Carol Coombe - Academia.edu (original) (raw)
Papers by Carol Coombe
Current Issues in Comparative Education
This chapter focuses on the relationship between HIV and education in countries with different le... more This chapter focuses on the relationship between HIV and education in countries with different levels of HIV prevalence. While HIV affects all education sectors, the chapter concentrates on issues in schools, with some attention to teacher training colleges.1 It surveys experience from sub-Saharan Africa and Asia and the Pacific, and the lessons learned from highand low-prevalence countries in those regions.
Perspectives in Education, 2002
International Journal of Educational Development, 1997
This paper sets out a range of issues-beyond those classics salary and housing-which impinge on t... more This paper sets out a range of issues-beyond those classics salary and housing-which impinge on teacher morale and performance in Africa. Taking a hard look at the conditions under which teachers serve, it suggests possible strategies for tackling fundamental difficulties in practical ways. The paper attempts to reflect the experience and collective wisdom of educators across Africa participating in the Commonwealth Secretariat/Association for the Development of African Education (DAE) teacher management and support programme.
DoE’s current strategy on HIV/AIDS pays attention to the health of learners and educators on one ... more DoE’s current strategy on HIV/AIDS pays attention to the health of learners and educators on one hand, and the impact of AIDS on the education service on the other. Minister Kader Asmal’s Call to Action: Tirisano (‘Working Together’, July 1999) committed his Department to reconstruction and development in all phases of the system, and at every level, working with all partners in education. There are nine priorities in the Call to Action, including HIV/AIDS.
Incl. bibl., list of abbreviations, contacts with their adress. We have the set: 2 vols
HIV/Aids is with us in Africa – we are living with it in our communities, schools and institution... more HIV/Aids is with us in Africa – we are living with it in our communities, schools and institutions.We have tried to prevent the spread of aids but we have failed.Now we must learn to live with it by understanding how it affects our lives. POWERPOINT PRESENTATION
This report contains important new data about why young people are key to defeating the global HI... more This report contains important new data about why young people are key to defeating the global HIV/AIDS epidemic, including results from more than 60 new national surveys. It reaffirms that we must accord top priority to making investments in the well-being of young people and to engaging them in the fight against HIV/AIDS.
Thirteen Ministries of Education in the Southern African Development Community (SADC) report on h... more Thirteen Ministries of Education in the Southern African Development Community (SADC) report on how they respond to HIV/Aids impact on the education sector: table of how far they have or have not gone. and in which dirction.
Moving from a narrow health- and life skills curriculum approach towards a new perception of ‘HIV... more Moving from a narrow health- and life skills curriculum approach towards a new perception of ‘HIV and education’ in its broadest sense requires a clearer understanding of what that broader sense entails. Individual researchers, policy makers and analysts, planners and funders each confront this plague from different perspectives, based on experience and training. Some are social workers concerned about orphans and other vulnerable children in the region’s classrooms; some are concerned about violence against women and girls which spills into learning institutions and on which the disease thrives; some are concerned about controlling and managing the impact of high levels of morbidity and mortality on educators and children, and keeping education quality at acceptably high levels; others concentrate on the potential consequences of the pandemic for educational subsectors like higher education, schools, or early childhood development; still others are curriculum and materials specialists
I have set out, under the four headings (Educator Prevention/Impact, Learner Prevention/Impact) p... more I have set out, under the four headings (Educator Prevention/Impact, Learner Prevention/Impact) plus a couple of others (General, Other), priorities for making a difference derived from several sources. They are generally at the policy and planning level rather than at the action level. I was then able to establish what needs to be done to move on and my notes follow each heading. The document should be read in conjunction with Botswana Strategic Analysis (Coombe). I have made a summary of my top ten priorities for action at the end of this paper.
(PREPARED IN CONSULTATION WITH GOVERNMENTS IN THE EAST AND SOUTHERN AFRICA REGION). HELPING TO PR... more (PREPARED IN CONSULTATION WITH GOVERNMENTS IN THE EAST AND SOUTHERN AFRICA REGION). HELPING TO PREVENT THE SPREAD OF HIV/AIDS IN ALL LEARNING INSTITUTIONS (SCHOOL AND POST-SCHOOL; SOCIAL SUPPORT FOR LEARNERS AND EDUCATORS; . MITIGATING THE IMPACT OF THE HIV/AIDS PANDEMIC ON THE EDUCATION SECTOR; CREATING A FOUNDATION FOR ACTION;
If we cannot collectively combine global tools with local wisdom to solve this global pandemic, w... more If we cannot collectively combine global tools with local wisdom to solve this global pandemic, we do not deserve our mandate as international agencies. There is an air of unreality about international support to education in Southern Africa, with infection rates as high as they are purported to be. Governments and agencies have watched the pandemic roll on for 20 years now. And yet together they have designed education development plans (SWAps), often backed by massive grants and loans, which have been slow to take adequate account of the pandemic. It is time for agency personnel to recognize explicitly that HIV is not just a health issue but that the pandemic is attacking systems of governance, the very fabric of bureaucracies, communities, and organizations that serve them.
In communities, homes, schools and other learning institutions, the consequences of HIV and AIDS ... more In communities, homes, schools and other learning institutions, the consequences of HIV and AIDS are already manifest daily. We might picture the situation as an ocean which seems calm on the surface, leading us to believe that not much is happening in this ocean. But deeper down, where the sea-creatures, the sharks and bottom-feeders live, much is happening. As fishermen and divers come back with stories of what is happening down below, and as bits and pieces of detritus wash up on the beach with each wave, we begin to have some idea of the true nature of the ocean before us.This note attempts to examine some of the evidence we now have about HIV/AIDS and education. It reviews some of our perceptions, and how they are being adjusted in ways that can help us respond more accurately to HIV/AIDS and education in Southern Africa.
The HIV/AIDS pandemic is challenging Government’s ability to achieve its development targets for ... more The HIV/AIDS pandemic is challenging Government’s ability to achieve its development targets for education access and quality. It has particularly complex implications for education as illness, death and poverty invade classrooms and schools. This survey was undertaken to provide information to MOESC about the ways in which HIV and AIDS undermine its mandate to provide high quality and relevant primary, secondary and nonformal education. It looked at how the pandemic is affecting learners and educators, management systems, planning and the costs of education, curriculum development, teacher upgrading and, ultimately, the process and quality of education.
Over five million South Africans are HIV-positive, about 10% of the global total. By 2015 orphans... more Over five million South Africans are HIV-positive, about 10% of the global total. By 2015 orphans will constitute over 10% of our population (about 4.5 million children). Between 60-70% of children now fifteen will die of AIDS-related illness within thirty years. South Africa’s education sector comprises over 400,000 educators, 12 million learners, 30,000 schools and thirty universities and colleges. Our mandate now is not just to teach safer sex to youth, but to find ways to protect the education system itself, and to mitigate the impact of the pandemic on learners and educators, so that South Africa can continue to provide education of quality for its people, and for economic growth and development.
HIV/AIDS, POVERTY AND EDUCATION: Who is responsible? How does HIV/AIDS affect education? Are we s... more HIV/AIDS, POVERTY AND EDUCATION: Who is responsible? How does HIV/AIDS affect education? Are we strolling behind a galopping pandemic? (Briefing note for visit by Bono to South Africa, 2003)
Current Issues in Comparative Education
This chapter focuses on the relationship between HIV and education in countries with different le... more This chapter focuses on the relationship between HIV and education in countries with different levels of HIV prevalence. While HIV affects all education sectors, the chapter concentrates on issues in schools, with some attention to teacher training colleges.1 It surveys experience from sub-Saharan Africa and Asia and the Pacific, and the lessons learned from highand low-prevalence countries in those regions.
Perspectives in Education, 2002
International Journal of Educational Development, 1997
This paper sets out a range of issues-beyond those classics salary and housing-which impinge on t... more This paper sets out a range of issues-beyond those classics salary and housing-which impinge on teacher morale and performance in Africa. Taking a hard look at the conditions under which teachers serve, it suggests possible strategies for tackling fundamental difficulties in practical ways. The paper attempts to reflect the experience and collective wisdom of educators across Africa participating in the Commonwealth Secretariat/Association for the Development of African Education (DAE) teacher management and support programme.
DoE’s current strategy on HIV/AIDS pays attention to the health of learners and educators on one ... more DoE’s current strategy on HIV/AIDS pays attention to the health of learners and educators on one hand, and the impact of AIDS on the education service on the other. Minister Kader Asmal’s Call to Action: Tirisano (‘Working Together’, July 1999) committed his Department to reconstruction and development in all phases of the system, and at every level, working with all partners in education. There are nine priorities in the Call to Action, including HIV/AIDS.
Incl. bibl., list of abbreviations, contacts with their adress. We have the set: 2 vols
HIV/Aids is with us in Africa – we are living with it in our communities, schools and institution... more HIV/Aids is with us in Africa – we are living with it in our communities, schools and institutions.We have tried to prevent the spread of aids but we have failed.Now we must learn to live with it by understanding how it affects our lives. POWERPOINT PRESENTATION
This report contains important new data about why young people are key to defeating the global HI... more This report contains important new data about why young people are key to defeating the global HIV/AIDS epidemic, including results from more than 60 new national surveys. It reaffirms that we must accord top priority to making investments in the well-being of young people and to engaging them in the fight against HIV/AIDS.
Thirteen Ministries of Education in the Southern African Development Community (SADC) report on h... more Thirteen Ministries of Education in the Southern African Development Community (SADC) report on how they respond to HIV/Aids impact on the education sector: table of how far they have or have not gone. and in which dirction.
Moving from a narrow health- and life skills curriculum approach towards a new perception of ‘HIV... more Moving from a narrow health- and life skills curriculum approach towards a new perception of ‘HIV and education’ in its broadest sense requires a clearer understanding of what that broader sense entails. Individual researchers, policy makers and analysts, planners and funders each confront this plague from different perspectives, based on experience and training. Some are social workers concerned about orphans and other vulnerable children in the region’s classrooms; some are concerned about violence against women and girls which spills into learning institutions and on which the disease thrives; some are concerned about controlling and managing the impact of high levels of morbidity and mortality on educators and children, and keeping education quality at acceptably high levels; others concentrate on the potential consequences of the pandemic for educational subsectors like higher education, schools, or early childhood development; still others are curriculum and materials specialists
I have set out, under the four headings (Educator Prevention/Impact, Learner Prevention/Impact) p... more I have set out, under the four headings (Educator Prevention/Impact, Learner Prevention/Impact) plus a couple of others (General, Other), priorities for making a difference derived from several sources. They are generally at the policy and planning level rather than at the action level. I was then able to establish what needs to be done to move on and my notes follow each heading. The document should be read in conjunction with Botswana Strategic Analysis (Coombe). I have made a summary of my top ten priorities for action at the end of this paper.
(PREPARED IN CONSULTATION WITH GOVERNMENTS IN THE EAST AND SOUTHERN AFRICA REGION). HELPING TO PR... more (PREPARED IN CONSULTATION WITH GOVERNMENTS IN THE EAST AND SOUTHERN AFRICA REGION). HELPING TO PREVENT THE SPREAD OF HIV/AIDS IN ALL LEARNING INSTITUTIONS (SCHOOL AND POST-SCHOOL; SOCIAL SUPPORT FOR LEARNERS AND EDUCATORS; . MITIGATING THE IMPACT OF THE HIV/AIDS PANDEMIC ON THE EDUCATION SECTOR; CREATING A FOUNDATION FOR ACTION;
If we cannot collectively combine global tools with local wisdom to solve this global pandemic, w... more If we cannot collectively combine global tools with local wisdom to solve this global pandemic, we do not deserve our mandate as international agencies. There is an air of unreality about international support to education in Southern Africa, with infection rates as high as they are purported to be. Governments and agencies have watched the pandemic roll on for 20 years now. And yet together they have designed education development plans (SWAps), often backed by massive grants and loans, which have been slow to take adequate account of the pandemic. It is time for agency personnel to recognize explicitly that HIV is not just a health issue but that the pandemic is attacking systems of governance, the very fabric of bureaucracies, communities, and organizations that serve them.
In communities, homes, schools and other learning institutions, the consequences of HIV and AIDS ... more In communities, homes, schools and other learning institutions, the consequences of HIV and AIDS are already manifest daily. We might picture the situation as an ocean which seems calm on the surface, leading us to believe that not much is happening in this ocean. But deeper down, where the sea-creatures, the sharks and bottom-feeders live, much is happening. As fishermen and divers come back with stories of what is happening down below, and as bits and pieces of detritus wash up on the beach with each wave, we begin to have some idea of the true nature of the ocean before us.This note attempts to examine some of the evidence we now have about HIV/AIDS and education. It reviews some of our perceptions, and how they are being adjusted in ways that can help us respond more accurately to HIV/AIDS and education in Southern Africa.
The HIV/AIDS pandemic is challenging Government’s ability to achieve its development targets for ... more The HIV/AIDS pandemic is challenging Government’s ability to achieve its development targets for education access and quality. It has particularly complex implications for education as illness, death and poverty invade classrooms and schools. This survey was undertaken to provide information to MOESC about the ways in which HIV and AIDS undermine its mandate to provide high quality and relevant primary, secondary and nonformal education. It looked at how the pandemic is affecting learners and educators, management systems, planning and the costs of education, curriculum development, teacher upgrading and, ultimately, the process and quality of education.
Over five million South Africans are HIV-positive, about 10% of the global total. By 2015 orphans... more Over five million South Africans are HIV-positive, about 10% of the global total. By 2015 orphans will constitute over 10% of our population (about 4.5 million children). Between 60-70% of children now fifteen will die of AIDS-related illness within thirty years. South Africa’s education sector comprises over 400,000 educators, 12 million learners, 30,000 schools and thirty universities and colleges. Our mandate now is not just to teach safer sex to youth, but to find ways to protect the education system itself, and to mitigate the impact of the pandemic on learners and educators, so that South Africa can continue to provide education of quality for its people, and for economic growth and development.
HIV/AIDS, POVERTY AND EDUCATION: Who is responsible? How does HIV/AIDS affect education? Are we s... more HIV/AIDS, POVERTY AND EDUCATION: Who is responsible? How does HIV/AIDS affect education? Are we strolling behind a galopping pandemic? (Briefing note for visit by Bono to South Africa, 2003)