Completion of primary school

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4.2.1 Completion of primary school

Completing primary school is the highest educational priority for children made vulnerable by HIVAIDS. Given the immediate economic hardships these children and their families face, interventions that provide financial support such as block grants or access to cash transfer programs with multiple eligibility criteria are highly recommended. Newer evidence supports the use of block grants andor s hola ships as a s to pass o i al o i ide tal use fees fo o pha s a d ul e a le hild e . Block grants are sums of money given to a school or community for major projects in exchange for a number of selected students attending school tuition-free. In return, community-led scholarships are used to fund the neediest students affected by HIVAIDS so they may attend school, with recipients usually chosen by local community groups. This structure fosters country and specifically community ownership of these programs. These grants have been effective at exempting the poorest and most vulnerable children from paying fees or development levies. 54 Some evidence suggests that block grants hold more promise for being cost-effective , 55 although retrospective study design limitations warrant caution in interpreting the findings. Even so, ease of administration and the focus on building local infrastructure for sustainability make block grants in most cases a preferred option to tuition payment. Exceptions would be in concentrated epidemics where blanket-type approaches make less programmatic and contextual sense. Program experience suggests that block grants are slightly more sustainable than scholarships and are better suited for high-prevalence contexts where more students are able to benefit, whereas scholarships are more appropriate for low-prevalence contexts. Cash transfers, as described in the economic strengthening section below, can be small and targeted at ultra-poor households as part of a comprehensive social protection system. They can have a dramatic impact on educational access for children in the epidemic. Cash can be used for educational materials and school fees, compensating for lost income from hild la o a d i p o i g hild e s ut itio fo better school performance. 56 The evidence from high-HIV prevalence, low-income settings suggests that conditional cash transfers and to a certain extent unconditional cash transfers can improve ul e a le hild e s s hool access. 57 Program interventions, such as tutoring or remediation services, to bolster the learning of children orphaned and made vulnerable by HIVAIDS are important and can help children remain in and complete school. Fo e a ple, at h up classes help young students who have missed school due to illness or domestic duties keep up with their lessons. Mentoring is also important for children whose parents or caregivers are ill, deceased, or otherwise unable to provide support. Secondary school transition – Given limited resources, primary schooling must be prioritized, but it is nonetheless important to consider the feasibility of supporting post-primary school programming and 54 Ibid. 55 Center for Global Health and Development. 2011. 56 Africare Innovations in Education. 2006. 106. 57 Baird S, McIntosh C, Ozler B. 2011. Cash or Condition: Evidence from a Cash Transfer Experiment. The Quarterly Journal of Economics. doi:10.1093qjeqjr032. 1-44. More highly educated girls and young women are more likely to be able to negotiate safer sex and reduce HIV. rates. 28 especially the transition for girls from primary to secondary school. Studies in many countries have linked higher education levels with increased AIDS awareness and knowledge, higher rates of contraceptive use, and greater communication regarding HIV prevention among partners. 58 For these reasons, while secondary schooling cannot be a minimum intervention, it is highly recommended for consideration and for integration with complementary programs. In line with all OVC programming, a young person who turns 18 while receiving OVC assistance for schooling or any other essential service should not be terminated from receiving assistance; rather, she should be supported to complete the school year and then be linked to prevention or other programs.

4.2.2 Early childhood development ECD programs