1. Notes:
Rapid assessments

2. What does EDUCAIDS mean in-country?
Comprehensive education sector response
Informed by needs assessment/gap analysis
Country led with support from partners
Partnerships
Inter-ministerial (MoE, MoH, other ministries)
UNAIDS theme groups & agencies
Donors
Civil society
Notes:
Few countries can claim to be operating a comprehensive response at present: what distinguishes EDUCAIDS is the conscious plan to move towards a comprehensive response, clear priorities in response to a needs assessment/gap analysis, and a timeline for development
Countries can start at different points and use different approaches or entry points, depending on their national situation, epidemiological profile and priorities.
This is not a description of UNESCO’s role or responsibilities, but of all partners in the country education sector HIV and AIDS response

3. A few examples of EDUCAIDS in-country
Jamaica: rapid review, focusing on policy, strategic planning, institutional capacity, leadership, HIV prevention and impact mitigation
Ghana: MoE requested needs assessment of education sector response, to consider and build on results of GRS
Both: recommendations for MoE & partners on activities to scale up & gaps to be addressed
Namibia: early EDUCAIDS country, focus to date on data systems, support to MoE to develop policy & structures & train ministry officials. Needs/gap analysis not yet undertaken
Notes:
Few countries can claim to be operating a comprehensive response at present: what distinguishes EDUCAIDS is the conscious plan to move towards a comprehensive response, clear priorities in response to a needs assessment/gap analysis, and a timeline for development
Countries can start at different points and use different approaches or entry points, depending on their national situation, epidemiological profile and priorities.

4. Global Readiness Survey (1)
First round - 71 countries – self-reported
Highlighted areas needing attention:
Policies: impact on supply & demand, quality & outcomes
Workplace policies
The lack of sector-wide strategic plans
Better data & evidence on what works
More holistic and comprehensive responses
Capacity building: planning, budgeting, management, data use
GRS (see page 8 of EDUCAIDS Framework)
In countries which were involved, the GRS provides a baseline on what Ministries say they are doing
Possible second round – more countries, improved methodology

5. NEEDS ASSESSMENT – GAP ANALYSIS
Many countries have already gone through some assessment process
No need to reinvent the wheel!
What has already been done – and when?
National AIDS Plan
Education Sector Plan
Education Sector AIDS Plan?
Build on what exists – update, identify gaps…
Note:
Check planning cycles, upcoming processes (eg Global Fund and other donor proposals) – wherever possible, link to what’s being done – add your energies and insights, rather than repeating.

6. RAPID ASSESSMENTS – purpose (1)
to assess a country’s current and planned education sector response: difference between ‘actual’ and ‘desired’
to highlight strengths and identify areas where more investment is required
to assist in prioritising and sequencing action to fill gaps
to identify the strategic partnerships necessary to plan and implement a comprehensive approach
Needs assessments: sometimes extensive, sometimes much simpler. Rapid assessment is one method. There is no single ‘one size fits all’ approach for undertaking this process of gap analysis, prioritisation and action work planning. What is essential, however, is the commitment to work through an inclusive process, ensuring opportunities for building ownership and buy-in by key stakeholders in the education sector.

7. Purpose (2)
to make recommendations for the MoE to consider as inputs to national plans, eg
National AIDS strategic plan
Education sector strategic plan on HIV and AIDS
Education sector strategic plan (general)
to support resource mobilisation for implementation

8. Data sources: documents, key stakeholder interviews, field visits
Rapid review – outline
Based on UNAIDS Guidance for National Situation and Response Analysis, updated to take account of EDUCAIDS framework
Data sources: documents, key stakeholder interviews, field visits
Country HIV context
Programme coverage
Education context
Education sector HIV and AIDS response
Mapped against five essential components
Notes:
Simplest needs analysis:
pull together a few colleagues, people with interest and experience
use the five components as a checklist

9. Five essential components of a comprehensive education sector response
Quality education
Content, curriculum and learning materials
Educator training and support
Policy management and systems
Approaches and entry points
Notes:
When looking at the components, we need to consider:
What is working well and needs to be continued or expanded? (build on your strengths)
What is not yet working, but needs to be continued? (revise and re-plan when necessary – it’s not always necessary to drop something just because it didn’t work immediately)
What is not working and needs a new strategic approach? (facing our failures and challenges)
What is not being done and needs to start? (seeing the gaps – and prioritising them)
What should be done first?

10. Some lessons learned in the assessment process in other countries
Approach needs to be adapted to context
Assessments need to be rapid and timely
Ownership is critical – which means broad participation (funds/time)
Data gaps
Self-assessment is possible – but has challenges
Assessments can help Ministries of Education and their partners to take stock, plan and resource the education sector response
Notes:
Participation: in addition to MoE, civil society, teachers’ organisations, PLHAs, universities – this means time and (usually) money
Data gaps: especially on programmes for most at risk youth
Plans and proposals based on needs assessments are more likely to attract resources, whether from domestic sources – supporting the Ministry of Education claims in the government budgeting process or providing reasoned backing for proposals to donors.
when looking at the components, we need to consider:
What is working well and needs to be continued or expanded? (build on your strengths)
What is not yet working, but needs to be continued? (revise and re-plan when necessary – it’s not always necessary to drop something just because it didn’t work immediately)
What is not working and needs a new strategic approach? (facing our failures and challenges)
What is not being done and needs to start? (seeing the gaps – and prioritising them)