Activities
The EFAIDS Programme is implemented by teachers and their unions on the basis of five working areas:
Why Research?
Ever more unions are seeing the benefits of producing research. EI affiliate and EFAIDS participant SADTU (South African Democratic Teachers' Union) initiated research on the impact of HIV and AIDS on the teaching community in South Africa which had a tremendous impact (www.hsrc.ac.za/media/2005/3/20050331.html). The study was conducted among 21,000 educators to examine factors determining teacher supply and demand in South African public schools taking into account the health and HIV status of teachers. The research became a strong advocacy tool for the unions.
Why policy development?
Before the EFAIDS Programme and its predecessors, very few unions had actually discussed what their policies should be on a range of education issues. Today many have adopted workplace policies on EFA and HIV/AIDS, on which the membership has been consulted. Practice has shown that by developing a policy you move away from general statements and towards informed and fruitful debates.
Why advocacy?
The previous step was putting in place a policy. Union leaders can then go to their Minister of Education with a firm and democratically reached position and say : "This is the view of our members". In this way they can move to the centre of the debate. Advocacy work also involves unions calling for institutionalised open dialogue with the government on EFA and HIV policies.
Why publicity?
If nobody sees you or hears you, you become a non-entity. A well-informed membership is the basis of a union's strength. Publicity and awareness raising serve to amass wider support in society. Regular publications in the form of newsletters, magazines, press releases and articles can help to achieve this.
Why training?
Training transfers crucial knowledge and skills needed to prevent HIV infection to its beneficiaries. However more than just this, training should always incorporate a link to policies and to advocacy. Trainees should also learn advocacy skills so that they can advocate for HIV/AIDS education to be taught at their schools and integrated into the curriculum. Ideally the responsibility for teacher training on HIV and AIDS education should lie with the State. Teachers should keep the pressure up for their governments to take over and institutionalize training. Likewise teachers need to advocate vis a vis the government for HIV & AIDS education to become part of the schools curriculum.
