1. 1
How to - Education
Executive summary
The importance of Education in the social and economic development of individuals, communities and society as a
whole cannot be underscored. Development entails the expansion of choices which requires knowledge. An
educated individual has the ability to make informed choices which enables them an opportunity to control and
direct their development. Education is transformational. It is a powerful driver for development and one of the
strongest instruments for reducing poverty, improving health, gender, peace and stability. 1
Education is a
cornerstone for development and a prerequisite for any society that chooses to embrace development.
As a child focused organization, World Vision Zambia recognizes the significance of Education in a child’s life and has
adopted Education as one of its sectors in the attainment of the Child Well Being Outcomes. The WVZ Education
strategy aims to compliment the Zambian Government’s efforts in ensuring that children have equal access to
quality Education. WVZ will not only look at increasing access to Education as it has done in the past but will further
look into addressing some of the critical social, cultural, economic and environmental factors that keep children
away from attending school and being retained in school. Education is a basic human right which WVZ will continue
to promote to ensure that every child has an equal opportunity to get an education and therefore be able to make a
meaningful contribution to their society. The WVZ strategy therefore places special emphasis on the education of
girls, Learners with Special Educational Needs (LSEN), orphans and vulnerable children. The strategy considers ways
in which these often disadvantaged children can acquire an education. The quality of Education provided in the
schools continues to be a challenge and places children at a disadvantage in that children are still not able to attain
expected functional levels of reading by age 11. Only one third of the students in grade 5 attain the minimum level in
English and Math.2
In an effort address issues of quality the WVZ strategy will focus on strengthening the voices of
the communities such as the PTA’s and children’s clubs so that they are able to lobby Government for the provision
of quality Education. WVZ will further explore opportunities for ICT as a creative and innovative way for children to
learn.
For Education programming in WVZ operational areas to be effective and achieve tangible/practical results it MUST
be holistic in design and implementation. This requires integration, collaboration, and joint planning with other
sectors, stakeholders and Government line ministries.
Goal
WV contributes to improving child learning outcomes through effective, proven programming and equitable access
as measured by an increase in the percentage of children who can read by age 11 and improved well-being as
expressed by the children themselves.
Objectives
 Increased proportion of children who complete primary education in a registered learning environment.
 Improved functional levels of reading for children
 Adolescents are ready for economic opportunity
Child Well-Being Outcomes to which this contributes
This strategic guidance impacts all of the child well-being outcomes indirectly, but those that it impacts most directly
include:
• Children read, write, and use numeracy skills
1
www.worldbbank.org/Education
2
www.netherlandsembassy.org/en/development-cooperation/education.html

2. 2
• Children make good judgments, protect themselves, manage emotions and communicate ideas
• Adolescents ready for economic opportunity
• Children access and complete a basic education
• Children enjoy positive relationships with peers, family, and community members
• Children value and care for others and their environment
National context
The Zambian Government has made significant strides in the Education sector in the past decade due to an increase
in funding for the sector. Prior to this, funding was low due to the overall economic stagnation which resulted in a
drop in national revenue. Access to Education was a major challenge which the Government responded to by
developing and implementing various strategies such as the Basic Education Sub-sector Investment Plan (1999-2002)
and the Ministry of Education Strategic Plan (2003 – 2007) and more recently the Fifth National Development Plan.
Despite significant increase in access to education and skills that was achieved during the Fifth National
Development Plan (FNDP) period 2005 - 2010, which was a result of marked increase in construction and
rehabilitation of infrastructure especially at basic school level and significant recruitment of teachers, the sector
experienced some challenges in the quality of education and skills development provided3
. This resulted in low levels
of learning achievement and mismatch between skills delivered and the requirements of the labour markets. Other
major challenges included the confinement of Early Childhood Care, Development and Education (ECCDE) to pre-
schooling instead of offering a more comprehensive developmental support and learning experience, and the limited
access to tertiary education due to the overall infrastructure deficit and low staffing levels4
.
The major areas that continue to challenge the Education sector are access to education, the quality of education
and equal access to education especially for the more vulnerable groups such as Learners with Special Educational
Needs (LSEN). The enrollment in primary education in Zambia has doubled from 1.6 million learners in 2002 to 3.2
million in 20095
. In spite the strides made in access investments have not been simultaneous with the exponential
growth in enrollment which has in turn had an effect on the quality of education. Weak Education management,
high pupil to teacher ratio, high pupil to book ratios and poor teacher retention are some of the factors that affect
the quality of education.
Inequalities in Education continue to persist for the more vulnerable groups such as girls, Learners with Special
Educational Needs (LSEN), orphans and children from disadvantaged homes. Deliberate efforts have been made to
increase girl’s participation in school through sensitization campaigns and policies yet disparities continue especially
at the higher levels of schooling. In spite the increase in the enrollment rates retention, progression and completion
rates continue. The gender imbalances are likely to worsen considering that there has been a decline in the number
of females receiving bursaries in basic school from 45173 in 2007 to 11 566 in 2008. That of males on the other hand
more than doubled from 41,836 in 2007 to 103,489 in 2008. Disparities are similar but more glaring at higher levels.6
The number of Learners with Special Educational Needs accessing education continues to be low. This can be
attributed to learning environments that are not conducive for these children. Inaccessible learning infrastructure,
non availability of teaching and learning materials, non availability of qualified LSEN teachers and assistive devices
are some of the barriers to their Education. Inequalities can also be seen in education access for children in the rural
areas. These children continue to be disadvantaged in comparison to their peers in the urban and peri urban areas.
Government & other stakeholders’ focus
Government emphasis for the period of the SNDP (2011-2016), is increased focus on quality improvement. Attention
will continue to be placed on teacher supply (recruitment, deployment and retention); provision of teaching and
learning materials and infrastructure development. Additional focus will be placed on school level processes such as
3
Sixth national Development Plan 2011 -2016, GRZ.
4
Sixth National Development Plan, 2011 -2016,GRZ.
5
Education Fact Sheet, USAID,2012
6
Zambia Human Development Report, 2011

3. 3
school governance, teacher supervision, quality assurance, teacher continuous professional development and
pedagogical support so as to actively pursue an improvement in quality of educational delivery. Furthermore, the
sector will seek to address the efficiency and effectiveness of education and skills development delivery through
curriculum development, improved management and governance of institutions, community involvement, civil
society and private sector engagement. The ultimate goal as outlined in the Sixth national Development Plan (2011-
2016) is to increase equitable access to quality education and skills training to enhance human capacity for
sustainable national development. The sector will achieve this by:
 Expanding access to high school and tertiary education
 Improving the quality of education through curriculum review, development and delivery at all levels
 Increasing teacher availability especially in rural areas through interventions like rural hardship allowances,
loan schemes, provision of solar power and construction of staff houses etc
The sector will also review or repeal key education acts (e.g. of 1966, 1996) to make them comprehensive and more
responsive to current needs in the sector, work with relevant stakeholders to speed up the implementation of the
National Decentralization Policy, continue to implement the teachers’ rural retention scheme through interventions
like rural hardship allowances, loan schemes, provision of solar power and construction of staff houses7
.
Other stakeholders including the private sector, bilateral agencies and NGOs make contributions in line with
government focus.
Gap analysis
Despite efforts to improve education delivery, gaps still exist in various forms and at various levels. Issues of access,
quality and equity are still major concerns. World Vision Zambia’s overall aim for education is to provide access to
education, create a healthy learning environment and compliment the efforts of Government in education provision.
World Vision works with the Ministry of Education to address factors related to low access to education and initiate
interventions to deal with the constraints.
For the period, FY13 – FY15 World Vision Zambia has aligned its education sector strategy more closely with the
Government of Zambia’s National Strategy in the Sixth National Development Plan which aims to “increase equitable
access to quality education and skills training to enhance human capacity for sustainable national development”.
This will be done in an effort to compliment the work of the Ministry of Education. World Vision Zambia will take a
more proactive role in working with the Ministry of Education at all levels.
Access: Although World Vision Zambia has contributed to improving access to education through the building of
infrastructure it will further work with various stakeholders to address some of the key issues that keep children
away and from staying in school. To date WV has constructed/rehabilitated more than 40 schools and sponsored
more than 10,000 children. In spite of these efforts there are a number of factors that keep children from going to
school and remaining in school. The various socio economic and cultural factors that keep children from accessing
education even when it is available will need to be addressed through advocacy efforts and partnerships with
various stakeholders to ensure that an increased number of children are not only accessing an education but
successfully remaining in the school system.
Equity: The need for equity cannot be over emphasized. World Vision Zambia as a child focused organization seeks
to help all children especially the most vulnerable, forgotten and invisible children in society. It is therefore critical to
ensure that children with disabilities or Learners with Special Educational Needs (LSEN) are given an opportunity to
access education. World Vision Zambia will step up efforts through the various ADPs to ensure that parents and the
communities are sensitized to the importance of LSEN accessing an education.
7
Sixth National Development Plan, 2011-2016

4. 4
Girls’ education will continue to be encouraged so that an increasing number of girls are retained in the school
system and are able to successfully complete their studies. Advocacy will be essential so that communities make
every effort to ensure that the environment is conducive for girls to learn.
Quality: Quality education is essential for children to obtain functional levels of literacy, numeracy and essential
skills. World Vision Zambia will work with communities to ensure that they are empowered to advocate that the
government provides quality education which includes:
 The provision of trained teachers and mounting training for volunteer teachers
 Provision of teaching/learning materials
 Building the management skills of PTA members to support the teachers
 Empowering and linking school authorities through microfinance and other income generating activities to
raise funds to sustainably support schools
 World Vision will also endeavor to pursue partnerships at with various stakeholders at different levels in an
effort to promote quality education in schools where World Vision Zambia is operational.
Best practices / Models
A key enabler to the success of the education strategy will require the involvement of the local community. ADPs will
need to engage with the community and listen and learn from local stakeholders and support them in action plans
aimed at improving reading mathematics and life skills learning outcomes. The ability to engage the community and
foster community ownership from the outset will provide a more sustainable impact beyond the intervention period.
Models/best practices to be used are:
1. Citizen Voice Action
PTAs
Empower the PTA’s so that they are able to lobby the District Education Boards to provide quality education
through:
 Upgrading of community schools to Government schools
 The provision of trained teachers and the training of volunteer teachers
 Provision of teaching/learning materials
 Provision of school infrastructure
Work with the PTA’s to mobilize community volunteers to:
 Support the classroom teacher
 Manage school/village libraries
 Facilitate and support extracurricular activities that include reading
 Engaging parents in supporting improved reading outcomes through guided activities that can be carried out
in the home
2. Capacity building:
 Strengthening the management skills of the school PTAs
 Strengthening the capacity of the school Head Teachers
 Training of local community volunteer teachers
3. Partnerships
 Establish linkages and partnerships with organizations that promote Education programmes e.g. Room to
Read, Save the Children and CAMFED
 Establish linkages and partnerships with local, national or international partners, including government in
order to achieve learning outcomes.
4. Early Childhood Care Development and Education
5. Basic Education Improvement Plans for primary education
6. Positive Youth Development

5. 5
Targets
World Vision Zambia’s Education Strategy covers children from the ages of 6 to 18 years of age, focusing especially
on those in educationally deprived areas with high levels of functional illiteracy. In the ADPs where World Vision
Zambia works more than 30 % or more of the children at about 11 years of age remain functionally illiterate.
Matrix DADDs
DO’S ASSURES DON’T DO’S
 Improve children’s core skills and
abilities across the child
development cycle
 Equitable Access to Learning:
monitor access to learning by
school catchment area
 Life Skills Education: support
essential life skills education
 Literacy and Numeracy Education:
support literacy/numeracy
education
 Youth Entrepreneurship: facilitate
youth-led, ICT-assisted local
development innovations
 Parent Sensitization: Facilitate
education-related community
conversations
 Strengthen School Management
Committees and Parent Teacher
Associations planning processes
 Ensure an abundance of locally
relevant resource material
• Enable lobbying for trained
teacher’s
• Support teacher improvement
plans
• ICT for Education
 Partnerships with NGOs that have
a proven track record in
literacy/numeracy programming
with evidence- based best
practices.
 Partnerships between School
Management Committees and
PTAs
 Establish or run education
institutions
 Manage scholarship programmes
 Education investments with no
measurable impact on child
learning outcomes
 Provide donor assistance that by-
passes SMC/ PTA planning
processes
 Provide education assistance only
to registered children, to the
exclusion of other children of
similar status in the active
programme area
Key stakeholders for Collaborations
• Collaborations GRZ Line Ministries including: Ministry of Education/District Education Boards, Ministry of
science , technology and early childhood education
• Donors and academic institutions that specialize in child protection/and or education and balance practical
experience with research
• UN Agencies e.g. UNICEF and other NGOs
• Local service providers including social workers, health facility staff, CBO/FBO volunteers

6. 6

7. 7
Cross-cutting themes
Crosscutting
Theme
Do’s Assures Don’t Do’s
Advocacy
 Provide awareness in communities on
harmful cultural practices that hinder girl
child education
 Training in Advocacy, Gender, CVA,
Disability and Protection for Education
Sector Staff
 Community empowerment to develop
Community based Child Protection systems
 Integration of child protection and
participation in education programming
 Empowerment of community members to
demand quality service provision in
education
 Empowerment of Community based
education groups to monitor policy
implementation and quality of service
delivery
 Systems development for Protection of
children from school and community based
violence directed at children.
 Development of Child participation
structures to foster child participation in
decision making processes at school level ,
district and national levels
 Collaborations with education based CSO
groups
 Policy feedback to government on impact of
selected educational policies on
communities Advocacy to address various
issues in Education from disability, gender
inequalities, poor education service
delivery, children’s rights and child
protection.
 CVA to lobby Government to address policy
issues that affect Education.
 CVA to address issues centered around
educators and factors that affect their
service delivery.
 Advocacy to address the various social and
cultural factors that affect children’s ability
to participate in school.
 Advocacy to promote the inclusion of most
disadvantaged children in schools
 Capacity building for
community based
structures and
community members
to assure
accountability in
service delivery
 Capacity building of
children to enable
their participation in
addressing issues of
abuse in schools.
 Formation of school
councils where
children can discuss
issues of education
policy implantation in
schools and protection
 Enhanced Capacity of
communities to
address issues of
abuse in schools and
adverse cultural
practice in
communities
 PTAS and School
Management Boards
are empowered with
advocacy skills
 Don’t interfere in
school management
when dealing with
predatory teachers
who abuse children.
 Don’t directly bring
law enforcement
agencies to schools
and communities to
make arrests.
 To take the place of
government in service
provision
 Address people as
backward and illiterate
 Do not carry out any
advocacy but rather
empower PTAs and
communities with the
necessary skills to
lobby Government
Christian
Commitment
 Integration of WV’s Christian identity in all
education related interventions
 Provide opportunity for all children to
explore, experience, and demonstrate
God’s love in their lives and relationships as
they are being educated for life
 Continue to encourage Government in its
effort to offers free education at primary
 Engage the education
boards and parent-
teachers associations
to promote prayers in
schools and Christian
counselors to provide
value-based Christian
counsel on child
 Discriminate disabled
children who are more
vulnerable in that their
access to education is
limited by causes such
as stigma and social
segregation
 Support adherence to

8. 8
Crosscutting
Theme
Do’s Assures Don’t Do’s
level as a way of supporting the most
vulnerable children access basic education
which is fundamental in their journey to be
educated for life
 Enhance community participation in
promoting education related advocacy and
child protection to expected levels so as to
afford children access to education which is
in line with God’s will to enable them to
feel loved, cared for and protected
 Strengthen community based education
groups such as PTA which helps to monitor
the education activities in partnership with
education staff at community level so as to
provide a safe haven for children to fulfill
God’s purpose for their lives.
education
 Lobby for disability-
friendly education
infrastructure that is
accessible to
vulnerable children
such as the disabled
 Community
engagement to
provide education
support in the event of
deaths of household
heads leading to
increase in the care
and support burden
 Encourage parents
who make effort to
teach children beyond
normal school hours
and help with their
school work; as
scriptures encourages
parents to train up
children in the way
they should go so as to
grow thereby
 Advocacy efforts
aimed enforcement of
alcohol policies at that
will provide a platform
for engaging teachers
who are prone to
chronic drunkenness
and are less
productive in class
which has had a
negative impact on
community efforts to
promote good
education
 Provision of spiritual
and psychosocial
counseling to girl
children who are
molested or fondled
by fellow pupils or
teachers which causes
them to stay away
from school
myths that girls should
only wait for
marriages but a boy
deserves to be in
school as this is a
major detriment to
promoting girl child
education
 Subject children to
work overload from
both parents and
teachers causing them
to have little time to
play or concentrate on
school work thus
hindering their
enjoyment of
fundamental and God
given rights and
privileges
 Subject children in
rural schools to limited
participation in the
use of modern
technology due to
purported to low
literacy; as all children
are equal before God
and He values them
the same way
 Compromise on girl
children being forced
into early marriages
thereby hindering
their education
progress
HEA
 Mainstreaming Disaster Risk Reduction in
all education projects
 Conduct an assessment to determine
whether Child Friendly Spaces (CFS) are
 Education in
Emergencies link to
broader education
team and education
 Provide education
assistance only to
registered children, to
the exclusion of other

9. 9
Crosscutting
Theme
Do’s Assures Don’t Do’s
needed, safe and contextually appropriate,
meeting international humanitarian
standards
 Ensure a coordinated, inter-agency and
multi-sectoral approach to CFS and provide
integrated support and services as part of
the CFS program.
 IN EMERGENCY
 Link educational interventions to curricula
on life skills, health, nutrition and
psychosocial activities.
strategy. children of similar
status in the active
program area
 Limit CFS to just
recreational activities,
unless other
interventions have
been assessed and
found inappropriate.
Gender
 Work with Schools, PTAs, community
members and leaders including those with
disabilities to eradicate stigma and
discrimination
 Promote equal and equitable access for
children with disabilities to all educational
institutions
 Strengthen volunteer capacity to meet
specific needs of children and young people
with disabilities
 Children with disabilities have the
opportunity to
 Participate equally and inclusively in
Education programmes.
 Raise awareness of harmful traditional
practices, exclusionary practices and
Gender Based Violence (GBV) in the schools
 Promote equitable participation of boys and
girls in schools
 Promote adult literacy for women for better
participation in education activities for their
children
 Strengthen capacity of PTA in managing and
dealing with initiation ceremonies for boys
and girls
 Strengthen, monitor re-entry policy for
improvement of girl child education
completion rate
 Mainstream disability
issues in all education
programmes, facilities,
services, and
communications, by
addressing barriers
that prevent persons
with disabilities from
fully participating
 Promote Rights of
Persons with
Disabilities in schools
 Education
programmes address
equal enrolment and
completion rates, safe
environments, gender-
sensitive curricula and
the promotion of
vocational
opportunities for boys
and girls that do not
reinforce gender
stereotypes.
 Engage with local and
international
stakeholders in
advocating for
improved status and
relations of, girls and
boys
 Engage with Zambia
Traditional Counseling
counsel in advocating
for inclusion of GBV
perspectives in their
curriculum
 Education
programmes should
not support and
promote medical or
social models of
disability which
presume that medical
and charity
interventions are the
only way to support
children and young
persons with
disabilities.
 Schools should not use
language or images in
communication which
undermine the rights
and dignity of persons
with disabilities.
 Approve or implement
Education
programmes that do
not include a gender
analysis
Disability
 Work with Schools, PTAs, community
members and leaders including those with
disabilities to eradicate stigma and
discrimination.
 Promote equal and equitable access for
 Mainstream disability
issues in all education
programmes, facilities,
services, and
communications, by
 Education
programmes should
not support and
promote medical or
social models of

10. 10
Crosscutting
Theme
Do’s Assures Don’t Do’s
children with disabilities to all educational
institutions.
 Strengthen volunteer capacity to meet
specific needs of children and young people
with disabilities
 Children with disabilities have the
opportunity to participate equally and
inclusively in Education programmes.
addressing barriers
that prevent persons
with disabilities from
fully participating
 Promote Rights of
Persons with
Disabilities in schools
disability which
presume that medical
and charity
interventions are the
only way to support
children and young
persons with
disabilities.
 Schools should not use
language or images in
communication which
undermine the rights
and dignity of persons
with disabilities.
Environment
 Raising awareness of the environment,
natural resource management and
conservation in schools.
 Activities that
promote
environmentally
friendly or natural
resource
management and
conservation
 Any activities that
promote
environmental
degradation i.e.
deforestation
Conflict
Management
 Promote activities that focus on
empowering children as peace
builders in their schools and the
larger community.
 Activities that
promote unity
 Any activities
that promote
disharmony in
the schools and
larger
community.
Child
participation
and
Protection
 Raise awareness to prevent exploitation,
abuse, neglect and other forms of violence
against children in the schools and
communities
 Protect children in abusive situations by
either helping them get out of harmful
situations and accessing legal and
protective services, or by reducing the risk
to children living in dangerous situations
 Strengthen and promote children’s rights
clubs in schools.
 All possible steps are
taken to assess and
minimize risks to
children when
participating in school
activities
 Education
programmes that
strengthen the
capacity of teachers to
recognize and respond
to signs of abuse,
exploitation or neglect
 Early childhood
development and life
skills programmes
include strong child
protection
components
 Schools are
increasingly inclusive
of most vulnerable
children
 Children and youth
safely and
meaningfully
 Creation of parallel
child protection
structures to those
which could be
addressed by existing
government or non-
governmental partners
 Support long-term
institutional care for
children deprived of
parental care

11. 11
Crosscutting
Theme
Do’s Assures Don’t Do’s
participate in decisions
which affect their
lives.
 Quality protective,
education services are
accessible to respond
to the needs of the
most vulnerable
GIK
 Plan with GIK to mobilize textbooks and
other educational materials that enhance
children’s literacy and numeracy skills.
 Creatively use GIK resources as Prizes to
promote competition amongst the children
in debating, essay writing and other
academic learning techniques.
 Work to support the MOE concept of
mobile library in schools
 Source text books and materials that
promote vocational skills.
 Text books that meet
standards of the
Ministry of Education
 Shoes, clothing, toys
and educational
games among others
will be used to
encourage pupil
attendance in
committee schools
and lower grades.
 Educational toys to be
provided to learning
and recreational
centers.
 Don’t use text books
that have not been
approved by the
Ministry of Education
Integration with WVZ sectors
Sector Do’s Assures Don’t Do’s
Food security
& Economic
Development
 Sensitization on the growing of
nutritious crops in schools.
 Encourage farming activities e.g.
gardening and planting of fruit trees
around the school
 Promote PTA savings groups among
teachers
 Promote Youth Entrepreneurship
programs in schools
 Tailor made economic empowerment
programmes targeting adolescents
including school leavers.
 Promote Home Economics and
Creative Arts in the schools
 Promote the use of ICT in schools
 Facilitate access to wage- and self-
employment, especially for youth (15-
24 years).
 Sensitization on the growing of
nutritious crops in schools.
 Encourage farming activities e.g.
gardening and planting of fruit trees
around the school
 Promote PTA savings groups
 Promote Youth Entrepreneurship
programs in schools
 Tailor made economic empowerment
 Promotion of
production units to
facilitate children’ s
learning of some life
skills in agriculture
 Promote production
activities which create
dependence on WV
for inputs
 Promote any activity
which hinges on child
labor

12. 12
programmes targeting adolescents
including school leavers.
 Promote Home Economics and
Creative Arts in the schools
 Promote the use of ICT in schools
Health &
Nutrition
 Provide health education to prevent
communicable diseases e.g. malaria,
diarrhea, ring worms etc
 Collaborate with School Health and
Nutrition program to prevent worm
infestation and de-worming
treatment
 Promotion of good personal hygiene
practices among school children
 Prevention of Communicable diseases
such as malaria, diarrhoea, ring
worms through health education
 Deworming and schistosomiasis
prevention and treatment through
GIK to school health services
 Peer Education in
reproductive health
 Allow the provision of
any drugs in schools
which have not been
approved by relevant
authorities.
HIV/AIDS
 Equip children 5-18 with information
on HIV transmission
 Provide life skills training for self
esteem, decision making and
resistance to peer pressure
 Work with parents and caregivers to
promote HIV testing and adherence
to ARVs
 Strengthen and promote Anti -AIDS
clubs in schools
 Promote HIV/AIDS awareness among
pupils during school cultural and
social events
 Safe environment for children with
HIV/AIDS.
 Engender and strengthen linkages and
partnership with DEO’s in WVZ
operation areas to enhance HIV
prevention interventions in schools.
 Collaborate and jointly train PTA’s
and teachers in expanded HIV
prevention to enable schools within
ADPs initiate and/ strengthen HIV
prevention activities among school
going children
 Train boys and girls in HIV prevention
using the expanded HIV prevention
and Adventure Unlimited curricula to
equip children with comprehensive
HIV prevention knowledge and skills
to be assertive and protect
themselves
 Equip boys and girls as peer educators
to enable them influence behavior
and training other children in and out
 VCT for pupils and
teaching staff
 Link pupils and
teachers to
reproductive health
 Train ADP Education
Focal Point Persons in
HIV prevention to
equip them with
comprehensive
knowledge and skills to
provide technical
support to school HIV
and AIDS programme.
 Orient schools
managements in the
HIV prevention
programme for buy in,
and support.
 Teachers and PTA
members who are HIV
focal point persons
have interest in the
welfare and protection
of children.
 Stigma and
discrimination against
HIV positive children
and teachers is
stopped in schools.
 Continued material
and technical support
to school HIV
prevention activities.
 Effective monitoring
 HIV activities without
support of PTA and
school management.
 Distribution of
condoms in schools.
 Activities that
promote stigma and
discrimination among
children and teachers.

13. 13
of school
 Establish/ strengthen Anti-AIDS clubs
in schools within ADPs
 Facilitate and support HIV prevention
drama groups in schools within ADPs
 Pilot HIV/AIDS video shows in
selected 5 schools implementing
Opportunity Education for equipping
children in school with skills in HIV
prevention
 Review HIV and AIDS materials used
by teachers in schools in view of
identifying gaps and mainstreaming
key issues in the WVZ HIV and AIDS
resource materials for
contextualization
 Facilitate HIV and AIDS sensitization
and awareness campaigns through
sporting and other cultural events in
schools
 Facilitate identification and support of
a teacher and PTA member to be HIV
and AIDS
 Train ADP Education Focal Point
Persons in HIV prevention to equip
them with comprehensive knowledge
and skills to provide technical support
to school HIV and AIDS programme.
Focal Point Persons at each school in
the ADP
and supervision of
school HIV activities.
WASH
 Construction of VIP latrines in Schools
 WASH in schools
 provision of safe water sources
 Training of Hygiene Resource Persons
 Access to water and
sanitation facilities to
reduce risk to infection
and for girls retention
in school
 Partner to assure that
children have safe and
equitable access to
sufficient clean water,
with emphasis on
quality at point of use
 Assure that improved
access to water and
sanitation facilities and
hygiene promotion is
inclusive of registered
children
 Provide infrastructure
prior to community to
supporting ongoing
operations and
maintenance costs
 Provision of a water/
facility without signing
MOU
 Formation of School
WASH clubs where
there is no trained
Hygiene Resource
Person
 Drilling another
borehole because the
one existing is not
functional
 Provision of sanitary
facilities at a school
without meeting
standards