The SOFIE Project (Strengthening open and flexible learning to increase educational access for young people in high HIV prevalence areas of Malawi and Lesotho)

2 Rationale for the SOFIE Project One of the broader forces structuring young people's vulnerability to HIV is access to schooling. Keeping young people in school has been linked to lower risk of HIV infection. In the context of poverty young people affected by HIV frequently have reduced access to traditional schooling. More appropriate, open and flexible models of schooling and support need to be developed to protect the right to schooling in high HIV prevalence areas.

3 Project partners Institute of Education, University of London (IoE) Pat Pridmore and Chris Yates South African Institute for Distance Education (SAIDE) Tessa Welch and Ephraim Mhlanga Institute of Education, National University of Lesotho Thabiso Nyabanyaba Centre for Educational Research and Training (CERT), University of Malawi : Catherine Moleni Harvard University, School of Education Matthew Jukes

4 Central Research Question To what extent can barriers to education access and achievement presented by HIV and AIDS be overcome using more open, and flexible models of learning and support as a complement to conventional schooling?

5 Subsidiary Research Questions 1.What ODFL initiatives, structures and networks are in place to deliver education to young people in high HIV prevalence areas? 2.What factors influence access to conventional schooling for children affected by HIV and AIDS? 3.To what extent can access be increased through strengthening and expanding more open and flexible learning and support to complement conventional schooling?

6 Methodology Step 1 Situational analysis – a series of background desk studies - to address RQ 1. Step 2 Case studies in Malawi and Lesotho to identify barriers to education at the household level and school level in four contrasting communities severely affected by HIV/AIDS - to Address RQ 2. Step 3 Interventions through schools to expand and strengthen open and flexible learning and support and thereby reduce drop out and increase attainment - evaluated using an experimental design – to address RQ 3.

7 Family/household level factors influencing access to schooling Shocks from malnutrition and infection. Constantly changing household organisation and child migration. Increased poverty and demand for child labour. Family skepticism and intra-household discrimination against orphans. Trauma, stress, child abuse and unplanned pregnancy. Loss of social cohesion.

8 School level factors Lack of support for the special educational needs of HIV-affected children. Gender based violence, stigma and discrimination. Reduced supply and quality of education.

9 Key strategies for educational interventions More open and flexible delivery of the national curriculum together with strengthening of support systems and structures. Identification and monitoring of vulnerable children by school managers and teachers and provision of pastoral care and counselling. Improving the quality of the educational provision. Strengthening community cohesion and participation to support the special educational needs of vulnerable children. Promotion of childrens rights and strengthening of child protection legislation.

10 Key factors for success: Open and flexible delivery of curriculum + strong school-community links The community schools in Burkina Faso, Zambia and Malawi The Escuela Nueva self-study learner guides piloted in Zambia and Uganda, The Schools as Centres for Care and Support Project in South Africa.

11 More open and flexible curriculum Interactive Radio Instruction (IRI) programme, called Tikwere (Lets climb), broadcast nationally on the Malawi Broadcasting Corporation. A complementary basic education (CBE) Programme in Malawi delivered by unemployed secondary school leavers to year olds. The Mindset Cabanga and Mindset Learn Programmes in South Africa which deliver the curriculum to grades using digital learning materials delivered through satellite communication to schools. The Namibian College of Open Learnings (NAMCOL) Open Learning Approach providing secondary education and their E-Learning Pilot Project providing Grade 10 and 12 learners in Mathematics and Science. Second chance secondary education delivered through the Malawi College of Distance Education (MCDC) and the Lesotho Distance Teaching Centre (LDTC). Literacy programmes for herd boys and child domestic workers delivered through the Lesotho Association for Non-Formal Education (LANFE)

12 Strengthening school –community links The Circles of Support initiative developed by the Soul City Institute in South Africa. The establishment of mothers groups in primary schools and a few secondary schools in Malawi.

13 A more appropriate model of schooling

14 Preconditions for new models of schooling to take root Greater flexibility. Increased resourcefulness and openness to change. Tolerance for diverse solutions and models. Willingness to loosen up bureaucratic constraints and procedures. Co-operation and collaboration with several partners. Meaningful decentralization based upon school autonomy and effective participation of local stakeholders. Free primary education and essential schooling costs covered.

15 Welcome to the SOFIE website