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Planning _ Management Checklist


									   Mitigating HIV/AIDS
   Impact on Education
Planning and Management
        Peter Badcock-Walters
         MTT 2004 Winter School
     Sica’s Conference Centre, Durban
             10 August 2004
     Funded and Supported by USAID
• Growing acknowledgement that HIV/AIDS is a
  systemic management problem for education and
  that response must:
   – be located within the system at every level, and
   – address issues of prevention, treatment, care and support
     and mitigation – including workplace issues and response
• Many MoEs have initiated response but often
  limited to prevention, treatment and care,
  without attention to sector policy or
  comprehensive planning and management;
• Need for a flexible strategic response framework
  to guide such policy and action plan development
  and a checklist of issues requiring attention.
   Key Points of Departure
• HIV/AIDS is a development issue and one of the
  largest management challenges facing education;
• The primary impact of HIV/AIDS is to increase
  the scale of existing systemic and management
  problems in education;
• Lack of reliable data makes it difficult to know
  where ‘routine’ system problems stop and
  HIV/AIDS systemic erosion starts;
• Attrition, service ratios, enrolment, drop-out and
  transition rates, quality, output and budgeting
  will all be adversely affected.
               Key Themes
• Growing understanding that a comprehensive
  response is required which addresses three key
   – Prevention
   – Treatment, Care and Support
   – Mitigation: a) Workplace issues
                  b) Management of the response

• MoEs have also recognised that HIV/AIDS
  response must be sustainable over the long term
  and must:
   – Be integrated into every level of the education
     management system and involve all sectoral partners, and
   – Be within the means of the recurrent education budget,
     irrespective of short-term donor or other funding.
Systemic Problem & Response
• Increasing systemic erosion and linked
  management problems will compromise ability to
  meet EFA, UNGASS and other international goals
• Necessary to move planning beyond narrow
  sectoral focus on prevention, treatment, care and
  support, and accepts HIV/AIDS as long-term,
  sector-wide management problem;
• Systemic response requires comprehensive,
  prioritized plan of action, from assessment and
  sector policy development, to decentralised
  planning and implementation;
• Must be based on dependable data, monitoring,
  evaluation and regular review.
  AIDS: Opportunity in Crisis
• In every aspect of planning and management, it
  should be remembered that while HIV/AIDS is a
  long-term human and development catastrophe,
  it is also a unique opportunity to address any
  number of long-standing problems in the
  structure and function of education;
• In every step of the mitigation response we
  should be asking ourselves what opportunities
  this action provides for concomitant system
  improvement or reform;
• Planners and managers must proactively look for
  system reform synergies and promote them.
Strategic Response Framework
• Need for Strategic Response Framework (SRF) to
  contextualize and locate systemic response;
• SRF flexibility required to accommodate country
  system diversity and recognize progress made in
  planning/initiating sector HIV/AIDS programs;
• Spans 3 development phases, which include:
   – Understanding Impact (assessing, benchmarking
     and measuring impact);

   – Planning Mitigation (action planning and costing
     prioritized activities required to mitigate impact);

   – Implementation, Monitoring & Review (initiating
     and implementing planned activity, monitoring progress
     and reporting outcomes and response).
Planning & Management Checklist:
• SRF provides the ‘big picture’ within which a
  comprehensive checklist of action phases and
  steps can be located;
• Allows MoEs to recognize achievements as well
  as missing or incomplete activities to date, and
  plan rationally for the future;
• Checklist of steps can be customized to MoE
  requirements to prioritize strategically important
  steps and need not be sequential;
• Resultant framework and checklist of steps meets
  donor need for prioritized and achievable plans,
  implementation, monitoring and reporting;
• 3 Phases and 12 steps include:
  Phase One: Understanding
• STEP ONE: HIV/AIDS Situation Analysis,
  Response Review and Impact Assessment –
  – Identify and agree key HIV/AIDS impact and
    vulnerability indicators;
  – Develop objectives and TOR for impact
    assessment/activity review;
  – Commission independent sector impact
    assessment/activity review; or
  – Undertake interactive rapid sector
    appraisal/activity review;
  – Consider findings and establish impact and activity
  Phase One: Understanding
• STEP TWO: Management Information and
  Research Review –
  – Review MoE data history, quality and reliability;
  – Review and audit data systems/capacity, including
    collection, access to HIV/AIDS impact indicators,
    analysis and decision support systems;
  – Review other sector data/information sources;
  – Review education sector research agendas inside
    and outside MoE;
  – Aggregate all available data/information to provide
    single consolidated source and develop preliminary
    proposals for system reform and extension;
  – Develop national, prioritized research agenda.
  Phase One: Understanding
• STEP THREE: Education Sector HIV/AIDS Policy
  and Regulation Audit –
  – Review national HIV/AIDS policy framework and
    implications for education sector policy
  – Review education sector HIV/AIDS policy where it
    exists, and check coverage of Prevention,
    Treatment, Care and Support and Mitigation,
    including workplace and management issues;
  – Review/audit relevant MoE legal procedures and
    regulations and identify shortcomings and issues
    for policy review;
  – Advocate to create ‘champions’ for education sector
    HIV/AIDS policy development and dissemination.
  Phase One: Understanding
• STEP FOUR: Education Sector Capacity Audit –
   – Review national and sub-national MoE systems and
     HR capacity at all levels to respond to and manage
     HIV/AIDS impact;
   – Review education sector capacity and program
     coverage, cooperation agreements and protocols
     with national and international development
   – Identify and estimate financial resource availability
     to support HIV/AIDS response and agree access
     and other protocols;
   – Integrate capacity audit, impact assessment/sector
     appraisal, data and policy information to provide
     strategic overview for decision-making.
       Phase Two: Planning
• STEP FIVE: Establish HIV/AIDS Management Unit
  (HAMU) –
  – Identify education sector needs for full time
    coordination structure (HAMU) through policy
    development and strategic planning process;
  – Develop sectoral agreement on national and sub-
    national form, function, structure and commitment
    of permanent/dedicated HAMU;
  – Establish HAMU with appropriately high levels of
    access and reporting;
  – Commit to adequate capital and recurrent
    resources to equip and sustain HAMU in long-term;
  – Ensure commitment and access to appropriate,
    regular training and support for HAMU personnel.
       Phase Two: Planning
• STEP SIX: Education Sector HIV/AIDS Policy
  Development –
  – Agree guiding principles, goals and objectives for
    adaptive education sector HIV/AIDS policy;
  – Develop draft education sector HIV/AIDS policy in
    accordance with agreed principles and national/
    international policy frameworks and guidelines;
  – Address key policy themes of Prevention, Treatment,
    Care and Support and Mitigation, with special attention
    to workplace issues and managing the response;
  – Agree and entrench process for regular policy review
    and adaptation based on implementation experience at
    national and decentralized levels.
          Phase Two: Planning
• STEP SEVEN: National HIV/AIDS Policy
  Implementation Planning –
   – Develop prioritised HIV/AIDS policy
     implementation planning framework by goal and
   – Segment plan by policy theme to cover Prevention,
     Treatment, care and Support and Mitigation;
   – Address legal issues and development of
     enforceable regulations to give effect to policy
   – Ensure planning framework includes:
      •   capacity building for effective HIV/AIDS response at all levels
          of the system;
      •   system review and reform to improve functional efficiency.
       Phase Two: Planning
• STEP EIGHT: Decentralized HIV/AIDS Policy
  Implementation Planning –
  – Locate sub-national planning within national
    implementation planning principles and framework;
  – Develop specific, measurable, achievable, realistic,
    time-bound plans for sub-national levels reflecting
    regional variance, needs and priorities;
  – Address reality check of regional/district
    constraints and difficulties and factor these in
  – Consolidate decentralized plans to update and
    strengthen national education sector framework.
       Phase Two: Planning
• STEP NINE: Implementation Budgeting and
  Resource Development –
  – Cost national/sub-national implementation plans
    over 5 years, with defensible assumptions;
  – Analyze MoE capital and recurrent budget
    availability and confirm access protocols;
  – Confirm external/donor resource availability;
  – Develop partnership and program delivery database
    to support coordination and identify available
    country TA capacity;
  – Hold donor conference to present comprehensive,
    costed education sector HIV/AIDS policy
    implementation plan to mobilize external resources.
Phase Three: Implementation,
    Monitoring & Review
• STEP TEN: Monitoring and Evaluation –
   – Monitor quantitative implementation of policy at all
     levels, against agreed target dates and outputs;
   – Monitor HIV/AIDS impact indicators via national
     and sub-national data capture and analysis;
   – Monitor system and sector capacity in relation to
     observed management and delivery;
   – Establish and evaluate qualitative indicators of
     policy implementation success against agreed
     targets and outputs;
   – Design and introduce M&E and supplementary data
     capture systems to support this activity.
Phase Three: Implementation,
    Monitoring & Review
• STEP ELEVEN: Reporting –
  – Report progress/outcomes of education sector
    HIV/AIDS policy implementation at agreed
    intervals to all national and international
    constituencies, stakeholders and development
Phase Three: Implementation,
    Monitoring & Review
• STEP TWELVE: Policy Implementation Review –
  – Convene inclusive annual HIV/AIDS policy and
    implementation strategy review and report
    progress, performance and vulnerability
  – Revise/adapt national and sub-national strategies
    and implementation activities, based on impact
    indicators, implementation monitoring, evaluation
    and reporting;
  – Develop/publish revised implementation plans for
    the following year, based on review/adaptation of
    revised targets, priorities and goals;
  – Assure education stakeholders/development
    partners of effective M&E and implementation
         MTT Support Tools
• A Resource Kit of ‘tools’ has been developed to
  support this 12-step process;
• Ownership of this, with training, is transferred to
  the MoE and its sector partners. Includes:
   –   Rapid Appraisal Framework/Assessment TORs
   –   Data Analysis Criteria and HIV/AIDS Impact Indicators
   –   Policy Development Framework/Country Samples
   –   Prioritised Implementation Planning Templates
   –   Budget Planning & Implementation Costing Tools
   –   Partnership/Program Database Template
   – District Education Management & Monitoring
     Information Systems (DEMMIS)
   – Monitoring and Evaluation Options
   – Educator Mortality/Attrition Research Models &
   – Educator Demand & Supply Modelling
• No MoE has completed every one of these steps but
  several have made great strides and serve as
  international exemplars of good practice ;
• Issue is recognition of what could and should be
  done and prioritization of these activities to suit
  local conditions and resource constraints;
• Checklist should guide planning, confirm
  commitment to EFA & mobilize donor support;
• MoEs committed to action must establish full-time
  coordinating and management structures to roll-out
  and monitor HIV/AIDS mitigation plans;
• Regular monitoring & review means that response
  will require continuous coordination and be a
  routine, day-to-day activity of every manager.
  Exercise 1: Checklist Review
• 30 minutes: No presentation required at this
• Method: Break into country groups & use
  Checklist to review your MoE accomplishments
  to date;
• Against each item, put a tick if you collectively
  feel that the step has been comprehensively
  dealt with and is complete;
• If not, estimate the % achievement against each
  item – in other words, if your MoE is half-way to
  completing this step, put 50% in the column;
• On completion, put Checklist in your file to use
  as a point of reference throughout the course.
Exercise 2: Using the Checklist
• 30 minutes: 3 selected groups will have 5 mins
  each to present 5-point plan for strategic use of
  the Checklist and its likely impact on MoE
• Method: In country groups, consider strategic
  use of this Checklist within MoE to alert decision
  makers to need for comprehensive approach &
  identify issues yet to be tackled;
• Also consider what affect this might have and
  how you might capitalize on this to advance the
  mitigation agenda.
Mitigating HIV/AIDS Impact on
      Education Systems
Planning and Management

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