1.3 - Duration: 2 years (1 April June 2007) JFIT $ 225,995 TOTAL $ 225,995

Transcription

1 1. Title Project Title: BUILDING CAPACITY FOR HIV AND AIDS RESPONSES IN TEACHERS EDUCATION INSTITUTIONS : In support of the Global Initiative on Education and HIV/AIDS (EDUCAIDS) Beneficiary Country: Mozambique Duration: 2 years (1 April June 20) Amount Requested: $225,995 JFIT $ 225,995 TOTAL $ 225, Implementing Agency: UNESCO Maputo UNESCO Sector: Education Sector - Project Officer: Cristina Raposo HIV/AIDS Programme Officer, UNESCO/Maputo 1.7 Summary This project is intended to contribute to the strengthening of the Teacher Training Institutions capacity to deliver HIV prevention education content to teacher trainees within the context of the EDUCAIDS (Global initiative seeking to help Governments take the necessary actions to protect the education system and people in it from the effects of the HIV/AIDS pandemic), Education Sector Strategic Plan II (ESSPII) and in particular the Ministry of Education and Culture s Strategies on HIV/AIDS and Teacher Training. In particular the project will contribute to the improvement of the quality of basic education through the implementation of innovative initiatives for the training of teacher trainers and production of guidelines for the implementation of HIV/AIDS preventive education in TEIs. These are based on the results of the survey on the current HIV/AIDS programmes in Teachers Education Institutions (TEI), culturally appropriate approaches and sharing and learning from best practices at local, national and international level as well the translation and tailoring of teaching and leaning materials. 1

2 2. Background/Context 2.1 With an estimated HIV prevalence of 14.9% in 2004 (projected to be 15.6% in 2005) among adults (15-49 years old), Mozambique ranks amongst the 10 most affected countries in the world. The high prevalence is associated with structural factors such as poverty, gender inequality, cultural conditions and high levels of labour mobility, all contributing to a rapid and continuing increase in HIV infection within the country. The Ministry of Education and Culture (MEC) in Mozambique is the major employer in the country and the epidemic is already affecting the education sector. There are currently approximately 60,000 primary teachers and 7,500 secondary teachers in the education system. Projections of deaths from AIDS-related illness among teachers are currently being updated and expected to be lower than 17% as estimated in 2000 for the year 2015, yet still high because there is no cure and access to treatment is limited. Teacher attrition and absenteeism due to HIV and AIDS will have an impact on cost in 20 it is expected that HIV and AIDS will increase the cost of education by 5% (equivalent to 7 million US$). According to the ESSPII document a dramatic increase of orphans is expected from the current 10% in primary school and 11% in secondary school to 18% and 27% respectively by HIV and AIDS are one of the major challenges and potential threats to the education system progress. Notwithstanding the progress that might be made, the epidemic can affect all parts of the system and it can reverse the gains. The education was identified as the most important tool to respond to the challenges caused by the epidemic. The Government of Mozambique is committed to ensure access and improve quality of basic education as a key contribution to poverty reduction, promotion of socio-economic justice, promotion of gender equity and prevention the spread of HIV. The Education Sector Strategic Plan II ( ) the principal education sector s guideline contains a specific cross cutting component that addresses this issue in all parts of the strategy. The approach reflects a minimax philosophy: minimize the negative impacts of the HIV/AIDS epidemic while at the same time maximizing the impact that education can have in halting the spread of HIV. 2.3 According to UNESCO s study Integration of HIV/AIDS Programmes in the Teacher s Training Colleges, there are a variety of different programmes for pre-service training, with separate administration, different levels of entry, different durations and a multiplicity of delivery modalities. Although HIV/AIDS it is included in the basic education 2

3 curriculum in Mozambique its effectiveness is not meeting the needs of the education system, especially because the future teachers are not being systematically trained to deal with the HIV/AIDS related issues. Additionally the programmes implemented at the teacher s training institutions are more focused on dissemination of information instead of strengthening the capacity of the future teachers concerning development of competencies for teaching HIV and AIDS. Furthermore, in general the programmes and activities developed in most Mozambican provinces are focused in counselling and sensitization of young activists and teachers for the preventive work as peers educators, meaning that HIV/AIDS is not included in the curriculum of teacher s training. The Ministry of Education it is in process of discussion concerning the inclusion of Sexual Reproductive Health and HIV/AIDS contents in the official and local curriculum of the secondary school. Moreover the local curricula for each region of the country will also leverage in depth discussions concerning culturally appropriate approaches on these matters. More than never the Mozambican teachers will have to be adequate trained within life skills approach and interactive and participatory methodologies before expecting them to teach the new topics of the curriculum. Considering that the education system is in jeopardy due to the challenges imposed by the epidemic, activities concerning the training of future teachers need to be improved and adequately planned to cope with the implications of teaching in a world with HIV. Thus, this project intends to create conducive environment for an adequate programming on HIV and AIDS through the revision and adaptation of UNESCO s Teachers Training Manual to the Mozambican context and train trainers on how to use this manual. The manual Reducing HIV/AIDS Vulnerability Among Students in the School Setting was produced in 2005 by UNESCO Bangkok Office and funded by the JFIT. 2.4 This project will target the IMAPS 1 in Mozambique. The target groups and beneficiaries are: 55 teachers from Teacher s Education Institutions who are the primary beneficiaries, Professionals from the INDE that are working on Teachers Training curricula reform who are also primary beneficiaries; 11 teacher s Education Institutions from 11 Provinces in Mozambique Teachers at TEI benefited from training by the selected 55 teachers 2 1 IMAP is the Teacher Education Institution responsible for the training of teachers to the basic education 3

4 1400 school communities where students will ultimately live and teach when they graduate, who are the long-term beneficiaries. 3. Logical Framework 2 At least one teacher (preferably two) from each TEI will be further trained to disseminate the learning skills to teachers that were not benefited from the training. 4

5 INTERVENTION LOGIC OBJECTIVELY VERIFIABLE INDICATORS OF ACHIEVEMENTS/BENCHMARKS SOURCES AND MEANS OF VERIFICATION ASSUMPTIONS DEVELOPMENT OBJECTIVE(S) Contribute to the reduction of the vulnerability to HIV and AIDS among students in school setting through the strengthening of teacher training skills of Teacher Education Institutions (TEIs). Ratification by MEC of a policy document for the training of teachers based on Guidelines for Implementation of Preventive Actions. Number of TEI applying the principles of the Guidelines for Implementation of Preventive Actions Policy document Activity reports Continued government support; MEC needs to assume ownership of the project. IMMEDIATE OBJECTIVES OR PROJECT GOALS 1. Support the elaboration and establishment of a policy targeting Teacher Education Institutions (TEI) for the implementation of preventive actions in the field of HIV/AIDS. 2. Strength the capacity of TEIs to undertake HIV/AIDS Preventive Actions. Policy document with guidelines for implementation of comprehensive H/A preventive actions in TEIs developed and distributed to 100% of TEIs in Mozambique. Guidelines for Implementation of Preventive Actions in the Field of HIV/AIDS in TEIs adopted by keyareas of the MEC. Number of TEIs in Mozambique using the Guidelines for Implementation of HIV/AIDS Preventive Actions. Counselling structures established in all TEIs benefiting from project activities. Monitoring reports on the distribution of 500 guidelines to TEIs. MOUs signed with partners; Monitoring reports of the M&E System; Monitoring report of the visits to TEIs; Interviews with the beneficiaries of TEIs; Continued Government support Ownership needs to be assumed by commitment at central level by Human Resources, Planning, the National Institute for Education Development (INDE) leading to mainstreaming of teacher s training inservice activities; Ownership needs to be assured also at TEI s level; Readiness of UN partners and others to support the establishment of counselling structures. 5

6 INTERVENTION LOGIC OBJECTIVELY VERIFIABLE INDICATORS OF ACHIEVEMENTS/BENCHMARKS SOURCES AND MEANS OF VERIFICATION ASSUMPTIONS 3. Improve teacher training skills in planning and implementation of H/A prevention activities in and outside the classroom. 55 teachers trained following the concepts of the proposed Teacher s Training Manual. Number of teachers with increased capacity in the use of participatory methodologies to teach about HIV/AIDS related issues. At least 70% of the trained teachers with a positive assessment of the acquired skills. Number of teachers that are implementing activities in the field of HIV/AIDS using the proposed Teacher Training Manual. Monitoring reports of the M&E System; Training and monitoring reports; list of teachers trained; Monitoring report of the visits to TEIs; Interviews with the beneficiaries of TEIs; Reports of the actions implemented at TEIs; EXPECTED RESULT 1. Guidelines for Implementation of Preventive Actions in the Field of HIV/AIDS in Teacher s Education Institutions produced Guidelines developed and 500 copies printed and distributed to teacher training institutions. Project reports; 500 guidelines available to TEIs around the country; evaluation reports. Continued support from MEC and Directors of TEIs. 2. UNESCO s Teachers Training Manual adapted. Teachers Training Manual adapted to the Mozambican socio cultural contexts. Project Reports ; Printing of the adapted UNESCO s Teachers Training Manual; 6

7 INTERVENTION LOGIC OBJECTIVELY VERIFIABLE INDICATORS OF ACHIEVEMENTS/BENCHMARKS SOURCES AND MEANS OF VERIFICATION ASSUMPTIONS 3. Teachers trained on the implementation and dissemination of the adapted Teachers Training Manual 55 teachers trainers (5 from each of the 11 Provinces) selected and trained on the use of the Teachers Training Manual. At least 70% of the trained teachers have disseminated and trained fellow teachers Final report; List of the teachers that participated on training; Supervision reports. ACTIVITIES FOR EXPECTED RESULTS 1. Development of Guidelines for TEI 2. Translation and adaptation of Teachers Training Guide 3. Training of teacher on the implementation and dissemination of Teachers Manual Inputs: Desktop computer and printer Lap top Programme Officer Administrative assistant National consultants Printing of materials 55 selected teachers trainers Operational facilities for TT JFIT costs: Desktop computer and printer : $3,000 Lap top : $5,000 Programme Officer : $34,3 1 administrative assistant : $19,800 National consultants 3 :$15,000 Printing of materials : $28,000 Operational facilities : for TT : $24,888 Travel cost and DSA : $44,000 Meetings : $5,000 Evaluation : $18,000 Miscellaneous : $3,000 Total $ 199,996 Some risks have to be taken into consideration: the adequate selection of teachers trainers to participate on the initiative; adequate mechanism for distribution of materials to TEIs; availability of staff from TEI for implementation of the training manual. 3 Consultants for M&E Software, translation and adaptation of UNESCO S Manual, Annual and Final Reports and teacher s training. 7

8 4. Project Coordination 4.1 Aiming at creating sustainability and institutionalizing this initiative at TEI in Mozambique this project will be coordinated by the Ministry of Education and Culture with support of UNESCO. Under the facilitating role of UNESCO, this project represents a multiple agency UN response to support MEC, its structure and strategies that addresses HIV/AIDS and teachers capacity building. A management committee co-chaired by UNESCO will be established to discuss project implementation and provide technical inputs. This strategy is important for sharing information and also to keep this initiative in the field of education on the top of the agenda of other UN partners and stakeholders. MEC will have the key role of coordinating this committee with strong support of UNESCO. This committee will be comprised of MEC Representatives from different sectors, UNESCO, UNAIDS, UNFPA, UNDP, DANIDA and Pathfinder. UNAIDS in particular will assist in the area of Monitoring and Evaluation given their expertise. 4.2 This project is going to be implemented in close collaboration with DANIDA and, UNFPA/Pathfinder International who are supporting two of the major Governments Education Programmes in the field of HIV/AIDS, respectively named Pacote Básico, and Geração Biz. These ongoing programmes have been intensifying the assistance to MEC concerning the managing of schools in terms of planning and implementation of HIV/AIDS programmes, the provision of Information Education Communication (IEC) materials to schools and the capacity building of teachers and young people as HIV/AIDS Activists. It is important to highlight that none of these programmes are targeted to TEI and their evaluations stressed the importance of expanding the activities aiming at reaching Teachers Education Institutions. Collaboration between the project and UNFPA/Pathfinder will be focused on the capacity building of teacher s activists who will facilitate the implementation of Geração Biz Programme as well as ensure the implementation of capacity building of teachers and students in the context of the programme. Additionally the teachers training will include development of skills for the creation of counselling corners at TEIs. The materials used in the Pacote Básico Programme are targeted to young children with information concerning HIV/AIDS issues. The collaboration with DANIDA will be focused on the dissemination of these materials as well as on the difusion of additional materials that will complement the use of the Teacher s Training Manual. 8

9 Additional resources for expansion of activities are under negotiation with these partners. 4.3 Logistical support will also be provided by MEC concerning the assignment of a technical adviser to assist the implementation of the activities. Selection of teacher to be trained will be conducted by MEC with the participation of partners as well as the meetings regarding discussions on the curricula for TEIs and adaptation of the Teacher s Training Manual. 5. Project Justification 5.1 The overall aim of the project is to contribute to the improvement of HIV prevention education through the capacity building of Teacher s Education Institutions. This project targets pre-service education and aims to support and strengthen the existing HIV and AIDS programmes and activities in TEI in Mozambique through the adaptation of UNESCO s Teachers Training Manual - Reducing HIV/AIDS Vulnerability Among Students in the School Setting produced in 2005 by UNESCO Bangkok Office, to the Mozambican socio-cultural environment and the training of trainers on how to use the Manual. Adequate preparation of pre-service teachers is vital because they in turn will reach a great number of students, colleague teachers and parents once in the school system. This project tries to capitalize on this multiplier effect to ensure effective HIV/AIDS programmes in TEI. 5.2 The key guiding documents of the Ministry of Education and Culture (MEC) of the Government of Mozambique used in the elaboration of this project proposal include the Education Sector Strategic Plan (ESSP II) 4, the Operative Plan of the National Strategic Plan to combat the HIV/AIDS epidemic ( ) and the Strategy for Teacher Education (2004 to 2015) 5. This project is going to have a significant impact on the achievement of the Education For All (EFA) Goals described in the Dakar Framework for Action, more specifically the following ones: to ensure that by 2015 all children, particularly girls, children in difficult circumstances and those belonging to ethnic minorities, have access to a complete free and compulsory primary education of good quality ; and to ensure that the learning needs of all young people and adults are met through equitable access to appropriate learning and life skills 4 Although not yet finalized, the last version of the Education Sector Strategic Plan II is being used to support the major processes in the country like the PARPA and the Five Year Strategic Plan. 5 It was approved in December 2005 the document with the government s decision on the new models for capacity building of teachers of primary and secondary education. 9

10 programmes. Within these strategic documents, project s priority has been placed on the improvement of supervision, support and school management to ensure that schools are safe environments and to train staff to manage schools in times of HIV/AIDS The MDG 6 aims to have halted by 2015 and begun to reverse the spread of HIV/AIDS. UNESCO s core mandate is to enhance the quality of education. This effort is strongly stressed in one of the three UNESCO s EFA Core Initiatives, as well as on the Global Initiative on Education and HIV/AIDS EDUCAIDS - which aims to protect the core functions of the education system minimizing the impact of the epidemic and maximizing the impact of the education system by tackling the challenges of the epidemic through a comprehensive approach to HIV and AIDS. EDUCAIDS is paying attention specially to the implementation of the Declaration of Commitment adopted by the United Nations General Assembly on its special session on HIV/AIDS and is targeted by the Education s Sector Programme 1.3, Main Line of Action 1. This project was conceived under the Main Line of Action 2 of which the expected result is capacity of Member States and other stakeholders enhanced to apply evidence-based policy formulation to support comprehensive HIV/AIDS education and reduce vulnerability. 5.4 The main actions presented on MEC s Strategic Plan on HIV/AIDS which has been already executed with the support of UNESCO and many other partners, defines the role of MEC around four fundamental areas which are: prevention and care for all its workers; development of curricula which address STD, HIV, AIDS and SRH contents and promotes life-skills and peer education; enrichment of policies to reduce the levels of infection through improvement of the institutional capacity, management and planning ; implementation of a coordinated and effective multisectorial response. Once this project comes to reinforce MEC s strategy on HIV/AIDS, it is going to have sustainability through the institutionalization of a training policy of future teachers on HIV and AIDS related issues, through the development of guidelines that will support MEC on the implementation of preventive actions against HIV and AIDS in TEIs as well as by the use of the monitoring and evaluation system created. 6. Timing and Modalities for Project Monitoring, Reporting and Evaluation 6 English version of ESSP II 10

11 6.1 UNAIDS has been intensifying its cooperation to the National AIDS Council in Mozambique towards the development of specific indicators for measuring country s success around HIV prevention. It is important to highlight that UNAIDS has also providing support to UN Agencies in light of the harmonization process concerning Monitoring and Evaluation (M&E). Hence, with the support of UNAIDS an M&E system will be put in place and updated by MEC. The person in charge of monitoring the activities will be a staff of MEC and will report to UNESCO and the Management Committee on a monthly basis. 6.2 An annual report of the first year and final report with the achievements on implementation will be provided during the course of this project. 6.3 The first annual report after 11 months of activities implementation will provide information on the creation of the Guidelines for Teacher s Education Institutions on implementation of Preventive Actions against HIV/AIDS, i.e. the transition on developing the manual and the creation of an enabling environment to implement preventive actions in TEI. In the same line, the report will have to show how partners and different stakeholder are contributing to the creation of such enabling environment for the use of guidelines and how the ongoing projects of MEC are contributing for the enhancement of the capacity of TEI in the implementation of preventive actions. This report will be conducted by a consultant with the strong participation of the project officer with inputs from MEC and the committee of partners. 6.4 A mid-term review will be developed during the 12 th month of the implementation of project activities aiming at bringing attention to the internal and external factors which have influenced the conditions of implementation of the project. The results of the mid term review will be used by MEC and project partners to evaluate the status of the project implementation and take decision on the way forward on the implementation of project activities. The methodology that should be undertake will consist fundamentally in the desk review of the project related documents, including the project document, the annual work plan, the project progress reports, the records and minutes of the project coordination meetings, reports, the logical framework of M&E developed for the project and other relevant documents. Semistructured interviews with the various partners and stakeholders of the project will also be a key activity for the mid-term review. The preliminary findings of the mid-term review will be discussed in a workshop, attended by the partners concerned and subsequently the 11

12 suggestions and recommendations of the workshop will be incorporated in the workplan for the last year of the project. 6.5 Under the authority of the Director of UNESCO/Maputo the final report will also be developed by a consultant with strong participation of the project officer and will take place during the last month of project activities implementation. At this point in time the 55 trainers of the 11 Provinces of Mozambique will be already trained for using the manual for training teachers students on HIV/AIDS related issues. It is expected that two trainings will be already put in place. And once the trainees get back to their provinces they will implement the use of the manual with remaining teachers as well as with students teacher of TEIs. The timing of this report will therefore allow the project officer to examine the integration of preventive actions in TEIs and the number of teacher trainers who have participated in pre-services trainings at TEIs. Another important point that will need to be covered by the report concerns the capacity built in MEC for implementation, monitoring and evaluation. The project final report will be conducted by the project officer with inputs of the Monitoring and Evaluation System, created with support of UNAIDS, and will be realized through on-site visits and interviews with the beneficiaries of the activities. At the end of the project an evaluation will be carry out by a team of external and internal evaluators. 6.6 Cost related to monitoring and evaluation such as M&E software, travel expenses, preparation of annual and final reports and meeting expenses are included in the proposed project budget. M&E US$ Travel 12,000 Evaluation studies 18,000 Meetings 5,000 TOTAL 35,000 12

13 7. Equipment List 7.1 List: Equipment US$ 1 desktop computer 2,500 1 HP laser printer lap-top 5,000 TOTAL 8,000 Percent of total of JFIT budget 4% 7.2 Management and maintenance plan: The computer and the printer will be located at the office in MEC and will be used for the person designated as the focal point for the project at that institution. The computer will be available for the Monitoring and Evaluation expert as well as to consultants and the project officer when requested. The laptop will be located at UNESCO under the responsibility of the project officer who will report on the use and maintenance of the equipment to the Director of UNESCO/Maputo when requested. This equipment will be accessible for daily work, field trips and meetings. 8. Project Budget 10 COMPONENT CALCULATION JFTI Project officer: (6 months X $ 5,718) 34,3 OTHER PERSONNEL COSTS (BLS 14,16,17) Field trips to provinces (meetings with Provincial Directorates and M&E: DSA and travel costs to 11 provinces to be covered by the project) 6, CONSULTANTS NATIONAL ADMINISTRATIVE SUPPORT PERSONNEL M&E software: $1,500 Translation of UNESCO S Manual: $2,500 Adaptation of UNESCO S manual to Mozambique: $4,500 Annual and Final Reports: $3,500 3 Consultants for the teacher s training:$3,000 M&E travels of MEC Focal Point: $6,000 1 Administrative Assistant (18 months X$1100,00) 21,000 19, SUBCONTRACTS Printing of 500 of guidelines: 500 X $16,00 = $ 8,000 Printing of 500 teacher s manual: 500 X $ 40,00 = $ 20,000 Evaluation studies: $ 18,000 46,000 13

14 30 TRAINING Trainings of Teachers Trainers - Air Tickets 50 teachers from 10 provinces: $25,000 (workshop to take place in Maputo City) - Venue, coffee break, lunch, accommodation (50 participants X $ X 7 days of training):$ 21,998 - DSA ($20 X 7 days X 50 teachers):$7,000 58,998 Planning and M&E Meetings: $5, EQUIPMENT AND MATERIAL Laptop 5,000 Desktop 2,500 Printer 500 Training supplies costs 2,890 10, MISCELLANEOUS Postage (send materials to provinces): $1,000 Sundries: $2,000 3, TOTAL PROJECT COSTS US$ 199,996 PROGRAMME SUPPORT US$ 25, COSTS (13%) JFIT GRAND TOTAL US$ 225,995 14

15 9. Timeline PREPARATORY PHASE TIMELINE ACTIVITY 04 Acquisition of materials Meeting for establishment of annual workplan Assignment of the Project focal point at MEC IMPLEMENTATION PHASE Meetings for creation of the monitoring and evaluation system and software Implementation of the monitoring system Meetings for Development of the Guidelines for TEIs Translation of the UNESCO s Teacher s Training Manual Workshop for adaptations on the UNESCO s Teacher s Training Guide Testing of the Teacher s Training Manual and revision of the publication Adjustment of the Manual 15

16 IMPLEMENTATION PHASE EVALUATION PHASE TIMELINE ACTIVITY 04 Training of teachers trainers Mid term review Meeting for 2 nd. annual workplan Printing of TEI Guidelines & Teacher s Training Manual Distribution of TEI Guidelines & Teachers Training Manual to TEIs Monitoring use of Teacher Manuals at schools Meetings on monitoring o implementation of guidelines & teachers trainers activities Field visits to TEI Final evaluation Final report Submission of final report Closure of the project account