161First economic development will enhance gender equity since as areas increase
in wealth and educational participation it ceases to be necessary to discriminate. It
is also the case that modern attitudes accompany modernization and the transition
from agriculturally based livelihoods to modern sector jobs.
Second, there is still a need for the promotion of gender equality in many com-
munities, especially where traditional values devalue girls education and parental
choice favours investment in the education of boys.
Third, where enrolment rates remain low and academic achievement is prob-
lematic special provision may be helpful if it allows boys and girls to learn more
effectively. This could include girl and boy only classrooms, incentives for female
teachers to work in rural areas, and investment in safe and secure schools and
transport links to encourage girls to travel to school where this is necessary.
Fourth enact and enforce child labour laws to prevent children of school age
working during school hours and make clear responsibilities for monitoring
attendance and inspecting enterprises with this in mind.
Fifth, review and revise curricula and pedagogy to ensure that content and
teaching methods are gender fair and designed to equalise opportunity between
boys and girls.
7.7.4 HIV/AIDS Orphans
HIV/AIDS orphans have special needs that result from the loss of one or both par-
ents. Some of these needs are likely to be similar to those of orphans in general
but others are specific to the circumstances that surround HIV/AIDS. The subject
is complex, data is not readily available, and patterns of infection and provision
for orphans are evolving dynamically. From the insights in this chapter there are
systemic issues that are likely to need addressing and some ways forward include
those indicated below.
First, national guidelines and local actions need to be clarified to reduce differ-
ences in responses to orphans of HIV/AIDS infected parents. There appear to be
many different local responses within the existing framework and in some areas a
dependence on NGOs to make significant contributions.
Second, the medical and health related aspects of being an HIV/AIDS orphan
need to be addressed for every child. This should include psychological well
being.
Third, orphans may have no financial resources to support the costs of school-
ing and should not have to depend on philanthropy; the costs of their schooling
should be met along with their living costs in all cases.
Fourth, public campaigns and school curricula content are need to reduce lev-
els of prejudice against those associated with HIV/AIDS. Sexual and reproductive
health are essential parts of education.
Fifth, family members and foster parents should be supported with adequate
resources to nurture HIV/AIDS orphans.
7.7 Conclusions and Policy Insights