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.
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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
ECD programs should be considered a high priority in all areas where OVC programming is taking place, especially those with high HIV prevalence. Such programs should be linked to child survival, including
PMTCT programs in all areas, regardless of HIV prevalence see Health section below. Although there is no one size fits all approach to supporting ECD interventions, programs may begin by working with
communities to establish context-specific priorities. Core principles of child development should guide program development.
When combined with daycare services, ECD centers have the potential to meet the growing demand for a safe and conducive environment for young children. This is especially critical for poor urban mothers
who work long hours in the informal sector and may have no alternative than to leave young children alone and unprotected from preventable injury, illness, and abuse. Evidence-based research has
revealed that access to ECD centers and services assists with brain development and can help overcome adverse experiences and toxic stress see Psychosocial section. ECD centers can also play a significant
ole i o e s e o o i e po e e t a d gi ls edu atio .
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ECD programs that begin early by identifying pregnant women through PMTCT programs and continue with mom-baby pairs to school
entry can serve as an excellent community- or household-based platform for achieving multiple maternalchild health MCH goals. ECD programs should consistently collaborate with PMTCT and
pediatric care as well as nutrition and MCH colleagues to establish programs that provide a continuum of care from pregnancy to school entry in community- and home-based settings.
4.2.3 Child-friendly and HIV-, gender-sensitive learning spaces
Educational systems can either help reduce the stigma that children who have HIVAIDS often experience or reinforce it. It is critical that educational personnel, including teachers, be equipped with
knowledge about HIVAIDS and be able to respond effectively to their stude ts needs, including helping
to avoid and overcome stigma. This includes supporting efforts that ensure that teachers gain skills to promote participatory culture- and gender-sensitive approaches to HIVAIDS. While health behavior
change and HIVAIDS knowledge and skills are part of prevention and should not be subsumed under the OVC portfolio, interventions should be intentionally coordinated.
Educational systems can also reinforce societal expectations concerning what it means to be male and female. Boys socialized to act out traditional, often violent, masculine roles often do so at school,
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UNAIDSUNFPAUNIFEM. 2004. Women and HIVAIDS: Confronting the crisis. Accessible at: http:www.unfpa.orghivwomenreportindex.htm
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Garcia M, Pence A, Evans J eds. 2008. Afri a s Future, Afri a s Challe ge: Earl Childhood Care a d Development in Sub-Saharan Africa.
Washington, D.C.: The World Bank Publications.
29 contributing to school-related gender-based violence SRGBV. SRGBV places girls at increased risk of
sexual abuse, sexually transmitted diseases STDs, and unwanted pregnancies, and is committed by both male students and teachers. SRGBV has detrimental effects on the welfare of all students. While
girls are the primary victims of such abuse, boys are not exempt from the effects. Many boys report feeling helpless when they see gender-based violence GBV occurring in the classroom and feeling
powerless to intervene.
One response to SRGBV is to create mentor-led girls groups in schools
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that explore HIV, reproductive health, and sexual safety, and develop specific safety strategies for girls and boys in schools see also
Psychosocial section. OVC program planners and implementers should collaborate with gender and prevention colleagues on life skills, school catch up for out-of-school girls, and the elimination of
violence against children including GBV within school settings. Programs should also advocate for countries to realize commitments on free and universal education and include anti-stigma campaigns.
4.2.4 Strong school-community relationships Family and community involvement
