervention in about a quarter of the responding districts. The other most effective intervention mentioned by the districts (in brackets were): mainstreaming of MoEC’s HIV/AIDS education in the curriculum (8 districts); training in instructional skills for tutors (7 districts); counseling for prevention for teachers (7 districts); and, community mitigation behavior change promotion and prevention (7 districts).
Table 24
Most Effective Interventions directed at Tutors
in Response to HIV/AIDS at the Teacher College Level
(Views from DEOs)
| Type of Intervention directed at Tutors | Percentage of Districts practicing the Intervention |
| · Health education and raising awareness on HIV/AIDS among teachers | 25% |
| · Mainstreaming of MoEC’s HIV/AIDS training in the education curriculum | 8 |
| · Training in instructional skills | 7 |
| · Community mitigation behavior change and promotion f prevention at work place | 7 |
Good Practices and Lessons in HIV/AIDS interventions
Good practices are here meant behavior or habits that promote more constructive effect in regards to preventing the spread of HIV/AIDS. The notion was not defined to the respondents, but rather left to them to apply their own understanding as deemed fit. It is interesting to note that there was a wide range of practical responses that were mentioned by the different respondents. These are presented below.
Good Practices and Lessons at the Primary School level
According to a third of NGOs (25%), health education and raising HIV/AIDS awareness among pupils was deemed as the intervention that represented good practice among pupils. This was followed by: peer education (15%); behavioral change (15%); freedom and openness to discuss HIV/AIDS issues among pupils (10%); increased use of condoms (7%); Voluntary counseling (7%) and, the decrease in cases of female genital mutilations and unwanted pregnancies among pupils (7%). On the teacher side, opinions were more fragmented, with only 18% of NGOs agreeing that Health education and raising HIV/AIDS awareness among teachers as an example of what may be deemed as best practice. Other good practices included: teachers showing strong commitment and willingness and have given their full cooperation as regards HIV/AIDS interventions in schools (13%); teachers teaching HIV/AIDS subjects fully and effectively (11%); success in ToTs in many areas (11%); voluntary counseling (5%); and, teachers responding positively towards voluntary counseling and testing (5%).
Good Practices and Lessons at the Secondary School level
As regards NGOs, the intervention that represented good practices included: health education and raising awareness on HIV/AIDS among students (24%); peer education. (20%); voluntary counseling and testing among students (10%); open and free discussions among students (10%). behavioral change promotion. (8%); regular use of condoms for safer sex practices (8%); and use of dramas, plays, recreational activities, audio-visuals, festivals in sensitization programs (8%);
As regards examples of interventions that represent good practices among teacher, the NGOs mentioned: health education and raising awareness on HIV/AIDS among teachers. (13%); strong commitment, willingness, responsibility and full cooperation that have been shown by teachers in HIV/AIDS intervention programs (13%); training of teachers on HIV/AIDS interventions (12%); voluntary counseling and testing by teachers (10%); materials distribution (10%); good relations between teachers and NGOs (9%); regular use of condoms by teachers (5%); life skills (5%); and, teachers support of orphan students (5%)
Main Strengths in HIV/AIDS Interventions
Overall there were far too many District School Inspectors that did complete their questionnaires as regards this part. Out of the 96 Inspectors who returned their primary school questionnaires on time for this report, 29% did not answer the question that required them to state whether they have done any evaluation or review of their interventions, 65% did not answer what their strengths were, and 64% did not fill what their weaknesses were at the primary school level. As of the questionnaire for the secondary school level, 30% of the districts did not complete the question on whether they had done any evaluation, 82% did not answer on the observed strengths in secondary schools, and 87% did not say anything about weaknesses at the secondary school level. It is perhaps quite interesting to note that most of the district officials found it more becoming to mention successes and less so in identifying problematic experiences. This is certainly unfortunate because identification of under performance is an effective way of designing methods to improving future practice. This opportunity might be lost in the districts which failed to respond.
Main Strengths in HIV/AIDS Interventions at Primary School Level
The range of strengths observed at the primary school level is numerous to say the least. However it is the aggregated strength which is most crucial in the data to be presented here.
Table 25
Strengths in Response to HIV/AIDS at the Primary School Level
(Views from School Inspectors)
| Type of Strength | Percentage of Districts practicing the strength |
| · Health education and raising public awareness among pupils | 30% |
| · Peer education | 13% |
| · Mainstreaming of MoEC’s HIV/AIDS education in the curriculum | 8% |
| · Counseling for prevention for pupils | 7% |
| · Medical treatment of opportunistic infections to pupils | 4% |
According to the districts inspectors the following are the noted strengths in addressing HIV/AIDS in primary schools: awareness among pupils (30%); engagement of sensitization groups (13%); many primary school teachers having been trained (8%); presence of youth clubs activities (8%); drama activities (7%); teacher teaching well (7%); formation of Peer and Co-Peer groups, including the School Guardian programme (7%). Other items identified as measures of strengths were: changes in behavior among pupils; active participation of pupils in campaigns against HIV/AIDS; teaching of HIV/AIDS education in primary schools and transparency among pupils on the HIV/AIDS scourge; less truancy (4%).
Health education and sensitization of HIV/AIDS awareness interventions was identified as the main strength by 44% of NGOs. This was followed by: voluntary counseling and testing (11%); peer education (8%); higher level of acceptance coupled with willingness and responsibility towards behavioral changes among pupils (8%); increasing support to orphan pupils in primary schools (8%); and lobbying and advocacy (6%)
Main Weaknesses in HIV/AIDS Interventions at Primary School Level
The main weaknesses in this part of the study was the fact that more than three quarters of district Inspectors (77%), did not bother to provide information in this element of the question. Of those who did provide information their observations showed that the major weakness encountered by 21% of all districts is the negative influence that comes out of wrong traditional practices, superstitions and cultural taboos observed by many in the society.
Table 26
Weaknesses in Response to HIV/AIDS at the Primary School Level
(Views from School Inspectors)
| Type of Weakness | Percentage of Districts practicing the weakness |
| · Absence of sufficient funds to run HIV/AIDS programs | 16% |
| · Lack of transparency in discussions on prevention and transmission of HIV/AIDS | 16% |
| · Low awareness at the community level | 7% |
| · Persistent adherence to superstitious beliefs, old customs, and negative traditions | 6% |
| · Teachers are dying of HIV/AIDS; pupils still neglect advice on HIV/AIDS; a few trained teachers; and little exposure to HIV/AIDS education | 4% |
The other major weakness was the absence of sufficient funds for running HIV/AIDS seminars (16%). This was followed by other underperformances such as: poor transparency in discussions on prevention and transmission of HIV/AIDS (16%); low awareness among parents and some community members on the dynamics of HIV/AIDS (7%); persistent adherence to superstitious beliefs, customs and traditions (6%); some of the primary school teachers dying of HIV/AIDS related diseases (4%); some of the primary school pupils neglecting the advice they are given on HIV/AIDS (4%); a few teachers claiming having no time to teach HIV/AIDS education (4%); too few teachers having been taught about HIV/AIDS and especially how to train (4%); and, too few pupils exposed to HIV/AIDS education (4%).
About 17% of NGOs suggested that, lack of adequate resources (financial and infrastructure) in training skills, data collection, teaching materials, was the main weakness in HIV/AIDS interventions at primary school level. This was similarly followed by: cultural taboos, myths and misconceptions and wrong traditional practices (17%); lack of efforts and priorities by many stakeholders such as pupils, teachers and parents (8%); parents and guardians still do not talk openly about HIV/AIDS with their children (8%); and, lack of policy guidelines and joint supervisions from various stakeholders (5%). Others were: lack of adequate training of trainers (8%); and, Mainstreaming of MoEC’s HIV/AIDS education in the curriculum (8%)
Table 27
Weaknesses in Response to HIV/AIDS at the Primary School Level
(Views from NGOs)
| Type of Weakness | Percentage of Districts practicing the weakness |
| · Lack of funds and resources in training skills, data collection, teaching materials, etc | 17% |
| · Cultural taboos, myths and misconceptions about HIV/AIDS, wrong traditional practices | 17% |
| · Lack of efforts and priorities by many stakeholders such as pupils, teachers, and parents | 8% |
| · Parents, guardians and teachers still do not talk openly about HIV/AIDS with their children | 8% |
| · A few trained teachers/trainers | 8% |
| · Failure in mainstreaming of MoEC’s HIV/AIDS education in the curriculum | 8% |
| · Lack of policy guidelines and supervisions from various stakeholders | 5% |
Main Strengths in HIV/AIDS Interventions at Secondary School Level
Information gaps at the secondary school level as regards strengths in addressing HIV/AIDS seem to be more pronounced than those experienced at the primary school level above. More than two thirds of the School Inspectors, 82%, did not fill anything on this question. However of those who did provide information, the following was evident. Strengths identified in the responding districts included: health education and raising awareness on HIV/AIDS (25%); observed behavioral changes among students and teachers (14%); observed drop in the number of students unwanted pregnancies (14%); establishment of school HIV/AIDS clubs (10%); use of songs, plays and poems at festivals and public events (7%); Other strengths listed by the responding districts included: voluntary counseling and testing (10%); and the popular use of condoms in sexual encounters (10%).
Table 28
Strengths in Response to HIV/AIDS at the Secondary School Level
(Views from School Inspectors)
| Type of Strength | Percentage of Districts practicing the strength |
| · Health education and raising awareness on HIV/AIDS | 25% |
| · Observed behavioral changes among students | 14% |
| · Establishments of School –owned anti HIV/AIDS clubs | 10% |
| · Voluntary Counseling and testing and use of condoms | 10% |
| · Use of songs, plays, drama by students during festivals and other public events to highlight the scourge of HIV/AIDS | 7% |
At the secondary school level, a quarter of the NGOs (22%); mentioned health education and HIV/AIDS awareness among students as the main strength in the HIV/AIDS interventions. Other observations as concerns similar strengths were; peer education programs. (13%); behavioral change and full responsibility towards HIV/AIDS prevention (13%); eagerness to learn, discussing openly and freely, and demonstrating HIV/AIDS interventions programs (6%); proper and regular use of condoms during safe sex practices (9%); voluntary counseling and testing (9%); and, good partnership between NGOs and education department (3%)
Main Weaknesses in HIV/AIDS Interventions at Secondary School Level
Abstention from answering this part of the question was unprecedented; 86% of the responding District Inspectors did not provide any information in this part of the study. Therefore, there were few weaknesses to be noted here. However, of the weaknesses identified, the following were mentioned by at least two districts: poor awareness on HIV/AIDS (17%); inadequacy of funding for addressing the problems (17%); use of condoms seen as stimulating more sexual encounters among students (7%) students having multiple partners (3%); students not caring about advice given on prevention of HIV/AIDS (3%); some people using money to entice girls into risky behaviors (3%).
Table 29
Weaknesses in Response to HIV/AIDS at the Primary School Level
(Views from School Inspectors)
| Type of Weakness | Percentage of Districts practicing the weakness |
| · Lack of awareness on HIV/AIDS | 17% |
| · Lack of funds and resources to address the problem | 17% |
| · Use of condoms increase promiscuity among students | 7% |
| · Students still practice unsafe sex with multiple partners | 3% |
| · Failure of many students to change their behavior | 3% |
As for NGOs, lack of adequate resources coupled with poverty and harsh conditions was the major weakness sighted (15%). Second was the reluctance of people to practice safe sex and the misuse of condoms (15%). Lack of willingness by many to change their behavior was another major factor of concern (15%). Others were lack of clear policy guidelines from the Government (12%); and cultural taboos (6%)
Table 30
Weaknesses in Response to HIV/AIDS at the Secondary School Level
(Views from NGOs)
| Type of Weakness | Percentage of Districts practicing the weakness |
| · Lack of funds and resources in training skills, data collection, teaching materials, etc | 15% |
| · People are still reluctant to practice safe sex and use condoms | 15% |
| · Students are still not ready to change their promiscuous behavior | 15% |
| · Lack of clear policies and guidelines from the government | 12% |
| · Cultural taboos, myths and misconceptions about HIV/AIDS, wrong traditional practices | 6% |
Practical Examples in Promoting Gender Aspects in HIV/AIDS Interventions
Gender has now been firmly established as a key dimension in the HIV/AIDS situation. The study wanted to know whether this important determinant was being addressed, and if so, in what form. The examples provided hereunder show proof that gender aspects are being dealt with in varying proportions among the respondents.
Practical Examples in Promoting Gender Aspects at Primary School Level
Starting with the pupils, more than two thirds of the districts, 62%, mentioned highlighting of socio-cultural factors that make schoolgirls and females teachers more vulnerable to HIV/AIDS as the most common example of addressing gender aspects in interventions carried out at primary school level. Other examples of addressing gender related issues in the HIV/AIDS interventions at primary school level included: promotion of responsible and safe behavior among school girls and boys (62%); addressing economic factors that make school girls more at risk (60%) development of life skills which equip school girls with positive coping skills (57%); and, ensuring gender balance in school committees (52%).
Table 31
Practical Examples in Addressing Gender Issues
in the HIV/AIDS Interventions for Pupils at the Primary School Level
(Views from DEOs)
| Type of Example | Percentage of Districts citing the examples |
| · Highlighting socio-cultural factors that make school girls more vulnerable | 62% |
| · Promotion of responsible and safe behaviour among school girls and boys | 62% |
| · Addressing economic factors that make school girls more at risk | 60% |
| · Development of life skills which equip school girls with positive coping skills | 57% |
| · Ensuring gender balance in school committees (52%). | 52% |
On the teacher side, the most common example of addressing gender issues in the interventions included: and, building knowledge and confidence among teachers on how to assist school girls (62%).
Table 32
Practical Examples in Addressing Gender Issues
in the HIV/AIDS Interventions for Teachers at the Primary School Level
(Views from DEOs)
| Type of Example | Percentage of Districts citing the examples |
| · Building knowledge and confidence on how to assist female teachers | 62% |
| · Raising awareness among male teachers that gender issues in HIVAIDS are part of the curriculum | 62% |
| · Ensuring gender balance in school communities | 62% |
| · Addressing economic factors that make female teachers more at risk | 59% |
| · Highlighting socio-cultural factors that make female teachers more vulnerable | 58% |
Other examples were: raising awareness among male teachers that gender issues in HIV/AIDS are part of the curriculum (62%); ensuring gender balance in school communities (62%); ensuring gender balance in school committees (62%); addressing economic factors that make female school teachers more at risk (59%); highlighting socio-cultural factors that make school girls and female teachers more vulnerable to HIV/AIDS (58%); developing life skills which equip female teachers with positive coping skills (46%) and, increasing female and male teacher confidence in treating sexuality issues (45%).
As concerns NGOs, more than half (52%), stated that highlighting social cultural factors that make schoolgirls and female teachers more vulnerable was the main practical example on promotion of gender aspects at the primary school level as regards pupils. Other equally important examples according to NGOs were: addressing economic factors that make school girls/female teachers more at risk (52%); promoting responsible and safe behavior among school girls and boys (48%); and developing life skills which equip school girls with positive coping life skills (38%)
Table 33
Practical Examples in Addressing Gender Issues
in the HIV/AIDS Interventions for Teachers at the Secondary School Level
(Views from NGOs)
| Type of Example | Percentage of Districts citing the examples |
| · Highlighting socio-cultural factors that make school girls more vulnerable | 52% |
| · Addressing economic factors that make school girls more at risk | 52% |
| · Promote responsible safe behavior among school boys and school girls | 48% |
As regards teachers, more than two fifths of NGOs (43%), identified highlighting of social cultural factors that female teachers more vulnerable was a good practical example on adhering to gender aspects. Other examples mentioned by the NGOs were: addressing economic factors that make female teachers more at risk (38%); supporting ways of empowering female teachers on their bodies (33%); and, building teacher knowledge and confidence on how to assist school girls (33%).
Practical Examples in Promoting Gender Aspects at Secondary School Level
At the secondary school level, addressing of economic factors that make school girls more at risk was mentioned by 61% of the districts as an example of one of the measures on gender issues within HIV/AIDS interventions. Highlighting of socio-economic factors that make schoolgirls more at risk was second most mentioned example, with 50% of the districts picking it. Third was the promotion of responsible and safe behavior among school girls (44%), which was followed with, looking at individual HIV/AIDS risks for young schoolgirls and boys (42%). In fifth place as regards such examples of addressing gender issues, was ensuring gender balance in school boards (40%); and promotion of safer sexual behavior especially among active schoolgirls or boys (39%).
Table 34
Practical Examples in Addressing Gender Issues
in the HIV/AIDS Interventions for Students at the Secondary School Level
(Views from DEOs)
| Type of Example | Percentage of Districts citing the examples |
| · Addressing economic factors that make school girls more at risk | 61% |
| · Highlighting socio-cultural factors that make school girls more vulnerable | 50% |
| · Promotion of responsible and safe behavior among school girls and boys | 44% |
| · Looking at individual HIV/AIDS risks for young school girls and boys | 42% |
| · Gender balance in school boards | 40% |
On the teacher’s side, 50% of the districts mentioned highlighting of socio-economic factors that make female teachers more vulnerable was identified as one example of meeting gender needs. Other examples which were listed by the districts included: raising awareness among male teachers that gender issues in HIV/AIDS are part of the curriculum (49%); ensuring gender balance in school committees (47%); and, building teacher knowledge and confidence on how to assist school girls (39%). Examples of interventions which less than a fifth of the districts mentioned as manifestations of examples of their gender measures were: conduction of gender sensitive research on HIV/AIDS for students; and, promotion of specific targeting of female orphans among school girls for teachers.
Table 35
Practical Examples in Addressing Gender Issues
in the HIV/AIDS Interventions for Teachers at the Secondary School Level
(Views from DEOs)
| Type of Example | Percentage of Districts citing the examples |
| · Highlighting socio-cultural factors that make female teachers more vulnerable | 50% |
| · Raising awareness among male teachers that gender issues in HIVAIDS are part of the curriculum | 49% |
| · Ensuring gender balance in school communities | 47% |
| · Building knowledge and confidence on how to assist female teachers | 39% |
| · | |
Highlighting social cultural factors that make schoolgirls more vulnerable was seen as the most practical example on addressing gender aspects according to 67% of the NGOs. A close contender to this example was the promoting of responsible and safe behavior among schoolgirls and boys (67%), and, addressing economic factors that make schoolgirls more at risk (60%). On practical examples in promoting gender aspects among teachers in secondary schools, a third of NGOs mentioned the following: promoting responsible and safe behavior (40%); promoting safer sexual behavior among sexually active female teachers (30%); addressing economic factors that make female teachers more at risk (33%); and, highlighting social cultural factors that make female teachers more vulnerable (33%)
Table 36
Practical Examples in Addressing Gender Issues
in the HIV/AIDS Interventions for Teachers at the Secondary School Level
(Views from NGOs)
| Type of Example | Percentage of Districts citing the examples |
| · Highlighting socio-cultural factors that make school girls more vulnerable Addressing economic factors that make school girls more at risk | 67% |
| · Promote responsible safe behavior among school boys and school girls | 67% |
| · Addressing economic factors that make school girls more at risk | 60% |
| · | |
| · | |
Practical Examples in Promoting Gender Aspects at Teacher College Level
Examples of measures on gender issues among teacher trainees at Teacher Colleges were mentioned as including: promoting safer sexual behavior especially among sexually active teacher trainees (68%); addressing economic factors that make female trainees more at risk (63%); highlighting social cultural factors that make female trainees more vulnerable (59%); promoting responsible and safe behavior among male and female trainees (50%); and developing life skills which equip female trainees with positive coping skills.
Table 37
Practical Examples in Addressing Gender Issues
in the HIV/AIDS Interventions for Teacher Trainees at the Teacher College Level
(Views from DEOs)
| Type of Example | Percentage of Districts citing the examples |
| · Promoting safer sexual behavior especially among sexually active teacher trainees | 68% |
| · Addressing economic factors that make female trainees more at risk | 63% |
| · Highlighting socio-cultural factors that make female trainees more vulnerable | 59% |
| · Promotion of responsible and safe behaviour among trainees | 50% |
| · Development of life skills which equip female trainees with positive coping skills | 50% |
As concerns tutors in Teacher Colleges, the gender specific measures that were supposedly engaged in the interventions included: highlighting social cultural factors that make female tutors more vulnerable (45%); addressing economic factors that make female tutors more at risk (41%); promoting safer sexual behavior especially among sexually active female tutors (36%); development of life skills which equip female tutors with positive coping skills (32%); ensuring gender balance in school committees (27%); raising awareness among male tutors that gender issues in HIV/AIDS are part of the curriculum (27%); conduction of gender sensitive research on HIV/AIDS (23%)
Table 38
Practical Examples in Addressing Gender Issues
in the HIV/AIDS Interventions for Tutors at the Teacher College Level
(Views from DEOs)
| Type of Example | Percentage of Districts citing the suggestion |
| · Highlighting socio-cultural factors that make female tutors more vulnerable | 45% |
| · Addressing economic factors that make female tutors more at risk | 41% |
| · Promoting safer sexual behavior especially among sexually active female tutors | 36% |
| · Development of life skills which equip female tutors with positive coping skills | 32% |
| · Ensuring gender balance in school communities | 27% |
Interventions which were not very common included: listing of reproductive health issues and rights for female teachers (5%); information on possible sources of treatment and health care (9%); and supporting ways of empowering female tutors on their bodies (9%)
Interventions to Promote Further
Assuming that the reform process in Tanzania professes participatory planning, this section of the study aimed at availing the respondents a chance to identify which interventions the country ought to promote further. This information is expected to be useful in enabling decision makers align their decision with the preferences of the people at the ground.
Interventions to Promote at the Primary School level
The intervention which was suggested to be given most priority by 74% of the districts was health education and public awareness raising in primary schools. What this implies is that three quarters of the districts want the government to place more emphasis on this intervention. Considering that this was also seen as the most effective intervention by most of the districts. Others that followed in popularity order were: support to orphan pupils (49%); training in instructional skills for teachers (48%); mainstreaming of MoEC’s HIV/AIDS education in the curriculum (46%); peer education (36%); and, counseling for prevention for pupils and teachers (31%).
Table 5.39
Interventions to be promoted further in addressing
HIV/AIDS Interventions for Pupils at the Primary School Level
(Views from DEOs)
| Type of Interventions suggested to be Promoted Further | Percentage of Districts citing the suggestion |
| · Health education and raising public awareness in primary schools among the pupils and teachers | 74% |
| · Support to Orphan Pupils | 49% |
| · Training in Instructional Skills | 48% |
| · Mainstreaming MoEC’s HIV/AIDS education in the curriculum | 46% |
| · Counseling for Prevention | 31% |
Responses from the DEOs show that interventions where most of the districts were not enthusiastic about included: home based care for pupils and teachers (6%); social support and bereavement support to teachers and pupils (6%); advocacy and lobbying for legal assistance to teachers (7%); and, procurement of drugs and supplies to primary schools (7%).
Interventions that more than half of the NGOs want to promote further at the primary school level were health education and raising public awareness in primary schools (57%). Other interventions that were seen as equally crucial for promotion were: mainstreaming of HIV/AIDS education in the curriculum (48%); peer education (40%); life skills (40%); training in instructional skills for teachers or pupils (24%); and voluntary counseling and testing (24%)
Table 40
Interventions to be promoted further in addressing
HIV/AIDS Interventions for Pupils at the Primary School Level
(Views from NGOs)
| Type of Interventions suggested to be Promoted Further | Percentage of Districts citing the suggestion |
| · Health education and raising awareness on HIV/AIDS | 57% |
| · Mainstreaming of MoEC’s HIV/AIDS education in the curriculum | 48% |
| · Peer education | 40% |
| · Life skills | 40% |
| · Training in instructional skills | 24% |
| · Voluntary counseling and testing | 24% |
At the secondary school level, 60% of the NGOs wanted health education and raising public awareness in secondary schools to be promoted further. This is similar to the above situation. Other popular interventions for promotion according to NGOs are: peer education (57%); support to orphan students (43%); life skills (43%); voluntary counseling and testing (33%); and mainstreaming of MoEC’s HIV/AIDS in the curriculum (33%)
Interventions to Promote at the Secondary School level
At the secondary school level, the most mentioned intervention regarded as most effective was health education and public awareness raising among students and teachers. At least 68% of the districts that responded stated so.
Table 41
Interventions to be promoted further in addressing
HIV/AIDS Interventions for Students at the Secondary School Level
(Views from DEOs)
| Type of Interventions suggested to be Promoted Further | Percentage of Districts citing the suggestion |
| · Health education and raising public awareness in secondary schools | 68% |
| · Training in Instructional Skills | 56% |
| · Support to Orphan students | 41% |
| · Mainstreaming MoEC’s HIV/AIDS education in the curriculum | 36% |
| · Counseling for Prevention for students and teachers | 29% |
The other interventions which were suggested to be promoted further by the government at the secondary school level included: training in instructional skills for teachers and students (56%); support to orphan students (41%); mainstreaming of MoEC’s HIV/AIDS education in the curriculum (36%); and, counseling for prevention to students and teachers (29%). Interventions which did not receive much support in terms of suggestion for promotion by the districts were mainly social support and bereavement support to teacher and pupils, as well as information for counseling. A mere 7% of the districts thought these interventions deserved more support from the government.
Table 42
Interventions to be promoted further in addressing
HIV/AIDS Interventions for Students at the Secondary School Level
(Views from NGOs)
| Type of Interventions suggested to be Promoted Further | Percentage of Districts citing the suggestion |
| · Health education and raising awareness on HIV/AIDS | 60% |
| · Peer education | 57% |
| · Support to orphan pupils | 43% |
| · Life skills | 43% |
| · Voluntary counseling and testing | 33% |
| · Mainstreaming of MoEC’s HIV/AIDS education in the curriculum | 33% |
Interventions to Promote at the Teacher College level
As of interventions at the Teacher College level, the most mentioned was health education and public awareness raising in Teacher Colleges (59%); training in instructional skills for tutors and teacher trainees (50%); voluntary counseling and testing (45%); Mainstreaming of MoEC’s education in the curriculum (45%); counseling for prevention for teacher trainees and tutors (32%); promoting private sector financing in teacher colleges (32%) and procurement of drugs and supplies (27%).
Table 43
Interventions to be promoted further in addressing
HIV/AIDS Interventions for Trainees at the Teacher College Level
(Views from DEOs)
| Type of Interventions suggested to be Promoted Further | Percentage of Districts citing the suggestion |
| · Health education and raising public awareness in colleges | 68% |
| · Training in Instructional Skills | 56% |
| · Voluntary Counseling and Testing | 41% |
| · Counseling for Prevention | 36% |
| · Procurement of Drugs and Supplies | 29% |
Promotion of women’s health for female tutors was not selected for promotion by any of the respondent districts with TCs. Interventions that were suggested for promotion by only one district included: advocacy and lobbying for legal assistance to tutors; home based care to teacher trainees and tutors; and, information for counseling.
Where Government should focus
The focus being addressed here is in regards to the levels of entry for the interventions. The choice is pre-school, lower primary school, upper primary school, Teacher Colleges, and teachers at each of the mentioned levels. Therefore, the information hereunder reveals this choice.
Focus at the Primary School level
Nearly all the districts, 92%, wanted the focus on HIV/AIDS interventions to be towards teachers in primary schools. This was the followed with 88% of the districts suggesting that the focus should be directed at pupils in the upper level of primary school (e.g., standards five to seven). Thirdly, the focus was suggested by 83% of the districts, to be directed at government owned primary schools, while 61% of the districts suggested a similar focus on private owned primary schools. Half of the districts wanted the government efforts to focus at pupils in lower primary school.
According to NGOs, the focus should be at government owned (71%) primary schools, followed by private owned ones (48%). Moreover, the NGOs want the target to be pupils in upper level primary (83%), while half of the NGOs want a lower level primary focus also. Targeting of teachers was seen as a priority by nearly four fifths of the NGOs (79%).
Focus at the Secondary School level
In regards to the focus being promoted at the secondary school level, 90% of the respondent districts suggested the focus to be at students in the “O” levels. This was also followed by 89% of the districts suggesting that the focus be at government owned secondary schools while 68% of the districts thought focusing at private owned secondary schools was equally important, as was focusing at “A” level students. Nearly 85% of the districts wanted the interventions to be focused at teachers in secondary schools.
At the secondary schools level, 87% of the NGOs want a focus on “O” Level students in government owned schools. However, 77% of the same NGOs want to focus on students in privately owned secondary schools. Two thirds of the NGOs wanted a focus on “A” Level students. Secondary school teachers were similarly deemed as a legitimate priority target by 80% of the NGOs.
Focus at the Teacher College level
As regards whom the interventions should be focused at in Teacher Colleges, observations show that 82% of the respondent districts want the interventions to be meant at Tutors, 77% at Pre-Service trainees; and 86% at government owned Teacher Colleges. Only half of the districts thought it was necessary to focus at private owned Teacher Colleges.
Concluding Remarks and Recommendations
The study findings have without any doubt managed to establish a comprehensive overview on the status of HIV/AIDS interventions by the Education Sector. It has been possible to show what is being done; what is deemed as effective; what are seen as the strengths and weaknesses; and, what should be done to further promote similar interventions in the near and far future. Most important is the fact that this information has been sourced from education managers at the district and school levels. It is information from people who have the responsibility and mandate to manage education matters at these levels, if their word cannot be trusted, whose word should?
According to these education managers, the situation seems quite inadequate at the primary school level, appears relatively less so at the secondary school level, and is halfway in control at the Teacher College level. In other words, more efforts are required to be directed at the primary school level, especially in pre-school and lower primary. However, generally, more efforts are required at all levels.
As verified in this study, the most common suggested intervention at all levels (pre-school, lower and upper primary school, “O”: and “A” levels at secondary school, Teacher College, and School Committees and Boards, as well as among all teachers), is for more regularized training in health education and raising awareness on HIV/AIDS among all stakeholders within the sector. Perhaps this is the single intervention where at least more than 25% to 40% of the resources available should be constantly channeled. Not only was this intervention deemed as most effective, it was the most wide spread too.
The batch of interventions suggested for additional implementation in the immediate and distant future are: attending to orphan pupils in primary schools (suggested by DEOs); mainstreaming of HIV/AIDS in the MoEC curriculum (suggested by NGOs); peer education (suggested for secondary school students); and, instructional skills on how to teach HIV/AIDS subjects/topics (suggested for all teaching staff). These therefore are the measures we expected to see supported in all districts in the coming MoEC plan for apprehending the HIV/AIDS scourge in the education sector.
It is undeniable that this baseline information is a crucial database for any future reference to improvements on the HIV/AIDS status within the sector. Considering that some of the districts did not respond, it is advisable to urge for further research in those districts that fit this category. Moreover, the continued study should also cover more NGOs. Any future information would facilitate in creating a comprehensive database for the sector (and perhaps make this as one of the few sectors with comprehensive baseline information). This opportunity should not be bypassed in the coming plans.
Extracted from a report titled “Baseline Study: Status of Response to HIV/AIDS in the Education Sector.” By E.P.Y. Muhondwa & E.H. Mhina, in collaboration with MoEC’s CCITWG Study Team. Dar Es Salaam. 5th December, 2003
[1] These figures were deduced from information received from School Inspectors. Altogether their information showed that they had 4’745’724 pupils and 351’511 were formally trained in HIV/AIDS education. Girls made up 49.3% of the pupils, and pupils from private primary schools made up 0.75% of the overall population (of whom 48% were girls).
[2] As above, these statistics are based on 206’579 students in 68 districts, whereas 62’515 were formally trained in HIV/AIDS education. Girls constituted 48.1% of the student population, and students from private secondary school contributed to 43.7% of the total number of students (of whom 51% were girls).
[3] Teacher Trainee statistics were extracted from 13 Teacher Colleges with a total of 13’793 trainees. Female trainees made up 48.8% of the total population, and trainees from private TCs were 0.77 of the population (of whom 72% were female).
[4] The base statistics used here were a population of 82’531 teachers whereas 44% are female. Teachers from privately owned schools made 2% of the population (of whom 50% were female).
[5] The number of teachers in secondary schools canvassed by the returned questionnaires was 10’079, whereas 29% were female. Teachers from privately owned secondary schools made up to 45% of the population (of whom 23% were female).
[6] The number of Tutors in the 14 districts with Teacher Colleges was 640, of whom 28% were female. Only 6% of the Tutors in this statistics are from privately owned Teacher Colleges (of whom 29% were female).
[7] BEST, 1999-2003.
[8] Ibid.
[9] Ibid.
[10] Ibid.
[11] Ibid.
[12] Ibid.
[13] Ibid.
[14] Ibid.
[15] Ibid.
[16] Iramba (1), Nzega (1), Songea Town Council (1), Kilosa (1), Morogoro Municipal Council (1), Newala (1), Mtwara Mikindani (2), Ukerewe (1), Mwanza City Council (1), Bunda (1), Tarime (1), Rungwe (2), Mbeya Municipal Council (1), Iringa Rural (1), Muleba (1), Kasulu (2), Moshi (4), Monduli (1), Kondoa (1), Dodoma Municipal Council (2), Mkuranga (1), Kibaha Town Council (2), Korogowe (1), Ilala Municipal Council (2), and Temeke Municipal Council (2).
[17] Out of 4’745’724 million primary school pupils in 68 districts, only 351’511 were being reached.
[18] Out of 206’579 secondary school students in 68 districts, only 62’515 were being reached.
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