Literature review on HIV and AIDS, education and marginalization

Literature Reviews
61 p.

The theme of the 2010 GMR on Reaching and Teaching the Most Marginalized has particular relevance for the IATT on Education as marginalization is a cause of HIV risk and vulnerability, and often a consequence of being HIV-positive. Children affected by AIDS can face particular challenges in accessing educational opportunities, ensuring regular school attendance, and continuing their studies. Teachers are given an important responsibility in ensuring that children and young people acquire essential knowledge, skills and attitudes for HIV prevention. Moreover, in higher prevalence settings teachers are seen as pivotal in ensuring that pupils affected and infected as a result of the epidemic have access to care and support. In a meeting with members of the GMR Team in February 2009, the following areas of input were suggested: Children affected and infected by HIV and AIDS as a significant group of the most marginalized; Examination of the education policy, teaching and learning processes and curricula - their marginalizing and de-marginalizing impact on learners in a world with HIV and AIDS; Estimating the teaching needs, costing the efforts to reach the most marginalized, due to HIV and AIDS; Teachers as learners i.e. how training programmes are or are not preparing teachers to teach the most marginalized; Schools as centres for care and support for those marginalized by HIV and AIDS - service provision and referral. This document responds to these suggested areas of input, and includes: A synthesis of related evidence and programmatic experience; Suggested figures and tables; Case studies from different regions and on different thematic areas; A full reference list for further consultation.

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